The Determination of Factors Affecting Learning Outcomes of the Qur’an Memorization at MTs Yanbu’ Kudus Students

Ahmad Falah
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Abstract

The students' learning outcome of memorizing the Qur’ân is students' final ability to master memorization smoothly, precisely, and fluently. Numerous factors can affect student learning outcomes in memorizing the Qur’ân. This study, therefore, aims to examine the effect of memorization background on students' learning outcomes of memorizing the Qur'ân, the effect of learning motivation on students' learning outcomes of memorizing the Qur'ân, the effect of self-efficacy on students' learning outcomes of memorizing the Qur'ân, the effect of Arabic language skills on students' learning outcomes of memorizing Al-Qur'ân, and simultaneously test the effect of the memorization background, learning motivation, self-efficacy, and Arabic language skills on students' learning outcomes of memorizing Al-Qur'ân. The research used a quantitative approach with a correlational type. The research population was all students in grades VII, VIII, and IX of MTs Yanbû' Al-Qur'ân Kudus, totaling 495 students. Meanwhile, using the proportionate stratified random sampling technique, the research sample of 120 students was obtained. The data were collected using a questionnaire, test, and documentation. The data collected were then analyzed by simple and multiple linear regression analysis utilizing the SPPS version 24.0 application. The data analysis results revealed that the determinants affecting the learning outcomes of memorizing the Qur'an indicated that individually, (1) the memorization background had a significant effect of 6.0% on the learning outcomes of memorizing the Qur'an; learning motivation had a significant effect of 15.0% on the learning outcomes of memorizing the Qur'an; self-efficacy had a significant effect of 14.0% on the learning outcomes of memorizing the Qur'an. Meanwhile, students' Arabic skills had no significant effect of 0.01% on the learning outcomes of memorizing Al-Qur'ân. (2) Together, memorization background, learning motivation, self-efficacy, and Arabic language skills had an effect of 20.9% on the learning outcomes of memorizing Al-Qur'an. 
延布大学学生《古兰经》背诵学习效果影响因素的确定
学生背诵《古兰经》的学习成果是学生顺利、准确、流利地掌握记忆的最终能力。许多因素会影响学生记忆古兰经的学习效果。因此,本研究旨在考察记忆背景对学生记忆《古兰经》学习成果的影响、学习动机对学生记忆《古兰经》学习成果的影响、自我效能感对学生记忆《古兰经》学习成果的影响、阿拉伯语技能对学生记忆《古兰经》学习成果的影响,并同时检验记忆背景、学习动机、自我效能感、阿拉伯语语言技能对学生背诵《古兰经》学习成果的影响。本研究采用了相关类型的定量方法。研究对象为麻省理工学院Yanbû' Al-Qur' 库德斯分校七、八、九年级学生,共495名学生。同时,采用比例分层随机抽样技术,获得120名学生的研究样本。数据通过问卷调查、测试和文档收集。然后利用SPPS 24.0版本应用程序对收集的数据进行简单和多元线性回归分析。数据分析结果显示,影响《古兰经》学习成果的因素分别表明:(1)背诵背景对《古兰经》学习成果的影响显著(6.0%);学习动机对背诵《古兰经》的学习效果有15.0%的显著影响;自我效能感对《古兰经》学习成绩有14.0%的显著影响。同时,学生的阿拉伯语技能对背诵《古兰经》的学习结果无显著影响(0.01%)。(2)记忆背景、学习动机、自我效能感和阿拉伯语技能对《古兰经》学习效果的影响为20.9%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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