Internalisasi Nilai-Nilai Akhlak Melalui Pembelajaran Tematik pada Sekolah Dasar Sekolah Alam Bogor

Abstract

<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>

Pembelajaran Pendidikan Agama Islam Kontekstual di Sekolah Dasar Alam

“…PAI kontekstual di Sekolah Dasar Alam dilakukan dengan memasukkan nilai-nilai agama dalam aktivitas peserta didik di dalam kelas atau diluar kelas, mereka diajak untuk mentadaburi dan mengambil ibroh dari setiap kejadian, mengaitkan PAI dengan materi pembelajaran lainnya, karena PAI sangat erat kaitannya dengan kehidupan peserta didik sehari-hari. Hal tersebut singkron jika disandingkan dengan pernyataan dari Kulsum et al, (2016) mengintegrasikan berbagai pembelajaran internal maupun eksternal dapat menjadikan pembelajaran lebih luwes dan bermakna karena dekat dengan kehidupan sehari-hari. Peserta didik akan menghadapi permasalahan konkrit, kemudian berdiskusi dan mempraktikkan.…”

“…Setiap anak memiliki potensi dan fitrahnya masing-masing, maka hal tersebut perlu diarahkan dengan anak dibiasakan berbuat baik. Hasil penelitian ini mendukung penelitian dari Kulsum et al, (2016) bahwa internalisasi nilai-nilai akhlak salah satunya menggunakan multi metode yaitu pembelajarannya tematik, adanya peneladanan, pembiasaan, pemberian motivasi, penegakan berbagai aturan. Akhlak yang baik akan menjadikan sebuah karakter, karakter seseorang akan muncul ketika dibiasakan dilakukan berulang-ulang dalam jangka yang lama, serta perlu dukungan dari lingkungan sekitar (Choiriyah, 2016).…”

“…Senada dengan Abdi (2011) bahwa pembelajaran CTL akan lebih menyentuh afeksi peserta didik serta mampu memotivasi untuk dapat mengaktualisasikan nilai-nilai yang telah didapatkan dari pembelajaran. Sedangkan menurut Kulsum, Husaini, and Saefuddin (2016) untuk mendukung Internalisasi nilai-nilai akhlak dalam pembelajaran Tematik perlu diterapkan metode pembiasaan, peneladanan, penegakan aturan dan pemberian motivasi. Penanaman nilai-nilai keagamaan dapat dilakukan dengan mengembangkan budaya religius oleh warga sekolah melalui kegiatan pembiasaan, keteladanan, maupun pendekatan persuasif (Nurhidin, 2017).…”

An Analysis of Parent’s Love Expression Utterances as the Identity of Children Parenting at the Islamic School: A Discourse Analysis Point of View (Analisis Ungkapan Ekspresi Cinta Orang Tua Sebagai Identitas Anak Pengasuhan Anak Di Sekolah Islam: Sudut Pandang Analisis Wacana)

“…When the child reaches adulthood, he or she will be responsible for himself in conformity with the provisions of the Qur'an and Sunnah. Some argue that the substance of Islamic education for children refers to their potential (fitrah), specifically the soul (al-qalb), body (al-jism), and aqal (al-'aql), with a greater emphasis on aspects of soul education or noble character (Kulsum et al, 2016).…”

Integrasi Logika Matematika Dalam Ayat-Ayat Al-Qur’an Dengan Nilai-Nilai Akhlak

“…Secara semantik istilah akhlak dan karakter hampir sama, tetapi akhlak tidak hanya pada tataran keilmuan, akhlak bersumber dari ajaran al-Qur"an dan Hadits sebagai pedoman hidup manusia dan nilai-nilai akhlak dapat tertanam dalam setiap sendi kehidupan manusia. (Kulsum, Husaini, & Saefuddin, 2016) Matematika bisa menjadi sarana untuk mencapai (2009: 4). Misalkan p dan q adalah proposisi.…”