PERAN GURU PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DALAM PEMBENTUKAN KARAKTER PADA PESERTA DIDIK DI SMP NEGERI 38 BANDAR LAMPUNG

DIAN, RAMADANI (2026) PERAN GURU PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DALAM PEMBENTUKAN KARAKTER PADA PESERTA DIDIK DI SMP NEGERI 38 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Perkembangan globalisasi, kemajuan teknologi informasi, dan pengaruh media sosial telah membawa dampak terhadap perilaku peserta didik, seperti menurunnya kedisiplinan, sikap sopan santun, serta kepedulian terhadap nilai-nilai moral dan agama. Kondisi tersebut menuntut peran guru Pendidikan Agama Islam dan Budi Pekerti dalam membentuk karakter peserta didik agar memiliki akhlak yang baik sesuai dengan nilai-nilai Islam. Penelitian ini bertujuan untuk mendeskripsikan peran guru Pendidikan agama Islam dan Budi pekerti dalam pembentukan karakter peserta didik serta menganalisis faktor pendukung dan penghambatnya di SMP Negeri 38 Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research). Subjek penelitian terdiri atas guru Pendidikan agama Islam dan Budi pekerti dan peserta didik SMP Negeri 38 Bandar Lampung. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa guru pendidikan agama Islam dan Budi pekerti berperan penting dalam pembentukan karakter peserta didik melalui pembelajaran nilai-nilai moral, keteladanan sikap dan perilaku, pembimbingan, serta pembiasaan kegiatan keagamaan seperti doa bersama, tadarus Al-Qur’an, shalat dhuha, dan shalat zuhur berjamaah. Faktor pendukung pembentukan karakter meliputi program keagamaan sekolah yang terstruktur, lingkungan sekolah yang religius, dukungan kepala sekolah, serta kerja sama antara sekolah dan orang tua. Sementara itu, faktor penghambatnya meliputi perbedaan latar belakang keluarga, kurangnya pengawasan orang tua, pengaruh lingkungan pergaulan, dan penggunaan media sosial yang tidak terkontrol. Dengan demikian, pembentukan karakter peserta didik memerlukan sinergi antara guru, sekolah, orang tua, dan lingkungan untuk menanamkan nilai-nilai karakter Islami secara optimal dan berkelanjutan. ABSTRACT The development of globalization, advances in information technology, and the influence of social media have affected students’ behavior, including declining discipline, politeness, and concern for moral and religious values. This condition requires the role of Islamic Religious Education and Character Education teachers in shaping students’ character so that they possess good morals in accordance with Islamic values. This study aims to describe the role of Islamic Religious Education and Character Education teachers in students’ character development and to analyze the supporting and inhibiting factors at SMP Negeri 38 Bandar Lampung. This study employed a qualitative approach with a field research design. The research subjects consisted of Islamic Religious Education and Character Education teachers and students of SMP Negeri 38 Bandar Lampung. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. Data validity was tested through source, technique, and time triangulation. The results showed that Islamic Religious Education and Character Education teachers play an important role in students’ character development through the teaching of moral values, exemplary attitudes and behavior, guidance, and the habituation of religious activities such as collective prayer, Qur’anic recitation, Dhuha prayer, and congregational Dhuhr prayer. Supporting factors in character development include structured school religious programs, a religious school environment, support from the principal, and cooperation between the school and parents. Meanwhile, inhibiting factors include differences in students’ family backgrounds, lack of parental supervision, the influence of peer groups, and uncontrolled use of social media. Therefore, students’ character development requires synergy among teachers, schools, parents, and the community to instill Islamic character values optimally and sustainably.

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