Electronic Theses and Dissertation

Menghafal Al-Qur’an merupakan aktivitas yang menuntut ketekunan, kesabaran, motivasi, serta daya tahan yang tinggi, terutama bagi santri yang menjalani peran ganda, satu sisi sebagai pelajar di sekolah formal dan di sisi lain menjadi santri di pesantren. Mereka tidak hanya diwajibkan mengikuti kegiatan akademik dan non-akademik, tetapi juga dituntut untuk menambah dan mengulang hafalan Al-Qur’an setiap hari guna mencapai target yang telah ditetapkan. Kondisi ini menuntut adanya ketangguhan (hardiness) dalam diri santri untuk menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mengetahui hubungan antara dukungan sosial, yang mencakup dukungan dari orang tua, guru, teman sekelas, teman dekat, dan orang-orang di lingkungan sekolah dengan hardiness pada santri penghafal Al-Qur’an di Aceh Besar. Subjek penelitian terdiri atas 230 santri yang dipilih menggunakan teknik cluster random sampling dan proportionate stratified random sampling. Instrumen penelitian berupa skala Children and Adolescent Social Support (CASSS) dan Dispositional Resilience Scale (DRS-15). Uji hipotesis dalam penelitian ini menggunakan Pearson Product Moment Correlation, hasilnya menunjukkan nilai koefisien korelasi r=0.329 (p0.05), dimensi teman kelas r=0.277 (p

Memorizing the Qur'an is an activity that requires perseverance, patience, motivation, and high resilience, especially for students (santri) who has dual roles—as learners in formal education and as students in Islamic boarding schools (pesantren). They are not only required to participate in academic and non-academic activities, but also expected to consistently add to and review their Qur’anic memorization daily in order to meet predetermined targets. This condition demands a high level of *hardiness* in students to cope with various challenges. This study aims to examine the relationship between social support—which includes support from parents, teachers, classmates, close friends, and individuals within the school environment—and hardiness among Qur’an memorizing students (santri) in Aceh Besar. The research subjects consisted of 230 students selected through cluster random sampling and proportionate stratified random sampling techniques. The research instruments used were the Children and Adolescent Social Support Scale (CASSS) and the Dispositional Resilience Scale (DRS-15).Hypothesis testing was conducted using the Pearson Product Moment Correlation. The results showed a correlation coefficient of *r = 0.329* (p < 0.05) for the parental support dimension, *r = 0.121* (p > 0.05) for teacher support, *r = 0.277* (p < 0.05) for classmate support, *r = 0.213* (p < 0.05) for close friend support, and *r = 0.333* (p < 0.05) for support from individuals in the school environment. The findings indicate a significant positive relationship between social support from four sources—parents, classmates, close friends, and individuals within the school environment—and students’ hardiness. In contrast, teacher support did not show a significant relationship with student hardiness. The higher the level of social support received, the higher the level of hardiness among the Qur’an memorizing students. Keywords: social support, hardiness, Islamic boarding school students