Humanistic Religious Model of Islamic Character Internalization among Broken Home Students: The Transformative Role of Islamic Religious Education Teachers in Integrated Islamic Schools
DOI:
https://doi.org/10.59944/jipsi.v5i3.1473Keywords:
Humanistic Religious Character Internalization Model; Islamic Religious Education; PAI Teachers; Broken Home Students; Religious Character Education; Islamic School Culture.Abstract
This study aims to develop a Humanistic-Religious Character Internalization Model for students from broken home families through the guidance of Islamic Religious Education (PAI) teachers at SDIT Ash Shohwah. The study is motivated by the increasing challenges faced by students experiencing family dysfunction, which affects their emotional stability, moral development, and religious identity formation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, PAI teachers, homeroom teachers, students from broken home backgrounds, and parents or guardians. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion verification. The findings reveal that PAI teachers experience a transformation of roles from religious knowledge transmitters into spiritual mentors, emotional companions, moral exemplars, and agents of character transformation. The study formulates the Humanistic-Religious Character Internalization Model consisting of four interconnected stages: (1) humanistic acceptance, (2) religious modeling, (3) religious habituation, and (4) spiritual internalization. This model demonstrates that religious character formation among vulnerable students requires integration between emotional support, teacher exemplary behavior, religious school culture, and spiritual guidance. Theoretically, this study contributes to Islamic education by offering a contextual model that integrates humanistic pedagogy, character education, and Islamic spirituality. Practically, the model provides an alternative framework for Islamic schools in developing responsive character education programs for students with complex family backgrounds.
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