EVALUASI PROCESS DAN PRODUCT PROGRAM BINA PRIBADI ISLAM UNTUK PENGUATAN KARAKTER ISLAMI SISWA

Abstract

ABSTRACT

Bina Pribadi Islam (BPI) is part of Islamic character development in Integrated Islamic Junior High Schools (SMPIT), but the quality of its implementation needs to be examined in terms of both the implementation of the program and the outcomes formed among students. This article aims to analyze the implementation of BPI in the Process aspect and assess its outcomes in the Product aspect across four SMPITs in East Lombok Regency. The study employed a qualitative evaluative approach supported by descriptive quantitative data. Data were obtained from four principals, seven BPI mentors, 31 students, and 24 parents through interviews, observations, documentation, and Likert-scale questionnaires, and were analyzed thematically, descriptively, and through triangulation. The Process was categorized as good, with mean ratings of 3.55 from students and 3.63 from parents. Mentoring, habituation of worship and proper conduct, teacher role modeling, and monitoring were the most prominent elements, although challenges remained in schedule synchronization, methodological variation, and continuity of guidance at home. In the Product aspect, character competency achievement ranged from 70–85%, accompanied by positive developments in worship discipline, honesty, responsibility, social concern, independence, and proper conduct. BPI demonstrated good implementation and character outcomes, with sustained achievement requiring stronger school–family partnership.

ABSTRAK

Bina Pribadi Islam (BPI) menjadi bagian dari pembinaan karakter Islami di SMPIT, tetapi kualitas pelaksanaannya perlu dilihat dari keterlaksanaan pembinaan sekaligus hasil yang terbentuk pada diri siswa. Artikel ini bertujuan menganalisis pelaksanaan BPI pada aspek Process dan menilai hasilnya pada aspek Product di empat SMPIT Kabupaten Lombok Timur. Penelitian menggunakan pendekatan evaluatif kualitatif dengan dukungan data kuantitatif deskriptif. Data diperoleh dari empat kepala sekolah, tujuh pembina BPI, 31 siswa, dan 24 orang tua melalui wawancara, observasi, dokumentasi, serta angket skala Likert, kemudian dianalisis secara tematik, deskriptif, dan triangulatif. Pelaksanaan Process berada pada kategori baik, dengan rata-rata penilaian siswa 3,55 dan orang tua 3,63. Mentoring, pembiasaan ibadah dan adab, keteladanan guru, serta monitoring menjadi unsur yang paling menonjol, meskipun masih terdapat kendala sinkronisasi jadwal, variasi metode, dan kesinambungan pembinaan di rumah. Pada aspek Product, ketercapaian SKL karakter berada pada kisaran 70–85% disertai perkembangan positif pada disiplin ibadah, kejujuran, tanggung jawab, kepedulian sosial, kemandirian, dan adab. BPI menunjukkan proses pembinaan dan hasil karakter yang baik, dengan keberlanjutan capaian yang memerlukan penguatan kemitraan sekolah–keluarga.