Analysis of the Implementation of Religious Character Education and the Influence of Islamic Education on Religious Character

Abstract

This study aims to analyse the implementation of Islamic Education (PAI) and its influence on students’ religious character, specifically in the aspects of worship and responsibility at SMK Turen in 2025. This study employed a mixed-methods approach, utilising data collection techniques such as distributing questionnaires to 52 respondents, observations, interviews, and documentation. Descriptive analysis results indicate that PAI implementation is in the good category (48.1%), aligning with the achievement of religious character in the worship aspect (42.3%) and the responsibility aspect (44.2%), which are also in the good category. Qualitatively, the implementation of this character is successfully realised through the habituation of religious activities, the integration of values into learning materials, teacher exemplars, and the formation of school culture. Hypothesis testing results prove that PAI has a positive and significant influence on students’ religious character, with a correlation value of 0.827 and a significance of 0.000 < 0.05. A coefficient of determination of 68.4% confirms the dominant role of PAI, while the remainder is influenced by external variables. This success is technically supported by school policies regarding routine religious activities, such as congregational Dhuha and Dzuhur prayers and the 5S school culture program, reinforced by educators’ exemplary behavior through integrating character values into learning materials and daily discipline oversight. Obstacles include negative social media exposure and a lack of intrinsic awareness among some students. The limitation of this study is that PAI effectiveness remains constrained by external variable disruptions beyond the school’s reach. Therefore, it is recommended for future research to design a tripartite collaboration model involving the school, parents, and the community, alongside developing adaptive and dialogic learning methods for vocational adolescents.