EROSION OF QUR’ANIC LEARNING MOTIVATION: LOGOTHERAPY STUDY AT SMK AL-IRSYAD AL-ISLAMIYYAH HAURGEULIS

Abstrak

Quranic learning in classes X and XI at SMK Al-Irsyad Al-Islamiyyah Haurgeulis is often faced with the problem of low motivation and the sustainability of student engagement, even tho it is normatively positioned as the core of Islamic education. Various technical pedagogical approaches have been developed, but the fundamental issue of students' personal meaning of Quran reading activities is often overlooked. This study aims to examine how students interpret the activities of reading and learning the Quran, and the implications of this interpretation on the quality of their learning motivation. This research uses a qualitative approach with a phenomenological design to explore students'. lived experiences in their interaction with the Quran. Data was collected thru in-depth interviews and narrative reflection, then analyzed phenomenologically using Viktor Frankl's logotherapy framework and Self-Determination Theory. The research findings indicate that the meaning students attach to learning the Quran is distributed across three main typologies: normative meaning, instrumental meaning, and existential meaning. Normative and instrumental meanings tend to give rise to fragile and unsustainable extrinsic motivation, while existential meaning has proven capable of supporting stable, consistent, and long-term intrinsic motivation. This finding also reveals that low motivation to read the Quran is more accurately understood as a symptom of existential vacuum rather than simply a matter of discipline or weak religiosity. This research concludes that effective Quranic learning requires a paradigm shift from a technical-instrumental approach toward a meaning-existential pedagogy that facilitates students' meaning-making process in dialog with the Quran and their life realities.