<![CDATA[Karakter religius merupakan salah satu aspek yang penting ditanamkan kepada siswa di sekolah agar tercapapainya tujuan pendidikan dengan baik dan mewujudkan siswa yang berkarakter Islami. Namun dalam prosesnya terdapat beberapa problematika yang dihadapi. Penelitian ini bertujuan untuk menganalisis problematika yang dihadapi oleh siswa dalam pembentukan karakter religius di sekolah full day school. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus (case study design). Sumber data diambil dari lima belas informan melalui wawancara mendalam yang dipilih menggunakan teknik purposive sampling, seluruh informan merupakan siswa dan guru yang ada di salah satu sekolah Islam terpadu full day school yang ada di Yogyakarta. Seluruh hasil wawancara kemudian dianalisis secara tematik. Secara keseluruhan hasil analisis terdapat lima problematika pembentukan karakter siswa di sekolah full day school. Lima problematika tersebut yaitu: i) Problem internal, ii) Problem eksternal, iii) Perbedaan kebiasaan rumah dan sekolah, iv) Beban hafalan dan target akademik dan, v) Keterbatasan guru dalam pembinaan.Religious character is one of the important aspects that must be instilled in students at school in order to achieve educational goals and develop students with Islamic character. However, there are several problems encountered in the process. This study aims to analyze the problems faced by students in the formation of religious character at full-day schools. This study uses a qualitative method with a case study design. Data sources were taken from fifteen informants through in-depth interviews selected using purposive sampling techniques. All informants were students and teachers at an integrated Islamic full-day school in Yogyakarta. All interview results were then analyzed thematically. Overall, the analysis revealed five problems in shaping student character at full-day schools. The five problems are: i) internal problems, ii) external problems, iii) differences between home and school habits, iv) the burden of memorization and academic targets, and v) limitations of teachers in providing guidance.]]>
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