Implementation of the Islamic Religious Education Curriculum in Shaping the Religious Character of Students at Madrasah Aliyah Tahfizhil Qur’an Centre North Sumatera

Abstract

This study aims to describe the implementation of the Islamic Religious Education Curriculum in the formation of religious character of students at SMA Tahfizh Islamic Center Medan. The focus of the study includes the implementation of the Islamic Religious Education curriculum, programs that support the formation of religious character, supporting and inhibiting factors in curriculum implementation, and evaluation of the implementation of the Islamic Religious Education curriculum in forming religious character of students. This study uses a qualitative approach with a descriptive method. Data collection techniques are carried out through observation, interviews, and documentation. Research informants consist of the principal, vice principal for curriculum, Islamic Religious Education teachers, tahfizh teachers, and students of SMA Tahfizh Islamic Center Medan. Data analysis is carried out through the stages of data reduction, data presentation, and drawing conclusions, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Islamic Religious Education Curriculum at SMA Tahfizh Islamic Center Medan has been implemented in a planned and integrated manner with the Al-Qur'an tahfizh program and various school religious activities. Programs that support the development of students' religious character include memorizing the Quran, praying in congregation, conducting religious sermons, moral development, religious mentoring, and cultivating the habit of daily worship. Supporting factors for curriculum implementation include a religious school environment, teacher competence and exemplary behavior, support from the principal and foundation, parental involvement, and the availability of adequate facilities and infrastructure. Inhibiting factors include differences in students' basic religious abilities, the influence of technology and social media, limited learning time, and inadequate supervision of students outside the school environment.