Penelitian ini bertujuan mengeksplorasi penanaman karakter mandiri dan tanggung jawab dalam pendidikan agama Islam di SMP Islam Al-Azhar
29 BSB dan SMP Islam Terpadu Cahaya Bangsa, Kota Semarang. Menggunakan pendekatan kualitatif dan metode fenomenologis, studi ini memahami pengalaman siswa dan pendidik terkait karakter dalam pembelajaran. Data dikumpulkan melalui wawancara mendalam dengan siswa, guru, dan orang tua, serta observasi langsung.Hasil penelitian menunjukkan kedua sekolah menerapkan pendekatan serupa, meski ada perbedaan dalam pelaksanaan. Di SMP Al-Azhar 29, pembelajaran mandiri difasilitasi melalui buku bacaan berisi nilai moral, tugas individu, dan proyek mandiri yang mendorong kreativitas siswa. Proyek ini melibatkan penelitian atau pengabdian masyarakat, membantu siswa menerapkan prinsip agama dalam kehidupan sehari-hari.Sebaliknya, SMP Cahaya Bangsa Mijen lebih menekankan pendekatan interaktif, di mana siswa terlibat dalam diskusi kelompok dan memanfaatkan teknologi digital. Pendekatan ini meningkatkan keterlibatan siswa dalam mengembangkan keterampilan sosial dan kepemimpinan.Analisis ini menggunakan teori karakter dari Lickona menunjukkan bahwa penanaman karakter di kedua sekolah mencakup moral knowing, moral feeling, dan moral action. Penelitian merekomendasikan integrasi program pendidikan karakter dalam kurikulum Pendidikan Agama Islam, serta pentingnya keterlibatan orang tua dan masyarakat dalam menciptakan lingkungan yang mendukung pembentukan karakter positif.

ABSTRACT:
This research aims to explore the cultivation of self-reliance and responsibility in Islamic education at SMP Islam Al-Azhar 29 BSB and SMP Islam Terpadu Cahaya Bangsa in Semarang City. Utilizing a qualitative approach and phenomenological method, this study seeks to understand the experiences of students and educators regarding character in learning. Data were collected through in-depth interviews with students, teachers, and parents, as well as direct observations. The results indicate that both schools implement similar approaches, although there are differences in execution. At SMP Al-Azhar 29, self-directed learning is facilitated through reading materials containing moral values, individual assignments, and independent projects that encourage student creativity. These projects involve research or community service, helping students apply religious principles in their daily lives.Conversely, SMP Cahaya Bangsa Mijen places a greater emphasis on an interactive approach, where students engage in group discussions and utilize digital technology. This approach enhances student engagement in developing social and leadership skills.This analysis, using Lickona's character theory, shows that character cultivation in both schools encompasses moral knowing, moral feeling, and moral action. The study recommends the integration of character education programs into the Islamic Education curriculum, as well as the importance of parental and community involvement in creating an environment that supports the development of positive character.