<![CDATA[Character formation is an urgent need in vocational schools because graduates are require-d to be not only technically skilled but also morally upright. This study aims to analyze the synergy between Islamic Religious Education (PAI) teachers and vocational subject teachers in shaping students’ character, to identify the character values instilled, and to examine the strategies, supporting factors, and obstacles in its implementation. A qualitative descriptive approach with a case study design was employed. Data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model. The results show that teacher synergy was realized through praying before practice, pausing activities during the call to prayer, emphasizing honesty in workshop reports, and fostering discipline and responsibility in technical practice. The main character values developed include religiosity, discipline, honesty, responsibility, and diligence. Supporting factors consist of the school’s strong religious culture and its institutional vision, while obstacles include limited coordination time and differences in teaching styles. This study contributes theoretically by enriching the literature on cross-subject collaboration in character education at vocational schools, and practically by offering a model for teachers, schools, and policymakers to strengthen character education in vocational contextsABSTRAKPembentukan karakter merupakan kebutuhan mendesak di sekolah kejuruan karena lulusan dituntut tidak hanya terampil secara teknis, tetapi juga berakhlak mulia. Penelitian ini bertujuan menganalisis sinergi guru Pendidikan Agama Islam (PAI) dan guru kejuruan dalam pembentukan karakter siswa, mengidentifikasi nilai karakter yang ditanamkan, serta menelaah strategi, faktor pendukung, dan hambatan pelaksanaannya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa sinergi guru terwujud melalui doa sebelum praktik, penghentian aktivitas saat adzan, penekanan kejujuran dalam laporan, serta pembiasaan disiplin dan tanggung jawab dalam praktik bengkel. Nilai karakter yang terbentuk meliputi religiusitas, disiplin, kejujuran, tanggung jawab, dan kerja keras. Faktor pendukungnya adalah budaya religius sekolah dan visi kelembagaan, sedangkan hambatan utamanya berupa keterbatasan koordinasi dan perbedaan gaya mengajar. Temuan ini memberikan kontribusi teoretis dengan memperkaya literatur pendidikan karakter berbasis kolaborasi lintas mata pelajaran di sekolah kejuruan, sekaligus kontribusi praktis sebagai model implementasi pendidikan karakter bagi guru, sekolah, dan pembuat kebijakan.]]>
