KEDISIPLINAN KEHADIRAN DAN IMPLIKASINYA TERHADAP KEMAMPUAN HAFALAN SANTRI DI TPQ RAUDHATUT THOLIBIN

Abstrak

Kedisiplinan kehadiran merupakan faktor penting dalam pembelajaran hafalan Al-Qur’an karena menentukan kesinambungan proses belajar dan kualitas hasil hafalan santri. Kehadiran yang teratur memungkinkan terjadinya pengulangan, bimbingan, dan pembiasaan belajar secara konsisten, yang sangat dibutuhkan dalam proses menghafal Al-Qur’an. Penelitian ini bertujuan untuk menganalisis kedisiplinan kehadiran santri serta implikasinya terhadap kemampuan hafalan Al-Qur’an di TPQ Raudhatut Tholibin Desa Batu Ampar. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian terdiri atas ustaz dan santri yang mengikuti program hafalan Al-Qur’an. Penentuan informan dilakukan secara purposive berdasarkan keterlibatan langsung dalam kegiatan pembelajaran. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi. Analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data dijaga melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa tingkat kedisiplinan kehadiran santri berada pada kondisi yang beragam. Santri yang memiliki kehadiran konsisten menunjukkan hafalan yang lebih terstruktur, lancar, dan stabil karena memperoleh bimbingan serta pengulangan hafalan secara berkelanjutan. Sebaliknya, santri dengan kehadiran tidak konsisten mengalami keterputusan proses belajar yang berdampak pada rendahnya kualitas dan ketahanan hafalan. Selain berimplikasi pada aspek kognitif, kedisiplinan kehadiran juga berperan dalam pembentukan karakter santri, khususnya sikap disiplin, tanggung jawab, dan ketekunan dalam belajar Al-Qur’an. Penelitian ini menegaskan bahwa kedisiplinan kehadiran tidak sekadar aspek administratif, melainkan merupakan komponen pedagogis fundamental dalam keberhasilan pembelajaran hafalan Al-Qur’an di TPQ.

Attendance discipline is a crucial factor in Qur’anic memorization learning, as it determines the continuity of the learning process and the quality of students’ memorization outcomes. Regular attendance enables consistent repetition, guidance, and habituation, which are essential elements in memorizing the Qur’an. This study aims to examine students’ attendance discipline and its implications for Qur’anic memorization ability at TPQ Raudhatut Tholibin, Batu Ampar Village. This research employed a qualitative approach with a descriptive design. The research subjects consisted of Qur’anic teachers (ustaz) and students participating in the memorization program. Informants were selected purposively based on their direct involvement in the learning activities. Data were collected through in-depth interviews, observations, and documentation. Data analysis was conducted using an interactive model comprising data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that students’ attendance discipline varied significantly. Students with consistent attendance demonstrated more structured, fluent, and stable memorization due to continuous guidance and regular repetition. In contrast, students with irregular attendance experienced interruptions in the learning process, which negatively affected the quality and retention of their memorization. In addition to its cognitive impact, attendance discipline also contributes to character formation, particularly in fostering discipline, responsibility, and perseverance in learning the Qur’an. This study confirms that attendance discipline should not be viewed merely as an administrative matter, but rather as a fundamental pedagogical component that plays a vital role in the success of Qur’anic memorization learning in TPQ.