OPTIMALISASI STRATEGI GURU PAI DALAM MEMPERKUAT KARAKTER RELIGIUS PESERTA DIDIK DI SMP HARAPAN NATAR

AYU, KAPRIKA SARI (2026) OPTIMALISASI STRATEGI GURU PAI DALAM MEMPERKUAT KARAKTER RELIGIUS PESERTA DIDIK DI SMP HARAPAN NATAR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh fenomena masa kini terkait merosotnya nilai moral dan meningkatnya penyimpangan perilaku di kalangan remaja awal, seperti krisis sopan santun, ketidakjujuran akademis, hingga rendahnya kedisiplinan ibadah. SMP Harapan Natar merupakan sekolah umum yang berusaha mengoptimalkan karakter religius peserta didik guna menekan angka penyimpangan perilaku tersebut, namun di lapangan dihadapkan dengan tantangan keterbatasan sarana dan prasarana, yakni absennya fasilitas ibadah (masjid/mushola) sekolah serta minimnya figure pendidik laki-laki. Tujuan penelitian ini adalah untuk mendeskripsikan dan menganalisis strategi keteladanan (Uswatun Khasanah) dan pembiasaan yang diterapkan oleh Guru Pendidikan Agama Islam (PAI) dalam mengoptimalkan karakter religius peserta didik, serta untuk mengidentifikasi faktor pendukung dan penghambat dalam penerapan strategi tersebut di SMP Harapan Natar. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif. Pengumpulan data dilakukan melalui teknik observasi, wawancara dan dokumentasi dengan informan utama guru PAI, dan perwakilan peserta didik SMP Harapan Natar. Analisis data menerapkan model Miles Dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: Pertama, Guru PAI menerapkan strategi keteladanan melalui budaya meminta maaf kepada peserta didik, pendekatan humanis (Mau’idzul Khasanah), dan prinsip menjunjung tinggi nilai kejujuran diatas nilai akademis. Kedua, strategi pembiasaan diwujudkan melalui program tadarus AlQur’an, membudayakan adab islam di kelas, dan pengubahan sanksi fisik menjadi sanksi edukatif spiritual. Ketiga, faktor pendukung meliputi kebijakan visi dan misi sekolah dan solidaritas Guru. Sementara faktor penghambat meliputi rendahnya kemampuan dasar agama peserta didik, absennya sarana ibadah,minimnya pendidik lakilaki, dan ketidaksinkonan pola asuh guru dengan orang tua yang memicu terbentuknya pola formalitas pada diri peserta didik. ABSTRACT This research is motivated by contemporary phenomena related to the decline of moral values and the increase in behavioral deviations among early adolescents, such as a crisis of politeness, academic dishonesty, and low discipline in religious practice. Formal educational institutions have a significant responsibility to safeguard morality through the strengthening of religious character. SMP Harapan Natar is a public school that strives to optimize students' religious character to reduce the rate of behavioral deviations. However, in practice, it faces challenges of limited facilities and infrastructure, namely the absence of school worship facilities (mosque/mushola) and a shortage of male educators. The purpose of this study is to describe and analyze the strategies of exemplary conduct (Uswatun Khasanah) and habituation applied by Islamic Religious Education (PAI) teachers in optimizing students' religious character, as well as to identify supporting and inhibiting factors in the implementation of these strategies at SMP Harapan Natar. The research method used is descriptive qualitative research. Data collection was carried out through observation, interviews, and documentation with the main informants being PAI teachers and representatives of students at SMP Harapan Natar. Data analysis employed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that: First, PAI teachers apply the strategy of exemplary conduct through the culture of apologizing to students, a humanistic approach (Mau’idzul Khasanah), and the principle of upholding honesty above academic achievement. Second, the habituation strategy is realized through Qur’an recitation programs, cultivating Islamic etiquette in the classroom, and changing physical sanctions into educative spiritual sanctions. Third, supporting factors include the school's vision and mission policy and teacher solidarity. Meanwhile, inhibiting factors include students' low basic religious knowledge, the absence of worship facilities, the shortage of male educators, and the inconsistency between teachers' and parents' parenting patterns, which leads to the formation of a formalistic attitude in students.

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