Integrating the values of Islamic Religious Education in the daily lives of rural families: a gender study

State High School 1 Sumberpucung is a public school located in Sumberpucung distric of Malang regency. This school is a reference school for the people of Sumberpucung and other sub-distric around Sumberpucung because it has a myriad of achievements both academic and non-academic levels by teachers and students. With bulliying behavior among students today, the school hopes for the internalization of the value of Islamic Religious Education to students to prevent bulliying behavior <em>. </em>The purpose of this study is to discribe, analyze, and interpret:1) The value of Islamic religious Education are internalized in preventing bulliying behaviour in State High School 1 Sumberpucung, 2) The process of internalizing the values of Islamic religious Education in preventing bulliying behavior in State High School 1 Sumberpucung , 3) the internalization model of Islamic Religious Education values in preventing bulliying behavior in State High School 1 Sumberpucung . Researc uses a qualitative approach with this type of case study. The data source of this study is primary data derived from answers during interviews and secondaryndata and other data related to the study. Data collection methods use observation, interview and documentation techniques. Data analysis uses data reduction methods (condensation), presentation of data anda conclusion withdrawal. The results of the study show that: 1) The values of Islamic Religious Education that are internalized in preventing bulliying behaviour in State High School 1 Sumberpucung are values: I’tiqodiyah, amaliyah, khuluqiyah. 2) Internalization process islamic Religious education values used are modelling strategies, habituation strategies, advice giving strategies, promises and threats strategies (tarhib wa targhib), discipline strategies. 3) The internalization model of Islamic religious Education values used are structural models, formal models, mechanical models, organic models and initiative models

Kiai is a role model who has an important role in society. Apart from being an example, the kiai's gait is seen in maintaining the values ​​of learning Islamic Religious Education in every corner of the village called Langghar, with enthusiasm and consistency (istiqomah) in explaining the Islamic education system starting from teaching materials, methods and evaluations created for generations. successor of the nation who not only knows about Islam but is also directed to practice. The existence of the kiai and his Langghar have a mission in grounding religious understanding. The results of the study show that the scope of the use of teaching materials and methods of the kiai in Langghar varies, but they maintain the old teaching materials in the Qur'an learning process and the development of Islamic knowledge such as Al-Magdadi and ca'bacaan (Madura: teaching materials consisting of several Islamic Religious Education material which includes daily aqoid and fiqh) although there are already some who have used Amsilati accompanied by learning the yellow book. Second, in the teaching and learning process the kiai still use the sorogan, bandongan, memorization and lecture methods. This method is considered still effective in maintaining the values ​​of Islamic Religious Education (PAI). In terms of social legality, there is recognition, especially in the villages, that the kiai has a role as the founder and manager of a non-formal educational institution, namely Langghar, which is based on the kiai's personal experience while studying and gaining knowledge in a pesantren.

This research discusses the values of Islamic religious education in the animated film riko the series episodes 12-15. The purpose of this study is to find out what Islamic religious education values are contained in the animated film riko the series episodes 12-15 using the theory of Imam al-Ghazali. This research is a library research. The object of this research is the analysis of the values of Islamic religious education in the animated film Riko the series episodes 12-15. The results of this author's literature study are about the analysis of the values of Islamic religious education in the animated film riko the series episodes 12-15 which are accessed through youtube riko the series. The author finds, qualitative methods and approaches, that the values of Islamic religious education found in the scenes or dialogues of the characters are moral values and worship values. Moral values include; remind each other of kindness, manners, morals to Allah, always be grateful. While the value of worship includes; Praying, praying for friends, fasting, istiqomah, saying istighfar when making mistakes, getting used to saying greetings.

This research aims to explain the process of internalizing the values of Islamic religious education through SKI extracurriculars at senior high school to find out the internalized values of Islamic religious education, and to find out the implications of internalizing the values of Islamic religious education through extracurriculars to foster Islamic character in senior high school. This type of research uses descriptive qualitative research methods. Data collection used was observation, interviews and documentation. The results of the research show that the process of internalizing the value of Islamic religious education through the SKI extracurricular at senior high school in cultivating Islamic character has been going quite well. There are four stages carried out in internalizing the values of Islamic religious education at senior high school, namely the value transformation stage, value transaction, value transinternalization, and correction or evaluation. The values that are internalized are the values of i'tiqadiyyah, khuluqiyyah, and amaliyyah. These values are internalized through religious activities at school such as tadarus Qur'an, congregational noon prayers, kultum and tahfidz Qur'an, Friday imtaq, Friday infaq, hadroh, halaqoh, commemoration of Islamic holidays, and Islamic boarding schools.

The research that we do is very much describing the strategies faced by Islamic religious education teachers in internalizing the values of Islamic religious education to students at school. strategies that arise due to rapid developments in the field of information and technology (IT) so that the reverse flow of information exchange becomes inevitable, even many cultures that must be filtered first because they are not in accordance with the values of Islamic education. This paper also describes how the teacher's strategy in internalizing the values of Islamic religious education to students. There are three aspects included in the values of Islamic education, namely: moral values (morals to God, morals to others and morals to oneself), the value of belief (faith in God and His messenger), and the value of worship (ghairu mahdah). The strategies carried out in internalizing the values of Islamic religious education include several stages, namely the value transformation stage, the value transaction stage, and the internalization stage.

This research is entitled, Internalization of Islamic Religious Education Values Through the Infaq Program. This research is motivated by the importance of understanding the values of Islamic religious education through the infaq program. This is because there are still many students who are more concerned with themselves, lack caring values, empathy values and are less willing to set aside wealth to share. This research aims to describe the process of internalizing the values of Islamic religious education through the infaq program. This research uses a qualitative case study type of research. Data collection uses interview, observation and documentation methods. This research focuses more on 1) How is the infaq program implemented at SMK Negeri 1 Lamongan? 2) What is the process of internalizing the values of Islamic religious education through the infaq program at SMK Negeri 1 Lamongan? The results of this research are, 1) The infaq program at SMKN 1 Lamongan is implemented every day for teachers and every Friday for students. 2) The process of internalizing the values of Islamic religious education through the infaq program at SMKN 1 Lamongan by transferring knowledge and then the teacher providing examples so that students gradually follow. The values internalized by students are the values of worship and moral values. The methods used are the story method, uswatun hasanah method, habituation method, mau'idhoh hasanah method, and warning method

The values of Islamic education are things that must be owned and applied to students. There are many ways to obtain these values, including through the Friday Blessing program. In this regard, this study aims to analyze the application of the Friday Blessing program in improving the values of Islamic Religious Education for students. This research uses a qualitative method with a phenomenological approach. Data collection techniques were conducted through interviews, observation, and documentation, with the research subjects being the principal, teachers, and students. This research was conducted at SMK Swasta Mandiri in Panai Hulu, Labuhan Batu, North Sumatra. The data analysis technique used descriptive methods to describe the implementation of the Friday Blessing program in improving Islamic Religious Education values. The results showed that the implementation of the Friday Blessing program at SMK Swasta Mandiri is carried out twice a week, the donations given are in the form of money and staples. The implementation technique is that students visit the residence of the recipient of the donation accompanied by the teacher of SMK Swasta Mandiri, this intends to foster the social spirit and generosity of students in giving alms, which is part of the learning values of Islamic Religious Education. With this research, it is hoped that it can provide and be able to improve the values of Islamic religious education for students and have a positive impact on the surrounding community.

The research that we do is very much describing the strategies faced by Islamic religious education teachers in internalizing the values of Islamic religious education to students at school. strategies that arise due to rapid developments in the field of information and technology (IT) so that the reverse flow of information exchange becomes inevitable, even many cultures that must be filtered first because they are not in accordance with the values of Islamic education. This paper also describes how the teacher's strategy in internalizing the values of Islamic religious education to students. There are three aspects included in the values of Islamic education, namely: moral values (morals to God, morals to others and morals to oneself), the value of belief (faith in God and His messenger), and the value of worship (ghairu mahdah). The strategies carried out in internalizing the values of Islamic religious education include several stages, namely the value transformation stage, the value transaction stage, and the internalization stage.

Old age is a time when everyone will pass it. The aging process means a decrease in physical endurance, resulting in changes in the structure and function of cells, tissues and organ systems. Decreased physical endurance results in aging cognitive development with marked cognitive decline including: forgetfulness, memory not functioning properly. In addition, old age needs to adjust to the death of a spouse and prepare itself to face death. One of the most well-known congregations in Indonesia with the largest number of followers is the Tarekat Qadiriyah wa Naqsabandiyah with various teachings and methods used, as in Larangan Village, Loh Beneficial District, Indramayu Regency. Not a few residents who follow the tarekat where many of them are elderly. This activity is held every Monday at the Miftahussudur mosque. This study aims to find out how the teachings are taught in the tarekat qodiriyah wa naqsyabandiyah and to find out how the implementation of the tarekat Qodiriyah wa Naqsyabandiyah is implemented in Larangan Village, Loh Beneficial District, Indramayu Regency, and its influence on the elderly. The conclusion of this study is that the values of Islamic religious education in the teachings of the tarekat, namely, 1) the values of Islamic religious education in the teachings of the tarekat are creed, sharia, morals. 2) Implementation of the implementation in the tarekat Qodiriyah wan Naqsabandiyah in the form of reciting dhikr which is practiced every time by the congregation and reciting dzikir which is read every fardhu prayer, besides that there is also another practice, namely reading the Al-Qur'an every day, 3) the influence of the teachings tarekat in daily life in the form of the hearts of the congregation become calm, more and more solemn in carrying out prayers, more prepared in the face of death.

This study aims to describe internalizing values of Islamic Religious Education in learning based centre. This research is classified into qualitative research. Data collection instruments used were observation, interviews and document study. Data analysis used is descriptive qualitative analysis. From the research carried out, the results were obtained, namely: 1. The values of Islamic Religious Education internalized in the center of al-Islam are three, namely: a. Faith value b. Value of worship. c. Moral values. Internalization method: Lecture, question and answer, habituation, exemplary, advice, attention and supervision and story. 2. The values of Islamic Religious Education that are internalized in a language center are three, namely: a. Faith value. b. Value of worship. c. Moral values. 3. There are three values that are internalized in the cognitive center, namely: a. value of faith. b. value of worship. c. Moral values. 4. The values internalized in the center of science are the values of aqeed and morals.

The lack of Islamic religious education lesson hours, which is only 3 lesson hours per week at the SMK/MAK level, plus Prakerind (Industrial Work Practice) for 2 semesters, is of course not enough for a PAI teacher to teach a very broad PAI material. This research aims to determine the relationship between the values of Islamic religious education and the scout activity program at SMK N 1 Kerinci. It is hoped that once the connection between PAI values and scout activities is known, students will be interested in taking part in scout activities to learn and implement PAI values outside of class hours. This research uses a qualitative method with a case study type of research, the object of this research is the scout members of SMK N 1 Kerinci. The data in this research was obtained from observation, interviews and documentation. In analyzing the data the author used source triangulation. The results of this research show that there is a connection between the values of Islamic religious education in several Scout activity programs at SMK N 1 Kerinci. In the scout activity program implemented there are two values of Islamic religious education, namely the value of worship, including: congregational prayer, du'a, natural tadabur, muhasabah, and mutual help. Then the moral values include: Discipline, Patience, Politeness, Independence, Leadership, Willing to help. The habit of worshiping and cultivating these character values can improve the religious attitudes of Scout members.

This study aims to analyze youth responses to the character values ​​of Islamic religious education in the family and community in the village of Bendosari, Kebumen, Banyubiru Subdistrict, Semarang Regency. The values of character is very important for the development of children and adolescents due to good character will not only bring a positive influence to the youth itself but also would bring a positive impact on the family, community and environment. This study uses a qualitative approach, the method of data collection is done by in-depth interviews, observation and documentation. The results of this study indicate that in the form of ideas, messages and refraction. The stimulus in the form of ideas and messages is packaged through religious activities such as recitation, tadarus, meetings of youth clubs. The stimulus in the form of habitpuation is packaged in the form of activities such as youth youthfulness, social activities and forth. The response of the youth to the character values ​​of Islamic religious education is in the form of cognitive, affective and psychomotor responses. Cognitive response is a response in the form of ideas and knowledge, affective response is a response in the form of attitudes and emotions while psychomotor responses are responses in the form of behavior or attitude. While the implications of the youth response to the character values ​​of Islamic religious education are in the form of implications in the form of ideas where the ideas and knowledge of youth are getting better and also the implications in the form of attitudes which means that the attitudes and behavior of young people are increasingly changing towards a better direction.

The purpose of this study was to determine the attitudes of junior high school students towards the values of Islamic religious education, spiritual intelligence, and compliance with regulations. This study uses a qualitative method with a phenomenological approach involving Islamic Religious Education teachers, counseling teachers, and students. The techniques used are observation, interviews, and documentation. Observation is used to systematically observe and document a symptom or phenomenon that occurs in research subjects. Observation is a data collection method in which researchers make direct observations of schools by paying closer attention to how children behave, regulations that apply, and activities that are carried out. Students' spiritual intelligence will increase and develop by implementing the values of Islamic Religious Education which have been carried out continuously in daily life. Islamic Religious Education Teachers instill spiritual intelligence by aligning Islamic Religious Education values and strategies so that Islamic values can be well instilled so that the intelligence of students in complying with regulations with sanctions from the school runs as a whole.

This study aims to describe the role of single parents in inculcating Islamic religious education in Sambirejo Village, Selupu Rejang District. The research method used is descriptive research using qualitative data. The data were obtained through interviews with 11 single parents who have sole responsibility for educating their children in terms of the Islamic religion. The results showed that single parents in Sumber Urip Village, Sindang Kelingi District, played an important role in instilling Islamic religious education in their children. They are responsible for teaching about Islamic teachings, such as teaching about Allah, the Messenger of Allah, and Islamic laws. In addition, they also provide exemplary examples in carrying out Islamic worship and values in everyday life. In inculcating the values of Islamic religious education they face challenges including limited time and energy, lack of adequate religious knowledge, and limited financial resources. Strategies used by single parents, such as establishing a regular schedule for religious activities, using digital media, and inviting children to participate in religious activities, can help in inculcating the values of Islamic religious education. A holistic and collaborative approach plays an important role in ensuring effective religious education.

This research is motivated by the importance of Islamic religious education values in human life and forming good Islamic religious education in terms of affective, cognitive, and psychomotor. The problems in this research are: How are the values of Islamic religious education in the aspects of belief, worship, and moral aspects contained in the novel Cinta Subuh by Alii Farighi from the perspective of Bloom's taxonomy? The purpose of this study is to describe and analyze the data of Islamic religious education values in the novel Cinta Subuh by Alii Farighi from the perspective of Bloom's taxonomy. The theory used in this research refers to the theory of Islamic religious education by Muhammad Ali (2013) and Bloom's taxonomy theory by Fauzi (2017), Suliswiyadi (2020), Kartini et al. This research data is in the form of all sentence quotation data in the novel Cinta Subuh by Alii Farighi which contains the value of Islamic religious education related to Bloom's taxonomy perspective. This research approach uses a qualitative approach, the method used is descriptive method using hermeneutic techniques and analyzed using content analysis techniques. The results of this study conclude that there is a value of Islamic religious education in the novel Cinta Subuh by Alii Farighi, namely 1) The value of faith has 11 data related to the affective and cognitive domains. 2) The value of worship has 22 data related to the affective, cognitive and psychomotor domains. 3) Moral values have 21 data related to the affective and cognitive domains.