Strategy of Islamic Education in Developing Character Building of Environmental Students in Indonesia

This study aims to examine three main problems, namely: multicultural values contained in Islamic Education (PAI) learning; the process of investing multicultural values in PAI learning; methods of character building through multicultural values in PAI learning. The study was conducted at SMK 1 Gerung, West Lombok. Data analysis techniques include data collection, data reduction, data display and conclusion verification. The findings show that multicultural values contained in PAI learning content include tolerance values, equality values, unity values, kinship values, and justice values. The planting of multicultural values in PAI learning at SMK 1 Gerung uses two methods, namely the exemplary method and the habituation method. The impact of planting multicultural values on students is the growth of mutual tolerance, respect, accepting the opinions of others, mutual cooperation, not hostile, and the absence of conflict due to differences in culture, ethnicity, language, customs, and religion. Abstrak: Penelitian ini bertujuan untuk mengkaji tiga permasalahan utama, yaitu: nilai-nilai multikultural yang terdapat dalam pembelajaran PAI; proses penanaman nilai multikultural dalam pembelajaran PAI; metode pembinaan karakter melalui nilai multikulturalal dalam pembelajaran PAI. Penelitian dilakukan di SMKN 1 Gerung. Teknik analisis data yang digunakan pada penelitian ini meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa nilai-nilai multikultural yang terdapat dalam buku mata pelajaran Pendidikan Agama Islam meliputi nilai toleransi, nilai kesamaan, nilai persatuan, nilai kekerabatan, dan nilai keadilan. Penanaman nilai-nilai multikultural dalam pembelajaran Pendidikan Agama Islam di SMKN 1 Gerung menggunakan dua metode yaitu metode keteladanan dan metode pembiasaan. Dampak penanaman nilai-nilai multikultural terhadap siswa yaitu tumbuhnya sikap saling toleran, menghormati, menerima pendapat orang lain, saling bekerjasama, tidak bermusuhan, dan tidak adanya konflik karena perbedaan budaya, suku, bahasa, adat istiadat, dan agama.

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Concentration on Learning Program Development in Islamic Education

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v2i2.35 ◽

2018 ◽

Vol 2 (2) ◽

pp. 213

Author(s):

Dalmeri Mawardi ◽

Supadi Supadi

Keyword(s):

Teaching And Learning ◽

Learning System ◽

Islamic Education ◽

Learning Approach ◽

New Paradigm ◽

Learning Program ◽

Global Era ◽

Contextual Teaching ◽

Good Relation ◽

Character Building

An effort to educate learner in Islamic education as an order to the learner be able to change character and behavior. For Islamic education, learner hoped to be able to understand whole Islamic teachings and comprehend the aim of Islamic education entirely. Islamic subject Learning system has planned systematically and referred to learning components which have oriented to the new paradigm and the application of contextual teaching and learning approach; the class condition will be conducive and comfortable for the learner to be motivated to learn Islamic subject. In contextual teaching and learning approach be able to direct the process of Islamic teaching and learning for growing learner good behavior, character building, and moral values that will become human who has proper responsibility, emotional, intellectual, and human who has emotional intelligence in developing the learner potency in applying of Islamic educational making good relation between God with human being and doing whole Islamic teachings in Global Era. How the learner knows about Islamic teachings, but it discusses what has known and realized by learner after learning.? Learner hoped to be able to have a strong desire and a high commitment to understand and apply Islamic teachings.Suatu upaya mendidik peserta didik dalam pendidikan Islam agar siswa dapat mengubah karakter dan perilaku. Melalui pendidikan Islam, pelajar berharap dapat memahami seluruh ajaran Islam dan memahami sepenuhnya tujuan dari pendidikan Islam. Sistem pembelajaran mata pelajaran pendidikan Islam harus direncanakan secara sistematis dan harus mengacu pada komponen pembelajaran yang berorientasi pada paradigma baru dan penerapan pendekatan pembelajaran kontekstual, kondisi kelas akan kondusif dan mudah bagi peserta didik untuk termotivasi belajar Islam objek kajiannya. Tentunya pendekatan pembelajaran kontekstual dapat mengarahkan proses pembelajaran dan pembelajaran keislaman untuk menumbuhkan perilaku baik peserta didik, pembentukan karakter, dan nilai-nilai moral yang akan menjadi manusia yang memiliki tanggung jawab baik, emosional, intelektual, dan manusia yang memiliki kecerdasan emosional dalam mengembangkan potensi pelajar dalam menerapkan pendidikan Islam membuat hubungan yang baik antara Tuhan dengan manusia dan melakukan seluruh ajaran Islam di Era Global. Bagaimana pelajar tahu tentang ajaran Islam, tetapi membahas tentang apa yang telah diketahui dan disadari oleh pelajar setelah belajar? Setiap peserta didik dapat termotivasi serta memiliki keinginan yang kuat dan komitmen yang tinggi untuk mewujudkan dan menerapkan ajaran Islam.

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IMPELEMENTATION OF KEMUHAMADIYAH AL ISLAM EDUCATION IN FORMING STUDENT CHARACTERS IN SMA MUHAMMADIYAH 1 BAUBAU (Penerapan Pendidikan Kemuhamadiyah Al Islam dalam Pembentukan Karakter Siswa di SMA Muhammadiyah 1 Baubau)

10.31219/osf.io/fydk4 ◽

2021 ◽

Author(s):

HARZIKO

Keyword(s):

Qualitative Method ◽

Field Research ◽

Spiritual Intelligence ◽

Islamic Education ◽

Learning Materials ◽

Character Building

AbstractThe purpose of this study is to determine the implementation of Islamic education in Kemuhamadiyahan in shaping the character of students at SMA Muhammadiyah 1 Baubau. This research uses a qualitative method. Namely, research that goes to the place of research directly to make observations about a phenomenon in a scientific situation. Following the theme that the researcher discussed and the type of research used was field research. Collecting data using interviews, documentation, and observation. The results showed that: 1) implementation of al-Islamic education Kemuhamadiyahan in shaping character at SMA Muhammadiyah 1 Baubau is applied in learning with habituation and giving examples and inculcating character values in students through learning materials, methods, and evaluation in learning. 2) There are several character-building implementations, there are several obstacles and solutions offered. The barrier is the lack of intensity in providing direction and habituation which still has weaknesses. The solution offered is the need for collaboration with parents or guardians in intense supervision and habituation. 3) The results of the implementation of al-Islamic Kemuhamadiyahan education in shaping character, namely building and shaping the attitudes and morals of students. So that students have an attitude of respect and appreciation. Fostering the religious level and motivation to worship students. So that students have the intellectual, emotional, and spiritual intelligence of students to develop properly.Keywords: Education, Kemuhammadiyahan, Character

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METODE KISAH PENDIDIKAN ANAK USIA DINI DALAM HADITS NABI

Ta allum Jurnal Pendidikan Islam ◽

10.21274/taalum.2020.8.2.202-221 ◽

2020 ◽

Vol 8 (2) ◽

pp. 202-221

Author(s):

Bahrul Ulum

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Islamic Education ◽

Educational Values ◽

Educational Methods ◽

Childhood Education ◽

Children's Attention ◽

Character Building ◽

As If

This paper aims to study the storytelling method for early childhood education in the Hadith of the Prophet Muhammad r, where many stories are told by the Prophet which contain educational values. Prophet Muhammad as a great educator realizes that the storytelling method is very effective in instilling faith and character building in children's souls, because in the storytelling method there is an attraction that can touch the souls of listeners/students as if he lives in the story and become one of the actors. The story method in Islamic education has functions and tasks that are not found in other educational methods, it is very effective for attracting the children’s attention and stimulating their brains well, and the story in the Hadith Al-Shareef has features that impact on children's psychology and education which are very strong, clear, and long-term. Therefore, The Prophet Muhammad is the most powerfull model for us in educating our children.

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IMPLEMENTASI STRATEGI PEMBELAJARAN KONTEKSTUAL DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI SMP NEGERI 2 PINRANG

AL-ISHLAH: Jurnal Pendidikan Islam ◽

10.35905/alishlah.v16i1.735 ◽

2018 ◽

Vol 16 (1) ◽

pp. 73-74

Author(s):

Henra Ibrahim

Keyword(s):

High School ◽

Information Technology ◽

Learning Strategies ◽

Contextual Learning ◽

Islamic Education ◽

Vice Principals ◽

Teachers And Students ◽

Character Building ◽

Positive Character

This article discusses the implementation of students' character developmentstrategies in learning Islamic Education in State Yunior High School 2 Pinrang.The purpose of this study is to describe the implementation of contextuallearning strategies in the formation of character of students, to describe theimplementation of contextual learning strategies in character building ofstudents, and to describe the factors related to the strategy of developingcontextual learning strategies to build the character in SMP 2 Pinrang. Thistype of research is descriptive qualitative using the naturalistic paradigm. Theinstruments of this research are: key instrument researchers and usinginterview, observation, and documentation guidelines. Informants interviewedwere principals, vice principals, Islamic Education teachers, and students. Theresults of this study indicate that the implementation of contextual strategieswas carried out through the learning process of Islamic Education by usingmethods in the 2013 curriculum combined with the use of informationtechnology-based learning media. The implementation of the contextual impactstrategy on improving the quality of learning in Islamic Education increases theappreciation of students for religious values, and fosters positive character forstudents. Implementation of contextual strategies by several factors, namely:existing infrastructure and infrastructure, competencies and qualifications ofacademic teachers, active teachers in teacher discussion activities, and theimplementation of the 2013 curriculum related to contextual strategies, literacy,conversation, and the use of information technology-based media.

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Pembentukan Karakter Santri Milenial melalui Model Pengasuhan Berbasis Tontonan Edukasi Islami di Madrasah Ibtidaiyah Nurul Mun’im Pondok Pesantren Nurul Jadid Probolinggo

FONDATIA ◽

10.36088/fondatia.v5i2.1414 ◽

2021 ◽

Vol 5 (2) ◽

pp. 180-196

Author(s):

Faizatul Widat ◽

Fitria Nur Hayati ◽

Muniva Muslimah

Keyword(s):

Research Data ◽

Qualitative Approach ◽

Islamic Education ◽

Study Analysis ◽

Mutual Help ◽

Millennial Students ◽

Case Study Analysis ◽

The Social ◽

Character Building

This study aims to describe the character formation of millennial students through a parenting model based on Islamic education spectacles for students at Madrasah Ibtidaiyah Nurul Mun'im Karanganyar Paiton Probolinggo. This research uses a qualitative approach with the type of case study. Analysis of research data using the Miles and Hubarman technique. The results of the study show that the Islamic educative parenting model manifests changes in the character of students who are getting better, such as: increased acts of mutual help, honesty in words and actions, and positive responses to the social environment. The implication of character building through Islamic education shows is one solution for parents and educators who are trying to shape, develop or improve children's character.

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Pembentukan Karakter Menurut Ki Hajar Dewantara dan Relevansinya dengan Pendidikan Islam

KUTTAB ◽

10.30736/ktb.v3i2.236 ◽

2019 ◽

Vol 3 (2) ◽

Author(s):

Miftahus Salam

Keyword(s):

Character Education ◽

Everyday Life ◽

Islamic Education ◽

Research Library ◽

Is Research ◽

Library Research ◽

Problem Formulations ◽

Character Building ◽

Islamic Faith

Character building is an integral part of the main objective of education. Not only related to the development of scientific insights, but Islamic education is also oriented to the formation of morals (character). In Indonesia, the educational figure Ki Hajar Dewantara has a unique perspective on education and its strategy in shaping students' character. In this research, several problem formulations are proposed, including 1) what is the method of character building according to Ki Hajar Dewantara ?, 2) How is the character-building method in Islamic education? This type of research is research (Library Research), which takes library materials that have something to do with the problem under study. This research concludes that character education, according to Ki Hajar Dewantara consists of among, ngemong and among as well as ngerti, ngrasa and nglakoni. Meanwhile, its relevance to Islamic education is the concept of character building Ki Hajar combining morality, intellect and spirituality, the three of which are circularly applicable in the concept of Islamic faith, which is not only limited to believing and understanding, but also implementing it in everyday life

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CHARACTER BUILDING DALAM KONSEP PENDIDIKAN IMAM ZARKASYI DITINJAU DARI FILSAFAT MORAL IBNU MISKAWAIH

Jurnal Filsafat ◽

10.22146/jf.12616 ◽

2016 ◽

Vol 25 (1) ◽

pp. 100

Author(s):

Najwa Mu'minah

Keyword(s):

Character Education ◽

Moral Education ◽

Education Program ◽

Moral Values ◽

National Character ◽

Islamic Education ◽

Education Curriculum ◽

Moral Consciousness ◽

Government Bureaucracy ◽

Character Building

Degradation of moral consciousness, especially in the politic and Indonesian government bureaucracy, in recent times that was pictured by various anomalies and immorality, such as a corruption, has become a negative “cultural norm”, which seem very difficult to be controlled. The condition of national spirit and morality suggested the need of redevelopment of model of character education (character building) as a national healing. Imam Zarkasyi implemented several principles of character building in the Pesantren of Darussalam Gontor. He taught his pupils on the basis of the virtues of the excellences with refer to the Panca Jiwa and the Four Mottos of Modernity of the Pesantren as their living values. His reformative efforts in the context of contemporary Islamic education are actually intended to the development of character, in other words, “character building”, by implementing the principle of the Golden Mean of Ibn Miskawaih. Some aspects of Zarkasyi's principles of education that might be supportive for developing the national character education program, and still relevant for today are: firstly, moral education should have the leadership insights; secondly, moral education should have the objective moral values as the teleological purposes; thirdly, moral education should be built through the best environment, in order to be optimized and efficient; and fourthly, moral education curriculum should be integrated and comprehensive. So, the Zarkasyi's concept of character building, and the education movement became the concept of character education that quite mature and should be extracted by our nation.

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STRATEGI KOMUNIKASI ISLAM DALAM PEMBENTUKAN KARAKTER INSAN KAMPUS (Studi Penerapan P3AI Bagi Mahasiswa UTU)

Jurnal Source Ilmu Komunikasi ◽

10.35308/source.v5i1.1115 ◽

2019 ◽

Vol 5 (1) ◽

Author(s):

Muzakkir Muzakkir

Keyword(s):

Development Program ◽

Effective Communication ◽

Communication Strategy ◽

Islamic Education ◽

Human Communication ◽

Way Of Life ◽

Education Development ◽

Change Behavior ◽

Character Building ◽

Available Resources

The practice of effective communication is to change attitudes, change thinking, and change behavior both in speech and in action. The aim of the strategy in general is to determine and communicate a picture of vision and policy. The strategy describes the direction supported by various available resources. The communication strategy undertaken is macro and the process takes place vertically pyramid. In the context of science, Islamic communication has a main reference which is a way of life for Muslims, namely the Qur'an and the Hadith of the Prophet Muhammad. These two main sources provide characteristics of Islamic communication. In addition to the Qur'an and Hadith, the books delivered by the scholars and other disciplines also contributed to the development of communication science in general and Islamic communication in particular. Islam is a guide to life, which has provided various instructions in all areas of human communication. In fostering the character of students through the Development of Islamic Education Development Program (P3AI) more concerned with the final result (pragmatic) to get directly Islamic values.Keywords: Strategic, Islam Communcation, Character Building

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The Roles of Islamic Education in Building Students’ Character within Indonesia Public Schools

INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION ◽

10.24239/ijcied.vol3.iss2.37 ◽

2021 ◽

Vol 3 (2) ◽

pp. 21-39

Author(s):

Darlan Darlan ◽

Sagaf S. Pettalongi ◽

Rustina Rustina

Keyword(s):

Public Schools ◽

Religious Education ◽

Extracurricular Activities ◽

School Curriculum ◽

Islamic Education ◽

Teachers And Students ◽

Character Building ◽

Depth Interviews

This study examined the role of Islamic education in building students’ character within Indonesia public schools. In conducting the study, we used a qualitative case study method. The case of this study was a state senior high school in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and students. We also analyzed written material, such as the school curriculum, to understand how the character building strategies were integrated in the curriculum. Iur study found that teachers implement character building strategies through several stages, namely the stages of planning, the stages of learning implementation, and the stages of evaluating Islamic religious education learning. The characters values were embedded in the learning of Islamic religious education. This included the integration of character values in the school curriculum and they were taught in every day classroom leanings and in extracurricular activities.

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