<![CDATA[Students who memorize the Qur’an have dynamics that indicate that they carry dual responsibilities as academic learners and guardians of memorization, requiring strong self-regulation that ultimately influences their level of happiness. This study has three objectives: (1) to identify the variation of self-regulation among Qur’an-memorizing students at the Hamalatil Qur’an; (2) to identify the variation of happiness among these students; and (3) to examine the corelations between self-regulation and happiness in Qur’an-memorizing students at the same institution. This study employed a correlational design with a quantitative approach. The study population consists of 130 Qur’an-memorizing students, and the sample was selected using a purposive sampling technique, resulting in 57 individuals who met the criteria. The research findings show that variations in self-regulation are mostly categorized as high, with 30 students (52.6%), while the remaining 27 students (47.4%) fall into the moderate category. Furthermore, variations in happiness among the students predominantly fall within the moderate category, represented by 37 students (64.9%), followed by 20 students (35.1%) in the high category. Self regulation and happiness in Qur’an-memorizing students have a significant relationship, which is reflected in the correlation coefficient obtained is r = 0.684 with a significance value of p = 0.000 (p < 0.05), indicating that the alternative hypothesis (Ha) is accepted. This means that higher levels of self-regulation tend to correspond with higher levels of happiness among students who must balance the demands of memorizing the Qur’an while managing their academic responsibilities at the Islamic boarding school.]]>
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