IMPLEMENTASI PROJEK HAFALAN AL QUR’AN UNTUK MENINGKATKAN KARAKTER RELIGIUS SISWA DI SMP SALAFIYAH PEKALONGAN

Abstract

This research is motivated by a phenomenon that the development of the world of education is increasingly rapid in line with advances in technology and communication, but nowadays changes in student character are starting to be inconsistent with national education goals. The low level of character education is motivated by two factors. First, an education system that places less emphasis on character formation, but places more emphasis on intellectual development. Second, environmental conditions do not support good character development. So an application is needed in developing students' religious character in elementary schools. One of them is by implementing an Al Qur'an memorization project in order to shape students' better character. The focus of the research in writing this journal is: (1) To find out the process of implementing the Qur'an memorization project in forming the religious character of students at Salafiyah Middle School Pekalongan. (2) To describe the supporting and inhibiting factors for the Qur'an memorization project at Salafiyah Middle School, Pekalongan. This research uses a qualitative approach. The type of research is field research. The data sources are primary and secondary data sources. The data collection technique uses observation, interview and documentation techniques. The analysis technique is in the form of data reduction, data presentation, and drawing conclusions. The results of this research show that: (1) First, the process of memorizing the Al-Quran begins with Talqin, Tasmi, Murojaah, and submitting the students' new memorization to their tahfidz teacher. Second, formulate general provisions and discipline in implementing tahfidz Al-Qur'an. Disciplinary provisions contain obligations and sanctions. Third, technical instructions for implementing tahfidz Al-Quran which need to be practiced by teachers in every tahfidz lesson that takes place. Each teacher is given a tahfidz administration that needs to be filled in regarding student achievement and development. (2) Supporting factors: Facilitators are not only BTQ and religion teachers, but all teachers are involved to become facilitators so that a sense of responsibility and mutual support arises for each other to make the Al-Qur'an memorization project a success. Inhibiting factors: The child's memorization factor, because each child has different abilities in terms of memorization, creativity and so on. So the teacher or facilitator must be able to understand the abilities of each child.