Khoridatunnida Khoridatunnida, Muhammad Azhari

Implementation of School Literacy Program in Islamic Religious Education Learning

Introduction

Implementation of school literacy program in islamic religious education learning. Evaluates the School Literacy Movement (GELAS) in Islamic religious education, improving Qur'an literacy. Explores effectiveness, supporting factors & inhibitors like student motivation.

Abstract

This study analyzes the implementation of the School Literacy Movement (GELAS) in Islamic religious education to improve students' ability to read and write the Qur'an. It focuses on the effectiveness of GELAS and the supporting and inhibiting factors in its application. Using a qualitative descriptive method, data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman's model: data reduction, data display, and conclusion drawing. The results show that GELAS has been implemented smoothly through activities like libraries, reading corners, morning gatherings, 15-minute Qur'an reading sessions, and weekly Yasin reading. Supporting factors include adequate facilities, active school participation, and teacher supervision. Inhibiting factors include limited funding and low student motivation. Highlights: Focuses on the effectiveness of GELAS in Qur'an literacy. Uses qualitative methods: observation, interviews, documentation. Finds success supported by facilities, but hindered by low student motivation. Keywords: School Literacy Movement, Islamic Religious Education, Qur'an Literacy, GELAS Program, Student Motivation

Review

This study presents a timely and relevant analysis of the implementation of the School Literacy Movement (GELAS) specifically within the context of Islamic religious education, with a clear focus on enhancing students' ability to read and write the Qur'an. The objective to assess the effectiveness and identify influencing factors is well-defined, addressing a significant area of pedagogical interest that bridges general literacy initiatives with specific religious learning goals. The choice of a qualitative descriptive method, utilizing observation, interviews, and documentation, appears appropriate for gaining in-depth insights into the practical application and nuances of the program. A significant strength of this research lies in its robust qualitative approach, which allows for a comprehensive understanding of the GELAS program's implementation. The detailed data collection methods, combined with the structured analysis using Miles and Huberman's model, contribute to the credibility of the findings. The study effectively highlights the various activities through which GELAS is operationalized, such as the establishment of libraries and reading corners, morning gatherings, dedicated 15-minute Qur'an reading sessions, and weekly Yasin reading, all contributing to a smooth implementation. Furthermore, the identification of crucial supporting factors, including adequate facilities, active school participation, and diligent teacher supervision, provides valuable insights into the conditions conducive to the program's success. While demonstrating successful implementation, the study also candidly identifies critical inhibiting factors, namely limited funding and low student motivation. These findings are particularly salient as they point to areas where strategic interventions could significantly enhance the program's overall impact and sustainability. Future research or practical applications could delve deeper into understanding the root causes of low student motivation in this specific context and explore innovative, cost-effective strategies to address funding constraints. Despite these identified challenges, this research makes a valuable contribution by offering a detailed account of GELAS implementation in a unique educational setting, providing actionable insights for educators and policymakers seeking to improve Qur'an literacy through structured literacy programs.

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