PRAKTIK PEMBACAAN SURAH AL-‘ADIYAT SEBELUM MEMULAI PEMBELAJARAN (STUDI LIVING QUR’AN DI SMPIT LHI YOGYAKARTA)

Muhammad Yusuf Akbar, NIM.: 22105030061 (2025) PRAKTIK PEMBACAAN SURAH AL-‘ADIYAT SEBELUM MEMULAI PEMBELAJARAN (STUDI LIVING QUR’AN DI SMPIT LHI YOGYAKARTA). Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the practice of reciting verses of the Qur‘ān before the commencement of learning activities at SMPIT LHI Yogyakarta as part of a classroom management strategy and an effort to strengthen students’ spiritual readiness. Unlike common practices in other Islamic schools, teachers at SMPIT LHI consistently use Surah al-‗Adiyāt as the primary opening recitation before lessons begin. This phenomenon reflects the enactment of the Qur‘ān within formal educational settings, where it functions not only as a ritual act but also as a functional instrument in supporting students’ learning preparedness. Therefore, this study aims to examine the practice and to understand the social meanings underlying it. This study employs a qualitative approach using a descriptive-analytical method. Max Weber’s theory of social action is applied as the analytical framework to explore the motives and subjective meanings behind the practice of reciting Surah al-‘Adiyāt before learning activities. Data were collected through observation, indepth interviews, and documentation involving teachers, students, and alumni of SMPIT LHI Yogyakarta. Data analysis was conducted through data reduction, data display, and conclusion drawing, with data validity ensured through source triangulation. The findings indicate that the practice of reciting Qur’anic verses, particularly Surah al-‗Adiyāt, originated from teachers’ initiatives as a strategy for classroom conditioning, enhancing learning focus, and strengthening students’ spiritual readiness. Surah al-‘Adiyāt was selected due to its rhythmic structure and strong vocal intensity, which are considered effective in organizing students’ concentration, with additional surahs recited when the classroom atmosphere remains unconducive. Analysis based on Max Weber’s theory of social action reveals that this practice encompasses three types of social action: instrumental rational action, evident in the use of recitation as a means to condition the classroom; traditional action, as the practice has become an institutionalized habit among students; and affective action, reflected in the emotional responses of calmness and learning readiness experienced by both teachers and students. Thus, this practice represents a concrete form of living Qur’an within the context of formal education.

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