<p class="Affiliation">As one of the alternatives education, Sekolah Dasar Sekolah Alam Bogor (SDAB) has been practicing the thematic approach in their learning process and offers educational concept based on character values. Therefore, it is necessary to do a through study about the efforts of internalization of values in the thematic approach which has been implemented in SDAB, in order to obtain the concept of internalization of moral values in the thematic education, so that it can be used in the implementation of a thematic education in elementary and Islamic elementary schools. The main objective of this study is to find concept of internalization of moral values through thematic learning in Elementary Schools of SAB and to formulate concept of internalization of moral values through thematic learning. This study is a qualitative research using descriptive method by case study approach. The goal is to obtain valid, in-depth and useful data. The results of this study indicate that: 1) The concept of internalization of moral values at the SDAB is done with a values-based institution that is based on the teachings of Islam which is directed to the formation of character. The values of these institutions must be owned and run by the entire community of SDAB called with the values SALAM. SALAM values are supported by three fundamental pillars of learning, they are the pillars of morality, logic and leadership; 2) In the implementation stage, the internalization of moral values at the Elementary School of SAB is done in order to realizing the achievement of values institutions �SALAM�. One of the methods that supports the process of internalization of moral values at this school is the usage of a thematic approach to learning. The efforts wich have been done in the internalization of moral values is by the substantive approach, and reflective approach. Therefore, a thematic approach is not only used in intra but also carried out in extra-curricular activities; 3) The process of internalization of moral values through thematic learning should be well planned. Among them that there should be goals, materials, strategies, and certain preconditions to internalize these efforts can be succeed. The pattern of the internalization of moral values through thematic learning that can be applied to Islamic educational institutions is: <em>first</em>, determine the moral values of the institution; <em>second</em>, set the major themes that connect the various learning activities both intra and extra; <em>third</em>, implement procedures of thematic learning in the curriculum, consisting of planning, implementation and evaluation; <em>forth</em>, controll the efforts of internalizing these moral values by considering various methods which have an important role in the process of internalization, such as teaching, modelling, habituation, motivation and enforcement; <em>fifth</em>, implement the moral values in extracurricular activities by using themes that suitable to the vision and mission; <em>sixth</em>, cooperate with stakeholders in building a learning community which degenerate akhlak al-kar?mah, <em>seventh</em>, Reflection. This study therefore show that a thematic approach can be used in an attempt to internalize moral values, along with regular and sustainable pattern of objectives, processes, and evaluations.</p><p class="keywords"><strong>Keywords</strong>: internalization, akhlak values, natural school, tematik learning.</p>
This article describes a discourse that an educational school is to play a role as a door for its students to solve their life problems. This paper argues that a good school will organize itself with a management system that supports this role. This paper uncovers that Sekolah Alam Bogor (SAB/an Outdoor School in Bogor, West Java) implements this management. Consequently, this school qualifies its students with a competence to develop themselves.
In Raudhatul Athfal the role of the family is still very dominant. In this context, there is an interaction between the family and the teachers. Parenting is a method to build the interaction between them. The purpose of this study was to determine the impact Facebook as a parenting media in Raudhatul Athfal (RA). The research is descriptive qualitative. The results showed that Facebook had not been used effectively as a parenting media at the Raudhatul Athfal. It is recommended to improve quality of activity, utilizing features more properly, improving content and follow-up activities with offline activity. Abstrak Pada proses pendidikan di Raudhatul Athfal peran keluarga masih sangat dominan disbanding dengan tingkat pendidikan berikutnya. Pada konteks ini terjadi interaksi antara keluarga dengan guru. Parenting adalah upaya yang dapat menjembatani interaksi keduanya. Tujuan penelitian ini adalah mengetahui dampak pemanfaatan Facebook sebagai media parenting di Raudhatul Athfal (RA). Penelitian bersifat deskriptif kualitatif. Hasil penelitian menunjukkan bahwa Facebook belum dimanfaatkan sebagai media parenting di lembaga Raudhatul Athfal lakasi penelitian. Direkomendasikan agar optimalisasi pemanfaatan Facebook sebagai media parenting di bisa dilakukan melalui perbaikan pola kegiatan, pemanfaatan fitur, perbaikan konten dan tindak ditambahkan kegiatan tindak lanjut berupa parenting offline.
ABSTRAK Dewasa ini pembelajaran tematik terpadu kurikulum 2013 menjadi sebuah kebijakan yang memiliki banyak implikasi, di antaranya adalah implikasi terhadap persiapan dan hasil pembelajaran. Pembelajaran tematik terpadu 2013 merupakan salah satu pendekatan pembelajaran pada Madrasah Ibtidaiyyah yang berbasis aktifitas (meaningfull learning). Beberapa penelitian membuktikan bahwa pembelajaran tematik mampu meningkatkan motivasi belajar peserta didik. Seolah memberi sinyal positif, di balik persiapan, proses dan evaluasinya yang nampak rumit, pembelajaran tematik terpadu ditengarai sebagai pendekatan yang strategis untuk menginternalisasikan nilai-nilai akhlak. Dengan menggunakan metode deskriptif kualitatif, penulis hendak memaparkan gambaran secara sistematis, faktual dan akurat tentang strategi menginternalisasikan nilai-nilai akhlak dalam perencanaan pembelajaran tematik terpadu di madrasah ibtidaiyyah. Hasil yang diperoleh adalah bahwa guna menginternalisasikan nilai-nilai akhlak dalam pembelajaran tematik terpadu memerlukan persiapan. Terdapat dua macam perencanaan bagi guru Madrasah, yaitu perencanaan umum dan perencanaan khusus. Perencanaan umum dilakukan oleh segenap pihak civitas madrasah, sedangkan perencanaan khusus dilakukan oleh pihak guru kelas sebagai fasilitator pembelajaran tematik terpadu. Proses internalisasi nilai-nilai akhlak dalam pembelajaran tematik terpadu melewati tiga tahapan, yaitu transformasi nilai, transaksi nilai dan transinternalisasi nilai. Terdapat faktor penting dalam pelaksanaan pendidikan nilai akhlak, antara lain: guru sebagai teladan, situasi dan kegiatan yang terprogram, dan desain program pendidikan nilai akhlak. Sebagai pengembangan upaya internalisasi nilai-nilai akhlak dalam pembelajaran tematik terpadu diperlukan desain program pendidikan nilai akhlak di madrasah, yaitu desain pendidikan akhlak berbasis kelas, berbasis kultur madrasah, dan berbasis komunitas.
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