POLITIK KEBIJAKAN PENDIDIKAN NASIONAL DALAM PENGUATAN KARAKTER  ISLAMI DI SEKOLAH

Faisal Faisal; KUSUMA ATMAJA KUSUMA; Jalaluddin Jalal; NASARUDDIN NASARUDDIN; RUSLAN

doi:10.48094/raudhah.v10i3.1036

Authors

Faisal Faisal Universitas Muhammadiyah Bima
KUSUMA ATMAJA KUSUMA Universitas Muhammadiyah Bima
Jalal Universitas Muhammadiyah Bima
NASARUDDIN NASARUDDIN Universitas Muhammadiyah Bima
RUSLAN Universitas Muhammadiyah Bima

DOI:

https://doi.org/10.48094/raudhah.v10i3.1036

Keywords:

curriculum, school culture, national policy, Islamic character, and education policy.

Abstract

National education policy provides a crucial foundation for directing educational approaches that focus on character development, which includes enhancing Islamic character within educational institutions. As students face growing moral dilemmas, it is vital to weave Islamic values into the education system to create harmony between academic success and spiritual and ethical growth. However, the enactment of Islamic character education frequently meets structural challenges, such as disparities in the school's environment, inadequate incorporation of the curriculum, and inconsistent application of policies within institutions. This research seeks to examine how national education policy promotes Islamic character through curriculum inclusion, fostering a spiritual school atmosphere, and empowering educators. Utilizing a descriptive qualitative methodology, this study is grounded in the analysis of policy documents, a review of literature, and observations of school activities. The results indicate that national policy measures, particularly the Pancasila Student Profile, the Strengthening Character Education (PPK) initiative, and the inclusion of religious elements in the curriculum, lay a robust normative and institutional groundwork for the development of Islamic character, particularly regarding ethical behavior, religious commitment, and faith-oriented school culture. Nonetheless, the success of these policies largely hinges on educators' capabilities, commitment from school leadership, and the extent of community involvement in the school. This research suggests that enhancing Islamic character education necessitates coherent policy integration, structured professional development for teachers, and governance models at the school level that adapt national policy frameworks into relevant and lasting educational practices.

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