PASRAMAN PARENTAS AND INTERNALIZATION OF HINDU-KAHARINGAN MORAL VALUES AMONG STUDENTS IN PALANGKA RAYA CITY

This study aims to explore the strategies of Christian Education teachers in shaping students' characters through character education. The method used is qualitative descriptive which can lead to character and spiritual education with a library approach by collecting theories and information from various sources such as journals, online media websites and other sources. The results of the study indicate that the formation of student character can be strengthened through approaches such as teacher role models, integration of Christian values ​​in the curriculum, giving awards for positive behavior, and spiritual guidance. These strategies not only improve the quality of learning, but also support the development of student character in accordance with Christian teachings. This study emphasizes the importance of the role of teachers as moral and spiritual role models, while providing recommendations for the implementation of more effective character education strategies in religious schools.

The development of Generation Z living in the digital era presents new challenges in shaping students' ethical and moral behavior. The Independent Curriculum was designed in response to the needs of 21st-century education by placing character education as the main foundation through strengthening the Pancasila Student Profile. This study aims to analyze the role of character education in the Independent Curriculum on the ethical and moral behavior of Generation Z students. The research method used is a qualitative approach with a literature study of scientific journals, educational policy documents, and relevant previous research results. The results of the study indicate that character education in the Independent Curriculum plays a significant role in shaping students' ethical and moral behavior through the integration of character values ​​in learning, project-based learning, and teacher role models. However, the implementation of character education still faces challenges in the form of educator readiness and the influence of the digital environment. This study concludes that character education in the Independent Curriculum contributes positively to the ethical and moral formation of Generation Z students if implemented consistently and collaboratively.

This study aims to describe the role of teacher role models in internalizing the values ​​of character education of discipline and responsibility to students at SMP Wahid Hasyim Sumberwudi. The approach used is descriptive qualitative with data collection methods through in-depth interviews, direct observation, and documentation. The subjects of the study included the principal and teachers. The results of the study indicate that teacher role models are a key factor in shaping students' character. Teachers not only convey the values ​​of discipline and responsibility verbally, but also provide concrete examples in everyday life in the school environment. Internalization of these values ​​takes place through routine interactions between teachers and students, consistent application of rules, and positive behavioral habits. This study concludes that teacher role models have a significant influence in shaping students' character of discipline and responsibility, so it is important for schools to continue to encourage a culture of role models as part of a character education strategy.

This research focuses on the integration of character values in the Islamic Religious Education curriculum and the role of teachers as exemplary models in shaping students' character. The purpose of this study is to explore how contextual teaching approaches and consistency of teacher behavior can affect the internalization of character values by students at Nurul Jadid Junior High School. This study uses a qualitative approach with a case study method, where data is collected through in-depth interviews, participatory observations, and document analysis. The collected data was analyzed using an interactive model from Miles and Huberman, which included the stages of data reduction, data presentation, and conclusion drawn/verification. The results of the study show that the integration of character values such as honesty, responsibility, tolerance, and cooperation in the curriculum, as well as the role of teachers as role models, is very effective in shaping students' character. The implications of this study confirm the importance of developing contextual teaching methods and consistency of teacher behavior to support more effective character education. This research makes a significant contribution to the literature on character education, especially in the context of Islamic Religious Education.

This study aims to examine the strengthening of Islamic-based character education through a literature study approach, by tracing the relationship between Islamic values ​​and the Islamic psychology approach in shaping students' personalities. The method used is descriptive qualitative with content analysis techniques on scientific literature published in 2018–2025. The results of the study found ten main themes that underlie the formation of Islamic character, including the values ​​of monotheism, the morals of the Prophet Muhammad, purification of the soul (tazkiyatun nafs), habituation of worship, spiritual balance, and teacher role models. Character in Islam is seen as a manifestation of spiritual, moral, and emotional integrity, not just normative behavior. This study concludes that the success of character education is largely determined by the synergy between the roles of teachers, families, and curriculum that are integrated and relevant to the challenges of the digital era. Therefore, an adaptive education strategy is needed but still rooted in Islamic values, as well as training for teachers and parents as moral role models. This study confirms that the Islamic-based character education approach can be a conceptual solution in addressing the moral crisis among the younger generation.

This research is motivated by the social crisis that has gripped society, such as increasing intolerance, individualism, and the moral decline of the younger generation. This demands an educational model capable of harmoniously integrating religious and humanitarian values. SDIT Alam Nurul Islam Dua Ngawi is an educational institution that strives to implement the integration of Islamic ethics and humanist character education in its learning process. This research uses a qualitative approach with a case study method. Data were collected through participatory observation, in-depth interviews, and documentation of various school activities. Data analysis was conducted descriptively through the processes of reduction, presentation, and drawing conclusions. The results show that SDIT Alam Nurul Islam Dua Ngawi has successfully integrated Islamic ethical values and humanist character through integrative thematic learning, the cultivation of noble morals, and the creation of a friendly, inclusive, and reflective school culture. Values such as honesty, responsibility, empathy, discipline, cooperation, and love for the environment are instilled through experience-based activities and teacher role models. The integration of Islamic ethics and humanist character education has proven effective in shaping students who are both religious and humanist. This strategy not only strengthens students' personal character but also fosters social awareness as part of a broader community. These findings contribute to the development of an Islamic values-based character education model that is adaptive to social dynamics and relevant to the challenges of 21st-century education.

This research explores the integration of Islamic values in character education and the critical role of teachers as role models within the framework of contextual learning. The primary objective of this study is to examine how the application of contextual teaching methods, combined with the consistency of teacher behavior, influences the internalization of character values among students at Nurul Jadid Junior High School, Kraksaan. A qualitative approach was employed using a case study method, allowing for an in-depth exploration of teachers' experiences and the dynamics within the classroom. Data were collected through in-depth interviews, participatory observations, and document analysis, and subsequently analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing/verification. The findings reveal that integrating character values such as honesty, responsibility, tolerance, and cooperation into the curriculum, supported by teachers acting as role models, significantly enhances the character development of students. The implications of this research underscore the importance of developing contextual teaching strategies and ensuring consistent teacher behavior to foster effective character education. This study contributes significantly to the literature on character education, particularly within the context of Islamic Religious Education.

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students' character at SMK Negeri 8 Medan. Character education is an important aspect in the formation of students' personalities, especially in the school environment. PAI teachers have a strategic responsibility in guiding, instilling moral values, and building students' character based on Islamic principles. The research method used is a qualitative approach with data collection techniques including interviews, observations, and documentation. The research informants include PAI teachers, students, and the school principal. Data were analyzed using qualitative descriptive analysis techniques to identify the strategies applied by teachers in shaping students' character. The results of the study show that PAI teachers at SMK Negeri 8 Medan play a significant role in character building by integrating Islamic values into lessons, offering a personal approach to students, and organizing religious activities such as study groups, congregational prayers, and commemorating Islamic holidays. In addition, the supportive school environment strengthens the teachers' efforts in shaping students' character. This study concludes that the role of PAI teachers is crucial in shaping students' character, not only through classroom teaching but also through role modeling, spiritual approaches, and emotional development. The recommendation of this study is to improve the training and development of PAI teachers' competencies and to strengthen collaboration between schools, parents, and the community in supporting the formation of students' character.

Islamic boarding schools (pesantren) in Indonesia play a pivotal role in shaping students' character and moral values, especially in the face of globalization and societal shifts. This study explores the process of internalizing Islamic values at Al Ghozali Islamic Boarding School in Bogor, focusing on its systematic approach to character education. The research identifies three main stages of value internalization: value transformation, value transaction, and value transinternalization, which collectively contribute to the development of disciplined and responsible students. The study employs a qualitative research design, using participatory observation, in-depth interviews, and documentation to collect primary data. The findings indicate that the integration of formal and non-formal education, coupled with role modeling by caregivers, plays a crucial role in instilling values such as discipline, responsibility, and sincerity. This research contributes to the field of character education by demonstrating the practical implementation of value internalization in pesantren and provides insights for improving character education programs in other educational settings. The study also highlights the challenges of adapting traditional methods in the modern digital age.

The formation of students’ character in pesantren represents a crucial issue in contemporary Islamic education, particularly in facing the challenges of modernization and globalization. Madrasah Aliyah Swasta (MAS) Jabal Nur stands as an example of an institution that integrates religiosity, discipline, and diverse learning methods in shaping students’ personalities. This study seeks to analyze the character education strategies implemented in the pesantren. Employing a descriptive qualitative approach, data were collected through observation, in-depth interviews with teachers and students, as well as documentation of learning activities. Data were analysed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, with validity reinforced through source triangulation. The findings reveal three major points. First, religiosity is cultivated through daily worship practices such as collective prayers, congregational worship, and dhikr, which are integrated into learning activities. Second, the teacher-student relationship is characterized by personal attention, emotional communication, and intensive guidance that creates a supportive learning climate. Third, the use of varied teaching methods such as lectures, question-and-answer, practice, and assignments enhances students’ engagement. The impact is evident in students becoming more religious, disciplined, independent, and orderly. These findings affirm that character formation in pesantren is shaped not only through structural regulations but also through collective culture, teachers’ role modelling, and affective daily interactions. This study aligns with the theories of value internalization, pedagogy of care, and social learning, while enriching the contemporary literature on character education in pesantren. Thus, pesantren remain relevant as a holistic, adaptive, and sustainable model of Islamic education.

This study aims to analyze the effectiveness of the Islamic Education curriculum in shaping students' characters at Integrated Islamic Schools (SIT). The main focus of this study is on a holistic approach involving academic, extracurricular, and school environment aspects. This study uses a qualitative approach with a case study method, and data were collected through in-depth interviews and participatory observations. The results of the study indicate that the integration of Islamic values ​​in the curriculum, such as honesty, responsibility, and caring, has succeeded in shaping students' characters. Excellent programs such as recitation & tahfizh of the Qur'an and Islamic character development play an important role in shaping students' attitudes and behaviors. The role of teachers as role models and family support also greatly influence the success of character education. Continuous evaluation provides insight into the strengths and weaknesses of the curriculum, as well as improvements that need to be made. This study confirms that the Islamic Education curriculum at SIT is effective in shaping students' characters, which has a positive impact on their social behavior and academic achievement. These findings provide recommendations for the development of a more effective curriculum in facing the challenges of the times.

This study aims to examine the implementation of exemplary values in character education at the elementary school level. Character education is a crucial component in shaping students' personalities, and role modeling is considered one of the most effective methods, as children tend to imitate the behavior of figures they admire, such as teachers and parents. In the context of Indonesian education, exemplary behavior is seen as a powerful means to instill moral values such as honesty, responsibility, discipline, and tolerance, which are essential for life in society. This research employs a library research method with a qualitative descriptive approach. Data were collected from various literature sources, including books, academic journals, and educational policy documents related to character education and role modeling. The collected data were then analyzed to identify basic concepts, field implementation practices, and the challenges in integrating exemplary values into the learning process. The findings reveal that role modeling significantly influences the internalization of character values in students. Teachers' daily behavior and attitudes, along with active involvement from parents at home, play a crucial role in shaping children's character. Furthermore, character education integrated into both the formal curriculum and extracurricular activities strengthens the development of those values. Therefore, collaboration between schools, families, and the broader community is key to the successful implementation of character education based on exemplary practices.

In Hindu teachings, there is a wealth of universal character values that remain relevant to contemporary character education. Instilling Hindu character values should ideally begin in early childhood to lay a solid foundation for ethical and moral development. This study aims to analyze methods for developing Hindu character values in early childhood, focusing on three key principles: Tri Parartha, Tri Kaya Parisudha, and Tat Twam Asi. Using a library research method, data for this study was collected from journals, books, and other literature relevant to Hindu ethics and early childhood education. The research process involved setting objectives, gathering and selecting literature, reviewing content, analyzing data, synthesizing findings, and drawing conclusions. The results indicate that the development of Hindu character values in early childhood requires a multi-faceted approach that considers the unique developmental stages of children. Parental involvement is critical, serving as both facilitators and role models in imparting these values. Key methods include modeling ethical behavior in daily life (Tri Kaya Parisudha), fostering empathy and interconnectedness through the principle of Tat Twam Asi, and integrating communal values (Tri Parartha) into family and social interactions. Additionally, literacy activities and positive reinforcement play vital roles in embedding these teachings effectively. In conclusion, cultivating Hindu character values in early childhood not only nurtures ethical behavior but also aligns with the broader goals of character education. This approach emphasizes the importance of synergy between parents, educators, and cultural practices to ensure children internalize and live these values in their formative years.

Teacher role modeling plays a strategic role in shaping students’ character, particularly in Civic Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) which aims to instill moral, ethical, and national values. This study aims to analyze the role of PPKn teacher role modeling as a strategy for strengthening students’ character in junior high schools. The research employed a qualitative approach with a case study method. The subjects consisted of PPKn teachers, students, and school principals, while data were collected through observation, in-depth interviews, and documentation. The results showed that PPKn teacher role modeling, as reflected in discipline, responsibility, integrity, and social care, significantly influenced the strengthening of students’ character. This role modeling was evident not only during the learning process but also in social interactions within the school environment. The study concludes that PPKn teachers who consistently serve as role models can be an effective strategy in shaping students’ character based on Pancasila values. The implications of this study highlight the need for continuous training and development programs for teachers to strengthen their role modeling as an integral part of character education in schools.

Penelitian ini bertujuan untuk mengetahui strategi pembelajaran yang digunakan oleh guru Sejarah Kebudayaan Islam (SKI) dalam membentuk karakter siswa di madrasah. Pembelajaran SKI tidak hanya berfokus pada penyampaian materi sejarah, tetapi juga menekankan pada internalisasi nilai-nilai moral dan etika Islami yang relevan dengan pembentukan karakter. Strategi pembelajaran yang diterapkan oleh guru Sejarah Kebudayaan Islam (SKI) di madrasah berperan penting dalam pembentukan karakter siswa. Pendidikan karakter melalui mata pelajaran SKI tidak hanya berfokus pada pengajaran fakta sejarah, tetapi juga bertujuan untuk menanamkan nilai-nilai moral Islami yang dapat diterapkan siswa dalam kehidupan sehari-hari. Dengan menggunakan berbagai strategi pembelajaran yang efektif, guru SKI dapat membantu siswa menginternalisasi nilai-nilai seperti kejujuran, tanggung jawab, kerjasama, dan kepedulian. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif dengan melakukan penelitian pustaka. Hasil penelitian menunjukkan bahwa strategi pembelajaran yang digunakan oleh guru Sejarah Kebudayaan Islam (SKI) dalam membentuk karakter siswa di madrasah, di antaranya ceramah interaktif dan refleksi nilai, diskusi kelompok dan pemecahan masalah, pembelajaran berbasis proyek (project-based learning), pembelajaran kontekstual, dan keteladanan dan pembinaan akhlak. Kata kunci: strategi pembelajaran, SKI, karakter, madrasah This study aims to explore the teaching strategies used by Islamic Cultural History (Sejarah Kebudayaan Islam or SKI) teachers in shaping students' character at madrasah. SKI instruction not only focuses on delivering historical content but also emphasizes the internalization of Islamic moral and ethical values relevant to character development. The teaching strategies employed by SKI teachers in madrasah play a crucial role in shaping students' character. Character education through the SKI subject not only focuses on teaching historical facts but also aims to instill Islamic moral values that students can apply in their daily lives. By using various effective teaching strategies, SKI teachers can help students internalize values such as honesty, responsibility, cooperation, and empathy. This research adopts a descriptive qualitative approach by conducting a literature review. The findings indicate that the teaching strategies used by SKI teachers in shaping students' character in madrasah include interactive lectures and value reflection, group discussions and problem-solving, project-based learning, contextual learning, and role modeling with moral guidance. Keywords: teaching strategies, SKI, character, madrasah