العلاقة بين الكفاءة الذاتية (Self-Efficacy) والتحصيل الدراسي في اللغة العربية لدى طلاب مدرسة علوم القرآن الثانوية بآتشيه الجنوبية

Abstract

Self-efficacy is an internal psychological factor that influences students' learning, particularly in learning Arabic, a language with distinctive linguistic characteristics. This study was conducted in a Qur'an memorization (tahfiz) school that combines academic study with an intensive memorization program, where about 70% of students exceeded the minimum mastery criterion (KKM) while about 30% remained below it. The study aimed to determine whether there is a statistically significant relationship between self-efficacy and Arabic language academic achievement among students of Ulumul Quran Senior High School in South Aceh. It employed a quantitative approach with a correlational design. Self-efficacy data were collected through a closed 20-item questionnaire using a four-point Likert scale, while achievement data were obtained from documented end-of-first-semester Arabic scores for the 2025/2026 academic year. The sample consisted of 50 students selected through total sampling, and the data were analyzed with SPSS version 27 using the Spearman rank correlation test. The results show that self-efficacy was at a medium level (mean = 60.74) and academic achievement was also at a medium level (mean = 72.86). The correlation coefficient was 0.078 with a significance value of 0.593 (> 0.05), so the null hypothesis (Ho) was accepted and the alternative hypothesis (Ha) was rejected. It is concluded that there is no statistically significant relationship between the two variables, which may be related to mediating variables not examined in this study, such as motivation, learning styles, and family support.