Persistensi Belajar Lansia dalam Pembelajaran Al-Qur’an Berbasis Digital: Studi pada Program Tamyiz Online
DOI:
https://doi.org/10.51278/aj.v8i3.2842Keywords:
Learning Persistence, Older Adults, Tamyiz Online, Islamic Education, Digital Learning, Qur’anic LearningAbstract
This study aims to examine the learning persistence of older adults participating in the Tamyiz online program for understanding the translation of the Qur’an and to identify the supporting factors, challenges, and spiritual impacts experienced by the participants. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through a Google Forms-based questionnaire administered to 34 participants, while qualitative data were obtained through in-depth interviews with five purposively selected informants. Quantitative data were analyzed descriptively, whereas qualitative data were analyzed using the Miles and Huberman interactive model, involving coding, categorization, and theme development. The findings indicate that the older participants demonstrated a high level of learning persistence, reflected in their consistency in attending learning sessions, commitment to learning, and resilience in overcoming learning challenges. Spiritual motivation emerged as the dominant factor sustaining their continued participation, supported by external factors such as family support, a supportive learning environment, and the accessibility of the Tamyiz learning method. The main challenges included difficulties in tarkib (Arabic grammatical analysis), declining memory capacity, and adaptation to digital technology. Nevertheless, these challenges did not substantially diminish the participants’ engagement in learning. The study also found that participation in the Tamyiz online program contributed to meaningful spiritual impacts, including improved understanding of the meaning of the Qur’an, enhanced quality of religious practices, and a stronger emotional connection with the Qur’an. These findings suggest that learning persistence among older adults is shaped not only by academic factors but also by spiritual motivation and social support within digital learning environments.
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