REGULASI DIRI SANTRI DEWASA AWAL PENGHAFAL AL-QUR’AN

Muhammad Nasihun Amin, NIM.: 2110701027 (2026) REGULASI DIRI SANTRI DEWASA AWAL PENGHAFAL AL-QUR’AN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (REGULASI DIRI SANTRI DEWASA AWAL PENGHAFAL AL-QUR’AN) 21107010027_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (3MB) | Preview
	Text (REGULASI DIRI SANTRI DEWASA AWAL PENGHAFAL AL-QUR’AN) 21107010027_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (10MB) | Request a copy

Abstract

Memorizing the Qur’an in early adulthood presents complex psychological and contextual challenges, thus requiring mature self-regulation skills. This study aims to explore in depth the dynamics of self-regulation and to identify facilitating and inhibiting factors among early-adult male students. This study employs a qualitative method using a case study approach. Research subjects were selected using purposive sampling, involving three male students aged 18–29 who are actively memorizing the Qur’an. Data collection was conducted through interviews, observations, and documentation. The research findings indicate that the self-regulation of santri proceeds cyclically through three main phases: the planning phase, the implementation phase, and the self-reflection phase. However, the implementation of these three phases exhibits distinctive adaptive characteristics. In the planning phase, goal-setting is not static but rather flexible and continuously negotiated in light of the realities of their work and the demands of daily life. During the implementation phase, cognitive strategies such as repetition, visualization, and meaning-making, as well as memorization monitoring strategies, are employed in various ways; some informants engage in implicit monitoring integrated into their routines, while others do so explicitly and in a structured manner. In the self-reflection phase, informants attributed their outcomes to controllable factors effort, strategy, and focus which then elicited adaptive responses in the form of a qodho system compensation for delayed target), method modification, or intensified review murojaah. Self-regulation is also influenced by internal factors such as intrinsic motivation rooted in spiritual values, personal commitment, emotional regulation, and psychological conditions as well as external factors, including social support from family, teachers, and peers, structural demands of the work and the pesantren system and environment, all of which interact dynamically with one another.

Share this knowledge with your friends :

Actions (login required)

View Item