Implementation of Islamic Religious Education to Foster Religious Character at SMK Islam Wijaya Kusuma, South Jakarta

Abstract

This research is motivated by concerns over the trend of moral degradation and the crisis of manners (adab) among contemporary urban youth, which triggers a religious cultural gap where routine worship practices at school (such as congregational Dhuha prayers) are trapped in the formality stage of merely fulfilling an obligation. This study aims to deeply analyze and evaluate the process, obstacles, and success rate of implementing the policy for instilling religious character in students through the analytical lens of the six-variable model of Donald Van Meter and Carl Van Horn's theory. The research method used is a qualitative approach with a descriptive analysis type. Field data collection was gathered objectively through source and method triangulation techniques, combining the results of environmental observations, document reviews, and structured interviews with key informants. The results show that the target standards for religious character building have been transparently formulated and converted into a vocational professional ethics (soft skills) program. Bureaucratic characteristics are managed optimally through the coordination of key school human resource departments by the Principal, supported by a communication network with parents. However, the evaluation detected several limitations in the field, such as the size of the ablution (wudhu) area and religious financial budgeting that still needs to be covered by student self-funded contributions. This study concludes that although faced with the obstacles of external urban environmental conditions in the form of the economic busyness of lower-middle-class parents and the negative impact of gadgets (smartphones), the program remains stable due to the high disposition commitment of Islamic Religious Education (PAI) teachers and the exemplary real actions (uswah hasanah) of the Principal who also attends religious activities such as congregational prayers. Through the enforcement of educational duty sanctions, which are rated as 95% very firm, students' motivation for worship is proven to be successfully institutionalized.