Pembentukan Karakter Disiplin dan Tanggung Jawab Siswa melalui Budaya Hafalan Al-Qur'an di SDI Al-Hadiriyah Jakarta

Pendidikan karakter merupakan bagian penting dalam proses pendidikan, khususnya dalam membentuk peserta didik yang tidak hanya unggul secara akademik, tetapi juga memiliki sikap disiplin dan tanggung jawab. Salah satu upaya yang dapat dilakukan sekolah Islam dalam membentuk karakter tersebut adalah melalui budaya hafalan Al-Qur’an yang dilaksanakan secara terstruktur dan berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan dampak budaya hafalan Al-Qur’an, serta mengidentifikasi keberhasilan dan kelemahan program tersebut dalam membentuk karakter disiplin dan tanggung jawab siswa di SDI Al-Hadiriyah Jakarta.
Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Informan dalam penelitian ini meliputi kepala sekolah, guru tahfidz, wali kelas, siswa, dan wali siswa. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Adapun keabsahan data diuji melalui triangulasi sumber, triangulasi teknik, dan triangulasi waktu agar data yang diperoleh memiliki tingkat validitas yang dapat dipertanggungjawabkan.
Hasil penelitian menunjukkan bahwa budaya hafalan Al-Qur’an di SDI Al-Hadiriyah Jakarta direncanakan secara sistematis melalui perumusan tujuan, penetapan target hafalan berjenjang, penyusunan jadwal, dan penerapan tata tertib program. Pelaksanaan program dilakukan melalui pembelajaran tahfidz terjadwal dan pembiasaan muroja’ah harian dengan metode talaqqi, tikrar, sabaq, sabqi, dan manzil, serta diperkuat melalui keteladanan, pembiasaan, nasihat, pengawasan, reward, dan punishment. Program ini berdampak positif terhadap pembentukan karakter disiplin siswa, seperti ketepatan waktu, kepatuhan terhadap aturan, dan konsistensi dalam mengikuti kegiatan, serta karakter tanggung jawab, seperti menjaga hafalan, menyelesaikan target, dan menunjukkan kemandirian. Keberhasilan program didukung oleh motivasi siswa, keteladanan guru, dukungan sekolah, lingkungan religius, dan keterlibatan orang tua, sedangkan kelemahannya meliputi perbedaan kemampuan siswa, fluktuasi motivasi, pengaruh gawai, serta belum optimalnya sinergi antara sekolah dan rumah.

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Character education is an important part of the educational process, particularly in shaping students who are not only academically excellent but also possess discipline and a sense of responsibility. One approach that Islamic schools can take to foster such character is through a culture of Qur’an memorization that is implemented in a structured and sustained manner. This study aims to describe the planning, implementation, and impact of the Quran memorization culture, as well as to identify the strengths and weaknesses of the program in fostering discipline and a sense of responsibility among students at SDI Al-Hadiriyah in Jakarta.
This study employs a qualitative approach using a descriptive research design. Data were collected through observation, interviews, and documentation. Informants in this study included the school principal, tahfidz teachers, homeroom teachers, students, and parents. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. Data validity was tested through source triangulation, technique triangulation, and temporal triangulation to ensure that the data obtained had a reliable level of validity.
The results of the study indicate that the culture of Qur’an memorization at SDI Al-Hadiriyah in Jakarta is systematically planned through the formulation of objectives, the setting of tiered memorization targets, the creation of schedules, and the implementation of program guidelines. The program is implemented through scheduled tahfidz lessons and the practice of daily muroja’ah using the talaqqi, tikrar, sabaq, sabqi, and manzil methods, and is reinforced through role modeling, habit formation, guidance, supervision, rewards, and punishments. This program has a positive impact on the development of students’ disciplined character traits, such as punctuality, adherence to rules, and consistency in participating in activities, as well as responsible character traits, such as maintaining memorization, meeting targets, and demonstrating independence. The program’s success is supported by student motivation, teachers’ exemplary behavior, school support, a religious environment, and parental involvement, while its weaknesses include differences in student ability, fluctuations in motivation, the influence of electronic devices, and suboptimal synergy between school and home.