Integration of Character Values in the Islamic Religious Education Curriculum at SMPN 7 Tambusai Utara, Rokan Hulu, Riau

Abstract

This study aims to analyze in depth the implementation of character value integration within the islamic religious education (pai) curriculum at smpn 7 tambusai utara, rokan hulu regency, riau province. Character education is regarded as a fundamental foundation in shaping a muslim generation with noble morals, responsibility, and competitiveness in the midst of the challenges of globalization. On the other hand, the increasing moral degradation among students requires integrative, systematic, and sustainable efforts in instilling character values through formal education. This research employs a descriptive qualitative approach with a single-case study design. Data collection techniques include participant observation, in-depth semi-structured interviews, and document analysis. The research informants consist of 28 individuals, including the principal, vice principal for curriculum affairs, islamic education teachers, homeroom teachers, students from grades vii–ix, and parents/guardians of students. Data analysis follows the interactive model of miles, huberman, and saldaña, using source and method triangulation to ensure data validity. The findings indicate that smpn 7 tambusai utara has integrated 18 character values developed by the ministry of education and culture into learning instruments such as syllabi and lesson plans (rpp), as well as into both intraclass and extracurricular islamic education learning activities. The most dominant character values developed include religiosity (100%), discipline (95.8%), responsibility (91.7%), honesty (87.5%), and social care (79.2%). The school’s flagship programs for strengthening character education include congregational duha prayer, qur’an recitation (tadarus), islamic student organization activities (rohis), and islamic literacy programs. The main challenges encountered include limited infrastructure, lack of continuous teacher training, negative influences of social media, and suboptimal parental involvement in character education. This study recommends the importance of multi-stakeholder synergy between schools, families, and communities, as well as strengthening islamic education teachers’ competencies through continuous professional development programs.