Pengembangan Kurikulum Pendidikan Moral Agama pada Pendidikan Taman Kanak-Kanak

This study aims to identify, analyze, and develop a curriculum of religious moral education in kindergartens. The method used in this research is the R&D method (research and development) with the technique of taking data from the study of documentation, observation, questionnaires, and interviews. The results showed that: 1) the developed religious moral education curriculum was more focused on habituating positive behavior, instilling independence and discipline, and fostering faith and loyalty. These three developments applied to routine activities at school; 2) the implementation of curriculum development in religious moral education carried out in three stages, namely the preparation, development, and reporting stages; 3) the development of religious moral education curriculum has advantages, namely: the existence of a curriculum that leads to character education and self-development, the number of religious activities, professional educators, moral and religious education materials integrated with other aspects, facilities, and infrastructure that are complete and neatly arranged.

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Education Values In Novel Madogiwa No Totto-Chan By Tetsuko Kuroyanagi

Journal of Educational Method and Technology ◽

10.36412/jemtec.v2i2.1011 ◽

2021 ◽

Vol 2 (2) ◽

Author(s):

H M L Pandi

Keyword(s):

Character Education ◽

Special Needs ◽

Moral Education ◽

Religious Education ◽

School Principal ◽

Qualitative Approach ◽

Main Theme ◽

The Novel ◽

Educational Values ◽

Library Research

This study aims to gain an in-depth understanding of educational values in the novel Madogiwa No Totto-chan by Tetsuko Kuroyanagi with a qualitative approach that includes educational values in terms of the structure of the novel. Research methods. This research is a library research or library research that uses a qualitative approach with content analysis techniques. Conclusion of research findings: The main theme of this novel is EDUCATION, education that frees students to be creative, while the sub-theme is education must be adjusted to the development of the child's personality. The credentials found are: A mother must be wise in educating and caring for her children with special needs. A school principal or a teacher should be a leader who is brave to act in accordance with their respective beliefs and life principles. The educational values in this novel can be used as examples of learning in schools to help children with problems (special needs). An educator should be fun and not scold his students because educating children is not with anger but with advice, praise, and trust. Make kids confident, responsible, love each other, and help each other, introduce them to nature because nature stores various sources of knowledge. Educational values found are educational values related to religious education values, moral education values, social education values, and beauty education values. Recommendation: Madogiwa No Totto-chan's autobiographical novel (Totto-chan Little Girl in the Window) can be used as a learning tool for character education in schools in Indonesia because this Japanese novel has raised educational values that contain a number of noble values. One of the noble values is the value of education in the novel that abstracts the reality of Japanese society's life. Education in Japan can be applied to education in Indonesia. Keywords: Novel; Educational Values

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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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The Role of Ramadan Fasting Values For Character Education of Elementary School Students

Conference Series ◽

10.34306/conferenceseries.v5i10.188 ◽

2021 ◽

Vol 5 (10) ◽

pp. 7-13

Author(s):

Kuswara Kuswara ◽

Yena Sumayana

Keyword(s):

Elementary School ◽

Character Education ◽

Moral Education ◽

Elementary School Students ◽

Religious Education ◽

School Students ◽

Ramadan Fasting ◽

Mutual Help ◽

Positive Attitudes

This article aims to study the values contained in fasting education for elementary school students. The values of education are the value of religious education, the value of moral education, social education, and cultural education values. Fasting is a religious activity that people Islam as a form of obedience to His God in addition to other services. Ramadan fasting is a refrain from eating, drinking, and having sex and other things that make it clear that fasting will not rise from dawn until sunset during Ramadan. The current phenomenon is increasingly reduced worship activities, tepo seliro, gotong royong, mutual help, and attitudes other positive attitudes such as honesty, discipline, responsibility, and tolerant living in life. Ramadan fasting not only emphasizes refraining from eating and drinking only, but training in improving faith, mental coaching, morality, and understanding the meaning of difference. In elementary school, these grades need to be instilled as a cornerstone of students in their development, especially in the aspects of personality such as: character, behavior, responsibility, discipline, and social spirit.

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CHARACTER-BASED LEARNING AND SELF-DEVELOPMENT TO IMPROVE THE STUDENTS’ CHARACTER EDUCATION

Lentera Pendidikan Jurnal Ilmu Tarbiyah dan Keguruan ◽

10.24252/lp.2020v23n1i10 ◽

2020 ◽

Vol 23 (1) ◽

pp. 108

Author(s):

Samsinar Samsinar ◽

Fitriani Fitriani

Keyword(s):

High School ◽

Character Education ◽

Significant Influence ◽

Junior High School ◽

Mixed Method ◽

Religious Activities ◽

Community Based ◽

Academic Activities ◽

Self Development ◽

Education School

Abstract:This study aimed to describe character-based learning, to identify self-development forms, to find out the application of character education, and to find out whether there was a significant influence between character-based learning and self-development in improving the students’ character education at Islamic Junior High School in Bone Regency. The method used was mixed-method. The sample of this research consisted of 50 students. The instruments used were questionnaire, observation guidelines, interview and document. The findings indicated that the implementation of character education was carried out through inculcating values, exemplary values, facilitation, academic activities, social, and religious activities. The application of self-development activities was done through routine, spontaneous, exemplary, programmed activities and conditioning. The character education was carried out through the application of class-based character education, school culture, and community-based character education activities. Therefore, there was a significant influence between the character-based learning process and self-development activities on improving the students’ character.Abstrak:Penelitian ini bertujuan untuk mendeskripsikan pembelajaran berbasis karakter, mengidentifikasi bentuk-bentuk pengembangan diri, mengetahui penerapan pendidikan karakter, dan mengetahui apakah ada pengaruh yang signifikan antara pembelajaran berbasis karakter dan pengembangan diri dalam meningkatkan pendidikan karakter siswa pada SMP Islam di Kabupaten Bone. Kombinasi metode penelitian kualitatif dan kuantitatif digunakan dalam penelitian ini. Sampel penelitian ini terdiri dari 50 siswa. Instrumen yang digunakan adalah kuesioner, pedoman observasi, wawancara dan dokumen. Hasil penelitian ini menunjukkan bahwa pelaksanaan pendidikan karakter dilakukan melalui penanaman nilai-nilai keteladanan, fasilitasi, dan kegiatan pengembangan akademik, sosial dan keagamaan pada SMP Islam di Kabupaten Bone. Penerapan kegiatan pengembangan diri melalui kegiatan rutin, spontan, keteladanan, kegiatan terprogram dan pengkondisian. Pendidikan karakter dilakukan melalui penerapan pendidikan karakter berbasis kelas, budaya sekolah, dan kegiatan pendidikan karakter berbasis masyarakat. Oleh karena itu, terdapat pengaruh yang signifikan antara proses pembelajaran berbasis karakter dan kegiatan pengembangan diri pada peningkatan karakter siswa.

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Desain Pengembangan Kurikulum Pendidikan Agama Islam

Jurnal Pendidikan Islam ◽

10.37286/ojs.v7i1.93 ◽

2021 ◽

Vol 7 (1) ◽

pp. 81-100

Author(s):

Mahrus Mahrus

Keyword(s):

Public Schools ◽

Character Education ◽

Religious Education ◽

School Environment ◽

Islamic Education ◽

Education Curriculum ◽

Teacher Resources ◽

The Subject ◽

Moral Crisis ◽

Religious Material

Design can be formulated as a deliberate process of thinking, planning and selecting the parts, techniques, and procedures that set a goal. Challenges to Islamic religious education include a moral crisis and a personality crisis. Therefore, Islamic religious education is required to be able to equip students with the moral, personality, quality and maturity of life to live a multi-cultural nation life, which is currently hit by an economic crisis in order to livepeacefully in the world community.In an effort to develop an Islamic education curriculum to overcome various challenges and problems, it is necessary to pay attention to several aspects including strategies, methods, materials, Islamic religious teacher resources, facilities, teaching media and supporting instruments.Taking into account the demands of the globalization era of Islamic religious education in madrasas and public schools, it is necessary to implement several strategies, including: First, perfecting the religious education curriculum so that the subject matter reaches a proportional and functional composition but does not burden students. Second, combining religious material with character education materials such as PPKn or other related subjects can also erode thedichotomy of knowledge. Third, creating a religious condition in the school environment

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NILAI-NILAI PENDIDIKAN AGAMA HINDU YANG TERKANDUNG DALAM GEGURITAN LUBDAKA

Jurnal Penelitian Agama Hindu ◽

10.25078/jpah.v2i1.439 ◽

2018 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Anak Agung Istri Dwi Wulandari ◽

I Wayan Mandra ◽

Gek Diah Desi Sentana

Keyword(s):

Data Analysis ◽

Moral Education ◽

Religious Education ◽

Value Theory ◽

Research Approach ◽

Human Beings ◽

Religious Activities ◽

Data Types ◽

Literary Works ◽

Analysis Methods

Geguritan Lubdaka is one of the classic literary works containing a lot of moral knowledge and religion. The teachings in Geguritan Lubdaka provide motivation in improving the spiritual quality of human beings. Judging from its contents as a whole Geguritan Lubdaka contains many religious teachings as well as religiou ceremonies (rituals) and speech (advice). The problem will be discussed, among others, (1) How is the structure of Geguritan Lubdaka, as one of the traditional literary works of Bali, (2) What is the function of Geguritan Lubdaka when associated with the social and religious (religious) environment ?, (3) Values What kind of Hindu Religious Education is contained in Geguritan Lubdaka ?. Theories used to analyze problems are: structuralism theory, functional theory, and value theory. The method used is: Type of Research and research approach, Data Types and Data Sources, Data Collection Techniques which include Observation, Interview, Library Studies and Documentation, Data Analysis include descriptive analysis methods and hermeneutic analysis methods, and the last method of data analysis.The function of Geguritan Lubdaka in social environment as the media of individual and group entertainer, giving message and meaning so that we can control ourselves from negative things, indirectly Geguritan Lubdaka also can be used as education media in teaching Dharma Gita especially Hindu religion, and can unite individual into one group (Sekaa Santi). While the function of divinity or religion can be seen through the figures of the gods that are found in Geguritan Lubdaka, such as Lord Shiva and God Yama. Furthermore, based on the analysis of the structure can be disclosed the values of Hindu religious education contained in Geguritan Lubdaka namely the value of tattwa education (philosophy of Religion), the value of moral education (ethics) and the value of education ceremony. The point between literature and religion has a very close relationship and has an important role in supporting religious activities, and does not leave its limitations. So philosophy, ethics and ceremony are the basic concepts of Hinduism that have an important role in the Geguritan Lubdaka.

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RELIGIOUS CURRICULUM IMPLEMENTATION: BETWEEN CHARACTER LEARNING, SPIRIT OF AND MODERNIZATION OF EDUCATION RELIGIOSITY MADRASAH IBTIDA'IYAH JAKARTA-PUSAT

Akademika ◽

10.34005/akademika.v8i02.548 ◽

2019 ◽

Vol 8 (02) ◽

pp. 156-168

Author(s):

Evi Sopandi ◽

Achmad Siswanto

Keyword(s):

Character Education ◽

Religious Education ◽

Curriculum Implementation ◽

Spiritual Intelligence ◽

Education Curriculum ◽

Case Study Method ◽

Social Emotional ◽

National Education ◽

History Of

Character education as a national education issue is actually not new if it is associated with the long history of the founding of the Indonesian nation. This study aims to describe the implementation of religious education curriculum in Madrasah Ibtida'iyah Istiqlal, Central Jakarta in shaping the character of students. This research uses a qualitative approach with a case study method. The results of this study indicate that the character education that was initiated by MI Istiqlal Central Jakarta emphasizes intellectual, social-emotional, kinesthetic, and spiritual intelligence in children.

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ANALISIS KURIKULUM PENDIDIKAN AGAMA ISLAM PRA DAN PASCA UNDANG-UNDANG RI NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL

Studi Multidisipliner: Jurnal Kajian Keislaman ◽

10.24952/multidisipliner.v4i1.921 ◽

2017 ◽

Vol 4 (1) ◽

pp. 1-21

Author(s):

Asfiati Asfiati

Keyword(s):

Cultural Values ◽

Moral Education ◽

Religious Education ◽

Education System ◽

Moral Values ◽

Learning Activities ◽

Education Curriculum ◽

National Education ◽

National Education System ◽

The Subject

The curriculum is very strategically used as guidelines for the implementation of learning activities, which included a guide to the interaction between teachers and learners. Development and curriculum development in Islam refers to the changes in the field and the subject matter as well as the change of time, the essence of the curriculum in the educational aspects of the macro objectives. Islamic religious education curriculum Post Undang-Undang RI Nomor 20 Year 2013 on National Education System played a role important in recognizing the importance of moral education and cultural values culture based on moral values and rules that divine principle that is Almighty.

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Character Education Curriculum in the Government of Indonesia Strengthening Character Education Program

JIEBAR : Journal of Islamic Education: Basic and Applied Research ◽

10.33853/jiebar.v1i1.101 ◽

2020 ◽

Vol 1 (2) ◽

pp. 137-153

Author(s):

Ahmad Buchori Muslim

Keyword(s):

Character Education ◽

Moral Education ◽

Ethics Education ◽

Human Life ◽

Educational Institution ◽

Education Curriculum ◽

The Family ◽

The Government ◽

Real Action ◽

Positive Character

Character education is ethics education, character education, moral education, and value education which aims to shape each individual into a human with character, namely by planting positive character values so that they can be internalized in oneself and manifest in real action. Character education plays an important role in aspects of human life because being a human being with character will be able to live in a wider community dimension with a firm life principle. The Indonesian government has designed a program aimed at shaping cultured, quality, and character Indonesian people. In Presidential Regulation Number 87 of 2017 concerning strengthening character education, the government requires every educational institution in Indonesia both formal, informal, and non-formal to carry out the “Penguatan Pendidikan Karakter” (PPK) movement. The values that need to be instilled in character education include aspects of religion, humanity, and citizenship. In implementing character education, the principal must also involve all elements of the family, community, and school, and this education must be carried out continuously because character education is an education that will never end.

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Development of Islamic Education Curriculum Model Curriculum 2013 (K13)

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v3i1.50 ◽

2019 ◽

Vol 3 (1) ◽

pp. 38

Author(s):

Dwi Noviatul Zahra

Keyword(s):

Data Collection ◽

Literature Review ◽

Curriculum Development ◽

Character Education ◽

Religious Education ◽

Islamic Education ◽

Education Curriculum ◽

Model Curriculum ◽

Curriculum Model ◽

Study Techniques

The development of an Islamic religious education curriculum (PAI) is an activity to produce a PAI curriculum and a process that links one component to another to create a better Islamic education curriculum (PAI). The curriculum component must consist of at least four parts, namely objectives, contents, processes, and assessments. This study discusses in depth the development of the curriculum in the Indonesian curriculum for the 2013 Curriculum model. This study aims to determine the extent to which the curriculum development curriculum for the 2013 curriculum model PAI. This study uses a literature review method. Data collection is done through documentation study techniques. The results of this study indicate that the curriculum development of the 2013 curriculum in the PAI is very significant, oriented towards realizing character education, creating education with local insight and creating a cheerful and friendly culture. Pengembangan kurikulum Pendidikan Agama Islam (PAI) adalah kegiatan menghasilkan kurikulum PAI, dan proses yang mengkaitkan satu komponen dengan komponen yang lainya untuk menghasilkan kurikulum pendidikan agama Islam (PAI) yang lebih baik. Komponen kurikulum setidaknya harus terdiri dari empat komponen yaitu tujuan, isi, proses dan penilaian. Penelitian ini membahas secara mendalam mengenai pengembangan kurikulum PAI model Kurikulum 2013. Penelitian ini bertujuan untuk mengetahui sejauh mana pengembangan kurikulum PAI model Kurikulum 2013. Penelitian ini menggunakan metode kajian pustaka.Pengumpulan data dilakukan dengan teknik studi dokumentasi. Hasil penelitian ini menunjukkan pengembangan kurikulum PAI Kurikulum 2013 pada ranah ini sangat signifikan, yang berorientasi pada mewujudkan pendidikan berkarakter, menciptakan pendidikan berwawasan lokal serta menciptakan pendidikan yang ceria dan bersahabat.

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