PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMANFAATKAN PERPUSTAKAAN SEBAGAI SARANA MEMBANGUN BUDAYA MEMBACA AL QUR’AN DI SEKOLAH

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in utilizing the school library as a means of fostering a culture of Qur’anic reading at SMP Takhassus Al-Qur’an. The background of this research is based on the importance of developing a culture of reading the Qur’an as part of strengthening students’ religious character and optimizing the function of the library as a learning resource center that supports religious literacy activities. Islamic Religious Education teachers are not only responsible for delivering instructional materials but also for guiding, motivating, and habituating students to engage with the Qur’an continuously. This study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation involving Islamic Religious Education teachers, library staff, and students. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The findings revealed that Islamic Religious Education teachers play a significant role in fostering a culture of Qur’anic reading through various strategies that utilize the library as a learning resource. These roles are reflected in their functions as motivators, mentors, facilitators, and role models for students. Teachers motivate students by emphasizing the importance of reading the Qur’an based on Islamic teachings, particularly the command to read as stated in Surah Al-‘Alaq verses 1–5. Furthermore, teachers guide students in reading, understanding, and implementing the teachings of the Qur’an through routine learning activities and habituation programs. The utilization of the library is supported by the availability of Qur’anic collections, translated Qur’ans, tafsir books, and various Islamic literature that serve as references in the learning process. The strategies implemented by teachers include the daily practice of reading five verses of the Qur’an along with their translations and interpretations every morning, assigning tasks that require the use of library resources, integrating library activities into Islamic Religious Education lessons, and assisting students in understanding the meanings and messages of Qur’anic verses. Through these strategies, the library functions not merely as a repository of books but also as a center for Qur’anic literacy that supports both learning activities and the development of a reading culture within the school environment. The findings also indicate that a culture of reading the Qur’an has a positive impact on students’ character development. These impacts include increased religious awareness, discipline, responsibility, honesty, politeness, and self-control. In addition, the culture of Qur’anic reading enhances students’ understanding of Islamic teachings and encourages them to apply Qur’anic values in their daily lives. Therefore, the active role of Islamic Religious Education teachers, supported by the effective utilization of the school library, has proven to be instrumental in developing a sustainable culture of Qur’anic reading while simultaneously strengthening students’ character formation based on Islamic values.