The Storytelling as a Pedagogical Tool in Qur'anic Education: Effects on Students' Intrinsic Motivation

Muhaimin; Devin Puspita MQ

doi:10.61987/jemr.v5i3.2198

Authors

Muhaimin Universitas Al-Falah Assunniyah Kencong Jember
Devin Puspita MQ Al-Falah Assunniyah University, Kencong, Jember

DOI:

https://doi.org/10.61987/jemr.v5i3.2198

Keywords:

Storytelling, Qur’anic Instruction, Intrinsic Motivation

Abstract

This study investigates the effect of storytelling in Qur’anic instruction on students' intrinsic learning motivation in primary education. A quantitative approach with an ex post facto correlational design was employed, involving 33 sixth-grade students selected through total sampling. Data were gathered using a validated Likert-scale questionnaire (α = 0.86). Statistical analyses, including descriptive statistics, assumption testing, Pearson correlation, and simple linear regression, were conducted using SPSS 26.00. The results show a very strong and statistically significant relationship between storytelling and intrinsic motivation (r = 0.878, p < 0.05), with storytelling accounting for 77.1% of the variance in students' intrinsic motivation (R² = 0.771). These findings suggest that storytelling serves as a powerful pedagogical tool that enhances students' internal engagement in learning. Theoretically, the study supports Self-Determination Theory, demonstrating that narrative-based instruction promotes meaningful engagement, emotional connection, and intrinsic motivation. Practically, the results emphasize the value of incorporating storytelling in Qur'anic instruction to foster engaging, context-driven, and value-oriented learning environments.

References

Akrim, A. (2021). Quranic storytelling model. Educational Sciences Theory and Practice, 21, 53-67. https://doi.org/10.12738/jestp.2021.1.005

Alam, M. A. (2023). From teacher-centered to student-centered learning: The role of constructivism and connectivism in pedagogical transformation. Journal of Education, 11(2), 154-167.

Aseery, A. (2024). Enhancing learners' motivation and engagement in religious education classes at elementary levels. British Journal of Religious Education, 46(1), 43-58. https://doi.org/10.1080/01416200.2023.2256487

Beach, L. R. (2025). The narrative structure of working cognition: Combining the Theory of Narrative Thought and Conviction Narrative Theory. Theory & Psychology, 35(3), 381-398. https://doi.org/10.1177/09593543241290460

Bilal, H. M., Malik, M. S., & Bhatti, M. F. (2025). Exploring prophetic pedagogies through English writings: An analytical review of Muslim and non-Muslim Western contributions. Journal of Islamic Studies, 5(4).

Cresswel, J. W. (2014). Research design: Qualitative, quantitative and mixed method. Sage Publications Inc.

Deci, E. L., & Ryan, R. M. (2022). Self-determination theory Richard. Encyclopedia of Quality of Life and Well-Being Research. https://doi.org/10.1007/978-3-319-69909-7_2630-2

Ejelöv, E., & Luke, T. J. (2020). "Rarely safe to assume": Evaluating the use and interpretation of manipulation checks in experimental social psychology. Journal of Experimental Social Psychology, 87, 103937. https://doi.org/10.1016/j.jesp.2019.103937

Goh, T. T. (2026). Learning management system log analytics: The role of persistence and consistency of engagement behaviour on academic success. Journal of Computers in Education, 13(1), 283-306. https://doi.org/10.1007/s40692-025-00358-x

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2019). Multivariate data analysis. (Vol. 87, Number 4).

Immordino-Yang, M. H., & Damasio, A. R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00003.x

Kamilia, L., & Satriyawan, A. N. (2026). The use of storytelling methods in forming students' learning interest in English learning. PrimEdu: Asian Journal of Primary Education, 1(1), 39-48.

Kaufmann, R., & Vallade, J. I. (2022). Exploring connections in the online learning environment: Student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 30(10), 1794-1808. https://doi.org/10.1080/10494820.2020.1749670

Li, L., Gow, A. D. I., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220-234. https://doi.org/10.1111/mbe.12244

Miller, S., & Pennycuff, L. (2021). The power of storytelling in early childhood education. Journal of Early Childhood Literacy.

Papakostas, C. (2024). Faith in frames: Constructing a digital game‐based learning framework for religious education. Teaching Theology & Religion, 27(4), 137-154. https://doi.org/10.1111/teth.12685

Radišić, J., Krstić, K., Blažanin, B., Mićić, K., Baucal, A., Peixoto, F., & Schukajlow, S. (2024). Am I a math person? Linking math identity with students' motivation for mathematics and achievement. European Journal of Psychology of Education, 39(2). https://doi.org/10.1007/s10212-024-00811-y

Rahmadi, M. A., Syahid, A., Al Munawar, S. A. H., Shaleh, A. R., Nasution, H., & Mawar, L. (2024). The construct of emotional support in Quranic memorization students: A study on the dynamic influence of reliable relationships, trusted guidance, psychological well-being, and Quranic memorization achievement. International Journal of Health and Medicine, 1(4), 190-219. https://doi.org/10.62951/ijhm.v1i4.109

Ryan, R. M., & Deci, E. L. (2022). Self-determination theory Richard. Encyclopedia of Quality of Life and Well-Being Research. https://doi.org/10.1007/978-3-319-69909-7_2630-2

Sarıca, H. Ç. (2023). Emotions and digital storytelling in the educational context: A systematic review. Review of Education, 11(3), e3430. https://doi.org/10.1002/rev3.3430

Wu, J. Y., & Chen, D. T. (2020). Digital storytelling review. Educational Technology Research and Development, 68, 1-27. https://doi.org/10.1007/s11423-020-09771-3

Zhao, Y. (2024). The impact of EFL teachers' emotioncy level on their motivation and academic engagement. Learning and Motivation, 87, 101990. https://doi.org/10.1016/j.lmot.2024.101990