Abstrak Sangat miris bila kita melihat permasalahan akhlak pada anak usia sekolah, khususnya pada tingkat sekolah dasar (SD). Hal ini membuktikan betapa pentingnya penanaman akhlak yang dimulai dari tingkat SD agar dimasukkan ke dalam bagian kurikulum sekolah. Di kota Bekasi, kesopan santunan, tata krama, akhlak dan adab pada peserta didik belum diketahui bagaimana perkembangannya. Oleh sebab itu, diperlukan suatu pendampingan kurikulum yang melekat pada pelajaran PAI. Berdasarkan latar belakang masalah inilah, penulis menyakini perlunya meneliti tentang Model Pengembangan Kokurikuler Pendidikan Agama Islam (PAI) Berbasis Akhlak Islami. Dalam penelitian ini, penulis menggunakan penelitian secara kualitatif. Jenis penelitian yang dipakai dalam penelitian ini adalah field research dengan metode penelitiannya yaitu partisipatif FGD (field group discustion). Penerapan kokurikuler pendidikan agama Islam (PAI) di 6 (enam) sekolah yang diteliti memiliki kesamaan, dan di antara kegiatan tersebut peneliti memilig 4 (empat) kokurikuler antara lain Al-Qur’an, Sholat Sunnah, Mentoring, dan Berinfak. Berdasarkan hasil observasi peneliti, dapat ditarik kesimpulan bahwa keenam sekolah yang diteliti telah menerapkan kokurikuler pendidikan agama Islam (PAI) berbasis akhlak Islami. Abstract It is especially difficult to see moral issues in school-age children, especially at elementary school. This proves how important it is that moral cultivation begins at an elementary level to be included in the school curriculum section. In Bekasi, moral, politeness, and manners, it is not known how they progress. Therefore, a curriculum guide is required that is attached to a lesson. Based on this background, the writer believes the need to study about a model for the development of Islamic religious education. In this study the writers make qualitative work. The type of research used in this study is field research with its experimental methods FGD participative. The application of the curriculum of Islamic religious education in 6 (six) of the schools studied has something in common, and among these activities researchers comprising 4 (four) classes include the Qur'an, Sunnah Prayer, Mentoring, and Berinfing. Based on scientific observations, it may be drawn to the conclusion that the six schools studied have adopted the curriculum of Islamic religious education.