Religious Literacy Movement among Madrasah Ibtidaiyah Students

In more recent years, religious literacy among students is assumed to be low. There is also limited amount of research has been conducted on this area. This study aims to find out the practice of religious literacy movements among students of Madrasah Ibtidaiyah. This study belongs to qualitative research and uses case study as its research design. The data were collected through interview, observation, and documentation. The result shows that the optimization of religious literacy movement among students can be built through clear programs and regulations, adequate facilities, and measurable learning. The construction of Albert Bandura's social 39 Akhmad Syahri Religious Literacy Movement among Madrasah Ibtidaiyah Students DOI: https://doi.org/10.28918/jei.v5i1.2347 learning model also applied in the religious literacy movement among students of Madrasah Ibtidaiyah. It includes modeling, stimulating, learning from reality or experience, as well as being dialogical and not patronizing. The religious literacy movement of students can be categorized into optimal when the students have the character of "RAPI", which consists of Ramah (friendly), Aman (safe), Prestasi (achievement), Islami (Islamic). This study contributes to describe the importance of prioritizing religious literacy movement because it can build intelligent students and quality generations.

INTRODUCTION 21 st Century learning requires students to have the spirit of literacy. Literacy is important for students as a basic capital in building character and skills, such as reading, writing, and arithmetic skills. These skills can help in understanding information analytically, critically, and reflectively (Faizah et. al., 2016). Unfortunately, the phenomenon exists, the results of the Progress in International Reading Literacy Study showed results that were not much different. Indonesia ranks 64 out of 72 countries.
During 2012-2015, PISA scores for reading only rose by 1 point from 396 to 397, while for science it rose from 382 to 403, and mathematics scores rose from 375 to 386. The test results showed that the ability to understand and the skills to use materials, reading materials, especially document texts in Indonesian children aged 9-14 years are ranked in the bottom ten.
The above case is strengthened by the National Reading Literacy Activity Index (Alibaca) included in the activity category literacy is low, whereas in the provincial index, 9 provinces are in the medium category, 24 provinces are included in the low category, and 1 province is in the very low category. From the provincial Alibaca Index ranking, there are three provinces that have the highest index numbers, i.e. DKI Jakarta, which occupies the first position, followed by D.I.Yogyakarta, and Riau Islands. Even library, reading room, and the number of books, especially fiction and reference books.
Another factor that has been hampered is the level of education and economic ability of parents, which is still largely low, so that school output has not consistently increased, even in some schools it has decreased. Other factors are the level of awareness of students and teachers that are still lacking in the literacy program, socialization of the literacy program that is not optimal and comprehensive, and the lack of support from parents and other parties.  (Iswanto, 2018: 189). In addition to fostering religious literacy, interest in reading also training students to be able to criticize sources of religion-related knowledge or values that they get in the form of texts (books), oral, visual, and digital (Nurzakiyah, 2018: 20). Other research from Setyawan Andreas (2017: 145), shows that religious education built with religious literacy to students can provide a good understanding of building cognitive, effective, and moderate attitudes.
Religious learning that is normative-sectarianism in nature and learning about religion that is contextual-objective can be portrayed through contemporary situations of religious literacy practices in schools, and mosques in Indonesia (Pranawati, 2019: vii).
The strong religious literacy among school/madrasah students in this digital age can increase the accountability of educators in terms of education, teaching, and class management so that public trust can be maintained well. literacy program has an impact on students in improving understanding of Islamic Education, Al-Qur'an literacy competence, compulsory worship competence, and the spirit of literacy in Islamic Religious Education subjects (Mufid, 2017: iii).
The implementation of the religious literacy movement among Madrasah Ibtidaiyah students certainly requires exemplary examples from academics.
Unfortunately, academicians generally pay attention to literacy in general and pay less attention to religious literacy. Therefore, there needs to be synergy to optimize the religious literacy movement among Madrasah Ibtidaiyah students to produce intelligent students and of superior character. The novelty of this article is the optimizing religious literacy movement of students can be built through a systemic-integrative-constructive approach, both in terms of program synergy and regulations, facilities, and learning activities systems. This research is important to be raised so that policymakers are aware to optimize the literacy movement in schools not only to focus on general scientific literacy, but religious literacy is more prioritized because it can build intelligent students and superior character.
This study uses a qualitative method based on postpositivism or interpretative to examine the condition of objects naturally, where the researcher as a valid main instrument interprets the data according to the facts honestly and as is.Therefore, researchers very depend on information from participants in space scope, explain and appropriate analysis, data collection which is particularly containing the words/text of participants, explaining and approaching the analysis of subjective (John W. Creswel, 2008:46).In this research, an in-depth investigation is carried out in the form of procedures in the form of words or verbally from people, observable behavior and phenomena that appear that emphasize the meaning, reasoning, definition of a particular situation, more research in daily life (Lexy J. Moleong, 2010: 13).While this research model uses a case study, namely research conducted in a particular institution with honesty, accuracy, and depth related to the optimization ofthe religious literacy movement among students of Madrasah Ibtidaiyah Negeri 1 Mataram.Researchers chose the school because it is an elementary school of achievement and favored by parents of students because of the many programs that run effectively so that many achievements of the students, especially in winning the race, both at local and national levels. This accredited A school has a strong commitment to implement the School place continuously until the data is saturated. Condensation data, carried out with critical discourse analysis of the simplification of the transformation of rough data found in the field. Display data, namely the writer collects information systematically and comprehensively that gives the possibility of concluding. Drawing conclusions and verification, namely the authors verified data from findings in the field with a review of recorded evidence and records, so that accurate data related to the optimization of the religious literacy movement of learners is obtained. .

RELIGIOUS LITERACY IN SCHOOL/MADRASAH
The lack of practice of religious values in schools was allegedly due to the lack of understanding of students towards religious education. Therefore, religious literacy is Religious literacy is needed to solve practical problems related to expressions of unique religious diversity. Therefore, the level of learning is not only on the cognitive aspect, but it is also assessed by multiple-choice, but must be assessed by written and oral demonstrations. (Fujiwara, 2010: 235). If the assessment of religious literacy uses aspects of students' knowledge and understanding, then the teacher must be able to make a concept map or the main concepts of religious education so that students can communicate well and want to follow the existing religious traditions. As an example of the literacy shown in QS. An-Nisa (4) verse 9 so that educators, both teachers, and parents do not leave their children in a weak condition, but instead provide provisions so that their children can live in prosperity to fear Allah SWT and have an honest character in words and deeds.

OPTIMIZING RELIGIOUS LITERATION OF MIN 1 MATARAM STUDENTS
At present, students need not only literacy, numeracy literacy, scientific literacy, media literacy, information technology literacy, and communication. But it also requires eco-religious literacy, al-Qurán literacy, hadith literacy, and yellow book literacy.
Religious literacy is important to be taught so that students have a critical and tolerant attitude (Rawia Hayik, 2015: 92). To that end, the development of student literacy requires an effective learning community, starting from opening, openness, and interactive learning. In this case, the teacher as the chain of transmission of knowledge must have the spirit of literacy (Saefulloh, 2018: 37) and able to prioritize learning in the experience of students (Hemmings & Butcher, 2012:22)   At the measured learning stage, what needs to be done is to improve literacy skills in all subjects by using enrichment books and reading strategies that are appropriate in all subjects. Phenomenon in the field, before learning began, at 07.00-07.30 Academic community MIN 1 Mataram has built a culture of religious literacy in students through the obligation to read the juz 'amma letters in the madrasah grounds.
Specifically, on Saturdays, class V and VI students, each representative of two people are given the obligation to display religious lectures or storytelling practices from the literacy results obtained in front of the teachers and other students with a duration of 10 minutes. In learning, to support religious literacy,the teachers agreed to instill discipline in students through the provision of reward and punishment. This is believed to be able 47 Akhmad Syahri Religious Literacy Movement among Madrasah Ibtidaiyah Students DOI: https://doi.org/10.28918/jei.v5i1.2347 to influence his character and growth and development potential at an age that is still fairly golden. While the learning model used is more directed towards Albert Bandura's social learning, including 1) the stage of attention; 2) the stage of retention in memory; 3) the reproduction stage; 4) motivation stage. Besides, the learning process is inseparable from the stimulation and intervention of the teacher, and students are invited to learn from reality or experience and are dialogues or not patronizing.
The above research findings are supported by the social construction learning model initiated by Albert Bandura, Peter Berger, and Thomas Luckmann. Albert Bandura stated that the success of learning is caused by the factors of attention, retention (memory), motor reproduction, motivation, stimulation and intervention, so that it can form character (Albert Bandura, 1977;118-123). While the basic assumption of the theory of social construction proposed by Peter Berger and Thomas Luckmann is that there is a continuing correspondence between its meaning and meaning in this world (and) that we have common sense about reality (them). This assumption was developed to explain how reality is constructed socially. Meanwhile, in communication, the assumption of social construction theory is that humans feel experience by forming a model of the social world and how it works. Basically, the theory of the construction of social reality shows ontological assumptions which are the essence of human existence.
The above findings are also corroborated by Abraham Maslow's motivational theory related to physiological needs, security, and safety needs, needs for love, needs to respect, and self actualization. Motivation can be interpreted as the strength (energy) of someone who can cause a level of persistence and enthusiasm in carrying out an activity, both originating from within the individual itself (intrinsic motivation) or from outside the individual (extrinsic motivation). How strong the motivation that an individual has will largely determine the quality of the behavior displayed, both in the context of learning, working, and in other lives (Kompasiana.com). Therefore, the key to the success of the religious literacy program above is the systemic-integrativeconstructive approach. Systemic namely the school has a literacy program guideline as a rule that must be followed by the entire school community. integrated into the learning curriculum, and others. constructive, namely the process of religious literacy from the beginning to the end in an ongoing evaluation and improvement, as can be seen in Figure 1. (production) and motivation (motivation). Attention is given related to student interest in the literacy of books or material being studied. Retention relates to the ability of students to store various information or material obtained from literacy. This storage can be in short-term or long-term memory. Production is a form of imitation of the material or information learned. In other words, students produce something from the literacy that has been done. Motivation is more on the strength of students' desire to imitate. In addition to modeling, stimulus and intervention, reality or learning experiences, as well as dialogue and not patronizing also affect the optimal movement of religious literacy among students. With habituation, development, and directed and measurable learning can improve student religious literacy with friendly characters (culture of smile, greetings, greetings, polite, polite), safe (disciplined and orderly), Modeling, namely attention, retention, motor reproduction (motivation) and motivation.

2) Stimulation and intervention. 3) Learn from reality or experience. 4) Be dialogical
and not patronizing.
The religious literacy movement of students can run optimally with an indication that students have the character of "RAPI", namely Ramah (friendly), Aman (safe), Prestasi (achievement), Islami (Islamic). The term of Ramah (friendly) covers good habit such as smiles, greetings, greetings, and courtesy. The term "Aman" (safe) refers to discipline, and orderliness. In addition, the term "Prestasi" (achievements) refers to five kinds of achievement, namely noble morals, religious studies, science and technology, culture and language, as well as sports and arts). Furthermore, the term "Islami" (Islamic) reflects the values of Islamic teachings, such as fondness of reading, maintaining cleanliness and observing worship. By having this research, the policymakers are supposed to realize that to optimize the literacy movement in schools; they should prioritize religious literacy because it can build intelligent students and quality generations.