The study adopted a qualitative research design with a phenomenological lens to investigate the lived experiences and perceptions of the santri concerning their motivation to memorize the Qur'an. This design was chosen to yield rich insights into the personal journeys of the students and the underlying factors influencing their motivational processes (Creswell, 2018)(Iswahyudi et al., 2023). The focus was on how parental influence, intrinsic motivation, and the pesantren environment contribute to the student's commitment to the tahfidz (memorization) program (Khan, 2022)(Suddick et al., 2020).

The research was conducted at the Children’s Tahfidzul Qur'an Islamic Boarding School (PPATQ) Raudlatul Falah in Pati, Central Java. This pesantren hosts 540 students of various age groups engaged in an intensive Qur'anic memorization program. Observations were conducted across the entire student body, with particular emphasis on children aged 6 to 12 years. To gain deeper insights, interviews were carried out with one cleric (kiai), 20 teachers (ustaz and ustazah), 13 students, and 10 parents whose children had successfully memorized all 30 juz of the Qur'an. The interviewed students were selected from grades 4, 5, and 6, as they were considered to have attained a certain maturity level in the memorization process. Participants were selected using purposive sampling to ensure that informants had relevant experience with Qur’anic memorization and parent-child dynamics. The selection aimed to balance perspectives across age, role, and experience.

Data were collected through several key methods: observation, interviews, and documentation (Galily, 2024);(Nightingale, 2020) . Observations were conducted on the whole student cohort to understand the social interactions within the pesantren. The researcher documented students’ daily activities, their engagement with caregivers, and their involvement in Qur'anic memorization routines. Interview guides were designed based on themes from motivation theory. Semi-structured interviews were conducted with the Kiai, 20 teachers, and 23 students who had completed memorizing the Qur'an. The interview questions were designed to explore their motivations, parental influence, and the challenges they encountered throughout the process. Additionally, documentation was used to supplement this information, including monthly progress charts that recorded each student’s memorization development. Monthly memorization charts provided objective tracking data to triangulate qualitative insights.

The collected data were analyzed using thematic analysis within a hermeneutic framework. The process began with transcribing interviews and observational notes to identify emerging themes. These themes were then further analyzed to interpret the underlying meanings of each student's experience and to understand the roles of parents and pesantren in shaping motivation. Thematic analysis was conducted in three phases: open coding to identify initial concepts, axial coding to group patterns, and selective coding to extract key themes. Themes were interpreted hermeneutically in relation to motivational theory and pesantren culture. Iterative coding and memo-writing ensured analytic rigor and theoretical integration. Hermeneutic analysis was employed to contextualize the social, cultural, and psychological factors that influenced the children's experiences. The researcher employed an iterative analytic process, revisiting the data to ensure the validity and alignment of findings with the participants' subjective realities.

To ensure the study's validity, data triangulation was employed by integrating findings from observations, interviews, and documentation of monthly progress charts. This triangulation enabled the researcher to verify the results from multiple sources and perspectives. The study adhered to rigorous ethical standards. Prior to data collection, permission was obtained from the pesantren and all participants. Participants were informed of the study's purpose and assured that their data would be kept confidential and anonymous. They were also given the freedom to withdraw from the study at any time without any repercussions (Quintão et al., 2020). Ia addition to ensure credibility, the study employed peer debriefing, and member checking. Ethical approval was secured, and informed consent was obtained from all participants. Confidentiality and voluntary participation were maintained throughout the research process. Through this methodological framework, the study aims to provide a nuanced understanding of the factors influencing children’s motivation to memorize the Qur'an in pesantren settings, as well as the roles that parental relationships and institutional environments play in fostering their religious development.

The first theme highlights how parental emotional reinforcement through praise, gifts, and storytelling encouraged children to begin their Qur’anic memorization. This form of support served as a motivational foundation, boosting children’s confidence and early engagement.

Table 1 presents the interview findings related to parental emotional reinforcement and its role as a form of emotional invest- ment in children’s memorization process. The responses from students and teachers indicate that parental involvement, whether through expectations, rewards, or praise, significantly shapes children’s motivation and persistence. For example, students re- ported that their memorization efforts were closely tied to the desire to fulfill parental expectations and attain spiritual rewards, suggesting that extrinsic motivation plays a central role in sustaining their commitment. Similarly, the provision of tangible rewards, such as gifts, functioned as a recognition of achievement, further reinforcing the memo- rization process (Rakhmah et al., 2024) . Teachers emphasized that verbal praise and encouragement from parents enhanced children’s enthusiasm and willingness to engage more deeply with their learning. Taken to- gether, these findings highlight that parental emotional reinforcement operates both as extrinsic motivation and as a source of emo- tional support, thereby strengthening chil- dren’s dedication and consistency in memo- rization activities.

Figure 1 illustrates the conceptual framework of parental emotional reinforcement as identified in the interview data. It demonstrates how different forms of reinforcement expectations, rewards, and praise serve as mechanisms of emotional investment that contribute to children’s motivation and learning outcomes. The figure emphasizes the interconnected nature of these reinforcements, showing how they collectively foster both emotional encouragement and behavioral persistence in the memorization process

Most santri respondents reported that parental emotional reinforcement manifested through praise, rewards, and moral stories served as extrinsic motivators to initiate memorization. This finding aligns with the concept of external regulation in Self- Determination Theory.

Many students expressed pride when their parents acknowledged their efforts in memorization. One student noted, "Every time I complete a juz, my mother gives me a gift. That makes me excited to continue." Teachers echoed this sentiment, emphasizing that parental praise played a vital role in sustaining children's motivation.

The second theme identified was parental demands from parents and children’s passive compliance in Qur'anic

memorization. Several students admitted entering the pesantren without full consent or personal desire. Familial demands and parental expectations were the primary drivers. Children in this category often felt obligated and initially displayed resistance. Over time, however, they began to adapt to the pesantren environment.

Table 3 outlines the interview findings concerning parental demands and the resulting patterns of passive compliance among students. The statements from students and teachers reveal that parental authority often functions as an external motivator that initially generates resistance or discomfort. Several students expressed that their enrollment in pesantren or engagement in memorization activities was not entirely voluntary, but rather a consequence of parental insistence.

This sense of obligation reflects the role of parental demands as a controlling influ- ence in shaping children’s educational trajec- tories. Teachers noted that although some students showed reluctance at the outset, they gradually adjusted over time, suggesting a process of adaptation to the institutional environment and expectations (Asrial et al., 2023). Furthermore, students reported that while memorization initially felt forced and burdensome, over time it became normalized and more manageable, indicating a shift from external pressure toward internalized acceptance.

These findings illustrate how passive compliance emerges not from intrinsic moti- vation but from fear of disappointing parents and the gradual habituation to established rules. Figure 2 depicts the dynamics of pa- rental demands and their influence on stu- dents’ passive compliance. It illustrates the trajectory from initial resistance to gradual adjustment, highlighting how external paren- tal pressure leads to compliance rooted in obligation rather than intrinsic motivation. The figure emphasizes the transitional pro- cess in which students, though initially reluc- tant, adapt to the structural and emotional demands imposed by their parents, thereby normalizing compliance over time.

Though parental demands often leads to passive compliance, it can cause psychological dissonance in children not intrinsically motivated to pursue tahfidz. Despite initial resistance, most children eventually adapted, leading to passive memorization. This highlights the importance of striking a balance between external parental demands and internal motivation in religious education.

Some children described feeling pressured into memorizing the Quran due to high parental demands. One student remarked, "At first, I did not want to enter the pesantren, but my parents insisted. Eventually, I got used to it and started feeling more comfortable." Despite the reluctance, these students began to accept Qur'anic memorization as a meaningful part of their identity.

The third theme was the presence of personal aspirations and more profound meaning-making among students. Several students expressed that their motivation stemmed not from parental demands but from an internal desire. Inspired by religious figures or spiritual dreams, they felt a personal calling to become hafiz (one who has memorized the Qur'an).

Table 5 presents interview findings that underscore the significance of personal aspiration and meaning construction in the memorization of the Qur’an. Unlike external motivators such as parental reinforcement or demands, these responses highlight intrinsic motivation rooted in individual spiritual goals and self-determination. Students expressed aspirations to emulate religious role models, particularly their kiai, and to pursue the status of a hafiz as a path toward divine blessings. Others described memorization as a personal vocation, reflecting a profound sense of spiritual calling and purpose. Teachers supported these perspectives by noting that students driven by internal aspirations display greater focus, discipline, and spiritual maturity. These findings suggest that intrinsic motivation emerging from personal aspiration and meaning construction fosters a deeper and more enduring commitment to memorization, contrasting with the temporary compliance produced by external pressures.

Figure 3 illustrates the role of personal aspiration and meaning making in motivating Qur’anic memorization. It demonstrates how intrinsic factors such as spiritual vocation, religious role models, and a sense of personal mission contribute to sustained engagement and commitment. The figure emphasizes the transformative aspect of intrinsic motivation, showing how meaning construction not only sustains perseverance but also nurtures spiritual maturity and a deeper sense of purpose in the memorization process.

Students with intrinsic motivation exhibited greater engagement and spiritual depth in memorizing the Qur’an. They saw it as a spiritual vocation rather than an obligation, emphasizing the importance of integrating religious values into the memorization process to foster a robust religious identity.

Many students reported being inspired by religious figures or significant spiritual events. One remarked, "I want to be like my teacher; he memorized all 30 juz. It made me believe I could do it, too." This motivation often stemmed from faith and spiritual commitment, resulting in a stronger religious identity.

Observations indicated that most students memorized the Qur'an diligently, although motivation levels varied. Intrinsically motivated students were more focused and committed, whereas those driven by external factors required continuous reinforcement. Monthly progress reports documented notable increases in the number of students reaching the 30 juz target by age 12, although memorization speed differed between internally and externally motivated students.

Table 7 presents observational and documentation data comparing students’ Qur’anic memorization outcomes based on different sources of motivation. The findings indicate a clear distinction between intrinsically and extrinsically motivated students in terms of both completion rates and duration of study. Among students driven by intrinsic motivation, 80% successfully completed the memorization of 30 juz within an average of three years, demonstrating higher efficiency and consistency.

In contrast, only 40% of extrinsically motivated students reached completion, and the average duration extended to four years. These results suggest that intrinsic motivation provides a stronger and more sustainable foundation for memorization, allowing students to progress more effectively with less reliance on external reinforcement. By contrast, extrinsic motivators appear to require continual reinforcement and lead to slower progress, underscoring the importance of cultivating internalized aspirations in the process of Qur’anic learning.

Figure 4 visualizes the comparative outcomes of intrinsic and extrinsic motivation in Qur’anic memorization. It highlights the differences in completion rates and timeframes, illustrating how intrinsic motivation significantly accelerates the memorization process and leads to higher levels of achievement. The figure underscores the pivotal role of internalized goals and personal aspiration in sustaining long-term success, while also demonstrating the limitations of extrinsic reinforcement when detached from deeper personal commitment.

Graphical documentation of monthly progress reports offered additional insights into Qur'anic memorization trends. Students with intrinsic motivation (either parent-supported or self-driven) showed faster progress, while those subjected to Parental demands or external parental demands were slower. These findings underscore the importance of fostering internal motivation for optimal outcomes.

In summary, the study found that a combination of internal and external factors shapes children's motivation to memorize the Qur'an. Parental influence whether through Parental emotional reinforcement or Parental demands plays a significant role; however, intrinsic motivation, rooted in personal desire, has a more substantial and lasting impact.

To further substantiate the thematic find- ings, this study includes quantitative sum- maries drawn from coded interview responses and observational documentation. These summaries offer clearer insight into the dis- tribution and impact of different motivational drivers. This distribution highlights the prev- alence of extrinsic and directive parental influence in initiating memorization, with a significant proportion of children also demonstrating intrinsic aspiration. Table 9 shows that children motivated intrinsically achieved faster and more complete memori- zation. These quantitative findings reinforce the qualitative narratives regarding the im- portance of intrinsic motivation for sustained success in tahfidz education.

Table 8 summarizes the distribution of motivational themes identified across the sample, providing an overview of the relative prevalence of different drivers of Qur’anic memorization. The findings reveal that pa- rental emotional reinforcement, classified as extrinsic motivation, was the most frequently reported theme, accounting for 37.5% of responses.

Parental demands and authoritative ex- pectations, categorized as introjected motiva- tion, represented 25% of the sample, reflect- ing the significant role of parental authority in shaping students’ compliance and adjust- ment. Meanwhile, intrinsic spiritual aspira- tion, reported by 30% of respondents, under- scores the importance of internalized goals and personal meaning-making as a motiva-

tional source. The distribution suggests that while external influences, particularly from parents, remain central to students’ engage- ment, intrinsic spiritual motivation plays a substantial role in sustaining long-term commitment and resilience.

Table 9 presents the relationship between different types of motivation and students’ Qur’anic memorization outcomes. By comparing intrinsic and extrinsic motivational orientations, the table highlights differences in both the efficiency of memorization (average completion time) and overall success rates. This outcome-oriented data complements the thematic distribution shown in Table 8, offering a clearer picture of how motivational sources directly impact learning trajectories and achievements.

This chapter presents the study's findings on children's motivation to memorize the Qur'an at the Al-Tahfidzul Qur'an Islamic Boarding School (PPATQ) Raudlatul Falah in Pati, Central Java. These findings are based on interviews with students, parents, and teachers, as well as direct observation of all students and monthly progress documentation. The analysis is situated within the frameworks of Deci & Ryan’s Self-Determination Theory and Ricoeur’s hermeneutics, but also critically evaluates the cultural limitations of applying Western theories in Islamic Indonesian settings.

The study revealed that parent-child relationships play a crucial role in shaping children's motivation to memorize the Qur'an. However, the application of Self-Determination Theory (SDT) requires critical consideration. In Western SDT, autonomy is central to motivation development (Deci & Ryan, 2015)(Ryan & Deci, 2020). In contrast, this study finds that religious motivation often begins with relational expectations and collective duty elements that SDT tends to categorize as less autonomous. Yet, these externally regulated behaviors often evolve into spiritually grounded commitment in pesantren culture, suggesting a culturally specific pathway to intrinsic motivation.

The findings also highlighted a motivational gap between students driven by extrinsic factors and those who were intrinsically motivated. This confirms (Abubakar et al., 2023), (Guo, 2018) and Trovao (2017) assertion that intrinsic motivation fosters psychological resilience and longterm commitment. While parents can be powerful motivators, reflective personal desire proves to be a more enduring source of motivation.

Many children enrolled in the Qur’anic memorization program were encouraged by parents through praise and rewards. While this aligns with (Deci & Ryan, 2015) SDT’s model of extrinsic motivation, it may underestimate the role of emotional and spiritual identification in religious cultures. In our findings, students did not merely respond to stimuli but interpreted parental rewards as signs of divine approval. This nuanced religious framing of extrinsic rewards challenges the rigid SDT continuum.

Interviews and observations revealed that children who received praise or gifts felt valued, which boosted their confidence and encouraged greater effort. One student shared, "Every time I complete a juz, my mother gives me a gift. That makes me excited to continue." This suggests that parental emotional reinforcement serves as an emotional investment, thereby strengthening children's motivation and commitment. In this context, parents act as social agents influencing their children's behavior through emotional stimulation (Savary & Goldsmith, 2020)(Susewind & Walkowitz, 2020). However, while extrinsic motivation can be compelling initially, stronger intrinsic motivation is required to sustain long-term goals, such as becoming a hafiz.

The study found that directive parenting often initiated memorization. While SDT warns that such pressure undermines autonomy, our data reveal a more complex trajectory: students initially comply out of obligation but later reframe their actions as spiritually meaningful. This transition is better explained through Ricoeur's concept of narrative identity, where duty evolves into chosen religious identity (Sidorova, 2024). Hence, pressure may serve as a transitional stage in identity internalization rather than a purely controlling force.

Deci and Ryan's self-determination theory warns that external parental demands can hinder the development of intrinsic motivation (Deci & Ryan, 2015)(Ryan & Deci, 2020). Despite this, some children who began with reluctance later found personal meaning in the practice, transforming their motivation. This highlights the dynamic nature of parent-child relationships, which can evolve from extrinsic motivation to intrinsic commitment as children internalize the value of Qur'anic memorization.

Intrinsic motivation emerged as a vital theme. Ricoeur’s hermeneutic theory helps explain this shift. Children construct meaning through narrative emplotment drawing on spiritual role models to reconfigure their life story. Their intrinsic motivation is thus less about self-expression and more about theological alignment, challenging secular interpretations of autonomy.

From a hermeneutic perspective (Ricoeur, 1976) Qur'anic memorization can be viewed as an interpretive process in which children integrate religious values into their lives (Garcia, 2025)(Kearney, 2017). These children did not approach memorization as a duty but as a spiritual journey. They associated the practice with spiritual and personal fulfillment, which reinforced their long-term commitment to it. For example, one student shared, "I want to be like my teacher; he memorized all 30 juz. That made me believe I could do it, too". The findings suggest that intrinsic motivation promotes a more profound, reflective religious identity. Motivation driven by personal spiritual aspirations enhances children's ability to remain committed despite external parental demandss.

A key finding of this study is the significant divergence between extrinsic motivation, driven by parental influence, and intrinsic motivation, which stems from within the child. However, we caution against a binary view. In the pesantren context, extrinsic and intrinsic motivations often overlap and reinforce one another. Rather than a strict continuum, motivation may be best understood as a layered structure shaped by obedience, aspiration, and evolving meaning.

The findings have several implications for parents, educators, and policymakers. Importantly, policy must reflect the cultural-religious realities of pesantren rather than importing Western autonomy-focused models uncritically. For parents, it is essential to align their approach with their child's emotional readiness and autonomy. Empathetic and supportive parenting is more effective in cultivating intrinsic motivation. Educators should create opportunities for children to develop personal aspirations in Qur'anic memorization. Policymakers should design education policies that support the formation of religious identity while considering the sociocultural factors that influence children's motivation.

This study makes a significant contribution by demonstrating that motivation in Islamic education requires theoretical frameworks that integrate relational ethics, religious authority, and spiritual interpretation dimensions underexplored in mainstream educational psychology. Moreover, the novelty of this study also lies in its identification of three interactive motivational types within the tahfidz pesantren context: extrinsic motivation (parental emotional reinforcement), passive extrinsic motivation (Parental demands), and intrinsic motivation (personal desire). The study provides new insights into how parent-child relationships and pesantren sociocultural dynamics contribute to the formation of children's religious motivation (Prayitno et al., 2019). These findings enhance our understanding of how external motivation can evolve into a more profound commitment to religious practice.

Table 11 outlines the novel contributions generated by the study, demonstrating how its findings extend existing scholarship on Qur’anic memorization and motivation. The first contribution lies in identifying parental demands as a form of emotional investment, thereby emphasizing the role of extrinsic motivation within religious educational contexts. This perspective enriches the understanding of how external factors, particularly familial expectations, serve not only as constraints but also as structured sources of support that shape students’ persistence.

Secondly, the study highlights the enduring influence of parental demands and passive compliance, showing that while initially experienced as pressure, such demands may evolve into long-term motivators that sustain religious practice and discipline.

Finally, the study integrates hermeneutic theory into the analysis of personal desire and meaning-making, offering a novel interpretive framework for understanding intrinsic motivation. This theoretical integration provides a more nuanced account of how individual aspirations and spiritual interpretation contribute to profound commitment in memorization practices.

Figure 5 visually represents the key contributions of the study, illustrating how the findings advance theoretical and practical understandings of motivation in Qur’anic memorization. It highlights the interplay between extrinsic and intrinsic dimensions, as well as the integration of hermeneutic insights, thereby underscoring the study’s originality in linking parental influence, compliance, and personal aspiration within a unified framework of religious motivation.

This study makes a significant contribution to understanding motivation in religious education, specifically within the context of Qur'anic memorization in pesantren. By integrating psychological and hermeneutic theories, the study suggests that to facilitate deeper motivational development, it is essential to allow children the space to discover personal meaning in their religious educational journey.