Upaya Guru TPQ ( Taman Pendidikan Al-Qur'an) Dalam Penanaman Nilai - Nilai Keagamaan Pada Siswa Madrasah Tsanawiyah
Keywords:
TPQ Teachers, Religious Values, Religious Guidance, Mts Students, Qur’anic EducationgAbstract
This study aims to describe the efforts of TPQ (Qur’anic Education Center) teachers in instilling religious values in MTs students. This research employs a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. The findings reveal that TPQ teachers play an essential role in fostering students’ religious values through several strategies, including habituation of Qur’an recitation, teaching tajwid and tahsin, providing moral exemplification, guiding worship practices, and delivering Islamic exemplary stories. Teachers also apply a personal approach when assisting students who struggle with Qur’an reading or understanding the meaning of verses. In addition, the religious learning environment and routine TPQ activities support the internalization of Islamic values among students. The study concludes that the consistent, communicative, and exemplary efforts of TPQ teachers significantly contribute to strengthening the religious values of MTs students.
References
Arifin, M. (2020). The role of TPQ teachers in developing students’ Islamic character. Jurnal Pendidikan Islam, 9(1), 45–58.
Asy’ari, H., & Sulastri, E. (2021). Internalization of religious values through habituation methods in Islamic education. Jurnal Tarbiyah, 28(2), 233–245.
Creswell, J. W. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Fadillah, A. (2019). Islamic storytelling as a method to strengthen moral values in adolescents. Jurnal Pendidikan Karakter, 10(2), 179–190.
Fauzi, M. (2020). The effectiveness of Qur’anic learning programs in improving students’ religiosity. Jurnal Al-Qur’an dan Pendidikan Islam, 5(1), 12–25.
Fitriyani, R. (2020). Habituation of worship practices in forming students’ religious characters in Islamic boarding schools. Jurnal Penelitian Pendidikan Islam, 8(3), 301–315.
Hasanah, U., & Firmansyah, D. (2023). Religious environment influence on students’ moral behavior. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 8(1), 112–124.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mustaqim, H. (2021). Teacher modeling and its impact on students’ religious attitudes. Jurnal Pendidikan Agama Islam, 6(2), 155–168.
Nurhayati, E. (2021). Islamic learning environment and its impact on students’ religious development. Jurnal Pendidikan Islam Indonesia, 7(1), 89–102.
Rahmawati, L., & Karim, A. (2020). Value-based education strategies in Qur’anic learning. Jurnal Al-Madrasah, 4(2), 200–214.
Suryana, D. (2019). The contribution of TPQ in developing students’ Qur’anic literacy. Jurnal Tarbiyah Islamiyah, 29(1), 101–114.
Rizqiyah, F. (2020). The role of Islamic environment in shaping students’ religious character. Jurnal Pendidikan Karakter, 11(1), 55–68.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mehwan Saputra, Sahrodin, Ratika Novianti
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
NURHIDAYAH: Jurnal Ilmu Pendidikan diterbitkan berdasarkan ketentuan Creative Commons Attribution-ShareAlike 4.0 International License.
