IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN IMPROVING STUDENT CHARACTER AT SDN CISALAK PASAR 3 DEPOK

Abstract

This study examines the implementation of Islamic Religious Education (PAI) learning in improving student character at SDN Cisalak Pasar 3 Depok, a public elementary school with 367 students from heterogeneous socio-economic backgrounds. Using a descriptive qualitative approach with a case study method, data were collected through in-depth interviews with the principal, two PAI teachers, homeroom teachers of grades IV–VI, and six students, complemented by passive-participation observation and documentation. The analysis employed the Van Meter and Van Horn policy implementation model, which covers six variables: policy standards and objectives, resources, characteristics of implementing agents, inter-organizational communication, disposition of implementers, and social, economic, and political conditions. The findings show that character-based PAI learning is guided by the Merdeka Curriculum and the Strengthening Character Education policy (Minister of Education and Culture Regulation No. 20/2018), although specific written technical guidelines have not yet been formulated, so implementation remains bottom-up and driven by teachers' initiative. Facilities, funding, and digital infrastructure are considered adequate, and PAI teachers demonstrate strong competence, commitment, and exemplary conduct. Coordination among the principal, teachers, and parents runs fairly well, although it remains informal. Teachers' disposition toward character-based PAI learning is very positive, while the student composition, which is predominantly Muslim (94.8%) and drawn from families with stable economic conditions, further supports the internalization of religious values. This study recommends the development of written technical guidelines, structured teacher training, and standardized character assessment instruments to strengthen the consistency and sustainability of implementation.