Islam is religion of peace, mercy religion, religious bearer of glad tidings that provide shade and compassion in the universe. His people should practice as exemplified by the teachings of the apostles, especially the prophet Muhammad. The people who claim Islam, but in life and movement resulted in misery, doom, and destruction for humans and other creatures, certainly it is not the Muslims. He only utilizes Islam and destroys Islam. Islam has a fairly simple doctrine that includes faith, Islam and charity, but capable of coloring the entire activity and life of the people. Islam can determine the human character, both lauwwama, amarah, and mutmai’nnah not necessarily Islamic deliver and pick, but with Allah’s approval man himself working on an ongoing basis, gradual and consistent. Keywords: Strengthening Islamic, character formation
<p>This paper aims to determine the source of teaching and learning materials of moral in the formation of morals daily santri, explain the implementation of moral education, and want to know the supporting factors and inhibiting the implementation of moral education in the formation of the morals daily santri. With that goal, got point point about moral character formation in moral education, among which is the source of moral education in the discourse of moral students taken from some classic books, namely Taisirul Kholak, Taklim Muta'alim, Akhlak Lilbanin 4 Juz, Bidayatul Bidayah and some other books of morality tasawuf. Learning materials related to morphology are taken from Taisirul Kholak, Bidayatul Hidayah and Akhlak Lilbanin. Related to the little wash of material taken from Taisir, Bidayah and some related Fiqh books to wash, as well as so on until morals towards the environment. Some methods are quite effective in the moral education of santri in moral education is through habituation, exemplary, discipline, and sometimes reward and punishment. Factors supporting the formation of santri morality is a religious learning activity, adequate facilities, the spirit of ustad / ustadzah and santri, comfortable environment and away from the crowd, there are disciplines that must be obeyed santri. Apart from the supporting factors there are inhibiting factors, namely the presence of violations of students and the infl uence of outside the cottage.</p><p><br />Keyword: the consept of moral education, method, resources and teaching materials, the<br />formation of santri morality</p>
Keywords:The role of teacher, habit of worship prayer, the worship congregation Abstrak Tulisan ini merupakan hasil penelitian lapangan (field research) PENDAHULUANIlmu pengetahuan dan teknologi yang berkembang dewasa ini membawa dampak positif dan negatif bagi masyarakat, terutama bagi anak-anak usia sekolah. Dampak positif bisa membawa perkembangan yang baik bagi anak-anak Indonesia. Mereka bisa menguasai teknologi, mengakses semua berita yang sedang terjadi di dunia. Penggunaan ilmu pengetahuan dan teknologi bagi sebagaian generasi muda yang belum sadar teknologi dan tidak mendapat pengawasan kadang membawa dampak negatif. Pengawasan bisa dilakukan oleh berbagai pihak. Di rumah mereka dapat dipantau oleh orang tua, sedangkan di sekolah guru berperan aktif yaitu mengawasi dan memantau siswa.Menurut
Conflict can occur anywhere and anytime, even in a society that seems homogeneous and religious. This paper aims to describe, analyze, and interpret the causes of the operation of the religious elite conflict in Mlangi and the efforts to resolve the conflict. This goal can be achieved by using a qualitative approach with the type of case study research designed in the form of a single case. The data collection techniques can be done by observation, interviews, and documentation which makes the author himself as a research instrument. The results obtained from these achievements are as follows: religious elite conflicts can occur because there is a symbol building that is glorified by the local community, the struggle for social position between the Jero (inside) and Jobo (outside) communities, changes in regional administration and social structure, intersections between religion, economy, and local elite politics, scramble for information access, resources, and sources of funds, differences in livelihoods, and the emergence of negotiations on religious and cultural values. Some of the causes of the conflict can be eliminated by fading the building of symbols that confirm social position and status, allowing mixed marriages, creating awareness of equality of origin or descent, needing government intervention to find a middle way over the conflicts that occur, emerging to common enemies and independence.
<p><em>Implementation o</em><em>f </em><em>Pancasila value education in elementary schools is very crucial. This is considering that the character possessed by each individual is different. The differences in character can lead to disputes, divisions, and trigger deviant behavior. Overcoming character deviations can be done by applying Pancasila values in schools. This study aims to determine and to understand the implementation of Pancasila values education, Pancasila values, and the students’ character at SD Negeri Bakulan.This type of research is qualitative research. Data collection techniques in this study were conducted through interviews, observation, and documentation. The data analysis technique used in this research is data reduction, data presentation, and conclusion drawing/verification.The research results on the implementation of Pancasila values education in SD Negeri Bakulan showed that Pancasila value education was implemented through three stages, namely planning, implementation, and evaluation. Education Planning of Pancasila values education is to compose planning. Implementation is carried out through learning activities, activities outside of learning, habituation, and discipline. Evaluation is done through student evaluation which includes evaluation of learning and observation of attitudes, while evaluation of educators is carried out by monitoring and assigning assignments. The values of Pancasila that are applied at SD Negeri Bakulan include divine values, human values, unity values, populist values, and justice values. Pancasila values are shown by the students’ attitudes and behavior in accordance with the indicators of Pancasila values. The application of Pancasila values at SD Negeri Bakulan forms fifth grade students who have religious character values, tolerance, responsibility, nationalism, mutual cooperation, social care, and appreciate an achievement.</em></p><p><strong><em>Keywords:</em></strong><em> Pancasila Education, Character Value</em></p>
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