Ilustration by AI
Islamic Education Revamp Boosts Qur’an Literacy Among Vocational Students in Central Sulawesi
A study by Muhammad Furqon, Nurlisah Monggesang, Fajria H. Momilimo, and Indriyani Abdussama from Universitas Muhammadiyah Luwuk Banggai reveals that structured Islamic education programs significantly improve students’ ability to read Qur’anic Arabic letters. Conducted in February 2026 at SMK Negeri 1 Totikum and published in the Indonesian Journal of Society Development (IJSD), the research highlights how targeted religious literacy programs can address widespread difficulties in reading hijaiyah letters among vocational high school students.
The findings matter because Qur’an literacy remains a foundational skill for Muslim students, yet many secondary schools struggle to ensure consistent mastery. Without early intervention, gaps in reading ability can persist into adulthood, affecting both religious practice and broader spiritual development.
Growing Concern Over Qur’an Literacy in Schools
Across Indonesia, educators are increasingly concerned about declining proficiency in reading the Qur’an among adolescents. In vocational schools, where academic focus is often directed toward technical skills, religious literacy can receive less attention.
At SMK Negeri 1 Totikum, initial observations and reading tests revealed that several students were unable to recognize or pronounce hijaiyah letters accurately. Some could read but lacked fluency, while others required intensive guidance. Teachers identified contributing factors such as limited classroom time, inconsistent practice, and varied educational backgrounds among students.
This situation reflects a broader national pattern, where insufficient exposure to structured religious learning and limited daily reading habits hinder Qur’an literacy development.
Practical Approach: Combining Classroom Learning and Daily Habits
The research team from Universitas Muhammadiyah Luwuk Banggai applied a qualitative field-based approach, combining direct observation, Qur’an reading tests, teacher interviews, and documentation.
The intervention focused on two key programs:
- TPA (Qur’an Learning Program): Structured sessions teaching basic hijaiyah letters and tajwid rules
- Tadarus (Daily Qur’an Recitation): Routine reading sessions conducted after Dhuhr prayer
These programs were designed to complement formal classroom instruction with consistent daily practice. Data were analyzed descriptively to capture changes in student participation, reading ability, and learning behavior.
Key Findings: Practice and Habituation Drive Improvement
The study found that consistent exposure and repetition significantly improved students’ Qur’an reading skills.
Main findings include:
- Many students initially struggled with recognizing hijaiyah letters and applying correct pronunciation
- Limited practice outside class was a major barrier to fluency
- Participation increased significantly after the introduction of TPA and daily tadarus activities
- Students showed improved confidence in reading the Qur’an aloud
- A more supportive religious learning environment emerged within the school
The combination of structured teaching and daily habituation proved effective. Students who regularly participated in reading sessions developed better fluency and accuracy over time.
Building More Than Skills: Strengthening Religious Character
Beyond technical reading ability, the program also influenced students’ attitudes and behavior. Regular Qur’an reading fostered discipline, responsibility, and stronger spiritual awareness.
The study emphasizes that Qur’an literacy is not purely a cognitive skill. It develops through continuous practice, environmental support, and consistent guidance from teachers.
Muhammad Furqon from Universitas Muhammadiyah Luwuk Banggai explains that strengthening Islamic education requires more than classroom instruction. He notes that regular religious activities and collaborative support systems are essential to build lasting literacy habits among students.
The Role of Teachers, Environment, and Collaboration
The research highlights several factors that determine the success of Qur’an literacy programs:
- Active teacher involvement: Direct guidance improves pronunciation and comprehension
- Supportive school environment: Religious activities integrated into daily routines encourage participation
- Collaborative learning: Interaction between teachers, students, and community enhances motivation
- Adaptive teaching methods: Adjusting instruction to different student skill levels improves outcomes
The involvement of university students through field practice programs also contributed to the initiative. Their presence provided additional mentoring and encouraged students to engage more actively in learning activities.
Implications for Education Policy and Practice
The findings offer practical insights for schools, policymakers, and education stakeholders.
Key implications include:
- Schools should integrate routine Qur’an reading into daily schedules
- Religious literacy programs must combine formal instruction with habitual practice
- Curriculum design should allocate sufficient time for foundational religious skills
- Collaboration between universities and schools can strengthen program implementation
- Learning approaches should be flexible to accommodate diverse student abilities
The study demonstrates that revitalizing Islamic education is not about adding more content, but about creating consistent, meaningful learning experiences.
A Scalable Model for Improving Religious Literacy
The success of the program at SMK Negeri 1 Totikum suggests that similar approaches can be applied in other schools facing comparable challenges. By embedding religious practices into school culture, institutions can improve both literacy outcomes and student character development.
Sustained implementation is critical. The researchers emphasize that programs like TPA and tadarus should not remain temporary initiatives but become permanent components of school routines.
Author Profiles
Muhammad Furqon is a lecturer and researcher at Universitas Muhammadiyah Luwuk Banggai, specializing in Islamic education and religious literacy development.
Nurlisah Monggesang is an academic focusing on educational strategies and student development in Islamic learning environments.
Fajria H. Momilimo works in the field of religious education and community-based learning programs.
Indriyani Abdussama is a researcher in Islamic pedagogy and literacy enhancement, with a focus on school-based interventions.
Source
DOI ; https://doi.org/10.55927/ijsd.v5i2.8
URL : https://journalijsd.my.id/index.php/ijsd/index
0 Komentar