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All Journal Dinasti International Journal of Management Science Dinasti International Journal of Education Management and Social Science
Kama Abdul Hakam
Universitas Pendidikan Indonesia, Bandung, Indonesia
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Other

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The Implementation of the PLITA Habituation Program in Shaping the Religious Character of Students at SDN 2 Giriwangi Via Nurafiati Astuti; Dasim Budimansyah; Asep Dahliyana; Kama Abdul Hakam; Imas Kurniawaty; Abih Gumelar
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.5988

Abstract

The decline in students’ moral and spiritual values highlights the urgency of developing character education based on religious habituation. This study was motivated by the need to instill Islamic character values in elementary school students through meaningful and consistent routines. The purpose of this research is to describe the implementation and effectiveness of the Program Literasi Agama Islam (PLITA) or Islamic Religious Literacy Program at SDN 2 Giriwangi in shaping the religious character of fifth- and sixth-grade students. The PLITA program is conducted every Thursday through a series of activities, including the recitation of Asmaul Husna, reading short Qur’anic surahs, chanting Sholawat Nabi, short religious lectures, interactive discussions, and structured reflective assignments. This study employed a qualitative descriptive approach with a case study design. Data were collected through classroom observations, interviews with teachers and students, and documentation of PLITA activities. The data were analyzed using the Miles and Huberman interactive model data reduction, presentation, and conclusion drawing—with triangulation for validation. The results show that PLITA significantly contributes to improving students’ religious attitudes, discipline, responsibility, and spiritual awareness. Students became more engaged, polite, and active in religious practices, while teachers played a crucial role as role models and value reinforcers. The findings align with the theories of Habituation (Skinner), Social Learning (Bandura), and Character Education (Lickona), emphasising repetition, modelling, and internalisation of values. In conclusion, PLITA is an effective and innovative religious education model based on habituation and reflective literacy, fostering religious character and discipline among elementary students. 
The Effect of Character Education on The Academic Motivation of Students at State Vocational School 15 Bandung Fitri Nurul Fauziah; Dasim Budimansyah; Kama Abdul Hakam; Asep Dahliyana; Imas Kurniawaty
Dinasti International Journal of Management Science Vol. 7 No. 2 (2025): Dinasti International Journal of Management Science (November - December 2025)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijms.v7i2.5812

Abstract

Character education is a key pillar in fostering sustainable academic motivation amidst the challenges of moral degradation and low student engagement in vocational schools. This study aims to analyze the influence of character education on the academic motivation of students at State Vocational High School (SMK) 15 Bandung, focusing on the dimensions of responsibility, integrity, and discipline in the context of vocational learning. A quantitative approach was employed, utilizing an explanatory survey method with 397 student respondents from four expertise programs: Social Work, Hospitality, Culinary, and Visual Communication Design. Data were collected through a Likert-scale-based questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4 software. The results showed that character education had a positive and significant effect on students' academic motivation. Character values ​​were proven to strengthen students' self-efficacy, learning persistence, and goal orientation through increased self-regulation and perceptions of educational responsibility. These findings confirm the principles of self-determination theory and social-cognitive theory, which suggest that character-based learning can increase intrinsic motivation through the interaction between personal, social, and cognitive factors. This research makes theoretical contributions to the development of an integrative character-motivation model and offers practical implications for teachers and policymakers in designing learning experiences that foster student responsibility, independence, and overall well-being.
Co-Authors Abih Gumelar Asep Dahliyana Dasim Budimansyah Fitri Nurul Fauziah Imas Kurniawaty Via Nurafiati Astuti