Distraksi Digital dan Kemandirian Belajar dalam Pembelajaran Tafsir Al-Qur’an: Kajian Konseptual Self-Regulated Learning

Abstract

This research examines the phenomenon of digital distraction and its implications for learner autonomy in Qur’anic exegesis (tafsir) learning within higher education. Digital environments, while expanding access to learning resources, simultaneously generate cognitive challenges in the form of fragmented attention, pseudo-multitasking, and diminished capacity for deep learning—conditions that are particularly problematic for disciplines requiring sustained textual analysis, such as tafsir. Employing a qualitative library research design with a conceptual analysis approach, this study synthesizes literature from educational psychology, self-regulated learning (SRL), Islamic pedagogy, and national education policy. The analysis positions SRL as a pedagogical framework capable of strengthening learner autonomy and mitigating the adverse effects of digital distraction in tafsir learning. The findings suggest that integrating SRL into tafsir pedagogy supports deep learning by enhancing goal-setting, cognitive monitoring, and reflective engagement with Qur’anic texts. This study contributes theoretically to the development of tafsir pedagogy that is adaptive, reflective, and responsive to contemporary digital learning challenges.