<![CDATA[The process of Qur’an memorization in pesantren settings does not occur in isolation; it is deeply shaped by the communication network surrounding the santri, most critically between the tahfidz teacher and the students parents. When these two parties communicate effectively, students benefit from a comprehensive support system: technical guidance from their teacher and moral reinforcement from their family. Conversely, suboptimal communication risks creating a support gap that undermines both motivation and memorization quality. This study aims to: (1) describe the communication conditions between teachers and parents of tahfidz students; (2) describe students’ motivation and memorization quality; and (3) analyze the influence of teacher–parent communication on motivation (Y₁) and memorization quality (Y₂) at Madrasah Hifdzil Qur’an (MHQ) Pondok Pesantren Putri Walisongo Cukir Jombang. A quantitative ex post facto design was employed. A purposive sample of 30 tahfidz students participated. Questionnaire instruments using a Likert scale were validated and tested for reliability, all items were valid, with Cronbach’s Alpha coefficients of 0.957 (communication), 0.809 (motivation), and 0.896 (memorization quality), all classified as very high. Data analysis employed simple linear regression via SPSS version 25, preceded by classical assumption tests (normality, linearity, heteroscedasticity). Results demonstrate that teacher–parent communication positively and significantly influences student motivation (Y₁ = 23.287 + 0.405X; t = 4.145; sig. = 0.000; R² = 0.380) and memorization quality (Y₂ = 9.474 + 0.756X; t = 11.189; sig. = 0.000; R² = 0.817). Pearson correlations indicate a strong relationship between communication and motivation (r = 0.617) and a very strong relationship between communication and memorization quality (r = 0.904). The alternative hypothesis is thus accepted, with teacher–parent communication confirmed as the dominant explanatory factor for santri memorization quality.]]>
