Routine Qur'an Recitation as an Institutional Mechanism for Developing Student Discipline in Madrasah Aliyah

Abstract

Routine Qur'an recitation forms part of the religious culture of a madrasah and may contribute to character development when it is consistently organized within school life. This study analyzes the implementation of routine Qur'an recitation as an institutional mechanism for developing student discipline at MA Al-Muniroh Ujungpangkah Gresik. A descriptive qualitative approach was employed. Data were collected through observation, in-depth interviews, and documentation involving the head of the madrasah, teachers, a Guidance and Counseling teacher, and students in Grades X, XI, and XII, and were analyzed through coding, categorization, theme development, and verification using source and methodological triangulation. The findings show that morning activities consisting of Asmaul Husna recitation, collective Qur'an recitation, a prayer after Qur'an recitation, and a prayer before lessons establish consistent temporal and behavioral structures. These mechanisms are reinforced by teacher role modeling, attendance monitoring, persuasive guidance, and the involvement of the head of the madrasah. Their implications are reflected in punctuality, compliance with rules, responsibility for participating in activities, and the emergence of disciplinary awareness. The findings confirm that the relationship between religious habituation and discipline is not automatic, but operates through interactions among activity structures, guidance, supervision, behavioral support, and repeated practice within the madrasah culture.