The Effect of Self-Efficacy on Qur’an Memorization among Gen Z in Islamic Boarding Schools

Abstract This study examines the contribution of self-efficacy to Qur’an memorization ability among Generation Z students in East Kalimantan Islamic Boarding Schools. A quantitative ex post facto design involved 157 students from three junior high schools: SMP Bilingual Miftahul Ulum Tenggarong, SMP Muhammadiyah 5 Samarinda, and SMP IT Insan Mulia Balikpapan. Self-efficacy was measured using a five-point Likert questionnaire, whereas Qur’an memorization ability was assessed by tahfidz teachers through a performance rubric covering tajwid, tahfizh, and fashahah. Descriptive statistics and simple linear regression were applied after normality and linearity assumptions were met. The results demonstrate that self-efficacy positively and significantly contributes to Qur’an memorization ability (R = 0.738; R² = 0.544; B = 0.612; p < 0.001). Students’ beliefs in starting memorization, persisting through difficulty, and applying confidence across learning situations appear to support tahfidz achievement. The study offers conceptual novelty by framing magnitude, strength, and generality as psychological dimensions for strengthening Gen Z tahfidz learning in boarding school contexts. Keywords: Generation Z, Islamic Boarding School, Qur’an Memorization Ability, Self-Efficacy, Tahfidz