AN EVALUATION OF THE MANAGEMENT AND SUSTAINABILITY OF THE IMTAQ PROGRAMME IN FOSTERING STUDENTS’ CHARACTER
A QUALITATIVE STUDY AT MTSN 1 PALEMBANG
DOI:
https://doi.org/10.30868/ei.v15i03.10780Keywords:
IMTAQ Programme, Programme Continuity, Educational Management, Pupil Character, MadrasahAbstract
Background: This study is motivated by the importance of the Iman dan Taqwa (IMTAQ) development program as a strategic instrument for improving educational quality and fostering students’ religious character in madrasahs. However, the implementation of the IMTAQ program at MTs Negeri 1 Kota Palembang continues to face managerial challenges, particularly in planning, the availability of teaching materials, and the effectiveness of the evaluation system. Purpose of the Study: This study aims to analyze the continuity of the IMTAQ development program, the learning methods employed, and its contribution to students’ character development. Methods: This study employed a qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model, which consists of data condensation, data display, and conclusion drawing and verification. Results: The findings indicate that the continuity of the IMTAQ program is determined by four managerial aspects: planning, organizing, implementation, and evaluation. Qualitatively, the IMTAQ program contributes to students’ character development, as reflected in three main indicators: (1) religiosity, demonstrated through the habituation of praying, Qur’an recitation, and participation in religious activities; (2) discipline, reflected in compliance with activity schedules, punctuality, and participation in regular worship practices; and (3) integrity, manifested through the habituation of responsibility, honesty, and respectful behavior in interactions within the madrasah environment. However, limitations in teaching materials, inadequate planning, and unsystematic evaluation have hindered the optimal monitoring of students’ behavioral consistency. Conclusion: The IMTAQ development program plays a role in fostering students’ religious character through the habituation of religious values integrated into the madrasah culture. Strengthening program management, providing adequate teaching materials, and implementing behavior-based evaluation indicators are necessary to ensure the continuity of the program and systematically measure students’ character development.
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