Factors Of Time Constraints For Memorizing The Quran And Learning Arabic In Higher Education

The Tahfiz program in universities is one of the initiatives to help students sustain their Quranic memorization. Alternatively, the establishment of the program aims to preserve the consistency of Quranic memorization amongst students who are currently pursuing professional studies at the tertiary level. Therefore, this research aims to analyze the contributing factors to time constraints that prevent effective outcomes of this particular program. This study is qualitative in nature and, therefore, depend much on in-depth interview and document analysis technique. The results of the study show that there are relatively a number of challenges encountered by students that require consideration by all relevant parties, including academic workload, time restrictions, as well as the extracurricular activities organized by the faculties and colleges. This suggests that remarkable attention is necessary from relevant parties to ensure the effectiveness of the program as to produce professional huffaz in future. Insufficient focus on time management by the relevant parties may adversely affect students' ability to implement the technique proposed by Muslim scholars for comprehending the verses of the Qur'an, which involves attaining proficiency in the Arabic language and its associated fields of knowledge.


INTRODUCTION
The methodology of memorizing the Quran is a revelational approach practised by the Prophet Muhammad in learning the Quran from Jibril AS recorded in al-Qiyamah chapter verse 17 and al-A'la chapter verses 6 to 7 (Arifin, 2019).The verses were later taught to the other Companions (Al-Qaysi, 1977).The Prophet (s.a.w.) was an enthusiastic person who was keen to learn the Quran from Jibril AS, as recorded in the hadith narrated by al-Bukhari (Al-Nawawi, 1998).During the Prophet's time, the companions devoted their time in reciting and memorizing the Quran at all possible times and situations (Ibn Kathir, 1996).This suggests that the companions have prioritized their time in an attempt to learn the Qur'an.
Significantly, some companions devoted their whole day to reading and memorizing the Quran, while others preferred to read and memorize the Quran at specific times, such as before going to bed or before prayer (A.Ismail et al., 2014).Nonetheless, the Companions generally dedicated their time to reading and memorizing the Quran conscientiously.They acknowledged that Quranic memorization is an essential form of worship and therefore, it is necessary to ensure that the Quran is properly received and comprehended by Muslims.
(S. Ismail, 2018) argues that Quranic memorization is part of Islamic culture among Malays.Religious education at that time was delivered by encouraging the children to learn the Quran and memorize it from a young age at religious institutions known as pondok or madrasah.In addition, children were also frequently involved in the Quran recitation activities in mosques or at home.However, Tahfiz's education has transformed into various forms of education over the years.It is professionally governed by the Federal Government, the State Islamic Religious Council (MAIN), the State Islamic Department (JAIN), a non-governmental organization (NGO), or a private Tahfiz centre (Khalil et al., 2021).
The Tahfiz education system is also expanding across all levels of education in Malaysia, from primary (Abdullah et al., 2021) to secondary (Alias, 2020) to tertiary levels.Consequently, the development of Tahfiz education in Malaysia is widely acknowledged by the community as they realize the significance and value of educating children in the Quran (Ramli et al., 2017).Thus, the Quranic educational system is well received on various levels by those who consider that children's education is necessary to have justly balanced approaches in both worldly and spiritual contexts.
Concerning this matter, higher educational institutions have specifically designed Tahfiz programmes in both public and private institutions to support graduates in optimizing their capabilities as religious scholars or professionals in their respective fields.Thus, Darul Quran JAKIM, in collaboration with Universiti Tenaga Nasional (UNITEN), Management & Science University (MSU), Universiti Cyberjaya (UoC), International Islamic University Malaysia (IIUM), and Universiti Teknikal Malaysia in Melaka (UTeM) represent a few of the universities that provide opportunities to Tahfiz students in higher educational institutions at different levels of their studies and areas (JAKIM, 2021).There were other tertiary institutions that also had developed Tahfiz programmes, such as Universiti Kuala Lumpur (UniKL) (Mohd Darif, 2019), Universiti Teknologi MARA (Najahudin Lateh et al., 2022), and Universiti Pendidikan Sultan Idris (UPSI) (Shaarani Ismail, 2019).Thus, the commitment of different institutions to ensuring that students have access to these educational privileges has demonstrated that they are potentially an invaluable asset to the nation and a beneficial resource to society as a whole.
The achievement of students in completing the memorization of the Qur'an at school is not a guarantee of their capability of keeping Quran memorization in a long term (Training et al., 2020).Unfortunately, as Tahfiz students further their studies at the tertiary educational level, they encounter issues and challenges related to the time required to complete their studies.It is supported by a study conducted by (Kualitatif, 2023), in which the majority of the students enrolled in the Tahfiz program agreed that the pressure of academic schedules was one of the most significant challenges that prevented them from maintaining their Quranic memorization.The study suggested that of 65 students, 44 (65.7%) agreed that this was the case, and 41 (61.2%) claimed that the busy schedules of academic assignments and their lack of motivation were imposed due to time constraints.Alternatively, this is reflected in the achievement level of student's memorization of the Quran by Mohd Ashmir Wong et al. ( 2022) at the diploma level, which shows that there were only 19 students (10.4%) at the diploma level who were able to accomplish estimate around 26 to 30 Juz of the Quran, while 72 (39.7%) students only achieved from Juz 1 to 5. In contrast, at the diploma level, the maximum achievement level of students was 21 (46.6%) at the second of 1/6 (Juz 6-10).The study conducted by Muhammad Ikhwanuddin and Che Noraini Hashim (2014) has revealed a statistically significant association between the scores of respondents in Tafsir and their scores in Qur'an memorization.Thus, this research was conducted to discover the factors that constitute a time constraint on the ability of students to complete the syllabus of al-Quran memorization as specified in the teaching co-curriculum offered by the higher education provider.This study is to analyze the contributing factors to the time constraint among university students in achieving excellence in memorizing the Quran in order to understand its countless values through Tadabbur process that will not be reached except through Arabic learning as suggested by Muslim scholars.

METHOD
This study is qualitative in nature by adopting a field research approach, which is consistent with the opinions of (Darusalam & Hussin, 2016) adopt (Creswell & Tashakkori, 2007).The researcher conducted an in-person meeting with the selected informants to collect verbatim data Bryman, A. (2008).The data were also obtained through content analysis methods of relevant studies in relation to the Tahfiz educational strategies and their constraints, as well as to achieve the objective of the study.
The research was conducted at one of the public universities in Perlis.Concerning this matter, seven informants were selected from Universiti Teknologi MARA Cawangan Perlis (UiTMPs) for the purpose of the study after permission from related parties was approved.The informants were later interviewed by the researcher at the Islamic Centre, also known as Masjid al-Nur, located at the Universiti Teknologi MARA, Perlis Branch.
This study using the purposive sampling technique as recommended by Merriam, S. B. (1988) adopt (Ryan et al., 2012).The researcher employed the guidelines for selecting the sample that were suggested by (Van Dalen et al., 1993).As a result, the informants are compulsory to be among those who have accomplished their memorization of the Quran and have participated in the university's Tahfiz program.In this regard, the predetermined criteria were established, including the Tahfiz's educational background, involvement in the university's Tahfiz program, and successfully finishing the memorization of the Quran.

Research Instrument
According to (Kahn et al., (2003) and (Long, 2009), an interview is a procedure for getting verbal data by directly conversing with the informants.The study employed an intensive interview, which includes semi-structured questions and is also complemented by supplementary questions aimed at obtaining comprehensive data from informants (Darusalam & Hussin, 2016).The interview questions were adapted from Intan Zakiah's (2018) research on Tahfiz students at Darul Quran and its branches in each state of Malaysia.

Validity and Reliability
The validity of the data was verified through informants review to ensure the accuracy of the information, as suggested by (Creswell & Tashakkori, 2007).Meanwhile, the reliability of the study is measured by adopting the repetition of the interview technique as proposed by (Baker, 1982) whereby the same informant serves as the subject, but the location and time of the meeting is held are different depending on the convenience and flexibility of the informants.

Data Analysis Procedure
The interview sessions were recorded using a Digital Voice Sound Recorder 32GB T60 device.The recordings were later transcribed verbatim for further analysis by using the Jefferson Transcription System using specific symbols as shown in the table below;

Data Decoding
The interview recording uses the Loose Networks method suggested by (Gough & Scott, 2000).Subsequently, the samples interviewed were identifiable through the established sampling criteria.They were classified according to the order of the interview session, with Tahfiz Student number 1 being classified as TS1, Tahfiz Student number 2 as TS2, and so on.

RESULTS AND DISCUSSIONS
The informants are between the ages of 19 and 21 years old and have a background in Tahfiz education from secondary school.They represent almost every state in Malaysia.Each has successfully finished their Quranic memorization at the school level, possesses 5 to 8 years of relevant experience, and is currently studying different courses at the selected university.

Contributing Factors To Time Constraints
Based on the findings of the study, there are three main contributing factors to the time constraints for those particular students in maintaining their memorization of the Quran is summarized in the following table: Academic Workload (Wan Razab & Othman, 2011) advocated systematic student task management to reduce excessive workload and academic burnout.It was implemented to prevent students from becoming discouraged and pessimistic about the load imposed by their daily duties.According to (Hassan et al., 2022) the lack of motivation in completing memorization in the context of Tahfiz program is caused by the primary responsibility imposed and the effect caused by classmates who are not included in the program.
The findings demonstrate that time has become a constraint for students due to excessive academic workloads and thus, pressuring them to focus on the Tahfiz programme consistently.Concerning this matter, Lazarus and Folkman's Transactional Model of Stress and Coping has suggested individual stress is caused by two factors, namely challenge stressors and hindrance stressors.Challenging pressure is capable of encouraging individuals to adjust to the environment and perceive the pressure positively.Conversely, hindrance stressors have negative consequences for the individual.In other words, challenging stressors are potentially harmful to the student's mental stability and social well-being as well as their academic performance due to the different circumstances of learning and the environment (Thawabieh & Qaisy, 2012; Md.Daud Ismail et al., 2016).Consequently, it will severely affect their performances and commitment to the Tahfiz program and influence the achievement of their Quran memorization.

Time Restrictions
Referring to the interview results with informants, three of the seven students admitted that their commitment to learning had affected their concentration in maintaining their Quranic memorization.This was due to their hectic class schedules.The following represent a few of the data given by the informants in this regard: Nevertheless, students are advised to continuously locate time to repeat memorization in the morning and before the start of learning time to maintain their memorization, as suggested by (Nazir Kadir et al., 2021).Similarly, it is also recommended by (Fathiyah Mohd et al., 2020) that the disciplinary element is necessary to emphasize so that time management can be properly organized to achieve the specified objectives.This suggests that commitment, strategic repetition process (Muraja'ah), and goal setting are required through the selection of difficult chapters, specifying a proper time, maintaining a conducive learning environment, looking for motivating transmit friends, and healthy competition in doing Muraja'ah, as well as establishing appropriate techniques in memorization (Fatimah Zaharah et al., 2020).

Extracurricular Activities
Despite the hectic class schedule and academic workload, the involvement in extracurricular activities at the university also contributes to the time constraint, which hinders students from optimizing their focus in the Tahfiz program.Those extracurricular activities include student associations, college activities, and sports.
The collected data above align with the study conducted by (Fatimah Zaharah et al., 2020), where by she emphasized that student involvement is identified as the contributing factor to this matter.However, their engagement in extracurricular in the university is essential to expose them to various skills related to the work field in the future.Additionally, it also works as a means to improve their spiritual and ethical values, enhance their leadership skills, boost their national identity, and increase their capability in reasoning (Pengurusan Kegiatan Aktiviti Pelajar Universiti Teknologi MARA, 2014).Thus, the skills acquired from the activities are beneficial primarily for Tahfiz students and, in fact, should not be considered as drawbacks but rather beneficial to establish their marketability in the future (S.Ismail, 2018).Nevertheless, it required both parties, students and university management, to justly balance the priority by considering the ability of the student itself.Alternatively, the students are responsible for organizing their time carefully and utilizing their flexible time properly, as it will affect their continuity in Quran memorization.Therefore, time is extremely precious and needs to be managed wisely by everyone, as emphasized by the Prophet P.B.U.H in one hadith "There are two blessings that many people are deceived into losing: health and free time."(Al-Bukhari, 2002) As to conclude, the finding shows that all informants agreed that the three most prevalent factors that constitute a time constraint are time restrictions, the academic workload at the university, and extracurricular activities organized by the faculties, colleges, and student associations.From their perspective, these three elements are considered as limiting factors in establishing their memorization of the Quran at the university level.This is supported by (Hashim, 2016), in which time allocation is a critical issue that requires considerable concern and improvement in Tahfiz education of all levels.In addition, the factors of time constraints as mentioned above not only affect the students in strengthening their memorization but the understanding of the Qur'an through the mastery of the Arabic language is also affected.This matter is supported by the findings of (Zaini et al., 2021) that learning Arabic supported by learning high-frequency words explicitly has a positive impact on understanding the verses of the Quran.These crucial matters need to be taken seriously due to strengthening Quran memorization strategy through learning components of Arabic schematas such as Nahw and Sorf as suggested by (Zahriah Binti Hussin, 2018).

CONCLUSION
Time management is a vital component to actualize student achievement at all levels of education and therefore, it requires all parties to enhance their awareness regarding the significance of time by establishing time balance in daily life, ultimately the huffaz to preserve their Quranic memorization.In spite of academic workload may potentially assist students in memorizing al-Quran by improving them to be innovative in managing their lives systematically, the intense pressure placed could cause them struggle to accomplish the goals and objectives of the Tahfiz program.Students, on the contrary, are required to enhance their self-control in order fulfil academic demands, while also ensuring they have sufficient time for practicing their memorization of the Qur'an.Meanwhile, universities and parents can be involved by providing sufficient guidance to better comprehend the circumstances of students entering the professional field as huffaz that will eventually reach the objective of al-Quran which to appreciate its content throughout their lives.

Table 4 . Thematic Analysis On Contributing Factors To Time Constraints
"Emm… I…. because I joined a lot of programs… so it's hard to give a commitment.Besides that… there's also recreation like sports.. college programs.. by holding a position in college a lot of things need to be done, so sometimes I didn't manage to memorize the Quran due to tiredness" (TS5/IS1/15.12.22./BSHEP).
"Aaa.. for my course, lab reports (0.6), $laughs$.. are roughly already 10 assignments in the first semester" (TS2/IS1/31.01.23(MU)."Forme, to memorize the Quran is (0.2), emm (0.1) time, because it's not enough to revise.. Other than that many assignments that need to be done like quizzes, homework, project, pair works.. presentation, my assignments for only this semester are already more than twenty (assignments)" (TS3/IS2/31.01.23(MU)."…Usually I'm busy with assignments.. there seems to be too many assignments that I slept at 5 in the morning..and then at night then at night I also have to study.. there's also tests and exams.." (TS5/31/01.23(MU)."….When I'm trying to revise, there are friends who want to chat, play games."(TS4/IS2/31.01.23(MU)."Time.My obstacle in strengthening Quranic memorization is time constraint.As a student, most time is spent on classes, studies, assignments, tutorials, tests and quizzes.So the time for the Quran becomes limited."(TS7/IS2/31.01.23(MU).