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Dewi Nurhasanah
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Teachers’ Strategies in Islamic Religious Education for Developing Students’ Religious Character in a Vocational School Risma Solehah; Chepiq Aziz; Ayi Haedar Saputra; Dewi Nurhasanah; Hera Rosliana Nurdaputri
Journal of Teacher Training and Educational Research Vol. 3 No. 1 (2025): Agustus 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v3i1.530

Abstract

The integration of religious character education in vocational schools is an urgent need, as students are not only prepared for academic and professional competencies but also required to possess strong spiritual and moral foundations. This study aimed to explore the learning strategies employed by Islamic Religious Education (PAI) teachers in strengthening students’ religious character at SMK Islam Terpadu Al-Hidayah. This research applied a qualitative case study design. Data were collected through in-depth interviews with PAI teachers and students, classroom observations, and documentation analysis. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, while data credibility was ensured through triangulation and member checking. The findings revealed three main strategies applied by PAI teachers. First, role modeling, in which teachers consistently exemplified religious values through daily attitudes and behaviors. Second, habituation strategies, including structured religious routines such as congregational prayers, Qur’an recitation, and dhikr. Third, integration of religious values into learning, in which Islamic teachings were contextualized with academic subjects and vocational practices, making them relevant to students’ personal and professional lives. In conclusion, the synergy of these strategies created a holistic and practical approach to character education that effectively strengthened students’ religiosity and discipline. The study recommends that vocational schools institutionalize religious character education alongside academic and vocational training to better prepare students for both workplace competence and ethical responsibility.
The Role of Islamic Education Teachers in Demonstrative Instruction: A Case Study of Students’ Learning Interest Dewi Nurhasanah; Risma Solehah; Hera Rosliana Nurda Putri; Chepiq Aziz; Ayi Haedar saputra
Journal of Teacher Training and Educational Research Vol. 3 No. 2 (2025): Desember 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v3i2.554

Abstract

This study aims to analyze the role of Islamic Religious Education teachers in implementing demonstrative learning and its contribution to enhancing students’ learning interest at the elementary school level. Employing a qualitative approach with a case study design, the research was conducted at an Indonesian public elementary school. Data were collected through in-depth interviews, classroom observations, and document analysis involving the school principal, an Islamic Religious Education teacher, and third-grade students. The findings reveal that teachers play a crucial role as planners, facilitators, mentors, and motivators in demonstrative learning activities. The implementation of demonstrative learning enables students to engage directly in learning experiences, resulting in increased attention, participation, and enthusiasm during the learning process. Supporting factors include teachers’ pedagogical competence, school support, and students’ active involvement, while inhibiting factors consist of students’ lack of confidence and limited instructional time. These obstacles were addressed through adaptive teaching strategies and supportive classroom environments. The study concludes that demonstrative learning is an effective pedagogical approach for enhancing students’ learning interest in Islamic Religious Education when supported by teachers’ professional roles and contextual classroom management.
Co-Authors Ayi Haedar Saputra Chepiq Aziz Hera Rosliana Nurda Putri Hera Rosliana Nurdaputri Risma Solehah