Analisis Pembolehubah Terpilih Pendidikan Tahfiz Akademik Merentas Kurikulum Standard Sekolah Menengah (An Analysis of Selected Variables in Academic Tahfiz Education Across the Standard Secondary School Curriculum)

Abstract

Interaction Survey Method of the study which involving group of students and teachers. The instrument for students was used to collect quantitative data. The Likert scale items were grouped according to 9 identified constructs or variables. A total of 5 research objectives were determined. The data analysis process used multiple regression statistics with the stepwise method. The reliability of the items ranged from 0.755 to 0.786 Cronbach’s alpha if items were deleted. The study’s findings showed that good “Hafazan” or memorization mastery recorded a mean score of 4.10 (SD=0.81). The aspects of Arabic language translation and writing standards were at a moderate level, with mean scores of 3.23; SD=0.96: SD=0.89), respectively. Meanwhile, the aspect of communication in Arabic showed a weak ability with a mean score of 2.65 (SD=1.0). The study’s findings indicated that Arabic language was the highest contributor, with 15.10 percent towards “Hafazan” or memorization mastery, and personal quality of students also contributed 6.90 percent. For the Academic Proficiency variable, the personal quality attribute emerged as the highest contributor at 8.70 percent compared to the catalyst variable at 4.20 percent. Comparatively, the personal quality variable played a dominant role in contributing to both “Hafazan” Proficiency and Academic Achievement. Therefore, when variables were regressed on 7 independent variables, it showed that 4 variables, namely co-curricular, blessings, curriculum, and Arabic language, contributed 14.80 percent, 8.30 percent, 6.30 percent, and 3.70 percent, respectively. Hence, the Personal Quality of students is a primary predictor determining the success of “Hafazan” Proficiency and Academic Achievement. The significant factors or variables contributing to Personal Quality are Co-curricular, Blessings, Curriculum, and Arabic language, ranging between 3.70 – 14.80 percent. Thus, the Personal Quality factor of students needs to be nurtured and developed psychologically by all teachers in the Academic Tahfiz teaching process in all schools.