Syntax Literate: Jurnal
Ilmiah Indonesia p–ISSN: 2541-0849 e-ISSN: 2548-1398
Vol. 9, No.
7, Juli 2024
THE
RELATIONSHIP BETWEEN SELF-EFFICACY AND MOTIVATION FOR ACHIEVEMENT IN MEMORIZING
THE QURAN IN STUDENTS AT WONOSALAM JOMBANG BOARDING SCHOOL
Nuhan
Nabila1, Ghozali Rusyid Affandi2
Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia1,2
Email: [email protected]1, [email protected]2
Abstract
This study aims to explore the relationship between self-efficacy
and achievement motivation in memorizing the Quran among students (santri) at
Wonosalam Islamic Boarding School in Jombang. A quantitative method was
employed with a sample size of 80 students. Reliability tests conducted through
Cronbach's alpha yielded values of 0.842 for self-efficacy and 0.797 for
achievement motivation. Descriptive analysis results indicated that the
majority of students had moderate levels of self-efficacy and achievement
motivation. Pearson correlation test revealed a significant positive
relationship between self-efficacy and achievement motivation (r = 0.309, p
< 0.05), suggesting that higher self-efficacy corresponds to higher achievement
motivation, and vice versa. These findings support the theory that
self-efficacy influences achievement motivation. The implication is that
enhancing the self-efficacy of students can be a strategy to boost their
achievement motivation in memorizing the Quran at the Islamic Boarding School.
Keywords: self-efficacy,
achievement motivation, santri
Introduction
Islamic boarding schools
are the oldest Islamic educational institutions in Indonesia, have strong roots
in the Indonesian Muslim community, in their journey they are able to maintain
and maintain their sustainability and have an educational system that has a big
role in strengthening faith, increasing piety, fostering noble morals,
developing self-reliance in Indonesian society (Fitri & Ondeng, 2022). Some
Islamic boarding schools have even been around for decades and have contributed
to the development of Islam in Indonesia. Islamic boarding schools in Indonesia
have a history and distinctive characteristics compared to Islamic boarding
schools abroad (Putri & Rustika, 2018).
The specific aim of
Islamic boarding school education is to educate students to become Muslims who
are devoted to Allah, have noble character, have intelligence, skills and are
physically and mentally healthy as citizens of Pancasila, making Muslim people
into cadres of ulama and preachers who are sincere, steadfast and tough. ,
entrepreneurs in practicing Islamic history in a complete and dynamic manner,
acquiring personality and strengthening the national spirit in order to grow
development people who can develop themselves and be responsible for the
development of the nation and state, educating personnel supporting micro and
regional development, educating students so that become skilled personnel in
various development sectors, especially mental-spiritual development and help
improve the social welfare of environmental communities in the context of
national community development efforts
(Kurniyawati, 2012).
Students who study at
Islamic boarding schools are usually called santri. Islamic boarding schools
have their own curriculum that focuses on learning, such as the Koran, hadith
fiqh, aqidah and tafsir. One of the obligations of students is to memorize the
Koran. Memorizing the Koran is not an easy thing (Fortuna et al., 2022). In the
memorization process, of course, the boarding school has set targets for its
students in determining the number of verses or letters that must be submitted
every day. The effort required is of course quite long and must be regular. In
fact, if studied more deeply, not all students who enter Islamic boarding
schools already have the ability to read the Koran. That's why a strong will
and patience are needed in the process of memorizing the Qur'an (Amir, 2016).
The demand for
memorizing the Qur'an makes students complain of dizziness, fear of not being
able to memorize according to target, experience sleep disturbances and loss of
concentration (Syarifah & Darmawanti, 2022). Other factors that can interfere with the memorization
process are feeling lazy, problems with friends, missing home, and finding
verses that are difficult to memorize (Zaini, 2020). This condition ultimately
causes students' motivation to decrease. If motivation decreases for a long
time and is not treated immediately, it will make students give up and leave
the Islamic boarding school. The motivation possessed by students can influence
their competence in memorizing the Al-Qur-an (Sholiha et al., 2023).
Achievement motivation has
an important role in education, both formal and non-formal. The important role
of achievement motivation, namely as a motivator, director and driving force in
learning activities in this research is the activity of memorizing the
Al-Qur'an. Djaali and Marjuno (in Al Hakim et al., 2021) motivation has a role
as a driver for individuals to do something better than their previous
achievements. McClelland (in Rahman, 2016) defines achievement motivation as a
different level at which individuals have the need to try hard to achieve
valuable achievements or goals.
McClelland (in Isnaini,
2022) mentions six characteristics of individuals who have high achievement
motivation, namely having a high level of personal responsibility, daring to
take and assume risks, having realistic goals, having a comprehensive work plan
and striving to realize goals, utilizing feedback. be concrete in all
activities carried out and look for opportunities to realize the plans that
have been programmed. So it is hoped that students have adequate achievement
motivation, but not all students have high achievement motivation. The results of interviews with ustadz and students showed
that there were students who had low achievement motivation which affected the
results of their memorization of the Koran. The results of the interview show
various aspects of achievement motivation, aspects that are less markedSeveral things are felt by
students, such as starting to feel bored, lazy, bored andtired from the process Memorizing the Al-Qur'an is
not easy, it requires a long process and is quite a challenge.
The driving factors for
achievement consist of internal factors and external factors. One of the
internal factors in achievement motivation is self-efficacy (Prihatin et al.,
2019). In conditions like this, students need to increase their self-efficacy.
Self-efficacy is an individual's belief in his or her ability to carry out the
actions needed to obtain the expected results as explained by Bandura (in
Novrianto et al., 2019). The three dimensions of self-efficacy presented by
Bandura (1997) are the level of difficulty of the task carried out by the
individual, the individual's confidence in his competence in carrying out a
particular task and the breadth of the individual's confidence in carrying out
a particular task. Findings from research by Ulfah and Affandi (2024) indicate
that there is a positive correlation between the level of self-efficacy and the
learning achievement of students at SMK YPM 8 Sidoarjo. These results indicate
that when self-efficacy increases, learning achievement also tends to increase,
while conversely, if self-efficacy decreases, student learning achievement
tends to decrease as well.
Schunk (in Rahman, 2016)
suggests that self-efficacy influences individual choices in activities,
efforts and developing an attitude of perseverance. Students who have good
self-efficacy will maintain their motivation in memorizing the Qur'an, because
they have determined the goals they will achieve. These conditions make
students more able to overcome problems and challenges (Florina & Zagoto, 2019). In contrast to students who are not yet able to manage
their self-efficacy, they will tend to give up easily when facing challenges.
In line with Bandura's statement (in Suharsono & istiqomah, 2014). Individuals who have self-efficacy are able to take action
that leads to target goals, encourage individuals to make efforts and provide
strength in facing difficulties.
Previous research conducted
by Prihatin et al. (2019) with the aim of finding out the relationship between
self-efficacy and achievement motivation among University X Yogyakarta
students. The results show a significant positive relationship between
self-efficacy and achievement motivation with a significance value of 0.000
< 0.01, with a correlation of 0.682. Puspitasari et al. (2021) obtained a
significance result of 0.001 < 0.05, with a calculated t and t table value
of 8.207 > 1.97323, meaning that there is a relationship between
self-efficacy and achievement motivation. The difference between the research
and the research to be conducted lies in the characteristics of the subjects.
This research involves research subjects who are at different stages of
development, and this has the potential to influence the final results of the
study. Apart from that, in the context of memorizing the Qur'an, research on
the relationship between self-efficacy and achievement motivation in students
has never been carried out before. Therefore, the aim of this research is to
explore and understand the relationship between self-efficacy and achievement
motivation of students in memorizing the Al-Qur'an at the Wonosalam Jombang
Islamic Boarding School.
Research Method
This type of research uses quantitative
methods. Quantitative research methods are research methods that use numbers as
the data used (Abdullah,
2015). The research
consists of independent variables, dependent variables and mediating variables.
The quantitative approach describes data through numbers with the aim of
developing mathematical models, theories and hypotheses related to the
phenomena investigated by researchers. Identification of research variables are characteristics of
individuals or objects that can have different values, scores, sizes for
different individuals or objects (Caroline, 2019).
In this research there is one independent variable and one dependent variable,
namely: dependent variable Y (achievement motivation) and independent variable
X (self-efficacy).
The
population in the study were students at the Wonosalam Jombang Islamic Boarding
School with a total of 80 students. So, the sample used in the research was 80
students using saturated sampling techniques in sampling. Saturated sampling
technique is sampling using all members of the population as samples because
the population members are relatively small (Abdullah,
2015).
The data collection method in the research used 2 scales,
namely the self-efficacy scale and the achievement motivation scale. The
self-efficacy scale used in this study uses general self-efficacy from
Jerusalem and Schwarzer which has been adapted into Indonesian by Novrianto et
al. (2019). The nature of this scale is unidimensional with reliability.
Meanwhile, the achievement motivation scale was adapted from the concept of
Hilgard and Jacksonmn (in Al
Hakim et al., 2021) which consists
of the driving, directing and driving aspects of individual learning
activities. Motivation acts as a driving force for students to optimize their
creativity and initiative in the learning process, as well as maintaining
student persistence in achieving learning goals. By combining these two scales,
this research aims to explore the relationship between self-efficacy and
students' achievement motivation in the context of learning activities (Boone Jr, 2012). Data collection uses a
questionnaire with the help of Google Form.The self-efficacy scale and achievement motivation scale used in this
research were assessed with points 1-4 using the Likert scale method.
This research underwent testing of measuring instruments through validity
and reliability tests. The validity test, used in this research, is the product
moment validity test. Validity decisions are taken based on a sig (2-tailed)
value < 0.05 and a positive Pearson Correlation, which indicates the
validity of the questionnaire items. The results of the validity test using
SPSS show that the self-efficacy and achievement motivation questionnaire items
are all valid. Meanwhile, a reliability test was carried out using Cronbac's
alpha, and the results showed a value of 0.842 for the self-efficacy item and
0.797 for the achievement motivation item. These two values exceed the
reliability standard (0.60), so the questionnaire in this study is considered
reliable or consistent. Thus, the measuring instrument used in this research
can be relied on to measure students' self-efficacy and achievement motivation.
Data analysis uses the Asumi test and hypothesis testing uses the
correlation test with the product moment Pearson correlation test. Assumption
testing is carried out as a condition for conducting hypothesis testing. The assumption
test aims to determine the distribution of data and the consistency of scale
items. The assumption tests carried out in this research are the normality test
and the linearity test. The normality test is used to determine whether the
data population is normally distributed or not (Caroline,
2019). The normality test is carried out to determine whether the data
population is normally or not normally distributed. Data can be said to be
normal if the significance is greater than 5% or 0.05. The normality test in
this study used the Kolomogrov-Semirnov statistical test with Statistical
Product and Service Solution (SPSS) version 23.0 for Windows.
Results and
Discussion
Descriptive
Analysis
The
descriptive statistical test results for the variables of self-efficacy and
achievement motivation contained 23 questions. The calculation results in
descriptive statistics can be explained in the following table:
Table 1. Statistical Test of
Self-Efficacy
|
Statistics |
Data Processing Results |
|
Mean |
29.91 |
|
Median |
30.00 |
|
Mode |
30 |
|
Standard
Deviation |
4,509 |
|
Variance |
20,334 |
|
Skewness |
0.118 |
|
Kutorsis |
-0.103 |
|
Range |
20 |
|
Minimum
Value |
20 |
|
Maximum
Value |
40 |
Table 1
displays the results of statistical tests related to self-efficacy, which
include a mean of 29.91, a median of 30.00, and a mode of 30, indicating that
most of the data is centered around the value 30. The standard deviation of
4.509 illustrates how far the data is spread from the average value, while the
variance of 20,334 gives an idea of the level of variation in the dataset.
Skewness of 0.118 indicates a data distribution that tends to be symmetrical,
while kurtosis of -0.103 indicates a distribution that is slightly flatter than
a normal distribution. The data range from a minimum value of 20 to a maximum of
40 reflects a significant spread of values.
Table
2. Categorization of Self-Efficacy
|
Categorization Norms |
Category |
Amount |
Prenestase |
|
X
< 25 |
Low |
11 |
13.8% |
|
25.5
≤ X < 33.5 |
Currently |
51 |
63.7% |
|
X
> 34 |
Tall |
18 |
22.5% |
|
Total |
80 |
100% |
|
Table 2 provides a categorization of research subjects' self-efficacy based
on certain norms. From the categorization results, it can be seen that the
majority of subjects' self-efficacy fell into the medium category, with a total
of 51 students and a percentage of 63.7%. For the low category (X < 25),
there are 11 santri with a percentage of 13.8%, while the high category (X >
34) includes 18 santri with a percentage of 22.5%. Thus, it can be concluded
that the majority of research subjects have a level of self-efficacy that is in
the medium category, providing an overview of their perceptions and beliefs
about their abilities in facing tasks or challenges.
Table
3. Statistical Test of Achievement Motivation
|
Statistics |
Data
Processing Results |
|
Mean |
62.73 |
|
Median |
62 |
|
Mode |
58 |
|
Standard
Deviation |
8,050 |
|
Variance |
64,809 |
|
Skewness |
0.409 |
|
Kutorsis |
-0.424 |
|
Range |
34 |
|
Minimum
Value |
46 |
|
Maximum
Value |
80 |
Table 3
describes the results of statistical tests related to achievement motivation,
displaying various statistical parameters that provide an overview of the
characteristics of the data. The average (mean) achievement motivation in this
sample reached 62.73, with a median of 62, and a mode of 58. A standard
deviation of 8.050 and a variance of 64.809 gives an indication of the extent
to which the data is spread out from the mean value, while a positive skewness
of 0.409 indicates there is little skew the data to the right. A curtorsis of
-0.424 indicates that the data distribution is slightly flatter than a normal
distribution. The data range from a minimum value of 46 to a maximum of 80
reflects significant variation in values.
Table
4. Categorization of Self-Efficacy
|
Categorization Norms |
Category |
Amount |
Prenestase |
|
X
< 54 |
Low |
13 |
16.3
% |
|
54.5
≤ X < 69.5 |
Currently |
52 |
65% |
|
X
> 70 |
Tall |
15 |
18.8% |
|
Total |
80 |
100% |
|
Based
on table 4 categorization, it is known that the achievement motivation of the
subjects in this study is in the medium category, namely 52 students with a
percentage of 65. Table 4 provides a categorization of research subjects'
self-efficacy based on certain norms. The results of this categorization show
that the majority of research subjects have a level of self-efficacy that can
be categorized as moderate, with a total of 52 students and a percentage of
65%. For the low self-efficacy category (X < 54), there are 13 students with
a percentage of 16.3%, while the high category (X > 70) includes 15 students
with a percentage of 18.8%. Thus, it can be concluded that the majority of
research subjects have a level of self-efficacy that is in the medium category,
providing an overview of their perceptions and beliefs about their abilities in
facing tasks or challenges.
Normality
test
The
normality test in this study used Kolomogrov-Semirnov on the unstandardized
residual value for the similarity of the relationship between self-efficacy and
achievement motivation. The results showed that the Asymp.Sig (2-tailed) value
was 0.200 > 0.05. So in accordance with the basis for decision making in the
Kolomogrov-Semirnov normality test, it can be concluded that the data is
normally distributed.
Table
5. Normality Test
|
N |
|
80 |
|
Normal
Parameters |
Means |
0.0000000 |
|
|
Std.
Deviation |
7.09380156 |
|
Most
Extreme Different |
Absolute |
0.067 |
|
|
Positive |
0.067 |
|
|
Negative |
-0.065 |
|
Statistical
Tests |
|
0.067 |
|
Asymp.
Sig. (2-tailed) |
|
0.200 |
Linearity
Test
The
deviation from linearity results show a value of 0.790 > 0.05, meaning that there
is a significant linear relationship between self-efficacy and achievement
motivation.
Table
6. Linearity Test
|
Variable |
Sig value |
Α |
|
Self-Efficacy Achievement
motivation |
0.790 |
0.05 |
Hypothesis
testing
Table
7. Bivariate Pearson Correlation Test Results
|
|
|
Self-Efficacy |
Achievement motivation |
|
Self-Efficacy |
Pearson Correlation |
1 |
0.309 |
|
|
Sig. (2-tailed) |
|
0.005 |
|
|
N |
80 |
80 |
|
Achievement motivation |
Pearson Correlation |
0.309 |
Self-Efficacy |
|
|
Sig. (2-tailed) |
0.005 |
1 |
|
|
N |
80 |
|
|
|
|
|
80 |
Based
on table 5, it is known that the Sig (2-tailed) value between self-efficacy and
achievement motivation is 0.005 <0.05, meaning that there is a significant
correlation or relationship between self-efficacy and achievement motivation. A
positive value on the Pearson correlation shows a positive direction of
relationship, if self-efficacy increases then achievement motivation also
increases, and vice versa if self-efficacy decreases then achievement
motivation also decreases.
Discussion
The calculation results
show that the self-efficacy of students memorizing the Al-Qur'an is in the
medium category, namely 51 students with a percentage of 63.7%. This result is
different from Puspitasari et al. (2021) where self-efficacy for public high
school students is in the high category, amounting to 83.6%. The calculation
results show that the achievement motivation of students who memorize the
Al-Qur'an is in the medium category, namely 52 students with a percentage of
65%. This result is different from Puspitasari et al. (2021) where the
achievement motivation of state high school students is in the high category at
79.8%. Differences in category levels could be caused by differences in the
characteristics of students in public schools and santri.
The
results of the hypothesis test show that there is a positive relationship
between self-efficacy and the achievement motivation of students who memorize
the Al-Qur'an. The results of this study are in accordance with the research
results Prihatin et al. (2019) There is a significant
positive relationship between self-efficacy and achievement motivation. Also in
line with research by Puspitasari et al. (2021) there is a relationship between
self-efficacy and achievement motivation. Zaini's (2020) research shows that
self-efficacy has a significant influence on motivation to memorize the
Al-Qur'an.
Bandura (Novrianto et al., 2019) said that
self-efficacy influences the way individuals think, feel, motivate themselves
and behave. Students in memorizing the Al-Quran need confidence in themselves
that they are able to overcome disturbances in the memorization process.
Students who are able to overcome distractions during the memorization process
will be successful in developing self-efficacy abilities. Rustica (in Rahmi, 2019) states that one aspect of life that
is influenced by self-efficacy is achievement.
Students who have good self-efficacy will be able to develop achievement
motivation within themselves. Students will be able to resolve challenges or
disturbances encountered when memorizing the Qur'an (Afriani
et al., 2022). Individuals who have confidence in themselves will be
able to solve problems, face unpleasant situations and solve problems (Affandi et al., 2022). If all students have good
self-efficacy abilities, it will be easy for them to achieve the target of
memorizing the Al-Qur'an.
Santrock (Azwar, 1996)
explains that teenagers' ability to adapt to academics and pressure from the
environment is determined by motivation and psychology. Islamic boarding school
students in Wonosalam Jombang are able to make this adaptation. The proof is
that the level of self-efficacy and achievement motivation of students is in
the medium category.
The limitations of this research involve several aspects that need to be
considered. The use of quantitative methods in this research may result in an
inability to explore and understand the context in depth. Quantitative methods
tend to focus on numbers and statistics, while qualitative aspects that might
enrich understanding of the phenomenon of achievement motivation in memorizing
the Qur'an may be underrepresented. In addition, this research only involved
students at the Wonosalam Jombang Islamic Boarding School, so the
generalization of the research results may be limited to that group. Various
factors such as cultural background, religion, and educational environment can
influence research results. Therefore, caution is warranted in generalizing
these findings to the broader population. Furthermore, although this research
tested instruments measuring self-efficacy and achievement motivation, there is
still the possibility that other factors that were not measured precisely could
influence the results. Additional variables that may have an important impact
on achievement motivation could be areas for further research.
Conclusion
Based
on the results of research at the Wonosalam Jombang Islamic Boarding School,
the level of self-efficacy and achievement motivation of students who memorize
the Al-Qur'an tends to be in the medium category. The average self-efficacy
value reached 29.91, with 63.7% of students falling into the moderate
self-efficacy category. Achievement motivation has an average of 62.73, with
the majority of students (65%) also in the medium category. Hypothesis testing
shows that there is a significant positive relationship between self-efficacy
and achievement motivation, in accordance with Bandura's theory which states
that self-efficacy influences motivation. These results are consistent with
previous research that supports a positive relationship between self-efficacy
and achievement motivation. Therefore, increasing self-efficacy is considered a
key factor in increasing students' achievement motivation, which can be
achieved by setting a target for memorizing the Qur'an as part of an individual
development program.
Suggestions for future research are to focus on a deeper understanding of
additional factors that can influence the relationship between self-efficacy
and achievement motivation in students who memorize the Al-Qur'an. Research is
recommended to consider psychosocial, environmental, or social support factors
that have the potential to increase self-efficacy and achievement motivation.
The integration of a qualitative approach is also recommended to provide more
in-depth and contextual insight into the experiences of students in memorizing
the Qur'an. Practical suggestions include improving educational approaches by
paying attention to aspects of self-efficacy and achievement motivation. Ustaz
and Islamic boarding school managers are expected to involve students in
activities that support the development of self-efficacy, provide
responsibility, recognize achievements, and provide positive support in facing
challenges. Students' motivation can be increased by providing a deep understanding
of the purpose of memorizing the Qur'an and its positive impact on daily life.
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