Religious Culture as a Booster for Islamic Religious Education Learning

Abstract

This study examines the forms of religious culture, the internalization of religious values in Islamic Religious Education (PAI), and the perceived benefits and challenges of implementation at SMP IT Al-Hijrah. A descriptive qualitative approach was employed through a field study conducted from May 13 to July 24, 2026. Data were collected through semi-structured interviews with one PAI teacher and three students, observation, and documentation. Data were analyzed using data condensation, data display, and conclusion drawing and verification, while credibility was assessed through source and methodological triangulation. The findings identified three forms of religious culture: daily habituation, periodic religious activities, and the Bina Pribadi Islam (BPI) program. Religious values were incorporated into PAI learning through teacher role modeling, Qur’anic recitation and interpretation, educational learning contracts, and practical worship activities. Students reported maintaining some religious practices at home, including prayer and Qur’anic memorization review. However, implementation faced challenges related to limited instructional time, reduced student concentration during final-period lessons, and inadequate access to instructional media. These findings suggest that religious culture provides contextual support for PAI learning by connecting religious knowledge with routine practices, although its effectiveness was not quantitatively measured.