The Tahfidz and Self-Regulated Learning Model is Related to the Mathematical Literacy of Islamic Boarding School Students
Abstract
This study aims to analyze the contribution of the tahfidz and self-regulated learning (SRL) model to the mathematical literacy of students at the Syahrani Bariah Zulkarnaen Panyabungan Islamic Boarding School. This study uses a quantitative design with multiple linear regression approach to test the relationship between the two independent variables (tahfidz and SRL models) and the dependent variables (mathematical literacy). Data was collected through questionnaires to measure tahfidz and SRL, as well as tests to measure students' mathematical literacy. The results showed that self-regulated learning had a stronger influence on students' mathematical literacy with a correlation of 0.693, while the tahfidz model only had a correlation of 0.242, indicating a smaller contribution to mathematics literacy. The combination of these two variables showed a moderate contribution with a correlation of 0.468, indicating that although tahfidz provides benefits in the development of cognitive abilities, SRL has a greater influence in improving students' mathematical literacy. These findings provide recommendations for pesantren managers to integrate tahfidz programs with SRL skill development to improve students' academic achievement, especially in mathematics.
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