Strategi Guru Dalam Pengembangan Kurikulum Dan Budaya Sekolah Untuk Membentuk Karakter Religius Di SMK PGRI Somoroto

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Fostering students’ religious character remains a significant educational challenge, particularly in integrating religious values into instruction and establishing a systematic and sustainable school culture. This study aims to analyze teachers’ strategies for developing the curriculum and school culture to strengthen students’ religious character at SMK PGRI Somoroto, identify supporting and inhibiting factors, and formulate a conceptual model for character development. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the principal, vice-principals, teachers of Islamic Religious Education, Guidance and Counseling, Indonesian Language, and Mathematics, as well as other relevant informants. Participants were selected purposively based on their roles and relevance to the research objectives. Data were analyzed using the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings reveal that teachers develop students’ religious character through curriculum planning, implementation, and evaluation, integrating religious values into instruction, assessment, habituation, and role-modeling. School culture is strengthened through religious activities, discipline, a supportive religious environment, and collaboration between schools and parents. Supporting factors include leadership commitment, teacher competence, religious programs, and adequate facilities, whereas inhibiting factors include diverse student characteristics, family and peer influences, and inconsistent teacher understanding of character integration within the Merdeka Curriculum. These findings inform an integrated Input–Process–Output–Outcome model, emphasizing the alignment of curriculum development, teacher strategies, school culture, leadership, and family support to promote sustainable religious character formation.