Teachers Role of Islamic Religious Education in Strengthening the Values of Islamic Character of Students

Abstract

The background to the problem in this research is that there is a decline in the Islamic character of students at SMP IT Ibnu Mas’ud Wates Kulon Progo. To be able to shape students’ Islamic character better, the role of Islamic Religious Education teachers as parents while at school is needed. This research aims to examine in depth: (1) the role of PAI teachers in strengthening the Islamic character values of students at Ibnu Mas’ud IT Middle School; (2) supporting and inhibiting factors in strengthening the Islamic character values of students at Ibnu Mas’ud IT Middle School. This research uses a qualitative method with a descriptive approach. The research subjects were 15 informants consisting of the school principal, head of student affairs, head of curriculum, and 2 PAI teachers and 10 students. Data collection techniques in this research include observation, interviews, and documentation. Once the data is available, data analysis is then carried out by reducing the data, presenting the data, and drawing conclusions. The results of this research show that the role of PAI teachers in strengthening the Islamic character values of students at SMP IT Ibnu Mas’ud is providing learning and material about PAI by instilling character education, holding Islamic Personal Development activities where these activities are in the form of solutions and motivation. for students. The program to strengthen the Islamic character values of Ibnu Mas’ud IT Middle School students in the form of Santri service. The supporting and inhibiting factors for the role of PAI teachers in strengthening the Islamic character of students at Ibnu Mas’ud IT Middle School are the supporting factors: (1) students’ awareness; (2) the existence of facilities and infrastructure; (3) program supervision; (4) socialize with the surrounding community. Meanwhile, the factors inhibiting the role of PAI teachers are (1) lack of individual awareness; (2) limited facilities and infrastructure; (3) indifference; (4) lack of program evaluation from the Leadership.