The Role of Islamic Religious Education Teachers in Improving Students’ Qur’an Reading Ability at State Elementary School Telaga Biru 8 Banjarmasin
DOI:
https://doi.org/10.67899/ar.v3i2.458Keywords:
Islamic Religious Education, Qur’an Reading Ability, Teacher’s RoleAbstract
This study aims to describe the role of Islamic Religious Education (IRE) teachers in improving students’ Qur’an reading ability and to identify the supporting and inhibiting factors affecting this process at State Elementary School Telaga Biru 8, Banjarmasin. The study employed field research with a qualitative approach. Data were collected through observation, interviews, and documentation and analyzed descriptively through data reduction, data presentation, and conclusion drawing, supported by source triangulation. The findings indicate that the IRE teacher performs multiple interconnected roles as educator, guide, motivator, role model, learning facilitator, and evaluator. Qur’an reading improvement is supported by daily habituation, differentiated activities according to students’ levels, short-surah review for lower grades, Qur’an reading practice for higher grades, and the use of the Ummi method. Student interest, motivation, concentration, and discipline support the program, whereas family circumstances and the surrounding environment remain important obstacles. The novelty lies in identifying a school-based model that integrates daily Qur’an-reading habituation, level-sensitive guidance, teacher motivation, and the Ummi method within a public elementary-school context in Banjarmasin.
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