ANALISIS PELAKSANAAN PROGRAM BACA TULIS AL-QUR’AN PADA SISWA MTS AL-AMIN

Abstract

The challenge of Qur’anic literacy in Islamic secondary education remains a persistent issue at both global and local levels, particularly within the madrasah education system, which faces increasing demands for quality improvement and educational relevance. Although Qur’an Reading and Writing (Baca Tulis Al-Qur’an/BTA) programs have been widely implemented, existing studies have largely focused on instructional practices rather than critically examining the policy innovations underlying these initiatives. This study aims to critically evaluate the policy innovation of Qur’anic literacy within the BTA program at MTS Al Amien Sabrang Ambulu, with particular emphasis on its design, implementation, and educational impacts. This research employs a qualitative approach with a case study design, utilizing in-depth interviews, participatory observation, and document analysis as data collection techniques. The research participants include madrasah leaders, BTA teachers, and students. Data were analyzed using a thematic analysis approach guided by theories of educational innovation and policy implementation. The findings reveal that the BTA program represents a multidimensional policy innovation encompassing curriculum integration, pedagogical transformation, and institutional management reform. Specifically, the innovation is reflected in three key aspects: (1) the formal integration of Qur’anic literacy into a structured curriculum, (2) the implementation of adaptive competency-based learning methods, and (3) the strengthening of systematic monitoring and evaluation mechanisms. These innovations significantly contribute to improving students’ Qur’an reading abilities and strengthening their religious engagement. However, the study also identifies several critical challenges, including limited teacher capacity, inconsistencies in implementation, and the absence of a broader integrated evaluation standard. Theoretically, this study contributes to the development of Islamic education policy studies by proposing an innovation framework that extends beyond technical aspects toward a systemic and transformative perspective. Practically, this research presents a replicable model for strengthening Qur’anic literacy policies in similar educational contexts. Future studies are recommended to conduct comparative research on a broader scale to further validate and expand these findings.