Integrative Learning Strategy of Islamic Religious and Vocational Education in Forming Religious Character at Diponegoro Vocational School, Jombang

Abstract

The growing demand for vocational graduates who possess both technical competence and moral integrity requires a learning model that integrates Islamic Religious Education (IRE) with vocational subjects. However, empirical evidence regarding the institutional implementation of such integration in vocational schools remains limited. This study investigates the planning, implementation, and evaluation of an integrated IRE–vocational learning strategy for fostering students' religious character at SMK Diponegoro Jombang. Employing a qualitative approach with an exploratory descriptive case study design, data were collected through systematic observations, document analysis, and semi-structured in-depth interviews with school leaders, IRE and vocational teachers, guidance counselors, and students. Data were analyzed using an interactive model of data reduction, data display, and conclusion drawing, with trustworthiness ensured through prolonged engagement, data saturation, and methodological and source triangulation. The findings reveal three interrelated dimensions of the integrative strategy: first, collaborative planning established through cross-disciplinary curriculum alignment, students' needs assessments, and institutional consensus; second, implementation that embeds religious values into classroom instruction, vocational workshops, habituation programs, teacher modeling, and spiritually oriented counseling; and third, evaluation employing authentic behavioral assessments, continuous reflection, and restorative interventions over punitive discipline. These interconnected practices successfully embedded honesty, responsibility, discipline, and Islamic work ethics into vocational learning. This study proposes an institutional model demonstrating that sustainable collaboration, a religious school culture, authentic assessment, and holistic governance are critical for developing vocational graduates who are professionally competent and spiritually integrity-driven.