The Relative Contribution of Learning Styles and Emotional Intelligence to Qur'an Memorization among Indonesian Islamic Primary School Students

Qur'an memorization (tahfiz) programs have become a central component of Islamic primary education in Indonesia, yet memorization outcomes vary widely among students who receive the same instruction. This study examined the relationship of learning styles and emotional intelligence with the Qur'an memorization ability of sixth-grade students at SD Al-Azhar 1 Medan. A quantitative correlational design was applied to the entire population of 37 students enrolled in the tahfiz program in the 2025/2026 academic year through total sampling. Learning styles (60 items) and emotional intelligence (30 items) were measured with four-point Likert questionnaires, while memorization ability was obtained from tahfiz evaluation records covering fluency, tajwid accuracy, and articulation. Data were analyzed using Pearson product-moment correlation, simple and multiple regression, and effective contribution analysis. Learning styles correlated positively with memorization ability (r = 0.393, p = 0.016) and explained 15.4% of its variance. Emotional intelligence showed a stronger association (r = 0.519, p = 0.001) and explained 26.9%. Jointly, both predictors yielded R = 0.589 and explained 34.7% of the variance (F(2, 34) = 9.03, p < 0.001), with effective contributions of 11.3% for learning styles and 23.4% for emotional intelligence. The findings indicate that emotional regulation outweighs modality preference in supporting memorization, which implies that tahfiz instruction should combine the development of emotional competence with varied presentation strategies.