Memorizing the Quran: Exploring Academic Hardiness, Self-Efficacy, and Perceived Social Support in Islamic Schools

Abstract

Religion-based schools that have a curriculum focused on Quran memorization face challenges in integrating general education with religious education, which emphasizes reasoning and memorization. Students must possess academic resilience to actively participate in the learning process and develop self-efficacy in memorizing the Quran. Additionally, students require social support to reinforce the impact of academic resilience on self-efficacy. The objective of this research is to explore the educational and psychological factors that can enhance students' ability to memorize the Quran. The study involved 113 participants, and data were collected using convenience sampling for ease of access. The data were analyzed using moderation analysis with SPSS version 22 and the add-on Macro Process by Hayes. The findings of this research indicate that academic resilience influences self-efficacy in Quran memorization, with social support playing a moderating role. Specifically, the results reveal that only parental support moderates the influence of academic resilience on self-efficacy (t (113) = 2.88, p0.01). This research serves as a valuable reference for family studies, highlighting the significant role parents play in their children's academic development. The novelty of this study lies in the identification of psychological factors that contribute to Quran memorization in children.