<![CDATA[This study was motivated by the suboptimal development of discipline and responsibility among students of the Computer and Network Engineering Department at SMK Negeri 2 Bandar Lampung, despite the implementation of Contextual Teaching and Learning (CTL) in Islamic Religious Education. The research aimed to analyze the planning, implementation, character-building process, and supporting and inhibiting factors of CTL in enhancing students’ discipline and responsibility. This study employed a qualitative field research approach conducted at SMK Negeri 2 Bandar Lampung, involving Islamic Religious Education teachers and Computer and Network Engineering students as research subjects. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing techniques. Data validity was ensured through source, technique, and time triangulation. The findings revealed that CTL-based Islamic Religious Education learning was systematically planned by connecting learning materials with students’ real-life experiences. The implementation of CTL was carried out through eight major characteristics, namely making meaningful connections, doing significant work, self-regulated learning, collaborating, critical and creative thinking, nurturing the individual, reaching high standards, and using authentic assessment. The process of character formation followed Thomas Lickona’s theory through moral knowing, moral feeling, and moral action stages. The successful implementation of CTL was supported by teachers’ understanding and role modeling, contextual learning materials, students’ enthusiasm, and adequate school facilities, while the inhibiting factors included passive student behavior, limited instructional time, external environmental influences, and unconducive classroom conditions.]]>
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