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Abstract
This research was motivated by some students at SMA Negeri 33 Jakarta who experienced difficulties in reading the Al-Quran and lacked understanding of the science of tajwid, so this research aims to determine the role of Islamic Religious Education and Character teachers in improving high school students' Al-Quran reading skills. 33 Jakarta. This research is a qualitative research. The data collection techniques used were observation of Islamic Religious Education and Characteristics subjects, interviews of Islamic Religious Education teachers at SMA Negeri 33 Jakarta and students in class X-5 and documentation. The results of the research show that the role of Islamic Religious Education and Character Teachers at SMA Negeri 33 Jakarta in improving students' ability to read the Al-Quran is: (1) The teacher teaches how to read the Al-Quran correctly. (2) Additional hours of Al-Quran learning outside of Teaching and Learning Activities. (3) Islamic Religious Education Teachers facilitate teaching materials such as Iqro and Juz Amma. (4) The teacher corrects the students' incorrect reading of the Koran. (5) The teacher introduces the science of recitation and waqf signs. (6) The teacher repeats Al-Quran material. (7) Teachers use Al-Quran learning methods, namely the peer method and memorization method. Thus, the role of Islamic Religious Education and Character Education teachers in improving students' Al-Quran reading skills includes teachers as teachers, mentors and facilitators.
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- Radulović, L., & Stančić, M. (2017). What is needed to develop critical thinking in schools? Center for Educational Policy Studies Journal, 7(3), 9–25.
- Rahmanto, M. A. (2022). Praktikum Administrasi Pendidikan (sebuah telaah kurikulum pendidikan) (1st ed.). Karya Bakti Makmur (KBM) Indonesia.
- Rahmatullah, A., Hidayat, S., & Maksum, M. N. R. (2022). The Urgence of Values in Islamic Education (Syed Muhammad Naquib al-Attas Thought Study). TSAQAFAH, 18(2), 315–334.
- Ramadhan, A. R., & Lismawati. (2022). Prophetic Approach dalam Kebijakan Pendidikan Indonesia : Studi Analisis Teori Sosial Profetik Kuntowijoyo. 13(2), 89–96.
- Saeed, A. (2006). Interpreting the Qur’an: Towards a contemporary approach. Taylor & Francis.
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References
Afifah, N. (2015). Problematika Pendidikan di Indonesia (Telaah dari Aspek Pembelajaran). Jurnal Pendidikan, 1(Vol. 1 Januari 2015: Jurnal Pendidikan), 41–74. https://unimuda.e-journal.id/jurnalpendidikan/article/view/148
Halstead, J. M. (2007). Islamic values: a distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296.
Ilham, D. (2020). The Challenge of Islamic Education and How to Change. International Journal of Asian Education, 1(1), 9–20.
Iryanti, S. S., & Liza, F. (2019). Implementasi Metode Kritik Intrinsik Dalam Meningkatkan Kemampuan Membaca Al-Quran. Jurnal Pendidikan Islam, 10(1), 53–64.
Lismawati. (2021). Evaluasi Pembelajaran Teori Dan Praktik Untuk Tendik Dan Catendik (Implementasi Evaluasi Berbasis Daring) (1st ed.). Karya Bakti Makmur (KBM) Indonesia.
Lismawati, L., Astutik, A. P., Ramadhan, A. R., & Rahmanto, M. A. (2023). Deconstruction of AKM Literacy in PAI Lessons on the Learning Performance of MBKM Students. Halaqa: Islamic Education Journal, 7(1), 1–9. https://doi.org/10.21070/halaqa.v7i1.1634
Mahfud, C. (2019). Understanding Education of Authoritative Islamic Law Perspective Khaled Abou el Fadl. MODELING: Jurnal Program Studi PGMI, 6(1), 1–12.
Marbouti, F., Shafaat, A., Ulas, J., & Diefes-Dux, H. A. (2018). Relationship between time of class and student grades in an active learning course. Journal of Engineering Education, 107(3), 468–490.
Maskuri. (2022). Peluang Dan Tantangan Pesantren Muhammadiyah: Pasca Undang-Undang Pesantren Tahun 2019 (1st ed.). LP2 PP Muhammadiyah.
McNamara, D., & Desforges, C. (1978). The social sciences, teacher education and the objectification of craft knowledge. British Journal of Teacher Education, 4(1), 17–36.
Radulović, L., & Stančić, M. (2017). What is needed to develop critical thinking in schools? Center for Educational Policy Studies Journal, 7(3), 9–25.
Rahmanto, M. A. (2022). Praktikum Administrasi Pendidikan (sebuah telaah kurikulum pendidikan) (1st ed.). Karya Bakti Makmur (KBM) Indonesia.
Rahmatullah, A., Hidayat, S., & Maksum, M. N. R. (2022). The Urgence of Values in Islamic Education (Syed Muhammad Naquib al-Attas Thought Study). TSAQAFAH, 18(2), 315–334.
Ramadhan, A. R., & Lismawati. (2022). Prophetic Approach dalam Kebijakan Pendidikan Indonesia : Studi Analisis Teori Sosial Profetik Kuntowijoyo. 13(2), 89–96.
Saeed, A. (2006). Interpreting the Qur’an: Towards a contemporary approach. Taylor & Francis.
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say? Teaching and Teacher Education, 21(2), 177–192.
Wibowo dkk, H. (2021). Networking Pendidikan (1st ed.). 5D Networking Pendidikan.
Zeghal, M. (2007). The ‘recentering’of religious knowledge and discourse: The case of al-Azhar in twentieth-century Egypt. Schooling Islam: The Culture and Politics of Modern Muslim Education, 107–130.