<![CDATA[This study is motivated by the important role of Islamic Religious Education (PAI) in shaping students’ disciplined and religious character in secondary schools, particularly at SMA PSM Bukittinggi. The phenomenon in the field indicates that the development of these two character traits faces challenges arising from shifts in youth culture and mindsets that affect students’ level of compliance. This study aims to examine the strategies for developing the disciplined and religious character of tenth-grade Social Studies (X IPS) students through Islamic Religious Education (PAI) learning at SMA PSM Bukittinggi and to identify the supporting and inhibiting factors in the process. This study employed a descriptive qualitative approach. Data were collected through observation, semi-structured interviews with PAI teachers and students, and documentation. Data analysis followed the interactive model, consisting of data reduction, data display, and conclusion drawing or verification. Data validity was examined through source triangulation. The results show that the development of disciplined character is carried out through the structured socialization of school regulations in collaboration with guidance and counseling (BK) teachers and the school discipline team. However, students’ compliance with school rules and their care for school facilities are still predominantly driven by extrinsic motivation, particularly fear of punitive sanctions. Meanwhile, religious character development is internalized holistically through the strengthening of faith based on the concept of monotheism (Iman Yakin), ritual habituation (congregational prayer, collective prayers, and recitation of short Qur’anic verses), as well as the integration of Minangkabau local wisdom, namely Adat Basandi Syarak, Syarak Basandi Kitabullah (the concept of Sumbang Bapakaian). The main supporting factors include teacher competence and firm school regulations, while the major inhibiting factors stem from students’ internal difficulties in controlling their desires, such as laziness in performing acts of worship and completing assignments, as well as negative peer influence (peer pressure).]]>
