Bridging Religious Knowledge and Moral Practice: Islamic Religious Education Teachers’ Strategies for Character Formation in a Pesantren-Based Vocational School

Abstract

This study aims to analyze the problems faced by Islamic Religious Education (PAI) teachers in developing students’ noble character, as well as the efforts and solutions implemented at SMK Al-Furqon Wedoroanom Driyorejo, Gresik, a pesantren-based vocational school. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with PAI teachers, observations of students’ behavior and learning activities, and documentation of school activities. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings indicate that the main challenges in developing students’ noble character involve a gap between religious knowledge and moral practice, particularly in honesty and discipline. Dishonesty was reflected in cheating, copying assignments, and reluctance to acknowledge mistakes, while lack of discipline was demonstrated through lateness, leaving the classroom, limited attention during learning, and unexplained absenteeism. PAI teachers addressed these challenges through exemplary behavior, continuous supervision, constructive advice, habituation, adaptive teaching strategies, rewards, and educational consequences. The findings demonstrate that character formation requires a continuous process integrating moral knowledge, internalization of values, and actual moral action within a pesantren-based school culture. The study highlights the strategic role of PAI teachers as religious educators, moral role models, mentors, and agents of character development.