PERSEPSI GURU DAN ORANG TUA TERHADAP PEMBIASAAN TAHFIDZ DALAM PEMBENTUKAN DISIPLIN SISWA MADRASAH IBTIDAIYAH: STUDI GROUNDED THEORY

Abstract

This study explores teachers’ and parents’ perceptions of Qur’anic memorization (tahfidz) habituation in shaping students’ discipline in Islamic elementary schools using a grounded theory approach. Employing a qualitative design, participants included tahfidz teachers, homeroom teachers, and parents from MI Al-Badri Jember, selected purposively based on their involvement in the program. Data were collected through in-depth interviews, observation of tahfidz activities, and document analysis, and analyzed concurrently using open, axial, and selective coding. Trustworthiness was ensured through data triangulation, member checking, and an audit trail. Findings indicate that tahfidz habituation is perceived not merely as memorization practice, but as a pedagogical process that internalizes discipline through structured and meaningful religious routines. Regular schedules, incremental memorization targets, and continuous evaluation contribute to the gradual development of time discipline, responsibility, and self-regulation. The study identifies teacher–parent collaboration as the core category sustaining the consistency of disciplinary habituation. These findings suggest that Islamic character education through tahfidz is a contextual and relational process requiring strong school–family synergy.

Penelitian ini bertujuan mengeksplorasi persepsi guru dan orang tua terhadap pembiasaan tahfidz Al-Qur’an dalam pembentukan disiplin siswa Madrasah Ibtidaiyah melalui pendekatan grounded theory. Penelitian menggunakan desain kualitatif dengan subjek guru tahfidz, wali kelas, dan orang tua siswa MI Al-Badri Jember yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi kegiatan tahfidz, dan studi dokumentasi, kemudian dianalisis secara simultan melalui proses open coding, axial coding, dan selective coding. Keabsahan data dijaga melalui triangulasi sumber dan teknik, member checking, serta audit trail. Temuan menunjukkan bahwa pembiasaan tahfidz dipersepsikan sebagai praktik pedagogis yang berfungsi sebagai media internalisasi disiplin melalui rutinitas religius yang konsisten dan bermakna. Keteraturan jadwal, target hafalan bertahap, dan evaluasi berkelanjutan membentuk disiplin waktu, tanggung jawab, dan kontrol diri siswa secara gradual. Penelitian ini mengidentifikasi kolaborasi guru dan orang tua sebagai kategori inti yang menentukan keberlanjutan pembentukan disiplin. Temuan ini menegaskan bahwa pendidikan karakter Islam melalui tahfidz merupakan proses relasional dan kontekstual yang memerlukan sinergi sekolah dan keluarga.