Abstract:
Strengthening religious character education is a strategic problem in the world of education, especially
in one-stop schools in the archipelago which are faced with limited facilities, infrastructure, and human
resources. The development of technology and the current of globalization also affect the attitudes and
behaviors of students, so schools are required not only to emphasize academic achievements, but also
the formation of religious character in a sustainable manner. This study aims to describe the program
to strengthen religious character education, analyze its implementation strategy through the Reading
and Write Al-Qur'an (BTQ) approach and Qur'anic habituation, and identify obstacles and challenges
in its implementation at SMP Negeri Satu Atap Mbuang-Mbuang, Bokan Kepulauan District. This
study uses a qualitative approach with a case study design. The research participants included
principals, teachers, and students who were selected using purposive sampling techniques. Data
collection techniques were carried out through observation, in-depth interviews, and documentation,
while data analysis used the Miles, Huberman, and Saldaña interactive analysis model which included
data reduction, data presentation, and conclusion drawn. The results of the study show that the program
to strengthen religious character education through BTQ activities and daily Qur'an literacy has a
positive impact on the formation of students' character, especially in improving discipline, politeness,
and worship habits. The program implementation strategy is supported by the example of teachers, the
leadership of the principal, and religious habits that are integrated into the school culture. The main
obstacles faced include limited learning media, coaching staff, and supporting facilities for religious
activities. This study concludes that strengthening BTQ-based religious character education is
effectively applied to schools with limited facilities if supported by school commitment and
collaboration with parents. The implications of this study confirm the importance of developing a
contextual and sustainable model of religious character education for one-stop schools in the
archipelago.
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