<![CDATA[Learning concentration is essential for students’ academic engagement and understanding of learning materials. In Islamic higher education, reading the Qur’an before lectures may be associated with learning concentration. This study examined the relationship between Qur’an-reading habits and students’ learning concentration. Using a quantitative ex post facto correlational design, the study involved 56 students from an Islamic Religious Education program at a private Islamic university in West Java, Indonesia. Data were collected through questionnaires and analyzed using descriptive statistics and Pearson Product Moment correlation. Qur’an-reading habits had a mean score of 29.14 (SD = 5.21), while learning concentration scored 33.55 (SD = 5.30). The findings revealed a very strong positive relationship between the variables (r = 0.917, p < 0.001). Students with stronger and more consistent Qur’an-reading habits tended to report higher learning concentration. These findings provide empirical evidence of this association in Islamic higher education. However, the correlational design does not establish causality.]]>
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