Washoya Learning Materials in Shaping Responsibility Character among Grade VIII Female Students

Abstract

This study aims to describe the implementation of Washoya learning materials and their contribution to the formation of responsibility character among Grade VIII female students at SMP Jarinabi, Tanjung Jabung Timur Regency. This study employed a descriptive qualitative approach with a field case study design. Data were collected through observation, in-depth interviews, and documentation. The informants consisted of the principal, moral education teacher, parents, and Grade VIII female students who were directly involved in the implementation of Washoya-based moral learning. The data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings show that Washoya learning is implemented through classroom instruction, teacher role modeling, habituation, disciplinary practices, and a religious school environment. The formation of responsibility character is reflected in students’ discipline, obedience to school rules, completion of academic assignments, participation in classroom and dormitory duties, politeness toward teachers and peers, and willingness to help parents at home. The study also found that teacher exemplarity, parental support, school culture, and habituation activities support the development of responsibility character. However, several challenges remain, including students’ laziness, peer influence, diverse family backgrounds, and limited communication between teachers and parents. This study concludes that Washoya learning can serve as a contextual Islamic moral education strategy that connects classical moral values with students’ daily responsible behavior.