PENDAMPINGAN LITERASI ISLAMI MELALUI CERITA DAN KISAH ISLAMI BERBASIS STORYTELLING DI MADRASAH TSANAWIYAH NURUL HASANAH

Abstrak

Kegiatan pendampingan literasi Islami ini dilaksanakan di Madrasah Tsanawiyah Nurul Hasanah dengan tujuan meningkatkan kemampuan literasi membaca, minat baca, serta pemahaman nilai-nilai Islami peserta didik melalui metode storytelling. Pendekatan storytelling dipilih karena mampu menghadirkan proses pembelajaran yang aktif, menyenangkan, dan bermakna melalui cerita dan kisah Islami yang sarat keteladanan. Metode pelaksanaan meliputi observasi awal, penyusunan bahan cerita Islami, pelaksanaan storytelling melalui membaca nyaring, mendongeng interaktif, dialog tokoh, serta kegiatan retelling, dan evaluasi. Hasil kegiatan menunjukkan adanya peningkatan minat baca, kemampuan menyimak, keberanian berkomunikasi, serta kemampuan peserta didik dalam menceritakan kembali isi cerita. Selain itu, storytelling berkontribusi pada penguatan pemahaman nilai-nilai Islami seperti kejujuran, kesabaran, empati, dan kepedulian sosial yang tercermin dari respons dan refleksi peserta didik terhadap kisah para nabi, khususnya kisah Nabi Isa AS. Kegiatan ini menegaskan bahwa pendampingan literasi Islami berbasis storytelling merupakan strategi efektif dalam mengembangkan literasi sekaligus membentuk karakter peserta didik di madrasah.

This Islamic literacy mentoring program was conducted at Madrasah Tsanawiyah Nurul Hasanah with the aim of improving students’ reading literacy skills, reading interest, and understanding of Islamic values through the storytelling method. Storytelling was selected as an instructional approach because it creates an active, enjoyable, and meaningful learning experience through Islamic stories rich in moral exemplars. The implementation stages included initial observation, preparation of Islamic story materials, storytelling sessions through read-aloud activities, interactive storytelling, character dialogues, retelling activities, and evaluation. The results indicated improvements in students’ reading interest, listening skills, communication confidence, and ability to retell stories. In addition, storytelling contributed to strengthening students’ understanding of Islamic values such as honesty, patience, empathy, and social care, as reflected in their responses to the stories of the prophets, particularly the story of Prophet Isa (Jesus). This program confirms that Islamic literacy mentoring based on storytelling is an effective strategy for enhancing literacy skills and character development among students in Islamic secondary schools.