Anna Aisyah Prihatin, Muhammad Turhan Yani, Raden Roro Nanik Setyowati

Implementation of Religious Character Education For students of Junior High School 12 Surabaya

Introduction

Implementation of religious character education for students of junior high school 12 surabaya. Explore the effective implementation of religious character education at Junior High School 12 Surabaya, fostering empathy, respect, and positive interaction among students.

Abstract

Objective: This study analyzes the implementation of religious character education at Junior High School 12 Surabaya, focusing on the effectiveness of programs in shaping students' religious values. Religious character education, when consistently implemented, can foster individuals with high empathy, respect for diversity, and the ability to interact positively within their communities. Method: This research employs a descriptive qualitative approach, with data collected through in-depth interviews with the vice principal, religious teachers, students, and school document analysis. The study was conducted at Junior High School 12 Surabaya, located on Jl. Ngagel Kebonsari, Wonokromo District, Surabaya City. Results: The research results show Implementation of religious values at Junior High School 12 Surabaya has shown positive results, even though there are still some obstacles. Programs such as KKS and Jum'at Taqwa, as well as the habituation and role model approach, have succeeded in strengthening students' religious character. Novelty: What is new in this study is the focus on implementation of religious values ​​at Junior High School 12 Surabaya has succeeded in creating a religious and conducive educational environment, which supports the development of students' attitudes, behavior and personality in accordance with religious values.

Review

This study offers a timely and relevant exploration into the implementation of religious character education at Junior High School 12 Surabaya. The abstract clearly articulates a pertinent objective: analyzing program effectiveness in shaping students' religious values, a critical area given the stated aim of fostering empathy, respect for diversity, and positive social interaction. The chosen descriptive qualitative methodology, drawing data from multiple stakeholders including the vice principal, teachers, and students, alongside document analysis, is appropriate for a deep contextual understanding of such a nuanced educational initiative. The research highlights several strengths in the school's approach, identifying specific programs such as KKS and Jum'at Taqwa, alongside habituation and role modeling, as successful strategies in strengthening students' religious character. This provides concrete examples of practical interventions that have yielded positive results within the school environment. The claimed novelty — the success in creating a religious and conducive educational environment that supports students' holistic development — underscores a significant achievement that could offer valuable lessons for other educational institutions grappling with similar character-building mandates. While the abstract points to positive results, it would benefit from further elaboration on *how* "effectiveness" was measured, particularly concerning the shaping of specific religious values, beyond a general statement. The mention of "some obstacles" also leaves room for more detailed reporting; understanding these challenges and how they were navigated would provide a more comprehensive and robust picture of the implementation process. Overall, this study presents a valuable case example of character education in action, offering practical insights into a specific school's journey. The full paper should ideally delve deeper into the criteria for assessing effectiveness and the nature of the challenges encountered, thereby further enriching its contribution to the field.

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