Self-Regulated Learning Practices in Qur’an Memorization: A Study in an Islamic Integrated Elementary School
Keywords:
Self Regulated Learning, Qur’anic Memorization, Tahfidz Education, Primary School Students, Islamic Education, Learner AutonomyAbstract
This study aims to examine the implementation of self regulated learning in Qur’anic memorization at SD IT Al Jannah Karawang. Employing a qualitative approach with a single case study design, the research explores how students regulate their learning processes in tahfidz activities, as well as the roles of teachers and parents in supporting this process. Data were collected through observations, semi structured interviews, documentation, and questionnaires involving students, teachers, and parents. The findings reveal that self regulated learning has been systematically implemented through structured memorization planning, routine recitation submission, continuous monitoring using tahfidz achievement records, and periodic evaluation. These practices reflect the phases of forethought, performance, and self reflection, indicating that students are gradually developing independent learning behaviors. However, several challenges remain, including learning fatigue, variations in student motivation, dependence on teacher guidance, and differences in parental involvement. The study also highlights the significant role of teachers as facilitators and motivators, as well as parents as learning companions at home, in strengthening students’ self regulation. Furthermore, the integration of spiritual values within the tahfidz program contributes to enhancing students’ intrinsic motivation. This study contributes to the literature on self regulated learning by demonstrating its application within Islamic educational contexts and underscores the importance of collaborative support between school and family in fostering students’ learning autonomy.
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