PERAN GURU PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DALAM PEMBENTUKAN KARAKTER RELIGIUS PESERTA DIDIK KELAS VII DI SMP AL-HUDA JATI AGUNG LAMPUNG SELATAN

UMI, SALAMAH (2026) PERAN GURU PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DALAM PEMBENTUKAN KARAKTER RELIGIUS PESERTA DIDIK KELAS VII DI SMP AL-HUDA JATI AGUNG LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini menganalisis peran guru Pendidikan Agama Islam dan Budi Pekerti dalam pembentukan karakter religius peserta didik di SMP AlHuda Jati Agung, Lampung Selatan. Latar belakang penelitian didasari masih ditemukannya perilaku peserta didik yang masih menyimpang dari nilai religius, seperti kurang disiplin dan pelanggaran peraturan sekolah, meskipun sekolah ini berbasis agama dengan berbagai program keagamaan. Kondisi tersebut menunjukkan urgensi penguatan peran guru Pendidikan Agama Islam dan Budi Pekerti untuk membentuk karakter religius yang lebih kokoh. Tujuan penelitian meliputi mengidentifikasi peran guru Pendidikan Agama Islam dan Budi Pekerti dalam pembentukan karakter religius peserta didik; menganalisis faktor pendukung dan penghambat; serta merumuskan solusi yang optimal untuk peran tersebut guna menjawab rumusan masalah secara komprehensif. Penelitian bersifat kualitatif deskriptif dengan pendekatan induktif. Data dikumpul melalui observasi kegiatan keagamaan dan pembelajaran kelas, wawancara mendalam dengan guru, peserta didik, kepala sekolah, dan orang tua, serta dokumentasi profil sekolah, data siswa, dan dokumen pendukung. Analisis data mengikuti model Miles dan Huberman: reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber, metode, dan waktu. Hasil penelitian mengungkap bahwa guru Pendidikan Agama Islam dan Budi Pekerti berperan sebagai pendidik, pembimbing, teladan, dan evaluator, dengan efektivitas yang cukup baik. Faktor pendukung mencakup lingkungan sekolah religius, program pembiasaan keagamaan, serta dukungan keluarga dan masyarakat. Faktor penghambat meliputi kurangnya motivasi internal siswa, pengaruh pergaulan dan media sosial, serta keterbatasan waktu. Solusi yang dirumuskan meliputi penguatan program pembiasaan, peningkatan kerjasama sekolah-orang tua, dan optimalisasi peran guru dalam mendidik. Temuan ini mengambil kesimpulan bahwa peran guru Pendidikan Agama Islam dan Budi Pekerti menjadi salah satu dasar pengembangan pendidikan karakter religius di sekolah yang mengutamakan empat peran guru Pendidikan Agama Islam dan Budi Pekerti yang didukung oleh empat dimensi Hablum. ABSTRACT This study analyzes the role of Islamic Religious Education and Character teachers in shaping the religious character of students at SMP Al-Huda Jati Agung, Lampung Selatan. The background of the research is based on the continued presence of student behaviors that deviate from religious values, such as lack of discipline and violations of school rules, even though this school is religious-based and has various religious programs. This condition highlights the urgency of strengthening the role of Islamic Religious Education and Character teachers in building a firmer religious character. The objectives of the research include identifying the role of Islamic Religious Education and Character teachers in forming students’ religious character, analyzing the supporting and inhibiting factors, and formulating optimal solutions to this role in order to comprehensively answer the research questions. The research uses a descriptive qualitative approach with an inductive design. Data were collected through observation of religious activities and classroom learning, in-depth interviews with teachers, students, the school principal, and parents, as well as documentation of school profiles, student data, and supporting documents. Data analysis followed the Miles and Huberman model: data reduction, data presentation, and conclusion drawing. Data validity was tested through source, method, and time triangulation. The findings reveal that Islamic Religious Education and Character teachers play the roles of educator, counselor, role model, and evaluator, with rather good effectiveness. Supporting factors include a religious school environment, structured religious habituation programs, and support from families and the community. Inhibiting factors include students’ low internal motivation, negative influences from peer relationships and social media, and limited time for learning and character building. The proposed solutions include strengthening habituation programs, improving school-parent collaboration, and optimizing the teachers’ role as educators of character. The study concludes that the role of Islamic Religious Education and Character teachers lays an important foundation for developing religious character education in religious-based schools, emphasizing four key teacher roles supported by the four dimensions of Hablum

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