Efforts To Foster Student Discipline And Character Through A Religious Mentoring Program For Grade X Students at SMK Annuroniyah

Abstract

This study examines efforts to foster disciplined character among Grade X students at SMK Annuroniyah through a religious mentoring program. The study focuses on four main aspects: the implementation of religious mentoring, the process of cultivating disciplined character, changes in students’ behavior, and the supporting and inhibiting factors influencing program implementation. A descriptive qualitative approach was employed to obtain an in-depth understanding of the mentoring process and its contribution to student character development. The research was conducted at SMK Annuroniyah, involving the principal, Islamic Religious Education teachers, the mentoring coordinator, mentors, and Grade X students participating in the program. Data were collected through observation, interviews, and documentation, while data analysis involved data reduction, data presentation, and conclusion drawing. The validity of the findings was strengthened through source and technique triangulation. The findings indicate that religious mentoring functions as a structured mechanism for developing discipline through habituation, personal guidance, continuous monitoring, and reflection. Each mentoring session generally begins with greetings, prayer, and Quranic recitation, followed by brief instructional sessions, discussions, question-and-answer activities, and self-evaluation. Discipline is presented not merely as compliance with school regulations but as an expression of responsibility, respect for time, self-control, and religious awareness. The program contributes to gradual improvements in students’ punctuality, readiness to participate, orderly behavior, attentiveness, preparation of learning materials, and willingness to accept corrective feedback. The study also reveals that the effectiveness of mentoring is supported by school leadership, Islamic Religious Education teachers, mentors, stable scheduling, a conducive religious atmosphere, and positive mentor-student relationships. However, differences in student motivation, limited time, procrastination, mobile-device use, peer influence, and habits developed outside school remain challenges. Overall, religious mentoring demonstrates potential as a sustainable character-building strategy when religious values, school routines, consistent supervision, and supportive relationships are integrated into the school culture.