DUKUNGAN MOTIVASIONAL GURU TAHFIZ: ANALISIS KUALITATIF SEKUNDER BERBASIS SELF-DETERMINATION THEORY
Keywords:
profesionalisme guru, tahfiz Al-Qur’an, motivasi siswa, self-determination theory, pendidikan Islam, Program tahfiz di sekolah sering menempatkan guru sebagai penentu disiplin dan pencapaian target, tetapi mekanisme yang menghubungkan profesionalisme guru dengan kualitas motivasi siswa belum dijelaskan secara memadai. Penelitian ini menganalisis kembali korpus kualitatif tentang program tahfiz di SMP Cita Mulia Pamulang dengan menggunakan Self-Determination Theory sebagai kerangka interpretasi. Korpus mencakup wawancara dengan satu kepala sekolah, empat guru tahfiz, dan tiga siswa kelas IX, observasi pembelajaran, dokumen program, serta data agregat pencapaian target hafalan kelas VII sampai IX. Analisis tematik refleksif menggabungkan pengodean deduktif berdasarkan empat kompetensi guru dan tiga kebutuhan psikologis dasar dengan pengodean induktif terhadap pola yang muncul dari data. Hasil menunjukkan bahwa profesionalisme guru bersifat tidak merata. Penguasaan tahsin dan hafalan, kemampuan mengenali perbedaan cara belajar, keteladanan, serta komunikasi yang hangat mendukung rasa kompeten dan keterhubungan siswa. Target harian, pujian, kompetisi teman sebaya, dan dukungan orang tua membantu keterlibatan, tetapi dapat menghasilkan motivasi yang terkendali ketika tidak disertai pilihan, alasan yang bermakna, dan refleksi. Ketiadaan perencanaan pembelajaran yang dimiliki guru, evaluasi formatif yang terbatas, kepadatan jadwal, dan ketidakdisiplinan sebagian guru mengurangi konsistensi dukungan motivasional. Data pencapaian target juga bervariasi antarkelas dan tidak dapat digunakan sebagai bukti kausal. Artikel ini menawarkan model dukungan motivasional tahfiz yang menghubungkan kompetensi guru, praktik yang mendukung kebutuhan psikologis, dukungan keluarga dan teman sebaya, serta kendala organisasi. Temuan menegaskan perlunya menggeser pengelolaan tahfiz dari kepatuhan berbasis target menuju internalisasi nilai, umpan balik formatif, dan struktur yang tetap memberi ruang otonomi.Abstract
School-based Qur’an memorization programs often position teachers as the main agents of discipline and target attainment, yet the mechanism linking teacher professionalism to the quality of student motivation remains underexplored. This study reanalyzes a qualitative corpus from the tahfiz program at Cita Mulia Junior High School, Pamulang, through the lens of Self-Determination Theory. The corpus consists of interviews with one principal, four tahfiz teachers, and three ninth-grade students, classroom observations, program documents, and aggregated memorization-target data for Grades 7 to 9. Reflexive thematic analysis combined deductive coding based on four teacher competencies and three basic psychological needs with inductive coding of patterns emerging from the data. The findings show that professionalism was uneven rather than binary. Qur’anic recitation and memorization mastery, responsiveness to different learning approaches, moral modelling, and warm communication supported students’ competence and relatedness. Daily targets, praise, peer competition, and parental support encouraged participation, but could generate controlled motivation when they were not accompanied by meaningful rationales, choice, and reflection. Teacher-independent lesson planning, formative evaluation, schedule density, and punctuality were weak points that reduced the consistency of motivational support. Target attainment also differed across grade levels and should not be interpreted as causal evidence. The study proposes an integrative model linking teacher competencies, need-supportive practices, family and peer support, and organizational constraints. It argues for a shift from target-driven compliance toward value internalization, formative feedback, and structured autonomy in tahfiz education.
Keyword: teacher professionalism; Qur’an memorization; student motivation; self-determination theory; Islamic education
