REFLEKSI SPIRITUALITAS GURU PENDIDIKAN ISLAM DALAM MEWUJUDKAN LINGKUNGAN BELAJAR RELIGIUS DI SMK DARUT TAQWA

Abstrak

Penelitian ini dilatarbelakangi oleh pentingnya refleksi spiritualitas guru Pendidikan Agama Islam (PAI) dalam membangun lingkungan belajar religius di sekolah. Guru PAI tidak hanya berperan sebagai penyampai materi pembelajaran, tetapi juga sebagai teladan dalam menginternalisasikan nilai-nilai keagamaan melalui sikap, perilaku, dan pembiasaan spiritual kepada peserta didik. Tujuan penelitian ini adalah untuk mendeskripsikan proses refleksi spiritualitas guru PAI, bentuk implementasi refleksi spiritualitas guru dalam mewujudkan lingkungan belajar religius, serta faktor pendukung dan faktor penghambat yang memengaruhi pelaksanaannya di SMK Darut Taqwa Purwosari. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Informan penelitian terdiri atas kepala sekolah, guru Pendidikan Agama Islam, dan peserta didik. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber, triangulasi teknik, member check, serta peningkatan ketekunan peneliti. Hasil penelitian menunjukkan bahwa refleksi spiritualitas guru PAI diwujudkan melalui evaluasi diri secara berkelanjutan, peningkatan kualitas ibadah, keteladanan dalam akhlak, serta komitmen menjalankan nilai-nilai Islam dalam proses pembelajaran maupun kehidupan sehari-hari di sekolah. Implementasi refleksi spiritualitas guru terlihat melalui pembiasaan kegiatan religius seperti doa bersama, salat berjamaah, pembacaan Al-Qur'an, istighasah, serta pemberian nasihat yang bernilai spiritual kepada peserta didik. Faktor pendukung meliputi budaya religius sekolah, dukungan kepala sekolah, lingkungan pesantren, serta kerja sama seluruh warga sekolah. Adapun faktor penghambat meliputi perbedaan karakter peserta didik, keterbatasan waktu pembelajaran, dan pengaruh lingkungan luar sekolah. Penelitian ini menunjukkan bahwa refleksi spiritualitas guru memberikan kontribusi positif dalam membentuk lingkungan belajar religius serta karakter peserta didik yang berakhlakul karimah.

This study was motivated by the importance of the spiritual reflection of Islamic Religious Education (IRE) teachers in creating a religious learning environment at school. IRE teachers are expected not only to deliver learning materials but also to become role models in internalizing Islamic values through their attitudes, behavior, and spiritual practices. The objectives of this study were to describe the process of teachers' spiritual reflection, explain its implementation in creating a religious learning environment, and identify the supporting and inhibiting factors affecting its implementation at Darut Taqwa Vocational High School Purwosari. This study employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, member checking, and prolonged engagement.

The findings revealed that the spiritual reflection of Islamic Religious Education teachers was manifested through continuous self-evaluation, improving the quality of worship, demonstrating exemplary moral conduct, and consistently implementing Islamic values in both classroom instruction and daily school life. The implementation of spiritual reflection was reflected in various religious activities, including collective prayers, congregational prayers, Qur'an recitation, istighasah, and providing spiritual guidance to students. Supporting factors included the school's religious culture, strong leadership from the principal, the Islamic boarding school environment, and cooperation among all school members. Meanwhile, the inhibiting factors included students' diverse characteristics, limited instructional time, and external environmental influences. This study concludes that teachers' spiritual reflection plays a significant role in fostering a religious learning environment and strengthening students' moral character