Character-Based Scout Extracurricular Integration for Strengthening Islamic Religious Education: A Case Study at SMK Annuroniyah
DOI:
https://doi.org/10.59944/postaxial.v3i4.2016Keywords:
Character education, Islamic religious education, Scout extracurricular, Curriculum integration, Vocational students, Moral development, Qualitative case studyAbstract
Islamic Religious Education (PAI) in formal vocational schools frequently encounters barriers of limited class time and predominantly theoretical-cognitive approaches, resulting in suboptimal implementation of Islamic moral values in students' daily conduct. This qualitative case-study research investigates how character-based scout extracurricular activities function as a practical medium for strengthening PAI concepts at a vocational secondary school. Using purposive sampling, data were collected through in-depth interviews with school administrators, PAI teachers, scout leaders, and student scout council members (n=15), supplemented by passive participant observation of eight scout training sessions and documentary analysis of curriculum documents. Data analysis applied the Interactive Model of Miles, Huberman, and Saldaña with triangulation of sources and methods to ensure validity. The findings revealed that SMK Annuroniyah implemented a three-tiered character internalization model: (1) spontaneous habituation through synchronized prayer schedules aligned with industrial discipline; (2) recreational internalization embedded in problem-solving scout games (scouting games); and (3) prophetic value reflection via structured debriefing sessions. The school's curriculum synergy matrix successfully mapped Islamic jurisprudence (fiqh), purification practices (thaharah), and Islamic ethics (akhlak muamalah) into concrete General Proficiency Requirements (SKU) for advanced scouts. These findings demonstrate that integrated scout activities serve as a practical articulation medium transforming abstract religious concepts into observable moral action (moral action), directly addressing time constraints inherent in formal PAI instruction while accommodating the psychomotor learning preferences of vocational high-school students. The model fulfills all three dimensions of effective character development: moral knowing, moral feeling, and moral action (Lickona, 1991). The novelty of this research lies in its precise mapping of PAI-scout curriculum integration specifically tailored to vocational-student characteristics, filling a documented research gap in Indonesian religious-education scholarship that has thus far focused predominantly on general secondary schools.
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