Implementing a Religious Literacy Culture to Strengthen Students’ Reading Interest at MTs Negeri 3 Mojokerto

Abstract

Religious literacy culture plays an important role in developing students’ reading habits, religious understanding, and character within the madrasah environment. This study aims to analyze the implementation of religious literacy culture, its implications for students’ reading interest, and the factors supporting and inhibiting its implementation at MTs Negeri 3 Mojokerto. This study employed a qualitative approach with a case-study design. Data were collected through participant observation, in-depth interviews with the principal, literacy coordinator, librarian, subject teachers, homeroom teachers, and students, as well as document analysis. The data were analyzed through data reduction, data display, and conclusion drawing and verification. The findings show that religious literacy culture was implemented through three stages: habituation, development, and classroom learning. The main programs included Friday Literacy, morning Qur’an recitation, 10–15 minutes of reading, library visits, written summaries in literacy journals, and religious activities. These practices familiarized students with the Qur’an and religious books, strengthened their character, increased their participation in literacy activities and library use, encouraged writing, and reduced excessive mobile-phone use. The supporting factors included school leadership, teacher and parental support, the library, prayer room, reading corners, school media, religious activities, and literacy competitions. The inhibiting factors included weak intrinsic motivation, social-media and peer influence, poorly maintained reading corners, and limited use of Islamic digital media. This study concludes that a consistently implemented religious literacy culture, supported by school stakeholders and adequate literacy facilities, can strengthen students’ reading interest, religious character, and active participation in literacy activities.