Religious education in schools is expected to have a significant impact on the development of students' religious and social character so as to prevent them from immoral social behavior. This research tries to identify extracurricular activities that help improve the social and religious character of students. This research uses qualitative methodologies, with in-depth interviews providing as data collecting technique. The data were subsequently analysed utilising triangulation techniques by modifying existing theories. According to the findings of this study, the school offers an Islamic tarbiyah programme as an extracurricular activity from Saturday through Sunday. Every day, a programme called tawjihat murabbiyat is used to control Islamic tarbiyah activities. In addition to extracurricular activities, the improvement of students' religious and social character is accomplished by the incorporation of religious principles into subject matter and the entrenching of appropriate behaviour in school culture. Developing social character involves working on a variety of skills, including discipline, respect for others, serving both parents, tolerance, humility, and caring for others and the environment. Concerning the religious attitudes fostered by the program, such as the practise of congregational prayer, the wearing of the veil, and hostility towards Wahdah Islamiyah and Mutamayyiz Muslims.

Adolescence's middle years are fraught with problems that force them to make good or bad decisions in their social interactions. Schools play an important role in guiding students' development in the right direction. The purpose of this research is to investigate a model for integrating the Tarbiyah Islamiyah curriculum in order to improve the character of students. The vocational high school Bina Potensi Palu is the site of this research. This study is a qualitative-descriptive. The respondents included the principal and four teachers who were directly involved in tarbiyah islamiyah activities. Data was gathered through an in-depth interview technique and presented following the reduction and triangulation processes. The findings of this study revealed that: 1) the tarbiyah Islamiyah integration process took two forms, that is integration into Islamic religious education subjects and integration into extracurricular activities that were held every weekend. Integration using Fogarty's shared model; 2) Tarbiyah islamiyah in schools implements a limited boarding school system; the authors refer to it as "semi-boarding school"; 3) Tarbiyah islamiyah teaches social values and characters such as obedience to parents and teachers, respect for others, politeness in relationships, caring for others, tolerance, respect for other religions, and visiting the sick. The application of social character is carried out verbally and nonverbally through school culture. These social characters are the foundation of character education in schools, which supports the national education curriculum's aims. Educational institutions should implement it to achieve national education goals in developing students social characters.