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All Journal MUMTAZ: Jurnal Pendidikan Agama Islam
Jasriani Jasriani
Universitas Muhammadiyah Makassar, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media

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Orientasi Revitalisasi Pembelajaran PAI Kontekstual untuk Penguatan Karakter Islami Siswa SMK Jasriani Jasriani; Amirah Mawardi; Ferdinan Ferdinan; Jumiati Jumiati; Rima Hardiyanti
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i1.3939

Abstract

This study examines the orientation and developmental needs of contextual Islamic Religious Education (IRE) revitalisation for strengthening Islamic character among vocational high-school students. An interpretive qualitative case-study design was employed at UPTD SMKN 1 Rangas, Mamuju Regency. Verifiable empirical data were drawn from four brief educator interview transcripts collected in April 2025, involving one principal, two teachers, and one IRE teacher. The data were analysed thematically through meaning-unit identification, coding, categorisation, cross-informant comparison, and theme development. Four findings emerged: Islamic character was understood multidimensionally; the school and teachers were positioned as a character-forming ecosystem; everyday environments and experiences were viewed as the main context for value internalisation; and discipline, responsibility, honesty, and religiosity were considered relevant to vocational students’ needs. However, the available data did not demonstrate a systematic contextual-learning design across objectives, content, activities, and assessment. The study therefore proposes an initial revitalisation framework linking Islamic values, students’ experiences, school culture, vocational identity, and authentic assessment. The findings are limited to educator perspectives and require triangulation through observation, instructional documents, and student accounts.
Co-Authors Amirah Mawardi Ferdinan Ferdinan Jumiati Jumiati Rima Hardiyanti