IMPLEMENTASI NILAI-NILAI PENDIDIKAN AGAMA ISLAM MELALUI BUDAYA SEKOLAH DALAM MEMBENTUK KARAKTER RELIGIUS SISWA DI SDIT IQRA KARANGPLOSO

Abstract

This study aims to describe: (1) the forms of school culture implemented at SDIT Iqra Karangploso; (2) the implementation of Islamic Religious Education values through school culture in shaping students’ religious character; and (3) the actors and supporting factors involved in the implementation of school culture. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, while data analysis followed the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing and verification. The findings indicate that school culture is implemented through planned, consistent, and sustainable habituation programs, including the 5S culture (smile, greeting, salutation, politeness, and courtesy), congregational Dhuha and Zuhr prayers, dzikr, recitation of Asmaul Husna, Qur’an memorization, Bilqolam, infaq, Business Day, monthly istighasah, and other positive habituation activities. The implementation of Islamic Religious Education values is carried out through habituation, teacher role modeling, mentoring, and continuous evaluation. These practices internalize i‘tiqadiyah, ubudiyah, khuluqiyah, and ijtima‘iyah values, reflected in students’ worship discipline, good manners, honesty, responsibility, social concern, and love of the Qur’an. The successful implementation is supported by the synergy of the principal, teachers, Qur’an coordinator, students, and parents, as well as school-wide commitment, consistent habituation, a religious school environment, parental cooperation, and adequate facilities. School culture functions as a sustainable educational strategy for implementing Islamic Religious Education values and developing students’ religious character.