<![CDATA[While digital disruption increasingly erodes student discipline, the potential of spiritual literacy to counter screen-time negative impacts remains under-investigated. This study examines how structured Al-Quran literacy programs cultivate student discipline amid the challenges of the digital era. Using a descriptive qualitative approach, data were gathered through observations, documentation, and interviews with school principals, Islamic education teachers, and students. Data analysis followed the Miles & Huberman framework, validated via triangulation. The findings reveal that structured Al-Quran literacy (daily 30-minute short-surah recitations and weekly sermons) successfully instills three core disciplinary values: time management, rule compliance, and personal responsibility. This is achieved through consistent habituation and teacher modeling. Although excessive device usage outside school persists as a significant challenge, the institutional counter-strategies—such as strict mobile phone bans, diversified literacy methods, and proactive parent-teacher synergy—significantly mitigated behavioral misconduct. This study provides a novel framework for elementary educators on leveraging localized religious literacy as a resilient character-building mechanism against digital-era behavioral distractions, bridging the gap between spiritual habituation and modern digital parenting.
Abstrak
Di tengah disrupsi digital yang kian mengikis disiplin peserta didik, potensi literasi spiritual untuk memitigasi dampak negatif waktu layar (screen-time) masih jarang diteliti. Penelitian ini bertujuan menganalisis bagaimana program literasi Al-Qur'an yang terstruktur mampu membentuk karakter disiplin siswa di era digital. Menggunakan pendekatan kualitatif deskriptif, data dihimpun melalui observasi, dokumentasi, serta wawancara mendalam bersama kepala sekolah, guru Pendidikan Agama Islam (PAI), dan peserta didik. Analisis data menerapkan model Miles & Huberman yang divalidasi melalui teknik triangulasi. Hasil penelitian menunjukkan bahwa literasi Al-Qur'an yang terstruktur (pembacaan surah pendek harian selama 30 menit dan kultum mingguan) berhasil menanamkan tiga nilai inti kedisiplinan: manajemen waktu, kepatuhan tata tertib, dan tanggung jawab pribadi. Keberhasilan ini dicapai melalui strategi pembiasaan konsisten dan keteladanan (modeling) guru. Meskipun penggunaan gawai berlebihan di luar sekolah tetap menjadi tantangan utama, strategi kontra-institusional—seperti larangan ketat membawa ponsel, variasi metode literasi, dan sinergi proaktif antara guru dan orang tua—terbukti signifikan memitigasi pelanggaran perilaku siswa. Penelitian ini menawarkan pemikiran baru bagi pendidik dasar mengenai pemanfaatan literasi keagamaan lokal sebagai mekanisme ketahanan karakter yang adaptif terhadap gangguan perilaku di era digital, sekaligus menjembatani celah antara habituasi spiritual dan pola asuh digital modern.]]>
