Implementation of the Bina Pribadi Islami Program at an Integrated Islamic Junior High School in Ogan Ilir: Planning, Implementation, and Evaluation

Abstract

Integrated Islamic schools in Indonesia rely on the Bina Pribadi Islami (BPI) program to cultivate students’ religious character, yet detailed accounts of how a single school plans, runs, and evaluates the program remain limited. This study describes the implementation of BPI at SMP IT Menara Fitrah Indralaya, Ogan Ilir, South Sumatra, in terms of planning, implementation, and evaluation. A descriptive qualitative approach with a single case study design was used. Informants, selected purposively, included the principal, the BPI coordinator, mentors, and students. Data were gathered through observation, interviews, and documentation, analyzed with the Miles and Huberman interactive model, and validated through source triangulation, technique triangulation, and member checking. The findings show that planning began when the school was founded, involved all school elements, and followed a handbook issued by the national school network that covers faith, worship, and morals. Implementation takes place weekly on Fridays for two class periods (70 minutes) per class, supported by daily worship habituation, an overnight faith retreat, communal fast-breaking, and humanitarian activities. Evaluation relies on daily worship monitoring, periodic mentor assessment, principal supervision, and progress reports to parents. The program operates as a structured guidance system that links input, process, and control.