Qur’anic literacy practices in Islamic religious education learning at senior high schools from lafdziyyah to amaliyah
DOI:
https://doi.org/10.46963/asatiza.v7i2.3687Keywords:
Qur’anic Literacy, Character Development, Digital Learning, Islamic Religious Education, Living Qur’an, Critical ThinkingAbstract
A gap exists between senior high school students' ability to read the Qur'an and their capacity to understand and apply its values in daily life, particularly within Islamic Religious Education (IRE) at the identity formation stage. While previous studies have focused on program evaluation or habituation, limited research has directly examined how Qur'anic literacy practices unfold in intracurricular classroom learning. This study aims to explore various Qur'anic literacy practices and examine their implementation in IRE learning. Employing a qualitative descriptive approach, this study was conducted in three public senior high schools involving three IRE teachers and 60 tenth-grade students. Data were collected through interviews and document analysis of lesson plans and learning materials. The findings reveal that Qur'anic literacy practices are implemented diversely and contextually through recitation habituation, contextual verse interpretation, and experiential learning activities. The learning process progresses from reading and writing abilities (lafdziyyah) to understanding (maknawiyah), and begins to move toward application (amaliyah), although this progression remains uneven among students. Notably, while some students demonstrate the ability to relate Qur'anic values to daily behavior, others remain at the comprehension level without consistent practice. These practices are strengthened by school culture (Living Qur'an) and students' capacity to connect verses to real-life situations (critical thinking). This study contributes empirical evidence on the continuum of Qur'anic literacy from lafdziyyah to amaliyah in Indonesian secondary IRE contexts, an area previously underexplored in the literature.
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