KONTRIBUSI MANAJEMEN WAKTU, KECERDASAN EMOSIONAL, DAN DUKUNGAN SOSIAL TERHADAP KEMAMPUAN MENGHAFAL AL-QUR’AN PADA MAHASISWI MARKAZ TAHFIZ AL-QUR’AN UNIVERSITAS DARUSSALAM GONTOR PUTRI

Anggun Windi Astuti, NIM.: 24204011013 (2026) KONTRIBUSI MANAJEMEN WAKTU, KECERDASAN EMOSIONAL, DAN DUKUNGAN SOSIAL TERHADAP KEMAMPUAN MENGHAFAL AL-QUR’AN PADA MAHASISWI MARKAZ TAHFIZ AL-QUR’AN UNIVERSITAS DARUSSALAM GONTOR PUTRI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The ability to memorize the Qur’an is one of the important achievements in tahfiz programs at Islamic higher education institutions. The memorization process is not only related to cognitive abilities but is also influenced by students’ ability to manage their time, regulate their emotional conditions, and obtain support from their social environment. This study aims to analyze the contribution of time management, emotional intelligence, and social support to Qur’an memorization ability, both partially and simultaneously, as well as to identify the predictor with the strongest relative contribution among female students of the Qur’an Tahfiz Center at Universitas Darussalam Gontor. This study employed a quantitative approach with a cross-sectional correlational design. The subjects consisted of 74 female students of the Qur’an Tahfiz Center at Universitas Darussalam Gontor, selected using a total sampling technique. Data on time management, emotional intelligence, and social support were collected through Likert-scale questionnaires, while Qur’an memorization ability was measured using an oral memorization test. Data were analyzed using descriptive statistics and multiple linear regression with the assistance of IBM SPSS Statistics 25 after the regression assumptions had been met. The results showed that time management had a positive and significant effect on Qur’an memorization ability (β = 0.533; p = 0.000), emotional intelligence had a positive and significant effect (β = 0.254; p = 0.005), and social support also had a positive and significant effect (β = 0.196; p = 0.020). Simultaneously, the three variables had a positive and significant effect on Qur’an memorization ability (F = 29.353; p = 0.000). The R² value of 0.557 indicates that the model explained 55.7% of the variance in Qur’an memorization ability, while the remaining 44.3% was explained by other factors outside the model. Time management was the predictor with the strongest relative contribution. This study recommends strengthening time management strategies, developing emotional regulation skills, and optimizing social support in the development of tahfiz programs at higher education institutions.

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