Pendidikan Karakter Islam Berbasis Tahap Perkembangan Siswa di Sekolah Menengah Pertama Islam Terpadu: Studi di SMP IT Al-Mufid

Abstract

This study explores the implementation of Islamic character education in relation to students’ developmental stages in an integrated Islamic junior secondary school. Although Islamic character education is normatively grounded in the values of the Qur’an and Hadith, its pedagogical implementation should also consider the developmental characteristics of students, particularly during early adolescence. The study aims to analyze how Islamic character education is implemented in alignment with students’ cognitive, emotional, and social development. This research employed a descriptive qualitative case study approach. Data were collected through interviews, classroom observations, and document analysis at an integrated Islamic junior secondary school in Indonesia. The participants included the principal, teachers, and students from grades seven to nine. The findings indicate that Islamic character education is implemented through three main pillars: value-integrated teaching, habituation programs, and teacher role modeling. Cross-domain developmental analysis shows varying levels of alignment. In the cognitive domain, classroom discussions and reflective questioning support moral reasoning, although differentiation across grade levels remains limited. In the emotional domain, habituation practices such as congregational prayer and daily moral routines foster self-regulation, yet emotional guidance is sometimes dominated by rule-based discipline. In the social domain, teacher role modeling and peer interactions contribute to the formation of students’ moral identity, although opportunities for student participation and leadership remain uneven. Overall, while Islamic character education is strongly embedded in the school culture, its developmental responsiveness could be strengthened through more differentiated pedagogical approaches.

Keywords: Islamic Character Education, Developmental Pedagogy, Early Adolescence, Integrated Islamic School, Moral Education