The Effect Of Learning Motivation And The Learning Environment On The Performance Of Human Resources In Achieving Qur’an Memorisation Targets Through Self-Regulated Learning (A Case Study of PPTQ Nurul Furqon, Malang)
DOI:
https://doi.org/10.24256/kharaj.v8i2.11103Keywords:
Motivation to Learn, Learning Environment, Self-Regulated Learning, Human Resource Performance, Memorisation of the Qur’anAbstract
This study aims to analyse the influence of learning motivation and the learning environment on human resource (HR) performance in achieving Qur’an memorisation targets through self-regulated learning among students at PPTQ Nurul Furqon in Malang. The study employed a quantitative approach using total sampling to select 115 students. Data collection was carried out through the distribution of a questionnaire using a five-point Likert scale and analysed using the Partial Least Square-Structural Equation Modelling (PLS-SEM) method with the assistance of SmartPLS 4.0. The results of the study indicate that learning motivation and the learning environment have a positive and significant influence on self-regulated learning. Furthermore, learning motivation, the learning environment, and self-regulated learning also have a positive and significant influence on the students’ performance in achieving their Qur’an memorisation targets. Self-regulated learning was found to mediate the influence of learning motivation and the learning environment on performance. The novelty of this study lies in testing the mediating role of self-regulated learning within the context of tahfidz boarding school education. The practical implications of this study suggest that enhancing learning motivation and creating a conducive learning environment must be accompanied by strengthening students’ self-regulation skills so that the achievement of Qur’an memorisation targets can proceed more optimally and sustainably.
References
Alisah, N., Kumaidi,&Farida, R. (2024). Hubungan self-regulated learning dan efikasi diri pada santri SMA pondok pesantren di Kota Samarinda. Jurnal Ilmu Sosial Humaniora Indonesia. https://doi.org/10.52436/1.jishi.335
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Fitriani, E.,&Mustika, R. (2024). Pengaruh lingkungan belajar terhadap kemandirian belajar peserta didik pada era digital. Jurnal Pendidikan Indonesia, 5(1), 45–56.
Ghanad, A. (2023). An Overview of Quantitative Research Methods. International Journal of Multidisciplinary Research and Analysis, 6(8), 3794–3803.
Hair, J. F., Hult, G. T. M., Ringle, C. M.,&Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Kusumawati, A. A. (2024). Self regulation dalam meningkatkan motivasi belajar peserta didik. Jurnal EMPATI, 13(3), 242–247. https://doi.org/10.14710/empati.2024.45013
Lutfi, S., Surawan, S., & Zanuba, A. A. (2024). Regulation learning Qur’an: Upaya membangun kemandirian belajar abad 21. Anterior Jurnal, 23(1), 75–80. https://doi.org/10.33084/anterior.v23i1.6618
Muayadah, F. (2024). Penerapan self regulated learning sebagai upaya meningkatkan motivasi belajar siswa. Jurnal Riset Psikologi, 4(2). https://doi.org/10.29313/jrp.v4i2.5445
Nisa, K., Rahman, A.,&Fauzi, M. (2024). Self-regulated learning sebagai variabel mediasi dalam meningkatkan hasil belajar peserta didik. Jurnal Pendidikan Humaniora, 12(1), 66–77.
Nurdiyanto, R., Darwisy, I. H., & Utomo, P. (2024). Analisis jalur motivasi belajar terhadap self efficacy dengan self regulated learning sebagai intervening. Jurnal Nyanadassana, 3(2), 120–131. https://doi.org/10.59291/jnd.v3i2.73
Rasyid, A., Hidayat, M.,&Hasanah, N. (2022). Pengaruh lingkungan belajar terhadap efektivitas pembelajaran dan pencapaian akademik peserta didik. Jurnal Pendidikan Islam, 8(2), 115–126.
Siregar, N. A. (2024). Lingkungan belajar dan self-regulated learning sebagai determinan keberhasilan akademik siswa. Jurnal Pendidikan dan Psikologi Indonesia, 8(2), 112–123.
Teece, D. J., Pisano, G.,&Shuen, A. (1997). Dynamic capabilities and strategic management. Strategic Management Journal, 18 (7), 509–533.
Yuli Susilawati,&Widyaningrum, S. (2022). Pengaruh lingkungan belajar terhadap efektivitas pembelajaran siswa. Jurnal Pendidikan Dasar Indonesia, 7(2), 85–94.
Yusuf, M., Kholiq, A., Nafiah, L. A.,&Jawhari, A. J. (2023). Peningkatan produktivitas belajar santri melalui konsep personal goal setting. Indonesia Islamic Education Journal, 2(1). https://doi.org/10.37812/iiej.v2i1.1127
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Fita Andriyani, Noor Shodiq Askandar, Siti Asiyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. In line with the license, authors are allowed to share and adapt the material. In addition, the material must be given appropriate credit, provided with a link to the license, and indicated if changes were made. If authors remix, transform or build upon the material, authors must distribute their contributions under the same license as the original.
