Comparison of Changes in Academic and Tahfidz Performance Between Female Students in Regular and Elite Dormitories

Tri Wahyuni; Septyana Tentiasih

doi:10.36668/ttzvy220

Authors

Tri Wahyuni Institut Studi Islam Muhammadiyah Pacitan, Indonesia
Septyana Tentiasih Institut Studi Islam Muhammadiyah Pacitan, Indonesia

DOI:

https://doi.org/10.36668/ttzvy220

Keywords:

Dormitory, Memorization Achievement, Delta_Academic, Delta_Memorization, Change in Achievement, Academic Performance.

Abstract

This study aims to analyze the differences in changes in academic achievement and Quran memorization (tahfidz) between female students living in regular dormitories and elite dormitories. The study employed a comparative quantitative design, with the subjects being all eighth-grade female students at Madrasah Salafiyah Wustha (MSW) Al Ukhuwah Sukoharja during the 2025–2026 academic year. A total of 72 female students were analyzed, consisting of 28 from the regular dormitory and 44 from the elite dormitory. Data were obtained from academic and Quran memorization report cards for the first and second semesters. Changes in achievement were calculated as the difference between second-semester and first-semester scores (Delta = S2 ? S1). Normality tests were conducted using the Shapiro–Wilk test. Delta_Academic followed a normal distribution in both the regular (p = 0.593) and elite (p = 0.988) groups, whereas Delta_Tahfidz did not follow a normal distribution in either group (p < 0.001). Differences in Delta_Academic were analyzed using an independent-samples t-test following a test for homogeneity of variances with Levene’s test, while Delta_Tahfidz was analyzed using the Mann–Whitney U test. The results showed no significant difference in Delta_Academic between the regular and elite groups, t(70) = ?0.211; p = 0.834. Similarly, there was no significant difference in Delta_Tahfidz, U = 602.500; Z = ?0.158; p = 0.875. These findings indicate that differences in the characteristics and intensity of the boarding school programs have not yet resulted in detectable differences in changes in academic or tahfidz achievement.

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