Internalisasi Karakter Religius Berbasis Ḥablun Minallāh, Ḥablun Minannās, dan Ḥablun Minal ‘Ālam: Studi Fenomenologis Multisitus di Samarinda

Abstract

Developing students' religious character has become an increasingly important concern in Indonesian education amid persistent moral and social challenges affecting young people. Although religious character education has been widely discussed, limited attention has been given to how it is internalized through the interconnected dimensions of ḥablun minallāh (relationship with God), ḥablun minannās (relationship with fellow human beings), and ḥablun minal ‘ālam (relationship with the environment). This research explores how these values are internalized among junior high school students and formulates a conceptual model based on findings from a multisite phenomenological inquiry. The study was conducted at SMPN 1 Samarinda, MTsN Samarinda, and SMPIT Cordova Samarinda using a qualitative phenomenological approach. Information was generated through in-depth interviews, field observations, and document review involving school principals, teachers, and students, and was interpreted through within-site and cross-site analysis following the interactive procedures of Miles, Huberman, and Saldaña. The findings indicate that religious character develops through a gradual process consisting of value transformation, value transaction, and value internalization. These stages begin with introducing religious values in learning activities and school culture, continue through teacher role modelling and habitual religious practices, and culminate in students' voluntary commitment to practice those values in everyday life. The process produces a multidimensional form of religiosity encompassing devotion to God, social responsibility, and environmental stewardship, although each school implements it according to its own institutional culture. Based on these findings, this study formulates a Multidimensional Religious Character Internalization Model, emphasizing that sustainable religious character formation emerges from the interaction of school culture, exemplary teachers, meaningful learning experiences, and family support.