STRATEGI GURU PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI (PAI BP) DALAM MENCIPTAKAN KEBIASAAN POSITIF SISWA DI SDN 15 PAYAKUMBUH

Abstrak

This research is motivated by the weak strategy of Islamic Religious Education and Character Education (PAI BP) teachers in forming positive habits of students at the elementary school level, especially in the aspects of discipline and religious attitudes. Although various methods such as lectures, advice, and habituation have been implemented, a number of students still show negative habits such as problems with student compliance with school rules regarding habits that include discipline and worship such as students coming late to school, students when reading prayers before studying or tadarus Al-Qur'an are not serious, students often talk when the teacher is explaining, students often say rude things and disturb friends even though they are in different seats. This research uses a qualitative method with a descriptive approach. The research location is SDN 15 Payakumbuh which is located at Jl. Rangkayo Rasuna Said, Tiakar Village, East Payakumbuh District, Payakumbuh City, West Sumatra. Informants consist of PAI BP teachers as key informants, and the Principal and fifth grade students as supporting informants. Data collection techniques include observation, interviews, and documentation. Data validity was tested through triangulation of sources, methods, and time, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results of the study indicate that Islamic Religious Education (PAI) teachers' strategies for developing positive student habits include providing role models, habituation, advice, prohibitions, correction, supervision, and punishment. Supporting factors include support from the principal through programs provided, consistent teacher involvement, and school facilities such as the tahfidz schedule and congregational prayer. Obstacles still exist, such as unfavorable weather conditions that cause students to arrive late to school, lack of parental involvement at home, unfavorable external environmental influences outside the school's supervision, and limited time for Islamic Religious Education (PAI) BP, requiring a patient and sustainable approach from teachers.