Quran Reading Intensity and Spiritual and Emotional Intelligence among Vocational School Students in North Lombok

Abdurrahman Abdurrahman

doi:10.63922/ijevss.v5i04.6742

Abdurrahman Abdurrahman Universitas Islam Negeri Mataram, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.6742

Keywords: Quran reading; spiritual intelligence; emotional intelligence; Islamic education; vocational school

Abstract

Routine Quran reading is a common feature of Islamic school life, yet the frequency, duration, and consistency of students’ reading may relate differently to their spiritual and emotional development. This study examined associations between Quran reading intensity and spiritual and emotional intelligence among students at SMKS Babussalam Gangga, North Lombok, Indonesia. A quantitative, nonexperimental correlational survey included 100 students from a school population of 133. Self-report Likert questionnaires measured reading intensity and the two outcomes. Simple linear regressions assessed the composite intensity score; multiple regressions examined frequency, duration, and consistency. Reading intensity was positively associated with spiritual intelligence (B = 0.599, t = 10.728, p < .001, R² = .540) and emotional intelligence (B = 0.590, t = 9.111, p < .001, R² = .459). In the dimension models, frequency was associated with both outcomes. Consistency was associated with spiritual intelligence (p = .024), whereas duration was associated with emotional intelligence (p = .021). These findings identify distinct patterns within an established Quran reading practice. Because the data are cross-sectional and self-reported, the results support association rather than a causal effect; longitudinal research should test whether changes in reading habits precede changes in either outcome.

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