Internalisasi Nilai-Nilai Islam dan Pembentukan Sikap Inklusif: Strategi Pencegahan Stigma Sosial dalam Lingkungan Pendidikan Vokasi

Vivi Nurcahyani; Nur Syawalia; Reva Rama Dita; Halimatussa’diah HSB; Nur Afifah Ahsani Taqwin

doi:10.25299/althariqah.2025.vol10(1).30600

Authors

Vivi Nurcahyani Program Studi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Islam Riau, Pekanbaru, Indonesia.
Nur Syawalia Program Studi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Islam Riau, Pekanbaru, Indonesia.
Reva Rama Dita Program Studi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Islam Riau, Pekanbaru, Indonesia.
Halimatussa’diah HSB Program Studi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Islam Riau, Pekanbaru, Indonesia.
Nur Afifah Ahsani Taqwin Program Studi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Islam Riau, Pekanbaru, Indonesia.

DOI:

https://doi.org/10.25299/althariqah.2025.vol10(1).30600

Keywords:

Role of Islamic Education teachers, social stigma, character education, social inclusion

Abstract

Social stigma among students often emerges through negative labelling and teasing that are perceived as harmless jokes but may undermine social inclusion and interpersonal relationships. This study examines the role of Islamic Religious Education (IRE) teachers in preventing social stigma and identifies the factors influencing their efforts at SMK Negeri Pekanbaru, Indonesia. Employing a descriptive qualitative approach, data were collected through interviews and documentation involving two IRE teachers, a guidance counselor, a student affairs teacher, and the vice principal for curriculum. Data were analysed using the Miles and Huberman interactive model. The findings reveal five interconnected teacher roles: educator, motivator, facilitator, role model, and mentor. These roles are implemented through moral instruction, religious habituation, the keputrian programme, and individual guidance. Supporting factors include institutional collaboration and character-building programmes, whereas peer influence, social media exposure, limited instructional time, and large student populations constrain implementation. The study highlights the importance of collaborative character education involving schools, teachers, and parents.

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