Hasil belajar menghafal Al-Qur’ân siswa merupakan kemampuan akhir siswa dalam menguasai hafalan secara lancar, tepat dan faṣîh. Ada berbagai faktor yang dapat mempengaruhi hasil belajar siswa dalam menghafal Al-Qur’ân. Penelitian ini bertujuan untuk menguji pengaruh latar belakang hafalan motivasi belajar, percaya dan keterampilan berbahasa arab terhadap hasil belajar menghafal Al-Qur’ân siswa. Madrasah Tsanawiyah di Pesantren Yanbû’ Al-Qur’ân Menawan Gebog Kudus
Penelitian ini menggunakan pendekatan kuantitatif dengan jenis korelasional. Populasi penelitian adalah seluruh siswa kelas VII,VIII dan IX MTs Yanbû’ Al-Qur’ân Menawan Gebog Kudus yang berjumlah 495 siswa dan sampel penelitian berjumlah 120 siswa dengan teknik sampling propotionate stratified random sampling. Data dikumpulkan dengan menggunakan angket, tes dan dokumentasi. Data yang terkumpul dianalisis dengan analisis regresi linier sederhana dan berganda dengan menggunkana aplikasi SPPS versi 24.
Hasil analisis data menunjukkan bahwa faktor-faktor penentu yang mempengaruhi hasil belajar menghafal Al-Qur’ân (1) Secara individual, menunjukkan bahwa latar belakang hafalan berpengaruh signifikan 6,0% terhadap hasil belajar menghafal Al-Qur’ân, motivasi belajar berpengaruh signifikan 15,0% terhadap hasil belajar menghafal Al-Qur’ân dan percaya diri berpengaruh signifikan 14,0% terhadap hasil belajar menghafal Al-Qur’ân. Sedangkan keterampilan berbahasa arab siswa tidak berpengaruh signifikan 0,01% terhadap hasil belajar menghafal Al-Qur’ân (2) Secara bersama-sama latar belakang hafalan, motivasi belajar, percaya diri dan keterampilan berbahasa arab berpengaruh 20,9% terhadap hasil belajar menghafal Al-Qur’ân.

The result of learning to memorize the Qur’ân of students are the final ability of student to master memorization smoothly, precisely and fluently. There are various factors that can affect student learning outcomes in memorizinf the Qur’ân. This study aims to examine the effect of memorization background on students' learning outcomes of memorizing the Qur'ân, the effect of learning motivation on students' learning outcomes of memorizing the Qur'ân, the effect of self-eeficacy on students' learning outcomes of memorizing the Qur'ân, the effect of skills Arabic language on students' learning outcomes of memorizing Al-Qur'ân and simultaneously testing the effect of rote background, learning motivation, self-eefficacy and Arab ic language skills on students' learning outcomes of memorizing Al-Qur'ân.
The research uses a quantitative approach with a correlational type. The research population was all students in grades VII, VIII and IX of MTs Yanbû' Al-Qur'ân Menawan Gebog Kudus, totaling 495 students and the research sample totaling 120 students using the propotionate stratified random sampling technique. Data were collected using a questionnaire, test and documentation. The data collected were analyzed by simple and multiple linear regression analysis using the SPPS version 24.0 application.
The results of data analysis show that the determinants that effect the learning outcomes of memorizing the Qur'an (1) individually, indicate that the background of memorization has a significant effect of 6.0% on the learning outcomes of memorizing the Qur'an, learning motivation has a significant effect 15.0% of the learning outcomes of memorizing the Qur'an and self efficacy have a significant effect of 14.0% on the learning outcomes of memorizing the Qur'an. While students' Arabic skills have no significant effect 0.01% of learning outcomes to memorize Al-Qur'ân (2) Together memorization background on students', learning motivation, self-efficacy and Arabic language skills have an effect of 20.9% on learning outcomes of memorizing Al-Qur'an.