Model Pendidikan Karakter Berbasis Nilai-Nilai Islam Untuk Membentuk Karakter Siswa Yang Toleran

Muhsinin, Muhsinin

doi:10.21043/edukasia.v8i2.751

Cited by 12 publications

(16 citation statements)

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“…In the context of Islam character or commonly referred to as "moral" or morality in Islam has existed since Islam existed because of the sending of the Prophet Muhammad on this earth to perfect morals. In this Islamic perspective, the foundation of morality of students in Islamic education will be rebuilt in order to grow into a noble human being, who benefits other creatures (Muhsinin, 2017).…”

Section: Results Internalization Of Islamic Character Through the Boarding Schoolmentioning

confidence: 99%

Islamic Character Development Through Boarding-Based Public Schools: Internalization Islamic Methods

Febriandika

Natus

2021

JPAI

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This study aims to explain and identify the methods used in internalizing Islamic characters in boarding-based public schools. Public schools that implement a boarding system have a unique and special character. It is different from Islamic education which has been firmly embedded in schools that have been based on pesantren since the beginning. This research is descriptive qualitative, with data collection methods through observation, interviews, and documentation. The results of this study show that internalization of Islamic characters through subjects in the dormitory, such as the study of classical Islamic books (Fiqhu Sunnah, Aqidatul Awwan, Bidayatul Mujtahid, etc) and self-development activities in the form of extracurricular and organizational activities. The used methods are the wisdom method, exemplary method, habitual method, mauidzah method, and the reward and punishment method. Unlike pesantren culture which is closely tied to the figure of the kyai, the dormitory-based State Islamic schools tend to be weak in terms of the initiative and charisma of the kyai who the leaders are. Individually, kyai figures in boarding-based public boarding schools do not have as strong a role as those in pesantren. However, the ustad and coach figures play a collective and joint role in building students' Islamic character.Keywords: Islamic Character, Madrasah Aliyah, Boarding System, Public Schools

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Section: Results Internalization Of Islamic Character Through the Boarding Schoolmentioning

confidence: 99%

Islamic Character Development Through Boarding-Based Public Schools: Internalization Islamic Methods

Febriandika

Natus

2021

JPAI

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“…Dari segi materi PAI dapat tercakup nilai pendidikan karakter. Menurut Muhsinin (2013) bahwa Pendidikan karakter berdasarkan Islam artinya pendidikan karakter yang mana komponennya mencakup pengetahuan moral, perasaan tentang moral, dan perbuatan moral. Moral-moral tersebut dijajaki dan dikembangkan berdasarkan nilai-nilai Islam (Muhsinin, 2013).…”

Section: Pengertian Pendidikan Agama Islamunclassified

“…Menurut Muhsinin (2013) bahwa Pendidikan karakter berdasarkan Islam artinya pendidikan karakter yang mana komponennya mencakup pengetahuan moral, perasaan tentang moral, dan perbuatan moral. Moral-moral tersebut dijajaki dan dikembangkan berdasarkan nilai-nilai Islam (Muhsinin, 2013). Berbagai karakter yang harus dimiliki oleh kaum muslimin menurut Al-Qur'an dan Hadis adalah menjaga harga diri, rajin bekerja mencari rezeki, bersilaturahmi menyambung komunikasi, berkomunikasi yang baik dan menebar salam; jujur, tidak curang, menempati janji dan amanah; berbuat adil, tolong menolong, saling mengasihi dan saling menyayangi; sabar dan optimis; bekerja keras; kasih sayang dan hormat kepada orang tua, tidak menipu; pemaaf dan dermawan; berempati, sedekah, selalu bersyukur, tidak sombong dan angkuh; berbudi pekerti luhur, berbuat baik dalam segala hal, haus mencari ilmu punya rasa malu dan iman; berlaku hemat, konsisten, istikamah, teguh hati, tidak berputus asa, bertanggung jawab dan cinta damai (Muchlas, 2012).…”

Section: Pengertian Pendidikan Agama Islamunclassified

Model Pengembangan Pendidikan Karakter Melalui Pendidikan Agama Di Perguruan Tinggi: Studi Kasus Di Universitas Serang Raya

Muhibah

2020

EDUKASI

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This study aims to determine the pattern of character education development in Islamic Religious Education. The study was conducted at Serang University, Banten in 2019, using a qualitative approach. Data obtained by interview, observation and document techniques. Interviews were conducted with the leaders of the college campus administration staff, religious education lecturers, and students. The results of this study found that the development of character education was implemented through learning in the classroom and student activities, using interactive discussion methods, habituation, exemplary and discipline. The availability of PAI lecturers and campus facilities is a supporting factor for the implementation of character education. In contrast, the inhibiting factors include attitudes and behaviours of students who are less severe in participating in religious activities because they are more focused on science development activities, as well as heterogeneous students. AbstrakPenelitian ini bertujuan untuk mengetahui pola pengembangan pendidikan karakter dalam pembelajaran Pendidikan Agama Islam. Penelitian di lakukan di Universitas Serang, Banten pada tahun 2019, dengan menggunakan pendekatan kualitatif. Data diperoleh dengan teknik wawancara, observasi dan dokumen. Wawancara dilakukan kepada pimpinan perguruan tinggi staf administrasi kampus, dosen pendidikan agama, dan mahasiswa. Hasil penelitian ini menemukan bahwa pengembangan pendidikan karakter diimplementasikan melalui pembelajaran di kelas dan melalui kegiatan kemahasiswaan, dengan menggunakan metode diskusi interaktif, pembiasaan, keteladanan dan kedisiplinan. Ketersediaan dosen PAI dan fasilitas kampus merupakan faktor pendukung dari implementasi pendidikan karakter. Sementara faktor penghambat meliputi sikap dan perilaku mahasiswa yang kurang serius mengikuti kegiatan keagamaan karena lebih fokus kepada kegiatan pengembangan sains, serta adanya mahasiswa yang heterogen.

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“…Di dalam K13 implementasi pendidikan karakter seolah memperolah ruang lebih. Di mana pendidikan karakter dapat diimplementasikan baik secara intrakurikuler maupun ekstrakurikuler, sehingga memberikan ruang bagi guru untuk menyisipkan bentuk-bentuk karakter di dalam maupun di luar proses pembelajaran (Muhsinin, 2013). Bersamaan dengan K13, pendidikan karakter menjadi fokus utama pemerintah untuk menyiapkan generasi penerus bangsa yang tidak hanya melek teknologi, tapi juga berkarakter (Adibah, 2014).…”

Section: Pendahuluanunclassified

“…Program penguatan karakter di sekolah dilakukan secara terintegrasi dengan mata pelajaran yang telah ada, melalui kegiatan pengembangan diri, budaya sekolah serta aspek muatan lokal (Adibah, 2014;Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;Muhsinin, 2013;Tse, 2011). Pada umumnya, program yang dilakukan di sekolah ini melibatkan partisipasi aktif siswa.…”

Section: Pendahuluanunclassified

Evaluasi Program Penguatan Karakter: Studi pada Sekolah Non-Piloting PPK di Kota Malang

Miharja

Kusumawardana

Setiawan

2020

JUPIIS

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The program for strengthening character education is only carried out in several pilot schools so that there is not much information available to what extent character education has actually been carried out in other schools, especially in non-piloting schools. This study aimed to measure the feasibility of strengthening character education in non-piloting schools. The population in this quantitative descriptive study was teachers at junior high school in Malang. The sampling technique used was purposive sampling. The subjects involved in this study were six teachers of Junior High Schools 20 of Malang, Junior High Schools 27 of Malang, and Muhammadiyah 1 Junior High School. Data collection used questionnaires and analysed descriptively statistically. The results of the study showed that the three schools have implemented character strengthening programs seen from the ten assessment components i.e. pre-assesment, programme socialization, vision, programme design, class-based implementing, school culture strengthening, social partisipation, core value implementing, and evaluation. These results indicated that character strengthening has become a positive habit but not yet optimal. The results of this study can be used as a basis for identifying appropriate follow-up steps for improving achievement of character strengthening in schools.

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Model Pendidikan Karakter Berbasis Nilai-Nilai Islam Untuk Membentuk Karakter Siswa Yang Toleran

Cited by 12 publications

References 0 publications

Islamic Character Development Through Boarding-Based Public Schools: Internalization Islamic Methods

Islamic Character Development Through Boarding-Based Public Schools: Internalization Islamic Methods

Model Pengembangan Pendidikan Karakter Melalui Pendidikan Agama Di Perguruan Tinggi: Studi Kasus Di Universitas Serang Raya

Evaluasi Program Penguatan Karakter: Studi pada Sekolah Non-Piloting PPK di Kota Malang

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