HUBUNGAN PRESTASI BELAJAR MATA PELAJARAN BAHASA ARAB DENGAN KEMAMPUAN MENGHAFAL AL QUR’AN SISWA

Abstract

The problem in learning Arabic in Islamic boarding schools is the low language mastery of some non-native speaker students, especially in the aspects of phonology, morphology, and syntax. On the other hand, Islamic boarding schools have a strong tradition of memorizing the Qur'an which contains Arabic linguistic elements, but the relationship between memorization ability and Arabic mastery has not been studied empirically. This study aims to explore the correlation between the ability to memorize the Qur'an and Arabic mastery in grade VIII students of MTs Mamba'ul Ma'arif Banjarwati, Paciran, Lamongan. The study used a quantitative descriptive-correlational method with a sample of 30 students through a Qur'an memorization test (scale 0–100) and Arabic language achievement which includes qirā'ah, hiwār, qawā'id, and inshā'. Pearson Product Moment analysis using SPSS showed a positive correlation coefficient of 0.586 with a moderate and significant relationship level (p < 0.05). The t-test yielded a value of 3.824, which was greater than the t-table of 2.048, thus rejecting the null hypothesis. Quran memorization explained approximately 34.3% of the variation in Arabic language achievement (r²), in line with the cognitive load theory, which states that memorization can reduce the cognitive load in language processing. Thus, Quran memorization acts as a pedagogical accelerator that can encourage curriculum integration and innovation in Islamic boarding school education.