ABSTRACT
Muhamad Musa Qowiyul Mu’min, The Implementation of Literacy Based Islamic Religious Education (PAI) Learning in Developing Students’ Religious Character at SDN Simokerto V Surabaya. Ponorogo: Graduate Program, Muhammadiyah University of Ponorogo, 2026.
This study aims to describe the implementation of literacy based Islamic Religious Education (PAI) learning, analyze its implications for the formation of students' religious character, and identify supporting and inhibiting factors in its implementation at SDN Simokerto V Surabaya. This research is motivated by the tendency of PAI learning to focus on cognitive mastery, thus failing to fully internalize religious values into students' attitudes and behaviors. Literacy based PAI learning is seen as an approach capable of integrating understanding of religious texts with the formation of religious character in a contextual, reflective, and sustainable manner.
This study employed a qualitative approach with a descriptive approach. The subjects consisted of the principal, PAI teachers, students, and parents at SDN Simokerto V Surabaya. Data were collected through observation, in-depth interviews, and documentation studies. The data were then analyzed using the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing. This study also employed triangulation of sources, techniques, and time to ensure data credibility.
The results of the study indicate that the implementation of literacy based Islamic Religious Education (PAI) learning is carried out through three stages: planning, implementation, and evaluation. In the planning stage, teachers develop learning tools that integrate religious literacy activities into learning objectives, materials, methods, media, and assessments. In the implementation stage, teachers implement various literacy activities, such as reading verses from the Quran, hadiths, stories of Islamic figures, discussions, reflections, and the use of digital media to instill Islamic values. In the evaluation stage, teachers conduct authentic assessments through questions and answers, assignments, behavioral observations, and worship practices. This implementation has positive implications for the formation of students' religious character, demonstrated by increased discipline in worship, honesty, responsibility, and social awareness. The success of the learning implementation is supported by the principal's commitment, teacher competence, the school's religious culture, the availability of reading corners, and parental involvement. Inhibiting factors include low reading interest among some students, limited religious reading materials, differences in students' literacy abilities, and limited learning time allocation.
Keywords: Islamic Religious Education, literacy based learning, religious character, elementary school.