Model PAI untuk Penguatan Karakter Religius Peserta Didik
DOI:
https://doi.org/10.32832/jpg.v7i3.24666Abstract
Islamic Religious Education (IRE) that focuses only on subject-matter mastery is insufficient to develop religious character. This study examined the IRE implementation process, its supporting and inhibiting factors, and an effective model at SMP Negeri 1 Wado. A qualitative descriptive design involved seven informants: the principal, the vice principal for curriculum affairs, two IRE teachers, and three students. Data were collected through non-participant observation, semi-structured interviews, and documentation, checked through technique triangulation, and analyzed through collection, reduction, display, and conclusion drawing. IRE was implemented through instructional and religious-program planning, contextual learning, worship practice, religious habituation, role modelling, school-member participation, developmental assessment, and follow-up. These practices strengthened worship observance, discipline, honesty, responsibility, politeness, and social concern. Implementation was supported by leadership commitment, teacher collaboration, scheduled programs, and family support, but constrained by limited time and facilities, differences in student ability, inconsistent participation, and digital and peer influences. The study proposes an integrated and cyclical model connecting understanding, practice, habituation, role modelling, evaluation, follow-up, and replanning.
Keywords: Islamic Religious Education; religious character; habituation; role modelling; school culture
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