<![CDATA[Penelitian ini bertujuan untuk menganalisis bentuk, faktor pendukung dan penghambat, serta dampak kolaborasi antara guru Pendidikan Agama Islam (PAI) dan guru Bimbingan dan Konseling (BK) dalam penguatan karakter siswa di SMAN 2 Telukjambe Timur. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kolaborasi antara guru PAI dan BK berjalan secara sinergis melalui berbagai kegiatan seperti pembinaan karakter, penanganan kasus siswa, pendampingan spiritual, program guru wali, serta kegiatan parenting. Faktor pendukung kolaborasi meliputi komunikasi yang harmonis, kesamaan visi dalam pembentukan karakter, dukungan struktural dari sekolah, dan pendekatan humanis guru BK. Adapun faktor penghambatnya adalah keterbatasan jumlah guru BK, belum adanya forum kolaborasi formal, persepsi negatif sebagian siswa terhadap layanan BK, serta padatnya beban kerja guru. Dampak kolaborasi ini tampak dalam meningkatnya religiusitas, tanggung jawab, kedisiplinan, empati sosial, dan kesejahteraan psikologis siswa, serta terbentuknya budaya sekolah yang religius dan humanis. Dengan demikian, kolaborasi guru PAI dan BK terbukti berperan penting dalam membentuk karakter siswa secara holistik melalui integrasi nilai spiritual dan pendekatan psikologis. This study aims to analyze the forms, supporting and inhibiting factors, and impact of collaboration between Islamic Religious Education (PAI) teachers and Guidance and Counseling (BK) teachers in strengthening student character at SMAN 2 Telukjambe Timur. The approach used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that collaboration between PAI and BK teachers runs synergistically through various activities such as character building, handling student cases, spiritual guidance, parenting programs, and parenting activities. Supporting factors for collaboration include harmonious communication, a shared vision in character building, structural support from the school, and the humanistic approach of BK teachers. Inhibiting factors are the limited number of BK teachers, the absence of a formal collaboration forum, negative perceptions of some students towards BK services, and the dense workload of teachers. The impact of this collaboration is seen in increased religiosity, responsibility, discipline, social empathy, and psychological well-being of students, as well as the formation of a religious and humanistic school culture. Thus, collaboration between PAI and BK teachers has been proven to play an important role in shaping student character holistically through the integration of spiritual values and psychological approaches.]]>
