<![CDATA[This study aims to analyze the relationship between smartphone use and the quality of Quran memorization among tahfidz students and to develop regulatory implications for using digital technology as a strategic instrument in Islamic boarding school management. This study uses a comparative quantitative approach involving 30 tahfidz students at Islamic boarding schools. The study collected data on the quality of Quran memorization by measuring five indicators: memorization fluency, tajwid accuracy, muroja'ah strength, memorization stability, and verse continuation speed. Data analysis used the Shapiro–Wilk normality test, Levene's homogeneity test, and the Independent-Samples t-test. The results showed a significant difference in total memorization quality between students who used smartphones and those who did not (t(28) = -2.711; p = 0.011), with the non-smartphone group achieving higher memorization scores. Significant differences also emerged in fluency, recitation strength, and memorization stability, while tajweed accuracy and verse recall speed did not differ significantly. These findings reinforce the relevance of Operant Conditioning Theory in explaining how environmental stimulus control influences learning behavior, as well as Social Identity Theory in understanding the role of collective Islamic boarding school identity. The implications of this research emphasize the importance of data-driven digital regulation to manage technology adaptively without diminishing the core value of Quran memorization education.]]>
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