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All Journal International Journal of Medicine and Health International Journal of Health and Medicine
Said Agil Husin Al Munawar
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Health Professions Medicine & Pharmacology Nursing Public Health

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The Dynamics of Personal Adjustment in Quranic Memorization Students: A Mixed-Methods Analysis of Self-Acceptance, Objective Self-Action, and Self-Confidence in Islamic Boarding Schools M. Agung Rahmadi; Said Agil Husin Al Munawar; Achmad Syahid; Abdul Rahman Shaleh; Helsa Nasution
International Journal of Medicine and Health Vol. 3 No. 4 (2024): Desember : International Journal of Medicine and Health (IJMH)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijmh.v3i4.4362

Abstract

This study examines the dynamics of personal adjustment in Quranic memorization students using a mixed methods approach, combining quantitative field analysis as primary data and meta-analysis as secondary data. The field study involved 515 students from two Indonesian Islamic boarding schools: Pesantren Tahfizh Daarul Qur'an and Yayasan Islamic Centre Sumatera Utara. The meta-analysis included 30 studies (N = 4,827) from international databases. The quantitative analysis showed a high level of personal adjustment among students (M = 3.66, SD = 0.52), with the highest score on acting objectively according to one's conditions and potential (M = 3.85, SD = 0.48). Regression analysis revealed that self-acceptance significantly predicted overall personal adjustment (β = 0.42, p < .001). The meta-analysis confirmed a positive relationship between self-acceptance and personal adjustment (r = 0.53, 95% CI [0.47, 0.59]). Moderator analysis indicated a stronger effect for female students (r = 0.58) than males (r = 0.49). These findings extend the research of Ahmad et al. (2022) and Rahma (2023) by identifying unique factors influencing personal adjustment of Quranic memorization students, such as memorization intensity (β = 0.31, p < .01) and social support in Quranic boarding schools (β = 0.28, p < .01). Additionally, the integration of primary and secondary data provides a comprehensive understanding of the dynamics of personal adjustment in Quranic memorization students, emphasizing the importance of evidence-based interventions to enhance the psychological well-being of these students.
The Construct of Emotional Support in Quranic Memorization Students: A Study on the Dynamic Influence of Reliable Relationships, Trusted Guidance, Psychological Well-being, and Quranic Memorization Achievement M. Agung Rahmadi; Achmad Syahid; Said Agil Husin Al Munawar; Abdul Rahman Shaleh; Helsa Nasution; Luthfiah Mawar
International Journal of Health and Medicine Vol. 1 No. 4 (2024): October : International Journal of Health and Medicine
Publisher : Asosiasi Riset Ilmu Kesehatan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijhm.v1i4.109

Abstract

Using a mixed-method approach, This study examines emotional support for Quranic memorization students (santri tahfidz) in Islamic boarding schools (pesantren). Quantitative analysis of 515 santri tahfidz revealed high levels of emotional support (M = 3.74, SD = 0.68) with two primary dimensions: reliable relationships (74.96%) and trusted guidance (75.17%). Multiple regression analysis uncovered a significant relationship between emotional support and Quranic memorization achievement (β = 0.42, p < .001, R² = 0.18). A meta-analysis of 28 studies (N = 3,627) confirmed a positive correlation between emotional support and students' psychological well-being (r = 0.39, 95% CI [0.34, 0.44]). MANOVA results indicated significant differences in santri tahfidz's perceptions of emotional support based on gender (Wilks' λ = .97, F(2, 512) = 7.85, p < .001, partial η² = .03) and age (Wilks' λ = .95, F(4, 1022) = 6.73, p < .001, partial η² = .03). These findings extend previous research by Hasfi (2018) and Vista (2018) by identifying the specific roles of teacher support (β = 0.31, p < .01) and peer support (β = 0.28, p < .01) in enhancing student resilience. Furthermore, this study contributes to a more comprehensive understanding of emotional support dynamics in pesantren tahfidz education, integrating Bronfenbrenner's (1979) ecological perspective and Deci and Ryan's (2000) self-determination theory. Finally in a practical context, the researcher evaluates this study has implications for the development of more structured and efficient emotional support intervention programs in tahfidz pesantren.
Co-Authors Abdul Rahman Shaleh Achmad Syahid Helsa Nasution Luthfiah Mawar M. Agung Rahmadi