Implementation of Islamic Religious Education (PAI) Curriculum Policy in Shaping Student Character in Public Schools

Abstrak

This study aims to analyze and evaluate the implementation of the Islamic Religious Education (PAI) curriculum policy in Senior High Schools (SMU) as a primary effort to shape student character. The main issue raised is the suboptimal internalization of Islamic character values ​​(noble morals) among students despite the curriculum's mandate, particularly in the context of the shift from the 2013 Curriculum to the Independent Curriculum.

The research method used was descriptive qualitative with a case study approach in [School Name/City of Research Location]. Data collection was conducted through PAI classroom observations, in-depth interviews with PAI teachers, the principal, and student representatives, as well as analysis of curriculum documents and teaching modules.

The research results show that the implementation of the Islamic Religious Education curriculum policy in character formation is carried out through three main strategies: (1) Material Integration, where Learning Outcomes (CP) are directed at achieving the Pancasila Student Profile, the dimensions of Faith and Noble Morals; (2) Learning Model, with an emphasis on contextual and project-based methods (P5) that encourage socio-religious practices; and (3) Structured Habituation, namely routine activities such as congregational Dhuha/Zuhr prayers and Islamic Spiritual Activities (Rohis).

Nevertheless, significant challenges remain, including limited time allocation for Islamic Religious Education, minimal training for Islamic Religious Education teachers regarding authentic character assessment, and the need to enhance the role of Islamic Religious Education teachers as consistent role models (uswah hasanah). It is concluded that the Islamic Religious Education curriculum policy provides a strong foundation, but the success of character formation is largely determined by the flexibility of teacher adaptation and the support of the school ecosystem as a whole.