Mothers’ Psychological Condition In Tahfidz Education At Rumah Belajar Raudhatul Huffaz Cirebon: An Integrative Triadic Model

Maryam Hanifah; Hakimuddin Salim; Hafidz Hafidz

doi:10.58355/maqolat.v4i4.258

Authors

Maryam Hanifah Master Program of Islamic Religious Education, Faculty of Islamic Studies, Universitas Muhammadiyah Surakarta
Hakimuddin Salim Master Program of Islamic Religious Education, Faculty of Islamic Studies, Universitas Muhammadiyah Surakarta
Hafidz Hafidz Master Program of Islamic Religious Education, Faculty of Islamic Studies, Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.58355/maqolat.v4i4.258

Keywords:

Mothers’ Psychological Condition, Tahfidz Education, Psychological Well-Being, Spiritual Motivation, Integrative Triadic Model

Abstract

This study explores how mothers’ psychological conditions influence children’s success in memorizing the Qur’an (tahfidz) at Rumah Belajar Raudhatul Huffaz, Cirebon. Using a qualitative case study design with a psychological orientation, data were gathered through in-depth interviews, participatory observation, and document analysis involving 22 participants (founders, teachers, mothers, and students), supported by a questionnaire from 50 students to strengthen triangulation. The analysis draws on Maslow, Bandura, and Ryff alongside Islamic psycho-spiritual concepts (tazkiyatun nafs, patience, sincerity, trust in God). Findings identify three dimensions that consistently sustain tahfidz learning at home: emotional well-being, spiritual motivation, and educational role effectiveness. Mothers with psychological balance—combining emotional stability, spiritual strength, and pedagogical competence—tend to guide their children toward stronger memorization outcomes, firmer Qur’anic character, and more deeply rooted motivation. Questionnaire data confirm this pattern: mothers’ daily prayer scored highest, while emotional consistency when correcting children’s mistakes scored lowest. The study proposes an Integrative Triadic Model for embedding mothers’ psychological well-being within tahfidz education, with practical implications for Islamic educational institutions and family-based tahfidz programs.

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