Internalisasi Nilai-Nilai Pembelajaran Pendidikan Agama Islam dalam Membentuk Budaya Religius Siswa yang Berakhlak Mulia di SMA Darussalam Kandanghaur Indramayu

Abstract

Islamic Religious Education (IRE) plays a strategic role in fostering students' religious character and noble morals. However, the implementation of IRE in schools remains predominantly focused on cognitive achievement, resulting in the suboptimal internalization of religious values. This study aims to describe the process of internalizing Islamic Religious Education values, identify the forms of religious school culture that promote students' noble character, analyze the supporting and inhibiting factors, and examine the school's efforts to strengthen the internalization of religious values at SMA Darussalam Kandanghaur, Indramayu. This study employed a descriptive qualitative approach with field research as its research design. The research participants consisted of the principal, Islamic Religious Education teachers, the vice principal for curriculum, homeroom teachers, educational staff, and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data condensation, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that the internalization of Islamic Religious Education values is carried out through three stages: value transformation, value appreciation and interpretation, and value transinternalization. These stages are reinforced through teachers' role modeling, habituation, character development, and personal approaches to students. The school's religious culture is reflected in the habituation of worship practices, noble moral behavior, and social responsibility. Supporting factors include the school's commitment, teachers' competence, religious programs, educational facilities, and parental support. Meanwhile, inhibiting factors include students' limited religious awareness, peer influence, social media, and limited instructional time. The school strengthens the internalization of religious values by reinforcing its religious culture, enhancing teachers' role modeling, strengthening collaboration with parents, and optimizing religious habituation programs. These findings demonstrate that a systematic, collaborative, and sustainable process of value internalization contributes significantly to the development of students' religious culture and noble character.