The Effect of Self-Efficacy on Students’ Qur’anic Tahsin Ability in Ponorogo: (Efikasi Diri dan Pembelajaran Tahsin Al-Qur’an dalam Pendidikan Islam Berbasis Sekolah)

Zennanta Agustia; Retno Widyaningrum

doi:10.37304/jied.v2i02.25991

Penulis

Zennanta Agustia Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo, Indonesia
Retno Widyaningrum Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo, Indonesia

DOI:

https://doi.org/10.37304/jied.v2i02.25991

Kata Kunci:

Self-efficacy; Qur’anic tahsin; Qur’anic pedagogy; Islamic education; learner development; Islamic educational psychology

Abstrak

Purpose: This study examines self-efficacy as a psychological predictor of Qur’anic tahsin ability within school-based Islamic education and positions the issue in relation to Qur’anic pedagogy and learner development. Method: A quantitative associative design was applied to 216 junior secondary students in Ponorogo, Indonesia. Self-efficacy was measured using a 20-item Likert questionnaire, while Qur’anic tahsin ability was obtained from school-documented tahsin assessment scores. Data were analyzed through validity testing, reliability testing, descriptive statistics, residual diagnostics, linearity testing, and simple linear regression in IBM SPSS. Findings: The self-efficacy instrument was valid, with item-total correlations ranging from .593 to .712, and reliable, with Cronbach’s alpha of .931. The regression model was statistically significant, (F(1, 214) = 83.817, p < .001). Self-efficacy positively predicted Qur’anic tahsin ability, (B = .258, SE = .028, β = .531, t = 9.155, p < .001), and explained 28.1% of the variance in tahsin scores. Implications: The findings indicate that tahsin instruction should address students’ confidence, persistence, reception of corrective feedback, and self-regulated practice alongside technical recitation accuracy. Novelty: This study integrates self-efficacy theory with Qur’anic tahsin learning and interprets students’ efficacy beliefs as psychological agency in school-based Islamic education, using school-documented tahsin scores as an empirical indicator of recitation achievement. Future Research: Further studies should use direct tahsin performance assessment, multi-rater rubrics, mixed-method designs, and additional predictors such as teacher feedback, practice intensity, family support, and prior Qur’anic learning experience.

Tujuan: Penelitian ini mengkaji self-efficacy sebagai prediktor psikologis kemampuan tahsin Al-Qur’an dalam pendidikan Islam berbasis sekolah serta menempatkannya dalam pembahasan pedagogi Al-Qur’an dan pengembangan peserta didik. Metode: Penelitian menggunakan desain kuantitatif asosiatif dengan melibatkan 216 peserta didik SMP di Ponorogo, Indonesia. Self-efficacy diukur menggunakan angket Likert 20 item, sedangkan kemampuan tahsin Al-Qur’an diperoleh dari dokumentasi nilai tahsin sekolah. Data dianalisis melalui uji validitas, uji reliabilitas, statistik deskriptif, diagnostik residual, uji linearitas, dan regresi linear sederhana menggunakan IBM SPSS. Hasil: Instrumen self-efficacy dinyatakan valid dengan korelasi item-total antara .593 sampai .712 dan reliabel dengan Cronbach’s alpha sebesar .931. Model regresi signifikan secara statistik, (F(1, 214) = 83.817, p < .001). Self-efficacy memprediksi kemampuan tahsin secara positif, (B = .258, SE = .028, β = .531, t = 9.155, p < .001), dan menjelaskan 28,1% variasi skor tahsin. Implikasi: Temuan ini menunjukkan bahwa pembelajaran tahsin perlu memperhatikan kepercayaan diri, ketekunan, penerimaan terhadap koreksi guru, dan latihan mandiri yang terarah bersama ketepatan teknis bacaan. Kebaruan: Penelitian ini mengintegrasikan teori self-efficacy dengan pembelajaran tahsin Al-Qur’an dan menafsirkan keyakinan diri peserta didik sebagai agensi psikologis dalam pendidikan Islam berbasis sekolah, dengan menggunakan dokumentasi nilai tahsin sekolah sebagai indikator empiris capaian bacaan. Penelitian Selanjutnya: Studi berikutnya perlu menggunakan asesmen performa tahsin langsung, rubrik multi-penilai, desain campuran, dan prediktor tambahan seperti umpan balik guru, intensitas latihan, dukungan keluarga, serta pengalaman belajar Al-Qur’an sebelumnya.

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