Daily Literacy Habituation In Islamic Religious Education: A Pathway From Routine Practice To Lifelong Learning Culture

Abstract

The development of 21st-century education requires a paradigm shift from teacher-centered to student-centered learning, emphasizing the enhancement of critical, creative, and literacy-based thinking skills. The Merdeka Curriculum is designed to foster the Pancasila Student Profile, with lifelong literacy as one of its core indicators. This study aims to describe the model of daily literacy habituation in Islamic Religious Education (IRE) learning at SMK Antartika 1 Sidoarjo and to examine its impact on students’ academic, spiritual, and social development. The research employed a descriptive qualitative approach, with data collected through participatory observation, in-depth interviews, and documentation, validated through source and technique triangulation. The findings indicate that daily literacy habituation through the “20-Minute Qur’anic and Thematic Literacy Program” is systematically implemented before classroom instruction begins. This activity has proven effective in improving students’ religious analytical skills, as evidenced by an increase in the average IRE score from 75 to 86. Moreover, daily literacy practices promote the internalization of spiritual values through reflective journals that connect Islamic teachings with real-life contexts and the vocational world of work. Based on constructivist and transformative learning theories, daily literacy habituation evolves from a routine activity into a culture of lifelong learning. Positive impacts were identified across academic aspects (thinking skills), spiritual aspects (strengthening religious character), and social aspects (communication skills and tolerance). This study concludes that the daily literacy habituation model in IRE learning is effective as a faith-based vocational education strategy that is relevant to the challenges of the Society 5.0 era and supports the strengthening of the Pancasila Student Profile.