Literacy–Tahfizh Synergy And Student Religiosity At Smpit Nurul Azmi Medan - Rosa Miana; Indra Satia Pohan; Muhammad Najari; Hadi Gunawan (The Islamic Education and Multiculturalism Foundation, 2026)
Abstrak Religiusitas siswa merupakan salah satu tujuan penting pendidikan Islam, tetapi pembentukannya tidak cukup dilakukan melalui pembelajaran teoritis di kelas. Di banyak sekolah Islam, program literasi dan tahfizh telah dijalankan, namun kajian yang secara khusus menelaah sinergi keduanya dalam membentuk religiusitas siswa masih terbatas. Penelitian ini bertujuan untuk menganalisis implementasi program literasi dan tahfizh, bentuk sinergi di antara keduanya, serta kontribusinya terhadap pembentukan religiusitas siswa di SMPIT Nurul Azmi Medan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Informan penelitian terdiri atas 12 orang, yaitu kepala sekolah, guru, dan siswa yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi selama tiga bulan, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sinergi program literasi dan tahfizh diwujudkan melalui pembiasaan membaca, menghafal, dan mengulang Al-Qur’an secara terstruktur dalam kegiatan sekolah. Sinergi ini berkontribusi pada penguatan keterlibatan siswa dalam aktivitas keagamaan, peningkatan kebiasaan membaca, serta pembentukan perilaku religius di lingkungan sekolah. Dukungan sekolah, peran guru, dan pembiasaan harian menjadi faktor penguat utama, meskipun konsistensi pelaksanaan masih menghadapi beberapa kendala. Temuan ini menunjukkan bahwa integrasi literasi dan tahfizh berpotensi menjadi strategi pedagogis dalam memperkuat religiusitas siswa di sekolah Islam. Kata Kunci: Literasi Sekolah; Tahfizh Al-Qur’an; Religiusitas Siswa; Pendidikan Islam; Studi Kasus Abstract Student religiosity is a central objective of Islamic education, yet its formation cannot be achieved through classroom instruction alone. Although literacy and tahfizh programs have been implemented in many Islamic schools, limited research has specifically examined how the synergy between the two contributes to the development of student religiosity. This study aims to analyze the implementation of literacy and tahfizh programs, the forms of synergy between them, and their contribution to student religiosity at SMPIT Nurul Azmi Medan. The study employed a qualitative approach with a descriptive case study design. The participants consisted of 12 informants, including the principal, teachers, and students, selected purposively based on their involvement in the programs. Data were collected through observation, in-depth interviews, and documentation over a three-month period, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that the synergy between literacy and tahfizh was institutionalized through structured routines of reading, memorizing, and reviewing the Qur’an in daily school activities. This synergy contributed to stronger student engagement in religious practices, improved reading habits, and the development of religious behavior within the school environment. School support, teacher mediation, and daily habituation emerged as the main enabling factors, although challenges remained in sustaining implementation consistency. These findings suggest that the integration of literacy and tahfizh can serve as a pedagogical strategy for strengthening student religiosity in Islamic schooling. Keywords: School Literacy; Qur’anic Memorization; Student Religiosity; Islamic Education; Case Study