scholarly journals STRATEGI DAN MEDIA PENDIDIKAN KARAKTER

2017 ◽  
Author(s):  
Hamdan Husein Batubara
Keyword(s):  
Character Education ◽  
Islamic Education ◽  
Research Library ◽  
Analysis Techniques

Indonesia: Artikel ini bertujuan untuk menelusuri strategi dan media pendidikan karakter menurut AlQuran dan ilmu pendidikan Islam. Penelitian ini adalah penelitian pustaka, yakni mengumpulkan data atau informasi dari berbagai sumber. Teknik analisis data yang digunakan adalah metode tafsir tematik, yaitu dengan menelusuri dan menafsirkan ayat-ayat Alquran dan pemikiran pendidikan Islam yang sesuai.Hasil penelitian ini menunjukkan bahwa karakter tidak jujur menyebabkan kekufuran, kemunafikan, menyulitkan rezeki, mengundang permusuhan, tindakan tidak bermoral, hukuman dan kutukan Allah dan Manusia. Penyebab kebohongan adalah kelemahan iman, dorongan nafsu, sifat arogan dan takut kemiskinan. Strategi untuk mencegah kebohongan adalah: 1) memperkuat iman, 2) memberikan pemahaman yang baik kepada anak tentang kebohongan, 3) memberi contoh, 4) hubungan yang terbuka, dan 5) tidak memberikan hukuman yang berlebihan. Media pendidikan karakter adalah: 1) kotak kejujuran, 2) buku kontak prestasi, dan 3) kantin kejujuran.English:This article aims to explore strategies and media of characters education based on the Quran and Islamic education. The method is a research library which collected data or information from sources.Data analysis techniques used thematic interpretationmethods, by searching and interpreting verses of the Quran and Islamic education ideas. The results of this study indicate that the characters dishonest causes kufr, hypocrisy, complicate sustenance, invites hostility, immoral act and the punishment and curse of Allah Swt and Human. The cause lies is the weakness of faith, encouragement lust, arrogant nature and fear of poverty. The Strategies to prevent lie are: 1) strengthening the faith, 2) providing a good understanding to the child about the lies, 3) set the example, 4) a relationship that is open, and 5) no excessive punishment. Media of character education are: 1) an honesty box, 2) a book of achievements contact, and 3) an honesty canteen.

scholarly journals Pembentukan Karakter Menurut Ki Hajar Dewantara dan Relevansinya dengan Pendidikan Islam

KUTTAB ◽  
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

scholarly journals Pembentukan Karakter Anak Dengan Pendekatan Berbasis Pendidikan Al-Qur’an

2018 ◽  
Vol 4 (1) ◽  
pp. 23-31
Author(s):  
Ahmadi Ahmadi
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Everyday Life ◽  
Human Life ◽  
Islamic Education ◽  
Research Library ◽  
Proper Understanding ◽  
Library Research ◽  
Character Building ◽  
Descriptive Qualitative

It is natural that morality is a very important foundation in human life. So the formation of character (morals) is part of the main mission of the Prophet Muhammad. Therefore in forming character, it is important to have a formulation of the organization of Islamic education as character education. In formulating it back to the source of Allah's guidance in His shari'a. This study aims to determine the character building of children with the approach of al-Qur'an based education. The type of research used is descriptive qualitative research (library research). The conclusion of this study is the education of the Qur'an gradually bringing someone to knowledge who finally was able to practice and reflect in everyday life into a praiseworthy personality. To get a proper understanding of the study of the Qur'an, it is necessary to approach it to reflect what is being read.

scholarly journals RELEVANSI NILAI-NILAI PENDIDIKAN KARAKTER DALAM AL-QUR’AN PADA PENDIDIKAN DI INDONESIA

2019 ◽  
Vol 3 (2) ◽  
pp. 133
Author(s):  
Irsyadul Hakim ◽  
Agus Akhmadi ◽  
Rido Kurnianto
Keyword(s):  
Character Education ◽  
Educational Process ◽  
Islamic Education ◽  
Research Library ◽  
Educational Institutions ◽  
Research Approach ◽  
National Education ◽  
Library Research ◽  
Meaning And Purpose

Islamic education is an educational process that originates from the Qur'an and as-Sunnah. Al-Qur'an has included various character values in the stories of prophets and apostles. This study aims to describe the character values contained in the Qur'an. These values have relevance to the values of character education in Indonesia. This study uses a research library research approach by examining the values of character education in the Koran. The references used are books relating to the interpretation of the Koran and text-based character education books. The results found are 1) there are 17 character values in the Qur'an. (2) these values are relevant to the character values that have been set by national education because of the similarity of meaning and purpose, namely students have character as civilized individuals in all aspects of life. This research is a paper that makes the Qur'an as the main object of discussion. Therefore the results of this study can be used by Muslims as a reference in various educational institutions and propaganda.

Penguatan Pendidikan Karakter di Sekolah Menengah Kejuruan

2021 ◽  
Vol 7 (1) ◽  
pp. 53
Author(s):  
Aries Abbas ◽  
Marhamah Marhamah
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Role Models ◽  
Research Method ◽  
Qualitative Approach ◽  
Observation Data ◽  
Natural Setting ◽  
Analysis Techniques ◽  
Shame Culture ◽  
To Come

<p>This research began from the emergence of character problems or character crisis by shifting the students’ ethics values in the school. Where the students don’t respect teachers and friends, there is brawl among students, even violence occurs in the classroom, this is a threat of disintegration of the nation. The formulation of the problem is how the strengthening strategy of character education. The purpose of this research is to know the strengthening strategy of character education in the school, related to implementation, monitoring evaluation, supporting factors, obstacles and obtained result. The research method used qualitative approach on natural subject or natural setting, by using observation data collection techniques, interviews and documentation, data analysis techniques through data reduction, verification and took a conclusions of processed data. The research was held at SMK 45 and SMK IT NU Saguling, West Bandung. The result of this study. Students become intent on strengthening the character education activities, responsive to social activities in the society, although not all students can implement it yet. The level of discipline is good because students feel shy if they aren’t disciplined, the result of the shame cultural, some students who used to come late to be in time even though not all students feel ashamed when coming late. The supporting factors the implementation of the strengthening of character education in the schools is a good strategy from the principal, the committee and a team of the parent class of students. The Obstacle factors, the shame culture is not held in the school yet, not all teachers become a role models in the schools who give good examples for students. Not all teacher become a strong and intelligent character. So that the presence of educators is as a key actor in the learning process, a professional and have a strong and intelligent character must really have atmosphere in the school, because through educators who have strong and intelligent character will create human resources which is a reflection of a nation that has strong and intelligent character, and virtuous morals.</p><p>Penelitian ini berawal dari munculnya permasalahan karakter atau krisis karakter dengan menggeser nilai-nilai etika siswa di sekolah. Dimana siswa tidak menghargai guru dan teman, terjadi tawuran antar siswa, bahkan terjadi kekerasan di dalam kelas, ini menjadi ancaman disintegrasi bangsa. Rumusan masalah adalah bagaimana strategi penguatan pendidikan karakter. Tujuan dari penelitian ini adalah untuk mengetahui strategi penguatan pendidikan karakter di sekolah terkait dengan pelaksanaan, evaluasi monitoring, faktor pendukung, kendala dan hasil yang diperoleh. Metode penelitian yang digunakan pendekatan kualitatif pada subjek alam atau setting alam, dengan menggunakan teknik pengumpulan data observasi, wawancara dan dokumentasi, teknik analisis data melalui reduksi data, verifikasi dan pengambilan kesimpulan dari data olahan. Penelitian dilaksanakan di SMK 45 dan SMK IT NU Saguling, Bandung Barat. Hasil penelitian ini. Siswa berkeinginan kuat untuk memperkuat kegiatan pendidikan karakter, tanggap terhadap kegiatan sosial di masyarakat, meskipun belum semua siswa dapat melaksanakannya. Tingkat kedisiplinannya baik karena siswa merasa malu jika tidak didisiplinkan akibat adanya budaya malu, sebagian siswa yang dulunya terlambat datang tepat waktu padahal tidak semua siswa merasa malu jika datang terlambat. Faktor pendukung pelaksanaan penguatan pendidikan karakter di sekolah adalah strategi yang baik dari kepala sekolah, komite dan tim kelas orang tua siswa. Faktor penghambatnya, belum adanya budaya malu di sekolah, belum semua guru menjadi panutan di sekolah yang memberikan keteladanan yang baik bagi siswa. Tidak semua guru menjadi karakter yang kuat dan cerdas. Sehingga keberadaan pendidik sebagai aktor kunci dalam proses pembelajaran, seorang yang profesional dan berkarakter kuat dan cerdas haruslah benar-benar memiliki atmosfir di sekolah, karena melalui pendidik yang berkarakter kuat dan cerdas akan tercipta sumber daya manusia yang merupakan cerminan. bangsa yang memiliki karakter kuat dan cerdas, serta berakhlak mulia.</p>

scholarly journals EARLY CHILDHOOD ISLAMIC EDUCATION IN DISRUPTION ERA

2019 ◽  
Vol 3 (1) ◽  
pp. 36-45
Author(s):  
Aulia Wahyunisa
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Family Environment ◽  
Islamic Education ◽  
Roles And Responsibilities ◽  
The People ◽  
Good School ◽  
Good Advice ◽  
Worship Education ◽  
Education And Development

Islamic Education for Early Childhood should be based on the values of manners, characters or moral animated by the Al-Quran and Sunnah. Achieving manners, characters or the perfect moral are the real purpose of education. Additionally, manners, characters or morality is a basic foundation of one's life in society and the state. The purpose of this paper is to know more clearly what is Early Childhood Islamic Education (PIAUD), and how these concepts in disruption era. The conclusion is the Early Childhood Islamic Education will get more from a family environment, education as a preparation for the child to live in the larger environment, the people. The education should be given to early children is 1) Faith Education and Investment 2) Worship Education and Investment 3) Character Education and development. The Islamic concepts of early childhood education in the era of disruption must start from the family as the first education for children. And the things that must be waged to the families in order to instill the concept of Islamic education itself are: 1) Parents should understand their roles and responsibilities; 2) Family as the first education for children; 3) Commitment to being a good educator for children: 4) Modelling the Prophet as an example; 5) Choose a good school for the children; 6). Being a parent does not have to know everything. And all the concepts of Islamic education will be given to the children by doing the method of habituation, modelling, giving good advice, every attitudes should be punished or rewarded, ordering and prohibiting.

scholarly journals Nilai Multikultural dalam Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah: Studi terhadap Upaya Membina Karakter Siswa di SMKN 1 Gerung

2019 ◽  
Vol 15 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Murzal Mahsun
Keyword(s):  
Data Analysis ◽  
Islamic Education ◽  
Data Display ◽  
Mutual Cooperation ◽  
Analysis Techniques ◽  
Learning Content ◽  
Collection Data ◽  
Character Building ◽  
Mutual Tolerance ◽  
The Impact

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.  

scholarly journals Reideologi Warga Eks HTI: Doktrinisasi Nasionalisme, Moderasi Islam Dan Indonesia

EL-Ghiroh ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 137-151
Author(s):  
Pasiska Pasiska ◽  
Zainal Azman
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Character Education ◽  
Active Role ◽  
Islamic Education ◽  
Islamic Schools ◽  
The Republic ◽  
State Defense ◽  
Development Perspective ◽  
Do So

In this paper, we will review the phenomena that are present in this nation: this phenomenon is none other than the existence of a movement that is able to hegemony the community for love for the homeland carried out by former HTI residents, the method used in the research is descriptive qualitative research about what happens in everyday life, either in social media and phenomena that exist in society. As for the form of Reidology with the character education approach, the character education in question combines the concept of Islamic education in Islamic schools and education in state defense whose output gives birth to the nation's children, especially former HTI residents to return to love the Republic of Indonesia. Why is this important to do, so that there are no longer Indonesian citizens who are in crisis of nationalism and play an active role in filling this independence from a development perspective in their own way.

scholarly journals EDUCATION CHARACTER IN VIEW OF AL-GHAZALI AND ITS RELEVANCE WITH THE EDUCATION CHARACTER IN INDONESIA

Ta dib ◽  
2016 ◽  
Vol 20 (2) ◽  
pp. 293
Author(s):  
Atik Wartini
Keyword(s):  
Character Education ◽  
Children And Adolescents ◽  
Moral Education ◽  
Research Library

<em>This research is based on research library, the background of this research concerns with the deterioration of morals or character education in children and adolescents. Foreign cultures that are not properly filtered is the result of deterioration of education and children‘s akhlak. Imam al-Ghazali, one of the leaders of Islamic thinker that has miraculous works, one of the famous works is the book of al-walad ayyuha, described the mechanism in the moral education of children and adolescents. Education behavior is defined by al-Ghazali in this book are relevant with the character education for children and adolescents.</em>

scholarly journals Manajemen Kurikulum Pendidikan Agama Islam dan Budi Pekerti Jenjang SMA Bermuatan Keilmuan Integrasi Interkoneksi

2017 ◽  
Vol 1 (2) ◽  
pp. 195-225
Author(s):  
Wiji Hidayati
Keyword(s):  
High School ◽  
Data Analysis ◽  
Character Education ◽  
Central Government ◽  
Senior High School ◽  
Islamic Education ◽  
Curriculum Management ◽  
Scientific Content ◽  
Management Activity ◽  
The Core

Islamic education and character education within the 2013 Curriculum at Senior High School in Indonesia are included in group A topics which is considered as compulsory.  The central government has formulated purposes, learning outcome competence, core competence as well as basic competence of those two topics. Thus, it requires high-quality management to achieve the standards. However, in reality,  Islamic education and character education teachers, particularly at State Senior High School I Pakem, Yoyakarta, are rarely aware of this scientific content in relation to management activities.    It is admitted there that management activity is, in fact, teacher obligation yet it is often regarded merely as routine. This research, which is aimed at describing curriculum management on Islamic education and character education with integration –interconnection scientific content at Senior High School, is a field study using qualitative approach. The subjects are Islamic education and character education teachers at State Senior High School I Pakem Yogyakarta while the object is the curriculum management of Islamic education and character education of Senior High School class X, XI and XII. Data were gathered using observation, interview and documentation which are then analyzed based on  Matthew B. Miles and A. Michael Huberman. Flow model was used as data analysis including three elements namely, data gathering which was done along with data reduction using classification, topic concentration and generalization, abstraction and rough data transformation; data analysis which comprises data display, information arrangement and conclusion or data verification under the topic of curriculum management of Islamic education and character education at Senior High School particularly on planning, organizing, actuating, and controlling phase related to integration-interconnection among bayani, irfani and burhani. The result shows that, at class X, there is core topic under the themes of ”Living virtuous life” and ”Managing wakaf truthfully”, while at class XI, the core topic is ”Hi Moslem warriors, wake up and rise!”, whereas at class XII, the core topic is ”Worshiping spiritfully by believing on the doomsday”.

scholarly journals PENERAPAN PENILAIAN AUTENTIK KURIKULUM 2013 PADA DOMAIN SIKAP UNTUK MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMA NEGERI 1 ASEMBAGUS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Abd Aziz ◽  
Subyant Subyant
Keyword(s):  
High School ◽  
Character Education ◽  
Authentic Assessment ◽  
Affective Domain ◽  
Senior High School ◽  
Islamic Education ◽  
Psychomotor Development ◽  
Attitude Assessment ◽  
Data Presentation ◽  
Using Data

Many teachers only pay attention to cognitive and psychomotor development and override affective domain of the students, but that did not happen at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus. Authentic assessment in Kurikulum 2013 (2013 curriculum) has been conducted for attitude assessment on Islamic education subject and character education subject at at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus). This research is descriptivequalitative research by data collection techniques in the form of observation, interviews, and documentation, then analyzing data in this research using data reduction, data presentation, and verification. Triangulation is done for checking validity of data. The results of this study are the implementation of authentic assessment through four stages involves determining basic competence, determining object, determing assessment technique, and assessment enforcement, both in the classroom or outside the classroom.

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