IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN IMPROVING AKHLAKUL KARIMAH (NOBLE MORALS) AT SDN PENGASINAN 3 DEPOK

This study aims to analyze the implementation of Islamic Religious Education (PAI) learning in improving the akhlakul karimah (noble morals) of students at SDN Pengasinan 3 Depok. The study is motivated by persistent moral problems among students, such as using harsh language, lack of discipline in worship and studying, and a lack of teacher role modeling and supporting facilities. It uses a qualitative approach with a descriptive case study design. The analysis was based on the policy implementation theory of Donald Van Meter and Carl Van Horn, which covers six variables, namely policy standards and objectives, resources, characteristics of implementing agents, inter-organizational communication, disposition of implementers, and the social, economic, and political environment. Data were collected through in-depth interviews with the principal, PAI teachers, homeroom teachers, and students, complemented by participatory observation and documentation study, and then analyzed using the interactive model of Miles, Huberman, and Saldana. The results show that SDN Pengasinan 3 does not yet have written guidelines or a policy specifically regulating the implementation of PAI learning, so the policy in operation is bottom-up and grows from the initiative of PAI teachers, while the school acts as a facilitator. Facilities and infrastructure are fairly adequate even though the school does not yet have a prayer room (mushola), and PAI teachers demonstrate good competence, commitment, and exemplary moral conduct, although structured training remains limited. Communication among the principal, teachers, and parents runs fairly well but remains informal. Teachers' disposition toward morals-based PAI learning is very positive, while the relatively stable socio-economic conditions of the students further support the internalization of religious values. This study recommends the development of written technical guidelines, structured teacher training, and standardized moral assessment instruments to strengthen the consistency and sustainability of PAI learning implementation in elementary schools.