scholarly journals Enkulturasi Nilai-Nilai “Keislaman” dalam Proses Pembelajaran di TK Wihdatul Ummah Kota Makassar

Emik ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 80-102
Author(s):  
Juwanita Sahid
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Core Competencies ◽  
National Curriculum ◽  
Social Institutions ◽  
Religious Values ◽  
Young Generation ◽  
Self Confidence ◽  
Character Building ◽  
Islamic Values

Early childhood education (PAUD) is a social institution that serves to instill cultural, national, and religious values in children. While the existing literatures on PAUD are more focused on the role of social institutions and formal educational institutions in the formation of children (school environment, learning process and community supporting the process), this article focuses on the process of enculturation in applying "Islamic" values in the learning process at TK Wihdatul Ummah. This study was conducted at TK Wihdatul Ummah. Using ethnographic approach, data was collcted using in-depth interview ansd observation. The study involved ten informants who are varied on the basis of age (between 27 and 69 years), and status, consisting of a school principals, three teachers, five parents and a student’ guardian. The study shows that TK Wihdatul Ummah has succeeded in carrying out Wahdah Islamiyah's main mission in the field of education, mainly in developing young generation from an early age by fostering faith (aqidah), monotheism (tauhid), faith (iman) and good deeds (amal sholeh). Character building based on "Islamic" values is the main orientation that is encultured by TK Wihdatul Ummah to early childhood and still refers to the PAUD National Curriculum. TK Wihdatul Ummah has been able to transmit an "Islamic" curriculum that focuses on two core competencies, namely to love the Qur'an and the Hadith and practice Islamic values as the character of pious children. Achievement of competence to love the Qur'an and the Hadith is shown in basic competency activities, namely: memorizing the surahs in juz 30 and reciting the Hadiths of the Prophet, taddabur Al-Qur'an and Hadith, studying hijaiyyah letters, and knowing practical worship according to the guidance of the Prophet. While the attainment of the “Islamic” values as the character of pious children, is shown by Islamic behaviour in daily life, and Islamic independent behavior. Students’ learning achievements at TK Wihdatul Ummah include discipline, independence and self-confidence; trust and closeness to the teacher; able to socialize; able to appreciate and understand others; able to understand rewards and punishment; and able to practice Islamic values as sholeh children character. From the emic point of view based on emic perspective (teachers and parents), the achievement in terms of children character building at TK Wihdatul Ummah focuses on religious values (praying independently and according to guidance, worshiping and remembrancing) and morals values (getting used to behaving well, polite, honest, like to give/help and respect) and social emotional values (independence, self-confidence able to socialize, respect and understand others, control themselves naturally, understand the rules and discipline). By studying at TK Wihdatul Ummah, it is not only students, but also parents show significant changes in their everyday behaviour.

scholarly journals Pembuatan Media Pembelajaran PAUD Berbasis Bahan Alam Di TK Alifia Samarinda

2021 ◽  
Vol 1 (1) ◽  
pp. 49-57
Author(s):  
Andi Aslindah ◽  
Lilis Suryani
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Natural Materials ◽  
Self Confidence ◽  
Teacher Creativity ◽  
The Media ◽  
Teachers And Parents ◽  
Early Childhood Learning ◽  
And Training

Learning media is a component that contributes to the implementation of the learning process at the education unit level. The role of the media in learning, especially in early childhood education (PAUD) is very important, considering the development of children at that time was in a period of concrete thinking. However, there are still teachers who think that the role of the media in the learning process is only as a tool and may be ignored when the media is not available in schools. Even though the learning media used in the early childhood learning process should not be obtained from the store by buying. However, teachers and parents can create their own media. One solution that can overcome this condition is that it is necessary to conduct a training in making creative, attractive and easily available media in a nature-based environment. The community service activities carried out in the form of socialization and training in making learning media based on natural materials provide benefits for training participants, including: 1) For Teachers: Adding insight and increasing teacher creativity in preparing learning media by utilizing natural materials-based materials. 2) For Parents: Gained insight and experience to be more creative and innovative in assisting children to be creative in making a work (learning media) by utilizing materials that can be obtained from the natural surroundings. 3) For Children (students): Increase their self-confidence to be more skilled in performing work in creating a work (media) by collaborating with their respective parents/guardians.   Keywords: PAUD Learning Media, Natural Materials

INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING

2017 ◽  
Vol 1 ◽  
pp. 144
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
National Curriculum ◽  
Literacy Skills ◽  
Writing Class ◽  
Numeracy Skills ◽  
Development Goals ◽  
Character Building ◽  
The Third World

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

PENGEMBANGAN KARAKTER ANAK USIA DINI MELALUI SIMULASI KECAKAPAN HIDUP

2013 ◽  
Vol 8 (2) ◽  
pp. 85-93
Author(s):  
Tri Widayati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Development ◽  
Life Skill ◽  
Childhood Education ◽  
Self Confidence ◽  
Significant Difference ◽  
Before And After ◽  
Simulation Scenario ◽  
Character Building

The purposes of this research were do describe the process of character building through life skill simulation and to develop the children’s character through life skill simulation. This action research was conducted in three early childhood education institutions for six months started from March through July 2013. The researcher did the research in collaboration with the local teachers to assess, plan, implement, observe, and do reflection. T test indicated a significant difference between the character development degree before and after the simulation. The hindrances in developing the character through life skill simulation are the children’s shy feeling and low self-confidence as well as the teachers’ limitation in designing the simple, interesting, and easy simulation scenario.

scholarly journals SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS

2021 ◽  
pp. 16-24
Author(s):  
Mykola Krylovets ◽  
Oksana Braslavska
Keyword(s):  
Learning Process ◽  
Social Institutions ◽  
Living Environment ◽  
Educational Process ◽  
Young Generation ◽  
Educational Work ◽  
Geographical Education ◽  
The World ◽  
Complex Relationships ◽  
Modern Geography

Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education. Keywords: geography, education, geography lessons, teacher, culture, morality, student’s personality, social and educational work.

scholarly journals Movie Media with Islamic Character Values to shaping “Ahlaqul Karimah" in Early Childhood

2020 ◽  
Vol 14 (1) ◽  
pp. 185-200
Author(s):  
Suhartini Nurul Azminah
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Character Education ◽  
Moral Education ◽  
Meaning Making ◽  
Islamic Education ◽  
Religious Values ◽  
Computer Assisted ◽  
Education Journal ◽  
Islamic Values

ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development. Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media References: Al-Qardawi, Y. (1981). al-Khasais al-`ammah lil Islami [The general criteria of Islam]. Qaherah: Makatabah Wahbah. An-Nawawi, Y. ibn S. (2000). Imam Nawawi’s Forty Hadith Yahya ibn Sharaf an-Nawawi. Ethiopia: Gondar. Bae, B. (2012). Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. International Journal of Early Childhood, 44(1), 53–69. https://doi.org/10.1007/s13158-012-0052-3 Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87. https://doi.org/10.1080/03057240.2016.1268111 Budiningsih, C. A. (2004). Pembelajaran Moral: Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: Rineka Cipta. Chalik, L., & Dunham, Y. (2020). Beliefs About Moral Obligation Structure Children’s Social Category-Based Expectations. Child Development, 91(1), e108–e119. https://doi.org/10.1111/cdev.13165 Danby, Susan, & Farrell, A. (2005). Opening the Research Conversation. In A. Farrell (Ed.), In Ethical Research with Children (pp. 49–67). Maidenhead: Open University Press. Departemen Agama RI. (2007). Al-Qur’an dan Terjemahannya Al-Jumanatul’ali (pp. 1–1281). pp. 1–1281. Medinah Munawwarah: Mujamma’ Al Malik Fahd Li Thiba’ at Al Mush-haf. Ebrahimi, M., & Yusoff, K. (2017). Islamic Identity, Ethical Principles and Human Values. European Journal of Multidisciplinary Studies, 6(1), 325. https://doi.org/10.26417/ejms.v6i1.p325-336 Embong, R., Bioumy, N., Abdullah, N. A., & Nawi, M. A. A. (2017). The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences, 7(5). https://doi.org/10.6007/ijarbss/v7-i5/2980 Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108. https://doi.org/10.1037/a0028044 Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056 Hamdani, D. Al. (2014). The Character Education in Islamic Education Viewpoint. Jurnal Pendidikan Islam, 1(1), 97–109. Herwina, & Ismah. (2018). Disemination of Tematic Learning Model Based on Asmaul Husna in Improving Early Childhood’s Religious Values at Ibnu Sina Kindergarten. Indonesian Journal of Early Childhood Education Studies, 7(1). https://doi.org/10.15294/ijeces.v7i1.20186 Ibn Anas, I. M. (1989). Al-muwatta (trans. A. A. Bewley). London: Kegan Paul International. Letnes, M.-A. (2019). Multimodal Media Production: Children’s Meaning Making When Producing Animation in a Play-Based Pedagogy 180–195. London: Sage. In C. Gray & I. Palaiologou (Eds.), In Early Learning in the Digital Age. London: Sage. Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1–15. https://doi.org/10.1080/03057240.2015.1136601 Mahmud, A. H. (2004). khlak Mulia, terjemahan dari al-Tarbiyah al-Khuluqiyah. Jakarta: Gema Insani Press. McGavock, K. L. (2007). Agents of reform?: Children’s literature and philosophy. Philosophia, 35(2), 129–143. https://doi.org/10.1007/s11406-007-9048-x Miskawayh, I. (1938). Ta╪dhib al-Akhlāq wa Ta╢hir al-‘Araq, ed. Hasan Tamim. Bayrūt: Manshūrat Dār al-Maktabah al- ╩ayat. Narvaez, D., Gleason, T., Mitchell, C., & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477–487. https://doi.org/10.1037/0022-0663.91.3.477 Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23(1), 14–26. https://doi.org/10.1111/j.1365-2729.2007.00194.x Rahman, F. (1985). Law and ethics in Islam. In Ethics in Islam (R. G. Hova, pp. 3–15). California: Undena Publications. Ramli. (2003). Menguak Karakter Bangsa. Jakarta: Grasindo. Rhodes, M. (2012). Naïve Theories of Social Groups. Child Development, 83(6), 1900–1916. https://doi.org/10.1111/j.1467-8624.2012.01835.x Rossiter, G. (1996). Science, film and television: An introductory study of the “alternative” religious stories that shape the spirituality of children and adolescents. International Journal of Children’s Spirituality, 1(1), 52–67. https://doi.org/10.1080/1364436960010108 Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Sukardi, I. (2016). Character Education Based on Religious Values: an Islamic Perspective. Ta’dib, 21(1), 41. https://doi.org/10.19109/td.v21i1.744 Tamuri, A. H. (2007). Islamic Education teachers’ perceptions of the teaching of akhlāq in Malaysian secondary schools. Journal of Moral Education, 36(3), 371–386. https://doi.org/10.1080/03057240701553347 udir.no/rammeplan. (2017). Framework Plan for Kindergartens (p. 64). p. 64. Norwegian: Directorate for Education and Training. Walzer, R., & Gibb, H. A. R. (1960). Akhlak: (i) survey of ethics in Islam. In The encyclopaedia of Islam (H. A. R. G, p. 327). London, Luzac. Wonderly, M. (2009). Children’s film as an instrument of moral education. Journal of Moral Education, 38(1), 1–15. https://doi.org/10.1080/03057240802601466

scholarly journals Revitalisasi Nilai-Nilai Islam pada Anak-Anak Jama’ah Mushala di Gampong Jawa, Kota Langsa, Aceh Melalui Kegiatan Pesantren Kilat

2021 ◽  
Vol 4 (2) ◽  
pp. 160
Author(s):  
Renza Ananda Putra ◽  
Dedy Surya
Keyword(s):  
Early Childhood ◽  
Cultural History ◽  
Religious Education ◽  
Religious Values ◽  
Early Age ◽  
Religious Activities ◽  
The Future ◽  
Aceh Province ◽  
Islamic Values

AbstrakRevitalisasi nilai-nilai agama merupakan salah satu hal yang penting dalam kehidupan karena dengannya maka kehidupan akan terasa menjadi aman, nyaman, dan tenteram. Menanamkan nilai-nilai agama kepada anak sedini perlu dilakukan karena apabila anak-anak sudah memahami nilai-nilai agama sejak usia dini maka akan membuat mereka lebih mudah untuk mengimplementasikan ajaran agama dalam kehidupannya kelak. Melihat kenyataan dewasa ini bahwa banyak anak yang kurang mendapatkan pendidikan agama yang cukup, maka penulis berupaya untuk menanaman nilai-nilai agama pada anak usia dini melalui kegiatan pesantren kilat. Penelitian ini dilakukan di Gampong Jawa, Kota Langsa, Provinsi Aceh. Dalam kegiatan ini, anak-anak diajarkan pendidikan agama, meliputi Akidah Akhlak, Fiqh, Sejarah Kebudayaan Islam, dan Qira’ah. Materi Akidah Akhlak diberikan sebagai upaya untuk memperbaiki etika dan moral. Pembelajaran Fiqh bertujuan untuk memberikan pemahaman anak-anak akan syariat serta kegiatan amaliyah lainnya seperti shalat dan sebagainya. Pengajaran al-Quran diberikan melalui kegiatan tadarusan dan yasinan berjamaah untuk mengasah kemampuan peserta didik untuk mampu membaca al-Quran dengan baik dan benar. Hasil dari kegiatan ini menunjukkan adanya peningkatan pengamalan nilai-nilai Islam pada anak-anak di Gampong Jawa, Kota Langsa, Aceh. Hal ini terlihat dari antusias mereka dalam beribadah terutama ibadah shalat fardhu berjamaah serta tatakrama saat bergaul dengan teman sebaya serta kepada orang tua.Kata Kunci: revitalisasi, nilai-nilai agama, akidah akhlak, fiqh, Pesantren kilatAbstractThe revitalization of religious values is one of the important things in life because with it life will feel safe, comfortable, and peaceful. Instilling religious values to children as early as necessary because if children already understand religious values from an early age it will make them easier to implement religious teachings in their lives in the future. Seeing the fact today that many children do not get enough religious education, the author seeks to plant religious values in early childhood through flash boarding activities. This research was conducted in Gampong Java, Langsa City, Aceh Province. In this activity, children are taught religious education, including Akhlak, Fiqh, Islamic Cultural History, and Qira'ah. Akhlak Atheism material is given as an effort to improve ethics and morals. Fiqh learning aims to provide children with an understanding of Shariah and other religious activities such as prayer and so on. The teaching of the Quran is given through “tadarusan” (reading Quran aloud together) and “yasinan” (reading Soorah Yaaseen) activities to hone the ability of learners to be able to read the Quran properly and correctly. The results of this activity showed an increase in the practice of Islamic values in children in Gampong Jawa, Kota Langsa, Aceh. This can be seen from their enthusiasm in worship, especially the worship of congregational obligatory prayers and manners when associating with peers as well as to parents.Key Word: revitalization, religious values, akidah akhlak, fiqh, Pesantren kilat

scholarly journals PENDIDKAN NILAI MORAL PADA ANAK USIA DINI DI ERA PANDEMI COVID 19

2021 ◽  
Vol 8 (2) ◽  
pp. 66-72
Author(s):  
Supriyanto Supriyanto ◽  
Masrukhi Masrukhi ◽  
Eny Winaryati
Keyword(s):  
Early Childhood ◽  
Distance Learning ◽  
Learning Process ◽  
Social Values ◽  
Moral Values ◽  
Religious Values ◽  
Moral Value ◽  
Need Support ◽  
The Government ◽  
Teachers And Parents

AbstractThis study was used to explore the inculcation of moral values in students during the COVID-19 pandemic. The purpose of this study was to examine how the education of values in early childhood in the Covid 19 pandemic era. The method used was qualitative. The results showed: (1) Education Moral values in the Covid 19 pandemic era carried out at TK Al Hidayah IV are: (a) Education of religious values, (b) Education of moral values, (c) Education of social values. Conclusion: (1) The education of moral values in students is carried out using the method of assigning students to students, (2) The method of moral value education is adjusted to the conditions of the students (3) To facilitate the learning process at home the teacher coordinates with the parents of the students. Recommendations: (1) Schools need support from the government in the learning process in the Covid pandemic era, (2) The learning process in the Covid pandemic era requires collaboration between teachers and parents of students, (3) In the distance learning process, teachers, students and people need to be aware of health protocols.Keywords: Early childhood, Values, Morals, Education, Social. AbstrakStudi ini digunakan untuk menggali penanaman nilai moral pada siswa pada pandemi covid 19. Tujuan dari penelitian ini adalah untuk mengkaji bagaimana Pendidkan nilai pada anak usia dini pada era pandemic Covid 19. Metode yang digunakan kualitatif. Hasil penelitian menunjukkan: Pendidikan nilai moral pada era pandemic covid 19 yang dilaksanakan di TK Al Hidayah IV adalah adalah nilai agama dan moral, fisik motorik, kognitif, bahasa, sosial dan seni. Kesimpulan: Konsep, kendala dan dampak pendidikan nilai moral pada anak usia dini pada era pandemi covid 19 mencakup koginif, emosional dan budaya siswa. Rekomendasi: (1) Sekolahan membutuhkan dukungan dari pemerintah di dalam prososes pembelajaran di era pandemic covid, (2) Proses pembelajaran di era pandemic covid membutuhkan kerjasama antara guru dan orang tua siswa, (3) Di Dalam proses pembelajaran jarak jauh, guru, siswa dan orang perlu meperhatikan protokol kesehatan.Kata Kunci: Anak usia dini, Nilai, Moral, Pendidikan, Sosial,

scholarly journals Curriculum Management in Early Childhood Education

2021 ◽  
Vol 1 (3) ◽  
pp. 289-297
Author(s):  
Frinza Frinza ◽  
Muhammad Kristiawan ◽  
Houtman Houtman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Curriculum Evaluation ◽  
Curriculum Planning ◽  
Learning Activities ◽  
Curriculum Management ◽  
Childhood Education ◽  
Character Building ◽  
Religious Material

Potential Early childhood can be developed through proper planning, implementation and evaluation of the learning curriculum. This paper is a qualitative study which carried out in-depth observations at TKIT Islahul Ummah Prabumulih City. The results obtained indicate that PAUD learning activities begin with 1) curriculum planning starting from meetings attended by all educators, making annual and semester program curriculum plans as well as the design of weekly activities and the design of daily activities; 2) curriculum implementation has used in door activity and out door activity; 3) curriculum evaluation is carried out periodically and has been set a time, every once a month parents of students are invited to discuss and talk about learning that has been done one month before. This paper provides new insight for implementation of curriculum management for early childhood education should refer to the national curriculum with additional Islamic religious material where we could have character building for our student.

scholarly journals Analisis Kelayakan Materi Piaud Science Learning Media (PSLM) Berbasis Wonosobo Local Wisdom

2020 ◽  
Vol 4 (01) ◽  
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Research Method ◽  
Science Learning ◽  
Expert Judgment ◽  
Early Age ◽  
Young Generation ◽  
Surrounding Environment ◽  
Science Material

The entry of foreign cultures through various things caused the fading of the knowledge of Indonesia’s young generation toward their own culture. The introduction of culture from an early age should be encouraged to overcome these problems. One of them through education, where students are introduced to their culture’s through the learning process. The introduction of the culture through education can be given by science material, where science is subject which is very closely related to the surrounding environment. Science learning is rarely associated with the value of local wisdom, even though science is very closely with environment and culture. The purpose of this study is produce PSLM based on wonosobo local wisdom and examine properness of PSLM based on Wonosobo Local Wisdom material. The research method is R&D, where the product produced is PSLM for early childhood. The result showed that PSLM has been produced that is materially feasible with a very good category based on expert judgment.

scholarly journals Internalization of Moslem Characteristic in Elementary School: A Self-determination Theory Perspective

2021 ◽  
Vol 1 (1) ◽  
pp. 1-18
Author(s):  
Lilis Kurniawati ◽  
Muhammad Rafdi Al Huda
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
School Environment ◽  
Religious Values ◽  
Analysis Techniques ◽  
Inhibiting Factors ◽  
Learning Programs ◽  
Teachers And Students ◽  
Data Collection Technique ◽  
Islamic Values

Background: This study aims to reveal (1) the values ​​of religious characters that are integrated into the learning process, (2) the teacher's strategy in integrating religious values ​​in the learning process, (3) the driving and inhibiting factors in integrating religious values ​​in the learning process at Elementary School (MI) Muhammadiyah Bloran. Method: This is a qualitative case study design. The subjects of this study are teachers and students. Data collection technique used through interview and documentation techniques. Validation of data using triangulation techniques and sources. Data analysis techniques using interactive analysis techniques. Result: The study of result shows that (1) the integration of religious values ​​in the learning process is carried out through the planning, implementation, and evaluation stages. Ten religious values are integrated into the learning process. (2) The strategy of integrating religious values ​​is carried out by giving assignments, observing students in doing assignments, imitating teachers, translating the vision and mission of school with Islamic values ​​in mind in the learning environment, implementing learning programs with Islamic values, providing motivation, giving advice, sanctions, and rewards. (3) The driving factors for integrating values ​​include teachers, parents, and the community in the school environment. While the inhibiting factors are the limitations of infrastructure, the diversity of student characteristics, the presence of provocateurs as well as social interaction in the home environment of students who are not controlled so that it has a bad effect.

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