ISLAMIC RELIGIOUS EDUCATION LEARNING MANAGEMENT FOR BUILDING RELIGIOUS CULTURE

A MULTI-CASE STUDY IN METRO, INDONESIA

Abstract

Islamic Religious Education (IRE) in senior high schools is expected not only to transmit religious knowledge but also to shape daily conduct and religious culture. The dissertation underlying this article identified a practical problem: limited classroom time and uneven participation can weaken the translation of IRE values into school routines. This study examines how planning, organizing, implementation, and evaluation of IRE learning management support religious culture at SMAN 1 Metro and SMAN 2 Metro, Indonesia. The study used a qualitative descriptive, ex-post-facto-oriented multi-case design. Data were collected through observation, interviews, and documentation involving principals, vice principals, IRE teachers, counseling teachers, teachers, staff, and students. Data were analyzed within and across cases through reduction, display, comparison, verification, and conclusion drawing. Findings show that both schools integrate IRE with habituation, role modeling, extracurricular activities, peer involvement, and monitoring. SMAN 1 emphasizes 3S practices, Qur'anic literacy and memorization, congregational prayer, and peer control, whereas SMAN 2 institutionalizes 5S practices, written student-parent commitments, religious programs, and cross-staff collaboration. Effective religious culture emerges when IRE is managed as a whole-school process rather than a classroom subject alone. Schools should strengthen planning, family engagement, learning resources, teacher creativity, and systematic evaluation to sustain inclusive religious practices.