IMPLEMENTATION OF CHARACTER EDUCATION IN THE ISLAMIC EDUCATION CURRICULUM AT MADRASAH IBTIDAIYAH TELUK BINJAI, NORTH LABUHANBATU

Abstract

This study aims to describe the implementation of character education in the Islamic education curriculum at Teluk Binjai Elementary School, North Labuhanbatu. This study uses a qualitative approach with a descriptive research type. Data were obtained through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions with triangulation techniques to ensure data validity. The results show that the implementation of character education has been effectively integrated into the Islamic education curriculum through planning, implementation, and evaluation of learning. Character values such as religiosity, discipline, honesty, responsibility, and social care are instilled in every subject and reinforced through habituation activities, teacher role models, and the religious culture of the school. The main supporting factors for successful implementation are the commitment of the leadership, teacher professionalism, and parental participation, while obstacles faced include limited facilities, learning time, and the lack of involvement of some parents. This study concludes that the success of character education is highly dependent on the synergy between the curriculum, educators, and the school environment. Thus, madrasas play a strategic role in forming students who are knowledgeable, faithful, and have good morals through the implementation of a character-based Islamic education curriculum.