EFEKTIFITAS ORIENTASI PENGEMBANGAN PENDIDIKAN AGAMA ISLAM TERHADAP KEDISISPLINAN DAN ETIKA SISWA SMP NEGERI 6 TERBANGGI BESAR

Abstract

Islamic Religious Education (Pendidikan Agama Islam/PAI) plays a strategic role in shaping students’ character, particularly in fostering discipline and ethical behavior within the school environment. This study aims to examine the orientation of Islamic Religious Education (PAI) development and its effectiveness in improving students’ discipline and ethics at SMPN 6 Terbanggi Besar. The research employed a qualitative approach using a case study design to obtain an in-depth understanding of the implementation of PAI development in a real educational context. The research subjects consisted of Islamic Religious Education teachers and students at SMPN 6 Terbanggi Besar. Data were collected through direct observation, in-depth interviews, and documentation.

The findings reveal that the orientation of PAI development at SMPN 6 Terbanggi Besar is implemented in an integrated manner through classroom instruction and religious habituation programs within the school environment. PAI learning is not limited to the delivery of religious knowledge but also emphasizes the formation of students’ attitudes and behaviors through daily religious practices, teacher role modeling, and the reinforcement of Islamic values in school activities. The results indicate a positive improvement in students’ discipline, such as punctuality, compliance with school rules, and orderly participation in learning activities, although these improvements have not been evenly achieved by all students. Furthermore, the orientation of PAI development contributes positively to the formation of students’ ethical behavior, particularly in showing respect and politeness toward teachers. However, ethical challenges remain in peer interactions, highlighting the need for continuous guidance.

Supporting factors in the implementation of PAI development include teacher exemplification, school support, and structured religious habituation programs. Meanwhile, inhibiting factors consist of differences in students’ family backgrounds, external environmental influences, limited instructional time for PAI, and students’ inconsistency in applying Islamic values. This study concludes that the orientation of Islamic Religious Education development has a positive impact on enhancing students’ discipline and ethics and should be strengthened through sustained collaboration between schools, teachers, and families.