Revitalizing Reading Culture in Islamic Universities: Analysis of Reader Typology and the Strategic Model of the Islamic Literacy Triad
DOI:
https://doi.org/10.59373/jtr30645Keywords:
Reading interest, Islamic universities, literacy policyAbstract
This study aims to describe the dynamics of low reading interest in Islamic universities through literacy-level mapping, the identification of determinants, and the formulation of strategic policies. Using a qualitative case study design at UIN Walisongo Semarang, Islamic Religious Education Study Program, Faculty of Tarbiyah and Teacher Training, data were collected through unstructured interviews, participant observation, and document analysis, and analyzed using the Miles and Huberman model. Crucial findings reveal that the main problem is not a time deficit but a crisis in the quality of intellectual engagement, manifested in three typologies: value-oriented Pragmatic-Instrumental Readers, Superficial-Digital Readers trapped in the illusion of social media literacy, and an isolated minority of Autonomous-Critical Readers This condition is triggered by a negative synergy among an instant mentality, lecturers’ passive pedagogical methods, and a digital ecosystem that degrades abilities. In response, this study formulated an integrated solution comprising an Applied Literacy-Based Curriculum, Islamic Literacy Gamification, and the establishment of a Peer Mentor Community to reconstruct intrinsic motivation and collective culture. The study concluded that facility improvements alone are insufficient; simultaneous restructuring of academic structures, technological innovation, and social empowerment are needed to shift the reading paradigm from value transactions to knowledge transformation. The main contribution of this study lies in the formulation of a strategic model, the Islamic Literacy Triad, which offers the first holistic framework for revitalizing reading culture in the Islamic higher education systemically and sustainably.
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