Internalisasi Nilai-Nilai Pendidikan Agama Islam dalam Pembelajaran Pelajaran Al-Islam dan Kemuhammadiyahan di SMA Muhammadiyah 1 Sumenep Madura Jawa Timur

Abstract

The educational value of Islam, was the spirit of the character education. However, it was a religious education into knowledge, no imprint on the attitudes and behaviors of learners. So that the internalization of Islamic religious education into separate points in education. The problems to be studied this thesis was the implementation and internalization of Islamic education in the learning of subjects Al-Islam and Kemuhammadiyahan in Senior High School. Furthermore, the factors that were supporting and inhibiting internalization of such values. This study used descriptive qualitative approach that aimed to understand and described the internalization of Islamic religious education at the sites. qualitative approach was employed to conduct this research. In-depth inteview and nonparticipant observation were implemented during data collection. There is one school as a sample. The site is located in Madura. The survey results revealed that: First, the educational values of Islamic Religion which consists of faith, worship and morality contained in the subjects of Al-Islam and Kemuhammadiyahan in SMA Muhammadiyah 1 Sumenep implemented well in the aspects of real life. Second, the internalization of such values was done in four ways. The ways that were imitation, habituation, meals (conditioning), sustainability (istiqamah). Third, the factors supporting the process of internalization of Islamic religious education among them was a good environment, parents, curriculum, and teacher. Whereas the inhibiting factors were uncontrolled environment, parents who did not care and problematic, then the limitations of teacher supervision.

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“…(Sugiyono, 2015) Proses analisis data kualitatif sesuai dengan petunjuk Miles terjadi bersamaan", yakni reduksi data, penyajian data, dan penarikan kesimpulan". (Khilmiyah, Dalam mata pelajaran Al Islam dan Kemuhammadiyahan, siswa diajarkan bimbingan praktis cara bersuci, shalat wajib, dan tuntunan do'a-do'a yang meliputi wudlu dan tayamum, kaifiyat dan Do'a dan dzikir juga diajarkan yang meliputi do'a yang berkaitan dengan pendidikan dan kesembuhan, do'a tentang pengobatan rohaniah, dan do'a sehari-hari (Tamam et al, 2017). Do'a-do'a yang dimaksud antara lain, doa ketika menghadapi musibah, do'a agar mendapat ketenangan dalam menghadapi musibah, do'a untuk mendapatkan ketenangan jiwa, do'a agar dilindungi dari macam-macam penyakit, do'a ketika sedang menderita kesakitan, do'a untuk menghilangkan rasa sakit pada sebagian anggota badan yang terasa sakit, do'a ketika akan minum obat, do'a ketika selesai minum obat, do'a agar diberi rasa kesabaran dan ketenangan, do'a memohon lekas sembuh dari penyakit yang diderita, shalat berjamaah, shalat jenazah dan shalat tathawwu.…”

Internalization of Faith Educational Value in the Humanistic Perspective Riko Animation Series

“…In this case, Tamam argues that "Aqidah education is the first thing that must be instilled. Because the most critical responsibility of a human being is a responsibility to the Creator, Allah SWT " (Tamam, 2017) The effort to educate children's faith is in harmony with the existence of national education goals that originate from the Pancasila value system, which is formulated in Law no. 20 of 2003 Article 3, which formulates that: National education functions to develop capabilities and form dignified national character and civilization in the context of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear God Almighty, have a noble character, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen (Budimanjaya, 2017: 84).…”

Analysis Implementation Al-Islam and Kemuhammadiyahan (AIK) Values in University Subjects (Case Study: Industrial Engineering Study Program FT-UMJ)

“…The achievement of Muhammadiyah da'wah at PTMA is not only a burden for AIK, but also needs to be supported by non-AIK courses that internalize Islamic values in their learning activities. This is one of the efforts to make Muhammadiyah's da'wah at PTMA a success [1].…”