Structured dhikr practice intensity and academic learning motivation: evidence from an islamic tariqa-embedded higher education institution

  • Dudy Imanuddin Effendi
    Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
    Indonesia
  • Dede Kharisma
    Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
    Indonesia
  • Wildan Nurjihad
    Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
    Indonesia
  • Vania Maovangi Day
    Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
    Indonesia
  • Leli Nurlaili 
    Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
    Indonesia

Abstract

This study examines the relationship between the intensity of Thoriqoh Qodiriyyah Naqsyabandiyya (TQN) Suryalaya Sirnarasa dhikr practice and the learning motivation of students at STID Sirnarasa Ciamis. Employing a quantitative correlational design with simple linear regression analysis, the study involved 148 students as respondents, selected through purposive sampling from the total student population. Data were collected through validated questionnaires measuring dhikr intensity (qauliyyah, fi’liyyah, qalbiyyah, and haaliyyah) and learning motivation. Validity was confirmed through expert judgment and Pearson product-moment correlation testing; reliability was established through Cronbach’s alpha analysis, yielding coefficients of α = .891 for the dhikr intensity instrument and α = .874 for the learning motivation instrument, both exceeding the .70 acceptability threshold. Results revealed that 97.3% of students demonstrated high dhikr intensity and 95.9% exhibited high learning motivation. Simple regression analysis yielded t = 14.140 (sig. = 0.000 < 0.05), with a coefficient of determination R² = 0.578, indicating that dhikr intensity explains 57.8% of the variance in learning motivation. These findings confirm that structured dhikr practice within the TQN Suryalaya Sirnarasa framework is significantly and positively associated with student learning motivation, suggesting that spiritual tranquility, emotional regulation, and sustained academic engagement may serve as potential mediating pathways warranting further investigation.

Keywords
  • Academic motivation, Dhikr practice, Spiritual self-regulation, Islamic higher education, Religious practice
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