Implementation of the Peer Tutor and Tutoring Program (Pa To See) in Strengthening the Religious Character of Students at Az-Zahrah 2 Islamic Middle School, Palembang

Kemas Ahmad Fadhluzzakiyy; Mardiah Astuti; Asri Karolina; Muhammad Sirozi; Maryamah

doi:10.63922/ijevss.v5i03.4128

Kemas Ahmad Fadhluzzakiyy Postgraduate Program of UIN Raden Fatah Palembang
Mardiah Astuti Postgraduate Program of UIN Raden Fatah Palembang
Asri Karolina Postgraduate Program of UIN Raden Fatah Palembang
Muhammad Sirozi Postgraduate Program of UIN Raden Fatah Palembang
Maryamah Postgraduate Program of UIN Raden Fatah Palembang

DOI: https://doi.org/10.63922/ijevss.v5i03.4128

Keywords: Keywords: Pa To See Program, Pamong, Peer Tutors, Religious Character, Islamic Schools.

Abstract

This study aims to describe and explore the implementation of the Peer Tutoring and Supervisory Program (Pa To See) in strengthening the religious character of students at SMP Islam Az-Zahrah 2 Palembang. The focus of the study is directed at the program implementation process, the role of mentor teachers, the role of peer tutors, and the dynamics of program implementation in school life. The study uses a qualitative approach with a descriptive exploratory design. Data collection techniques are carried out through observation, interviews, and documentation. Research informants consist of the principal, mentor teachers, peer tutors, and students involved in the Pa To See Program. Data are analyzed through data reduction, data presentation, and drawing conclusions using triangulation of sources and techniques to test the validity of the data. The results of the study indicate that the implementation of the Pa To See Program is carried out through routine coaching, worship assistance, religious habits, and strengthening the school culture with an Islamic nuance. Mentor teachers act as guides, companions, and role models in the process of fostering students' religious character, while peer tutors act as social companions who help build a culture of reminding each other in goodness. Program implementation demonstrates that students' religious character development occurs through habituation, role models, social experiences, and ongoing educational interactions throughout school life. However, program implementation still faces several challenges in terms of consistency and equitable student support.

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