<![CDATA[This study examines the implementation of Islamic Personal Development (Bina Pribadi Islami/BPI) as a co-curricular program for strengthening students’ religious character at SDIT Bunayya and identifies the factors supporting and constraining its implementation. The study employed a qualitative case-study design. Six informants were purposively selected, comprising one principal, two BPI teachers or facilitators, and three students. Data were collected through non-participant observation and semi-structured interviews and were analyzed through data reduction, data display, and conclusion drawing and verification. Source triangulation, technique triangulation, and member checking were used to strengthen the credibility of the findings. The findings indicate that BPI was implemented through the recitation of Al-Ma’tsurat, hadith reading, student sermons, and Islamic halaqah activities. These activities provided a setting for religious habituation and enabled students to participate actively as recitation leaders, discussion moderators, and sermon presenters. Within the context of this study, BPI was associated with the development of worship discipline, politeness, responsibility, public-speaking confidence, and students’ willingness to express their views. Its implementation was supported by the principal’s role, teacher guidance, student participation, and communication with parents. The main constraints included limited time, variations in students’ concentration, and inconsistent religious habituation outside school. These findings are context-specific and should not be interpreted as evidence that BPI produces identical outcomes across all integrated Islamic elementary schools. Abstrak Penelitian ini bertujuan menganalisis implementasi kegiatan Bina Pribadi Islami (BPI) sebagai kegiatan kokurikuler dalam penguatan karakter religius peserta didik di SDIT Bunayya serta mengidentifikasi faktor pendukung dan hambatan pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan penelitian berjumlah enam orang, terdiri atas satu kepala sekolah, dua guru/pembina BPI, dan tiga peserta didik yang dipilih secara purposive. Data dikumpulkan melalui observasi nonpartisipan dan wawancara semi-terstruktur, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menunjukkan bahwa BPI dilaksanakan melalui pembacaan Al-Ma’tsurat, pembacaan hadis, tausiah peserta didik, dan halaqah keislaman. Kegiatan tersebut menyediakan ruang pembiasaan religius serta keterlibatan aktif peserta didik sebagai pemimpin pembacaan, moderator, dan penyampai tausiah. Dalam konteks penelitian ini, pelaksanaan BPI berkaitan dengan berkembangnya kedisiplinan beribadah, sopan santun, tanggung jawab, keberanian berbicara, dan kepercayaan diri peserta didik. Pelaksanaan BPI didukung oleh peran kepala sekolah, pendampingan guru, partisipasi peserta didik, dan komunikasi dengan orang tua. Hambatan yang dihadapi meliputi keterbatasan waktu, variasi konsentrasi peserta didik, dan belum konsistennya pembiasaan religius di luar sekolah. Temuan ini bersifat kontekstual dan tidak dimaksudkan untuk menggeneralisasi efektivitas BPI pada seluruh sekolah Islam terpadu.]]>
