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Abstract
The study was based on a survey research design. Data were collected from 291
undergraduate students enrolled as full-time students in the second and third year of the
Faculty of Islamic Studies, UKM using questionnaires. Data collected were analyzed and
interpreted with inferential statistics. The purpose of the study was to identify the
relationship between learning challenges and students’ spiritual connection with Allah.
The present study was also carried out to determine whether gender can be the factor for
the PNGK (CGPA – Cumulative Grade Point Average), learning challenges and students’
spirituality in connection with Allah. The Pearson correlation showed that all the seven
items of students’ spiritual connection with Allah were positively correlated with learning
challenges. There was a moderate positive significance relationship between learning
challenges and the items of solat lima waktu – five daily obligatory solah* (r=0.424;
p<0.01) and membaca al-Quran – reciting the Quran (r=0.471; p<0.01). Hence, the
MANOVA test analysis was done to dependent variables which generally showed that
there were significant differences between both genders in terms of students’ spiritual
connection with Allah [F(1,4.070, p<0.05)] and their CGPA [F(1,4.522, p<0.05)]. These
results indicated that the gender of the students in this study was a significant factor and it
influenced both their CGPA and spiritual connection with Allah.
*Note: “Solah” is an Arabic word which means the practice of formal prayer of Islam
with a prescribed sequence of actions and words.
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INTRODUCTION
There are students who could improve their learning motivation when they maintain a
good relationship with Allah swt. These students are convinced that doing the qiyam al-
lail (late-night solah after waking up during the night) could give them success and
improve their learning motivation according to the command of Allah that tells them to
seek knowledge. This could be proved by the experience of Nik Nur Madihah Nik Mohd
Kamal (2009) who was the SPM Best Student of Malaysia, scoring 20 A’s. She said that
one of the reasons for her success in her studies was observing a good connection with
Allah. She always maintained the good connection with Allah by doing good practices
such as performing the obligatory solah at the early times, purifying the heart of
mazmumah (despicable) qualities, doing the qiyam al-lail (tahajjud, hajat, taubat and
istikharah)1, fasting on Mondays and Thursdays, performing the dhuha solah2, making
solawat (du’a for the peace and blessings upon Prophet Muhammad) 1,000 times every
day and eating halal (Islamically fit, proper and permissible) foods that are free from
suspicious ingredients.
There were many research studies conducted that proved the existence of a
significant relationship between religiosity and academic performance (Park & Bonner
2008; Dollahite & Marks 2005; McCullough & Willoughby 2009). The study done by
Dollahite & Marks (2005) found that religious (Christian) students were more inclined to
have a close relationship with their families and parents. The factor of being religious
also led to better academic performance. This was corroborated by the study done by
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Mccullough & Willoughby (2009) that clearly explained the role of religion in helping an
individual’s self-control.
were much done (Rusillo et.al 2004; Wehrwein et.al 2007; Ananda Kumar 2005; Busch
1995). According to Ananda Kumar (2005), the gender influence was identified as the
factor that influenced academic performance. The number of differences in the academic
performance of male and female students at the school level made an impact on the
Higher Learning) and it was proven when the total intake of female students throughout
the country exceeded 70 percent recently (Anon. 2009). The study done by Busch (1995)
there were significant differences of self-efficacy according to gender but on the other
hand, academic performance did not show significant differences between male and
female students.
Note: 1.“Tahajjud”,“hajat”, “taubat” and “istikharah”are types of solah performed for waking
up for the qiyam al-lail, asking Allah to fulfil one’s wish, repenting and making a
2. Dhuha solah is another type of solah performed basically between sunrise and noon.
The word al-falah (success) clearly portrays Islam as encouraging its followers to
achieve success. In this context, Allah Subhanahu wa Ta’ala (Most Noble, Most Exalted)
encourages His servants to be successful people (muflihun) and this is repeated twelve
times in the Quran. The Quran motivates the Muslims to become successful people
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among whom are those who have been given Allah’s guidance (al-Baqarah 2:5), those
enjoining right conduct and forbidding indecency (Ali-Imran 3:104), those fighting or
struggling in the path of Allah (al-Taubah 9 :88), those who are obedient to Allah and His
Prophet (al-Nur 24:51), those allowed to enter Paradise as a result of their good deeds
that weighed heavier (on the Scales) (al-Mukminun 23:102), and those who have taqwa
(fear of Allah) (al-Taghabun 64 :16). All these verses clearly show that Islam does not
teach its followers to go towards failure, but to make every effort to be successful in this
STUDY OBJECTIVES
2. To identify whether gender is the factor for CGPA, spiritual connection with
RESEARCH METHODOLOGY
This study is in the form of a survey that uses the instrument of questionnaire to get the
desired information. The selection of this survey design involved correlation research to
determine the significant relation between learning challenges and spiritual connection
with Allah. The MANOVA test was also used to identify the relation and significant
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differences between CGPA, spiritual connection with Allah and learning challenges
based on gender. This study was carried out in the Faculty of Islamic Studies (Fakulti
Pengajian Islam), Universiti Kebangsaan Malaysia. The research population was selected
from among students of the Islamic Studies Faculty as the faculty has a rather large
The research population consisted of students who were studying at FPI in year 2 and
year 3. To determine the desired sample size, the Sample Size Table for the Krejcie &
Morgan Study (1971) is referred to. 291 students were selected at the interval of 2 from
the students namelist as the research sample out of the entire population of 715 students.
The pioneer study was carried out on 29 students who represented the population’s
characteristics to see the reliability of the research instrument. Overall, the value of the
DATA ANALYSIS
Data were analyzed by means of inferential statistics. The Pearson correlation test was
used to find the relation between learning challenges and spiritual connection with Allah.
The MANOVA test, in turn, was used to determine the relation and difference between
CGPA, spiritual connection with Allah and learning challenges based on gender.
RESEARCH FINDINGS
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Relationship between Learning Challenges and Spiritual Connection with Allah
spiritual connection with Allah, the following hypothesis was put forward:
Table 1 shows the Pearson Correlation test that was carried out to determine the
variables (spiritual connection with Allah). The analysis results show that all items of
spiritual connection with Allah have a relationship with learning challenges among
students. This shows that students use the factor of spiritual connection with Allah as
their way of facing learning challenges. The items “observing the 5 daily obligatory
solah” (r=0.424; p<0.01) and “reciting the Quran” (r=0.471; p<0.01) are the items of
spiritual connection with Allah that have fairly strong positive relationships.
Table 1: Relationship between Learning Challenges and Spiritual Connection with Allah
Variable Value r P
Spiritual Connection with Allah
-Starting learning sessions with du’a (supplication) 0.295** 0.000
-Observing the 5 daily obligatory solah 0.424** 0.000
-Performing solah hajat/Qiyam al-lail 0.346** 0.000
-Reciting the Quran 0.471** 0.000
-Leaving everything to Allah after every effort 0.387** 0.000
-Having a sense of shame and thus feeling shy with 0.361** 0.000
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Allah if failed in studies
-Being pleased with Allah 0.280** 0.000
-Being thankful to Allah 0.370** 0.000
**Significance at a level of 0.01
H2 : There are significant relationships and differences between gender and learning
challenges, spiritual connection with Allah and CGPA among Students of FPI,
UKM.
To determine the relationships and differences between gender and learning challenges,
spiritual connection with Allah and the CGPA among students of FPI, UKM, the
Overall, the results of the Multivariate Pillai’s Trace tests (Table 2) showed that
there were gender effects on the three significant research variables [F(3,11.504,
p<0.05)]. Based on these analysis results, the researcher rejected the study’s null
hypothesis and reported that overall, gender was the factor that influenced the CGPA,
spiritual connection with Allah and learning challenges among students of FPI, UKM.
Table 2: Multivariate Pillai’s Trace Tests(b) for Gender Effects on CGPA, Spiritual
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df
Intercept Pillai's Trace .995 15786.298(a) 3.000 255.000 .000
Wilks' Lambda .005 15786.298(a) 3.000 255.000 .000
Hotelling's Trace 185.721 15786.298(a) 3.000 255.000 .000
Roy's Largest Root 185.721 15786.298(a) 3.000 255.000 .000
Gender Pillai's Trace .119 11.504(a) 3.000 255.000 .000
Wilks' Lambda .881 11.504(a) 3.000 255.000 .000
Hotelling's Trace .135 11.504(a) 3.000 255.000 .000
Roy's Largest Root .135 11.504(a) 3.000 255.000 .000
a Exact statistic
b Design: Intercept+Gender
The analysis of the MANOVA test (Table 3) was done to dependent variables in which it
generally showed that there were significant variables between both genders (male and female),
only in terms of CGPA [F(1,4.522, p<0.05)] and spiritual connection with Allah [F(1,4.070,
p<0.05)]. These results showed that the gender of an Islamic Studies student in this research
influenced his or her CGPA and spiritual connection with Allah. However, there were no
significant differences between learning challenges and the gender factor. In other words, the
repondents’ learning challenges [F(1, .854, p>0.05)] could not be differentiated through the
gender factor.
By referring to the mean value (Table 4) of each dependent variable across both genders,
it was found that the CGPA of male respondents in this study’s population was lower (Mean
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score: Male = 3.1770; Female = 3.3701) than that of female respondents. Similarly, for the
dependent variable of spiritual connection with Allah, it was found that male respondents showed
a much lower mean score (Mean score: Male = 32.9231; Female = 34.4643) compared to female
respondents.
The gender factor contributed only 9.1 percent to the FPI, UKM students’ CGPA and 3.6
percent to their spiritual connection with Allah (Table 5). This shows that even though there was
a significant relationship between gender and the FPI, UKM students’ CGPA and their spiritual
connection with Allah. Therefore, there were other factors that contributed to their CGPA and
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Learning challenges 766837.971 1 766837.971 22397.360 .000
A3 Latest CGPA 2.201 1 2.201 26.852 .000
Spiritual connection 140.208 1 140.208 10.610 .001
Learning challenges 13.878 1 13.878 .405 .525
Error Latest CGPA 21.069 257 .082
Spiritual connection 3396.247 257 13.215
Learning challenges 8799.133 257 34.238
Total Latest CGPA 2847.709 259
Spiritual connection 301582.000 259
Learning challenges 852129.000 259
Corrected Total Latest CGPA 23.271 258
Spiritual connection 3536.456 258
Learning challenges 8813.012 258
a R Squared = .095 (Adjusted R Squared = .091)
b R Squared = .040 (Adjusted R Squared = .036)
c R Squared = .002 (Adjusted R Squared = -.002)
In conclusion, the Pearson correlation analysis of the spiritual connection with Allah
through routine practices as a Muslim such as making du’a, performing solah, reciting
the Quran, qiyam al-lail, leaving everything to Allah after every effort, having a sense of
shame and thus feeling shy with Allah, being pleased with Allah for everything and being
thankful to Allah proved the difference of the way in which Islamic Studies students
faced learning challenges. The existence of the significant relationships between all the
items of spiritual connection with Allah showed the direct influence of religious life in
facing learning challenges among Islamic Studies students. The findings of this study
proved that as Islamic Studies students, they maintained their connection with Allah
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As for the MANOVA analysis, it proved that the difference in gender truly
which was higher than that of male students. This shows the more outstanding academic
performance of female students in universities compared to male students. The same goes
for the spiritual connection with Allah – female students have a higher level of spiritual
Yet the results of this study, through the MANOVA analysis, also suggested that
future research studies should be carried out in order to do research on other factors that
influence the three dependent variables namely the spiritual connection with Allah,
learning challenges and the CGPA apart from the gender factor. This is because almost
85 percent of the changes in these dependent variables cannot be identified. As such, the
researcher suggests that further research should use factors of other profiles to study the
effects on the CGPA, spiritual connection with Allah and learning challenges.
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