Asep Nursobah, Arjuna Arjuna, Muhammad Miftah Ulhaq, Mutiara Ariska

Integrative Model of Religious Habituation in Building Students Religious Character

Introduction

Integrative model of religious habituation in building students religious character. Discover an integrative model of religious habituation in Islamic vocational education. See how students' religious character is built, values internalized, and key factors for development.

Abstract

This study addresses the challenges of Islamic vocational education in developing students’ religious character alongside professional skills. At SMK Al-Azhar Batam, religious habituation strategically instills values such as discipline, honesty, trustworthiness, courage, self-confidence, love for Islam, and noble character within vocational activities. The research aims to understand the role of religious habituation in character development, examine values reflected in vocational practice, describe the internalization process, and identify supporting and inhibiting factors. Using a qualitative case study with interviews, observations, and documentation, the study finds that internalization occurs through six continuous stages: value planting, habituation, vocational integration, teacher modeling, internalization, and cultural embedding. Success depends on school commitment, teacher role models, program regularity, and facilities, while obstacles include students’ motivation, diverse backgrounds, external influences, and a demanding curriculum. The study implies the need for family-based, integrative strategies and alignment of religious values with vocational practice to sustain character internalization.

Review

This study, "Integrative Model of Religious Habituation in Building Students Religious Character," tackles a pertinent challenge within Islamic vocational education: fostering students' religious character alongside their professional competencies. Focusing on SMK Al-Azhar Batam, the research investigates the strategic use of 'religious habituation' to cultivate essential values like discipline, honesty, and self-confidence within vocational activities. The authors clearly outline their objectives, aiming to delineate the role of habituation in character development, identify reflected values, describe the internalization process, and pinpoint both supporting and inhibiting factors. This exploration provides a valuable perspective on integrated character education in a vocational context. Employing a qualitative case study methodology, the research gathered rich data through interviews, observations, and documentation. The findings present a detailed understanding of how character internalization unfolds, identifying a six-stage continuous process: value planting, habituation, vocational integration, teacher modeling, internalization, and cultural embedding. The study meticulously details the factors influencing this process; success is attributed to strong school commitment, exemplary teacher role models, consistent program regularity, and adequate facilities. Conversely, significant obstacles include students' varying motivations, diverse family backgrounds, pervasive external influences, and the demanding nature of the vocational curriculum. The study offers a significant contribution by providing an empirical and detailed model of religious character development, providing practical insights into structuring and sustaining habituation within a vocational setting. Its implications are particularly valuable for educators and policymakers, emphasizing the need for integrative, family-based strategies and a strong alignment between religious values and vocational practice to ensure sustainable character internalization. While the findings are specific to the case studied, the depth of analysis provides a robust framework for further research and the potential development of more holistic educational approaches that effectively merge ethical formation with skill acquisition.

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