Leni Parlina, Alfroki Martha, Adriantoni Adriantoni

Strengthening Students' Islamic Character Through the Islamic Personal Development Program

Introduction

Strengthening students' islamic character through the islamic personal development program. This study evaluates the BPI program's effectiveness in strengthening primary students' Islamic character, fostering time discipline, self-commitment, and independence. Discover its positive impact.

Abstract

The Bina Pribadi Islami (BPI) program at SDIT Almadaniy Lubuk Basung was developed to strengthen students' Islamic character, particularly in the areas of time discipline, self-commitment, and independence. This study aims to evaluate the effectiveness of the BPI implementation as part of Islamic-based character education at the primary education level. The research employed a qualitative descriptive method with data collected through observation, interviews, and documentation. The program assessment was conducted using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that: (1) program planning was conducted systematically through character goal setting, scheduling, method formulation, and involvement of teachers and parents; (2) implementation included daily worship practices, weekly mentoring, Qur’an memorization and recitation, and character-building through daily student interactions; (3) evaluation was carried out through direct observation, monitoring books, and regular reflection sessions; and (4) the program's effectiveness was evident in students’ increased time discipline, personal commitment, and independence. This study also contributes to the development of a contextual and integrated Islamic character education model. Highlights: Structured Planning: The BPI program was systematically planned with defined goals and teacher-parent collaboration. Holistic Implementation: Activities included worship routines, Qur’an memorization, and character-based interactions. Positive Impact: Students showed noticeable improvements in discipline, commitment, and independence. Keywords: Islamic Character Education, Time Discipline, Self-Commitment, Primary Education, Program Evaluation

Review

This paper presents a valuable evaluation of the Bina Pribadi Islami (BPI) program, designed to strengthen students' Islamic character, specifically focusing on time discipline, self-commitment, and independence, within a primary education setting. The study addresses a highly relevant area of educational practice, particularly within Islamic schools, by offering a structured approach to character development. The clearly stated objective to evaluate program effectiveness provides a strong foundation, and the systematic findings, covering planning, implementation, evaluation, and observed positive impacts, suggest a well-thought-out and comprehensive initiative at SDIT Almadaniy Lubuk Basung. The methodology employed, a qualitative descriptive approach utilizing observation, interviews, and documentation, is appropriate for an in-depth program evaluation. The application of the Miles and Huberman model for data analysis further enhances the rigor of the qualitative assessment. The findings are presented clearly and systematically, demonstrating that the BPI program encompasses systematic planning, holistic implementation (including worship, mentoring, and daily interactions), and robust evaluation methods. The reported effectiveness in improving students' time discipline, personal commitment, and independence provides encouraging evidence of the program's success and its potential to contribute to a contextual and integrated Islamic character education model. While the abstract effectively highlights the program's positive impact, a deeper understanding of the specific metrics or qualitative indicators used to determine the "increased" effectiveness would further strengthen the claims. The qualitative descriptive nature, while excellent for rich detail, inherently limits generalizability; exploring how these findings might translate to other contexts or scales would be a valuable extension. Future research could benefit from exploring potential challenges encountered during implementation or from incorporating a mixed-methods approach to triangulate qualitative observations with quantitative measures, providing a more comprehensive and robust assessment of long-term character development and program sustainability.

Full Text

Comments

You need to be logged in to post a comment.