Planning in Shaping Students' Manners and Character in State High Schools
DOI:
https://doi.org/10.31538/cjotl.v5i1.3000Keywords:
Learning planning, Islamic Religious Education, Politeness character, Character education, Merdeka CurriculumAbstract
The development of students' character and manners is an essential dimension of Islamic Religious Education (PAI) learning and requires systematic pedagogical design from the learning-planning stage. This study aims to analyze in depth the learning planning of PAI in shaping students' character at SMA Negeri 1 Sutera, West Sumatra Province. The research uses a qualitative approach with a case study design. The research participants were three PAI teachers who were directly involved in preparing learning-planning tools. Data were collected through in-depth interviews and documentation studies of teaching modules, learning goal flows, and attitude assessment planning tools. Data analysis is conducted using an interactive model that includes data reduction, data presentation, and the drawing of conclusions, accompanied by triangulation of sources and techniques to ensure data validity. The results of the study show that PAI learning planning explicitly and systematically integrates the values of manners into the formulation of learning objectives, the analysis of student needs, the preparation of teaching materials, the selection of learning methods and models, the planning of interactive learning activities, the allocation of time, and the evaluation of attitudes. All components of the planning are organized in accordance with the principles of the Independent Curriculum, with the development of character and manners as the primary goal of learning, rather than merely an indirect outcome. The novelty of this research lies in situating PAI learning planning as a moral design stage that is consciously and systematically directed toward the formation of students' character of manners, beyond its administrative function. These findings confirm that the quality of PAI learning planning plays a strategic role in deliberately and sustainably developing students' character.
Downloads
References
Ahwan, Z., & Karfida, P. D. (2025). The Role of Parental Communication in Cultivating Children's Mental Resilience with Islamic Values to Overcome Bullying. Communicator: Journal of Communication, 2(1), Article 1. https://doi.org/10.59373/comm.v2i1.48
Anwar, K., Yusran, R., & Mulyadi, D. (2021). Strengthening character education through religious culture in secondary schools. Journal of Character Education, 11(2), 145–158.
Arijuddin, R., Mukmin, H., & Yanti, F. (2025). Communication Transformation in Dayah-Based Community Development Through Education and Economy. Al-Tsiqoh: Journal of Islamic Economics and Da'wah, 10(1), Article 1. https://doi.org/10.31538/altsiq.v10i1.6326
Arthur, J. (2010). Of good character: Exploration of virtues and values in 3–25 year olds. Imprint Academic.
Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2017). Teaching character and virtue in schools. Educational Review, 69(1), 1–18. https://doi.org/10.4324/9781315695013
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
Black, P., & Williams, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5 https://doi.org/10.1007/s11092-008-9068-5
Fadli, M. (2022). The role of PAI learning in shaping the character of high school students. Journal of Islamic Religious Education, 19(1), 67–80.
Hidayat, R. (2021). Religious culture of schools and the formation of social ethics of students. Journal of Islamic Education, 10(2), 201–215.
Ismail, A. (2023). Integration of character values in PAI learning in the Independent Curriculum. Journal of Islamic Education Studies, 6(1), 45–59. https://doi.org/10.33507/pai.v1i1.308
Ministry of Education and Culture. (2022). Learning and assessment guide for the Independent Curriculum. Ministry of Education, Culture, Research, and Technology.
Kristjánsson, K. (2020). Virtuous emotions. Oxford University Press. https://doi.org/10.1093/oso/9780198848984.001.0001
Kurniawan, D. (2024). The role of PAI teachers in strengthening students' character in the era of the Independent Curriculum. Indonesian Journal of Islamic Education, 8(1), 23–36.
Lickona, T. (2013). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Mager, R. F. (1984). Preparing instructional objectives. David S. Lake Publishers.
Majid, A. (2017). Learning planning: Developing teacher competency standards. PT Remaja Rosdakarya.
Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: A methods sourcebook. Sage.
Minsih, M., Anwar, K., & Rohmah, N. (2023). The integration of character values into learning to strengthen the Pancasila student profile. Journal of Character Education, 13(1), 45–56.
Moleong, L. J. (2019). Qualitative research methodology. PT Remaja Rosdakarya.
Nata, A. (2016). Education in an Islamic perspective. Kencana Prenadamedia Group.
Nucci, L. P. (2014). Education in the moral domain. Cambridge University Press. https://doi.org/10.1017/CBO9781139519554
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson.
Pontjowulan, S. (2024a). Character-based learning evaluation in secondary school. Journal of Educational Evaluation, 15(1), 55–69.
Pontjowulan, S. (2024b). Implementation of the Independent Curriculum through reflection and continuous planning of learning. Journal of Educational Innovation, 6(2), 112–124.
Prasetyo, E. (2022). Character education through Islamic religious learning in public schools. Journal of Moral Education, 5(2), 98–110.https://doi.org/10.56393/pelita.v2i1.1530
Rahmawati, S., Nurhayati, E., & Fauzan, A. (2022). PAI teachers' strategies for integrating character values. Journal of Islamic Education, 11(1), 77–90.https://doi.org/10.30821/ansiru.v6i1.10784
Rifai, A. (2020a). Evaluation of Islamic Religious Education learning based on attitude assessment. Journal of Islamic Education, 9(2), 175–188.
Rifai, A. (2020b). The example of PAI teachers in the formation of students' character. Tarbawi: Journal of Islamic Education, 17(2), 134–147.
Sanjaya, W. (2018). Planning and design of learning systems. Kencana Prenadamedia Group.
Sari, N., & Huda, M. (2021). Habituation of religious values in PAI learning. Journal of Islamic Religious Education, 18(2), 211–225.
Sugiyono. (2022). Qualitative research methods. Alphabet.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press. https://doi.org/10.7208/chicago/9780226086644.001.0001
Vira, D., Hakim, L., & Salim, A. (2023). Moral feeling in student character education. Journal of Character Education, 13(1), 41–55.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
Wulandari, S., Mulyasa, E., & Hamdan, D. (2023). Character-oriented learning in the Independent Curriculum. Journal of Educational Management, 12(2), 150–164.
Zubaedi. (2019). Character education design: Conception and its application in educational institutions. Kencana Prenadamedia Group.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhammad Fikri Fathulloh, Wirdati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
