Penguatan Literasi Al-Qur’an Berbasis Pendidikan Agama Islam melalui Kegiatan Khotmil Qur’an
DOI:
https://doi.org/10.63011/7naz5y45Keywords:
Qur’anic literacy, Islamic religious education, Khotmil Qur’an, university students, religious characterAbstract
This community-based educational program was designed to strengthen Qur’anic literacy among university students through structured Khotmil Qur’an activities anchored in Islamic Religious Education principles. The program engaged 35 undergraduate students of STAI Diponegoro Tulungagung, aiming to enhance their religious competence, academic spirituality, and the meaningful integration of worship practices within a higher education context. Employing a participatory and experiential learning approach, the activities included collective Qur’an recitation, guided tajwid and tahsin sessions, reflective discussions on the meanings and ethical dimensions of Qur’anic verses, and structured exercises to integrate Islamic educational values into academic, social, and personal contexts. The findings indicate significant improvements in students’ recitation accuracy, tajwid consistency, and overall fluency, accompanied by enhanced comprehension and reflective engagement with Qur’anic texts. Furthermore, participants demonstrated increased internalization of Islamic principles, translating into ethical awareness, disciplined practice, and heightened motivation for religious and academic responsibilities. Collaborative components, including peer feedback and group mentoring, fostered stronger social cohesion, mutual accountability, and a sense of collective spiritual growth. These outcomes suggest that Qur’anic literacy development in higher education should move beyond mere technical proficiency, emphasizing reflective understanding, value internalization, and practical application. The program illustrates that structured, participatory Khotmil Qur’an activities, when integrated within Islamic Religious Education, can promote holistic student development by simultaneously cultivating cognitive, affective, and spiritual competencies, ensuring that literacy practices are sustainable, transformative, and relevant to both personal life and academic achievement.
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