STRATEGI GURU PAI DALAM MEMBANGUN KARAKTER JUJUR DAN TANGGUNG JAWAB SISWA DI SMPN 18 TULANG BAWANG BARAT

Abstract

This research is motivated by the urgency of character building among students as a response to increasingly complex moral problems in the digital era. Honesty and responsibility are two fundamental pillars in building a dignified national character. However, the implementation of these values in students' real lives still faces various obstacles, including the influence of less conducive social and cultural environments. Islamic Religious Education and Character teachers (PAI-BP) hold a central role as agents of moral value transformation in schools. This research aims to: (1) identify and analyze strategies applied by PAI-BP teachers in building honest character among students at SMPN 18 Tulang Bawang Barat; (2) identify and analyze strategies applied by PAI-BP teachers in building students' sense of responsibility; and (3) describe the supporting and inhibiting factors in implementing these strategies.This study employs a qualitative approach with a case study research design. Data collection was conducted through participatory observation, in-depth interviews, and documentation studies. Research informants consisted of PAI-BP teachers, school principal, counseling teachers, and students of SMPN 18 Tulang Bawang Barat. Data analysis used the Miles, Huberman, and Saldana model through stages of data condensation, data presentation, and conclusion drawing. The results indicate that: (1) PAI-BP teacher strategies in building honest character include exemplary conduct (uswah hasanah), habituation (habit formation), motivation based on Islamic values, hidden curriculum integration, and parental involvement through collaborative communication; (2) Strategies for building a sense of responsibility include structured assignment of amanah, application of reward and punishment based on educational values, daily habituation programs, and utilization of religious extracurricular activities; (3) Supporting factors include institutional commitment, religious school culture, and community support, while inhibiting factors include negative social media influences, heterogeneity of students' family backgrounds, and limited learning time.