Strengthening Students Literacy and Learning Discipline through a Teaching Assistance Program at MAN 1 Kota Bengkulu

Elza Yuniarti; Zeliyan Hasanah; Viola Septia Anggraini; Nur Laili Putri Sarwanti; Arinal Haqo; Mahfuzh Mubarok; Satya Graha; Seftiya Delnita A; Agriva Marizcha; Risnawati

doi:10.25217/jrie.v7i2.7014

Authors

Elza Yuniarti Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Zeliyan Hasanah Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Viola Septia Anggraini Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Nur Laili Putri Sarwanti Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Arinal Haqo Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Mahfuzh Mubarok Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Satya Graha Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Seftiya Delnita A Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Agriva Marizcha Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Risnawati Universitas Islam Negeri Fatmawati Sukarno Bengkulu

DOI:

https://doi.org/10.25217/jrie.v7i2.7014

Keywords:

Keywords: literacy strengthening, discipline formation, teaching assistance, motivation development, Islamic education.

Abstract

This study aims to analyze the implementation of a teaching assistance program as a strategy to strengthen students' literacy and learning discipline at MAN 1 Kota Bengkulu. The program consisted of five integrated activities: library-based literacy practice, the Friday Morning Breakfast Routine (KJP) to build discipline habits, competition announcements to enhance motivation, teaching assistance in Class X.10, and interviews within the Hadroh extracurricular activity to support religious literacy development. A qualitative descriptive approach was employed, with data collected through observation, interviews, and documentation. The findings indicate positive behavioral changes among students during the program. Students showed increased engagement in reading activities, greater punctuality and responsibility, stronger learning motivation, and improved spiritual literacy. These improvements suggest that literacy strengthening is more effective when combined with habitual discipline practices and culturally grounded learning activities. The integration of academic guidance, routine programs, and character-based activities fostered a supportive literacy culture within the school. This study offers a practical reference for Islamic educational institutions seeking to integrate literacy development with discipline formation through structured programs. The inclusion of documentation photographs further supports the credibility of the findings and illustrates the field implementation process.

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