Implementing Qur’an Reading Strategies to Foster Students’ Religious Character at Datuk Singaraja Islamic Junior High School
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Abstract
This study addresses pressing concerns over moral decline, juvenile delinquency, and disparities in Qur’anic literacy, underscoring the urgent need for structured character-building initiatives in Islamic schools. The purpose of this research was to analyze the implementation, supporting factors, and obstacles of Qur’an reading strategies conducted by Islamic Religious Education teachers to foster students’ religious character at Datuk Singaraja Islamic Junior High School. Employing a qualitative design, data were collected through literature review, interviews, observation, and documentation. Findings reveal that the daily 80-minute routine significantly enhanced students’ reading fluency and mastery of tajwīd. Moreover, the program successfully cultivated discipline, politeness, and moral behavior, supported by teacher mentorship and parental involvement. The novelty of this research lies in demonstrating how high-frequency Qur’anic habituation functions as a direct behavioral intervention in secondary education. These findings carry practical policy implications, recommending that school administrators formally integrate daily Qur’anic routines into official curricula and teacher development programs to sustain character building.
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