INDONESIA:
Penelitian yang berjudul “Pengelolaan Pojok Baca Kelas: Studi Peningkatan Literasi Pendidikan Agama Islam di Sekolah Dasar Muhammadiyah Mentok” dilatarbelakangi oleh fakta yang terjadi di lapangan yaitu masih rendahnya tingkat literasi peserta didik di Indonesia, khususnya di Sekolah Dasar dan pengoptimalan pojok baca kelas sebagai sarana literasi juga masih menjadi tantangan tersendiri bagi SD Muhammadiyah Mentok. Sebagai sekolah berbasis Islam, SD Muhammadiyah Mentok memiliki potensi besar dalam penguatan literasi Pendidikan Agama Islam melalui peran guru dan pengelolaan pojok baca kelas. Namun, efektivitas implementasi strategi tersebut masih perlu dikaji lebih dalam. Penelitian ini bertujuan untuk menganalisis peran guru dan pengelolaan pojok baca kelas dalam meningkatkan literasi Pendidikan Agama Islam peserta didik di SD Muhammadiyah Mentok.

Penelitian ini dilaksanakan mulai 14 Mei hingga 31 Juli 2025. Jenis penelitian yang dilakukan adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian adalah kepala sekolah, guru kelas I s.d. VI, guru PAI, guru ISMUBA, guru tahfiz, pustakawan dan beberapa peserta didik kelas III s.d. VI SD Muhammadiyah Mentok tahun pelajaran 2024/2025. Data yang dikumpulkan meliputi data primer dan data sekunder.

Hasil penelitian menunjukkan bahwa (1) peran guru SD Muhammadiyah Mentok beragam, seluruh peran guru seperti yang dijelaskan oleh Damarah dalam Ahmad Izzan dapat teridentifikasi secara nyata dalam praktik pembelajaran di SD Muhammadiyah Mentok, (2) pengelolaan pojok baca kelas yang sistematis, menarik, dan terintegrasi dengan pembelajaran PAI secara efektif dapat meningkatkan minat baca dan pemahaman keagamaan peserta didik di SD Muhammadiyah Mentok. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa peran guru dalam meningkatkan literasi PAI di SD Muhammadiyah Mentok yaitu menjalankan peran multifungsi: sebagai pendidik, pengajar, motivator, inspirator, inovator, fasilitator, demonstrator, pengelola kelas, mediator, dan evaluator secara konsisten dan nyata dalam praktik literasi PAI, pengelolaan pojok baca kelas dalam meningkatkan literasi PAI di SD Muhammadiyah Mentok yaitu telah menerapkan fungsi manajemen menurut Henry Fayol: planning, organizing, directing, dan controlling. Pengelolaan pojok baca kelas bersifat terencana, terorganisir, diarahkan, dan dimonitor. Secara keseluruhan, sinergi antara peran guru dan pengelolaan pojok baca kelas telah memberikan dampak signifikan dalam meningkatkan literasi PAI peserta didik di SD Muhammadiyah Mentok.

ENGLISH:
This study, entitled “Class Reading Corner Management: A Study on Enhancing Islamic Religious Education Literacy at SD Muhammadiyah Mentok”, is motivated by the low literacy level among elementary school students in Indonesia and the suboptimal utilization of classroom reading corners as a literacy facility. As an Islamic-based school, SD Muhammadiyah Mentok has great potential to strengthen Islamic Religious Education literacy through the synergy of teacher roles and systematic classroom reading corner management. However, the effectiveness of its implementation still requires further investigation. The purpose of this research is to analyze the role of teachers and the management of classroom reading corners in improving students’ Islamic Religious Education literacy at SD Muhammadiyah Mentok.

The study was conducted from May 14 to July 31, 2025, using a qualitative method with a descriptive approach. The research subjects consisted of the principal, classroom teachers of grades I–VI, PAI teachers, ISMUBA teacher, tahfiz teacher, the school librarian, and some students of grades III–VI in the 2024/2025 academic year. Data were collected from both primary and secondary sources through interviews, observations, and documentation.

The research findings show that (1) the roles of teachers at SD Muhammadiyah Mentok are diverse, and all teacher roles as explained by Damarah in Ahmad Izzan can be clearly identified in the actual learning practices at SD Muhammadiyah Mentok, and (2) systematic, engaging, and well-integrated management of classroom reading corners with Islamic Religious Education (PAI) learning has been proven effective in increasing students’ reading interest and religious understanding at SD Muhammadiyah Mentok. Based on these findings, it can be concluded that the teachers’ role in improving PAI literacy at SD Muhammadiyah Mentok is manifested in performing multifunctional roles consistently and concretely in PAI literacy practices, namely as educator, instructor, motivator, inspirer, innovator, facilitator, demonstrator, classroom manager, mediator, and evaluator. Meanwhile, the management of classroom reading corners in enhancing PAI literacy at SD Muhammadiyah Mentok has applied the management functions according to Henry Fayol: planning, organizing, directing, and controlling. The reading corner management is well-planned, organized, directed, and monitored. Overall, the synergy between teachers’ roles and classroom reading corner management has had a significant impact on improving PAI literacy among students at SD Muhammadiyah Mentok.