Implementation of Islamic Religious Education in the Formation of Religious Culture and Self-Regulated Learning High School Students at the Driving School

Abstract

This research aims to implement Islamic Religious Education (PAI) in the formation of religious culture and self-regulated learning High school students in the School Mover Program. This study uses a qualitative approach with observation techniques, in-depth interviews, and documentation to gain a comprehensive understanding of the application of religious values and their influence on character and self-regulated learning students. Data analysis was conducted thematically with the help of NVivo Plus 12 software, which was used for coding, categorization, theme mapping, and visualization of relationship patterns between findings, thereby increasing precision and accuracy in interpreting qualitative data. The results of the study indicate that the implementation of Islamic Religious Education in the driving schools was effective through the instillation of religious values such as honesty, discipline, responsibility, and tolerance. These values were integrated through routine religious activities, teacher role models, and moral inculcation in daily school interactions. Collaboration between the principal, teachers, and the school community was a key factor in building religious culture holistic. The implementation of PAI has been proven to improve self-regulated learning students, as seen from the increased ability of students to manage time, set learning goals, monitor academic behavior, and make independent decisions. In conclusion, the implementation of Islamic Religious Education makes a significant contribution to the formation of religious culture and improvement self-regulated learning students, and support the achievement of the Pancasila Student Profile character. This study recommends increasing the capacity of Islamic Religious Education teachers, stronger policy support, and strengthening religious habituation programs so that religious culture and self-regulated learning students can internalize it consistently and sustainably.