School Program Innovation through Quran Reading to Strengthen Educational Quality in a Public Elementary School

Abstract

Improving learning quality is a priority for every educational institution, including public elementary schools. One approach is school innovation that integrates religious values into learning activities. This study aimed to describe the implementation of the Qur’an reading program at SD Negeri 1 Somoroto, Ponorogo Regency, identify implementation challenges, and analyze the strategies adopted to address them. A descriptive qualitative design was employed. Data were collected through observations, interviews, and documentation involving the principal, Islamic education teachers, Qur’an teachers, curriculum coordinator, homeroom teachers, students, and parents. The findings indicate that the program is implemented regularly according to a scheduled morning routine. Its implementation, however, faces several challenges, including limited availability of UMMI-certified teachers, the occasional absence of Qur’an teachers during learning sessions, and unequal student motivation. To overcome these challenges, the school provides mentoring and further training for teachers who have not obtained UMMI certification. Islamic education teachers also redistribute students whose assigned instructors are absent to ensure learning continuity. Students experiencing low motivation receive intensive guidance, although additional assignments may sometimes interfere with regular classroom learning. Overall, the Qur’an reading program contributes positively to students’ reading proficiency, religious habits, discipline, and character development. Sustained teacher development, effective scheduling, and systematic monitoring are required to strengthen program consistency, minimize disruption, and ensure that its benefits are experienced equally by all students.