Implementation of Character Education in Islamic Religious Education Learning at SMP Islam Denggen Timur

Abstract

Abstract

This study aims to analyze and describe the implementation of character education in Islamic Religious Education (PAI) learning at SMP Islam Denggen Timur. The research focuses on examining the strategies employed by teachers, the forms of character habituation implemented within the school environment, the responses of students toward character education practices, as well as the supporting and inhibiting factors influencing the implementation process. This study employed a qualitative approach with a case study design in order to obtain an in-depth understanding of the phenomenon within its natural educational setting. The data were collected through in-depth interviews, observations, and documentation. Primary data were obtained from four Islamic Religious Education teachers and four student representatives, while secondary data were derived from journal articles, books, school documents, and other relevant literature. The data analysis technique utilized the interactive model developed by Matthew B. Miles and A. Michael Huberman, consisting of data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and member checking. The findings of the study indicate that character education at SMP Islam Denggen Timur has been systematically integrated into both instructional and non-instructional educational activities through religious habituation, teacher exemplarity, contextual learning strategies, and Islamic school culture. Teachers play strategic roles as educators, motivators, and moral role models in fostering students’ discipline, honesty, responsibility, respect, and religiosity. Religious activities such as congregational prayers, Qur’anic recitation, Islamic lectures, and social service programs significantly contribute to students’ character formation. However, the implementation process still encounters challenges, particularly regarding the influence of social media and external social environments on students’ behavior. The implications of this study suggest that the successful implementation of character education requires continuous collaboration among schools, teachers, families, and communities in developing holistic and sustainable moral education practices within Islamic educational institutions.

Keywords: Character Education; Islamic Religious Education; Islamic School.