Peningkatkan Karakter Religius Siswa Melalui Internaliasi Nilai dalam Kegiatan Keagamaan dan Sosial

This research aims to analyze the implementation of strengthening character education based on ISMUBA (Al-Islam, Muhammadiyah, and Arabic) at SMP Muhammadiyah 1 Depok Yogyakarta, as a model for implementing character education that is integrated with Islamic values. The research background originates from the phenomenon of fading national and moral values ​​among students due to globalization. This research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Research subjects included school principals, deputy principals, ISMUBA teachers, and students. The research results show that strengthening character education is carried out through collaboration between schools, parents, and the community with an integrative-holistic approach. Program implementation includes religious and social activities such as social service, completing iqra' reading, class recitation, donations, zakat, as well as familiarization with religious values ​​through 5S culture (greeting, saying hello, smiling, being polite). The novelty of this research lies in the ISMUBA-based character strengthening model, which integrates Islamic values ​​in all aspects of school activities as a strategy to shape students' religious, disciplined, and socially caring character. These findings have implications for the development of a character education model based on Islamic values ​​that can be adapted by Muhammadiyah schools and other Islamic educational institutions.

This community service activity focuses on revitalizing mosques as centers of empowerment in strengthening the religious beliefs of communities based on social and religious values. The main problem faced by communities is the decline in the function of mosques as centers for community development. Mosques are more often understood as places of ritual worship rather than spaces for social, educational, and spiritual empowerment. This situation has led to a weakening of faith understanding, low community participation in religious activities, and a decline in social solidarity based on Islamic values. The community service method is carried out through a participatory and collaborative approach involving mosque administrators, religious leaders, youth, and the surrounding community. The stages of the activity included: (1) analysis of the needs and potential of mosques as centers for da'wah and empowerment; (2) training in mosque management and capacity building for administrators; (3) aqidah guidance and thematic Islamic studies; (4) development of religious social programs such as Al-Qur'an literacy, mosque-based economics, and social community activities. The results of the community service show that the revitalization of mosques has been able to increase the strategic role of mosques as spiritual and social centers for the community. The community has begun to actively participate in religious and social activities initiated by mosques. Mosque administrators have also shown an increase in capacity in program management and congregation guidance. In addition, the community's awareness of faith has grown stronger, as evidenced by increased enthusiasm for ukhuwah (brotherhood), social awareness, and a more moderate understanding of religion. Thus, mosque revitalization has proven to be an effective means of sustainable social and religious community empowerment.

This research aims to understand the dynamics of integrating religious and social activities for children with special needs (ABK) at Pesantren Ainul Yakin Gunung Kidul. Using a qualitative approach with a case study method, this research explores how the pesantren integrates ABK in religious activities such as congregational prayers, Quran memorisation, and religious studies, as well as social activities such as group work and community service. Data was collected through participatory observation, in-depth interviews, and document analysis. The results of the study show that the integration of religious and social activities has a significant positive impact on the psychological, social, and spiritual development of ABK. Religious activities help strengthen ABK's faith and piety, provide inner peace, and reduce stress. Meanwhile, social activities enhance ABK's social skills, self-confidence, and independence, and reduce stigma and discrimination. This research also identifies the challenges faced in integrating ABK, such as physical and cognitive limitations, social stigma, and limited resources. Solutions implemented by the pesantren include providing special assistance, adjusting teaching methods, and educational programs to improve understanding and acceptance of ABK. The integration of religious and social activities at Pesantren Ainul Yakin Gunung Kidul has successfully created an inclusive and supportive environment for ABK to develop holistically. The findings of this research contribute to the development of inclusive education in pesantren and can serve as a model of best practice for other educational institutions.

The development of science and technology is difficult tostop. Technology as a product of science penetrated all the lines of life. Islamic boarding schoolcan not be separated from technology. Positive and negative of technology is a necessity. The ease of all affairs is one of the positive impacts of technology, while the negative impacts of technology are gave birth to instant-minded and “devilish” human beings. Good character education in these conditions plays an important role in life. Islamic boarding school as an Islamic educational institution in Indonesia is considered and trusted as a character education institution. Indeed, the term character education is introduced and proclaimed by Western educational leaders, but the substance of education has been done in Islamic boarding school. Thomas Lickona called it moral knowing, it is reflected in the akhlak subject in Islamic boarding school, as well as the term moral action is reflected in the praised behavior of the santri and exemplified by the kiai and the ustadz. The integration between moral knowing and good behavior in the students’ real life is able to give birth to the sensitivity to do well (moral feeling). Those three components of character education is implemented in a reflective that is indirectly the cultivation of good characters students such as habituation to do good and exemplary exemplified by ustad and kiai, and also done substantively that is by way of character materials taught directly through moral education in Islamic school or recitations.

Character education is the role of educational institutions to give birth to generations who have good behavior and are in accordance with the norms that apply in society. The growing development of this technology is an interesting thing to discuss and pay attention to, because issues regarding this character have become very important issues lately. Therefore, cultivating and strengthening self-character is very important because it forms and strengthens self-identity or identity so that children can behave well. Character is a characteristic of behavior in everyday life that is in a person who is characteristic. Character is currently a problem that really needs attention. Because along with the development of the times, namely the emergence of Society 5.0, this makes it easier for humans in this life, it also gives bad things to life. Society 5.0 is defined as a technology-based human-centered citizen. In dealing with today's character problems at the Integrated MI Tahfizhul Qur'al Al-Ma'shum (MITTQUM) school, it provides a superior and mandatory program, namely the tahfidz program. Strengthening student character education through the Al-Qur'an tahfidz program not only improves the quality of reading and memorization, but also the emergence of character values contained in the Al-Qur'an in students. The program is implemented so that children have good characteristics, such as religious character, discipline and responsibility. This character is formed because of the activities carried out, such as muroja'ah, depositing memorization, targeting memorization at each grade level, and other religious activities such as dhuha prayers and congregational prayers in congregation.

Character education is the role of educational institutions to give birth to generations who have good behavior and are in accordance with the norms that apply in society. The growing development of this technology is an interesting thing to discuss and pay attention to, because issues regarding this character have become very important issues lately. Therefore, cultivating and strengthening self-character is very important because it forms and strengthens self-identity or identity so that children can behave well. Character is a characteristic of behavior in everyday life that is in a person who is characteristic. Character is currently a problem that really needs attention. Because along with the development of the times, namely the emergence of Society 5.0, this makes it easier for humans in this life, it also gives bad things to life. Society 5.0 is defined as a technology-based human-centered citizen. In dealing with today's character problems at the Integrated MI Tahfizhul Qur'al Al-Ma'shum (MITTQUM) school, it provides a superior and mandatory program, namely the tahfidz program. Strengthening student character education through the Al-Qur'an tahfidz program not only improves the quality of reading and memorization, but also the emergence of character values contained in the Al-Qur'an in students. The program is implemented so that children have good characteristics, such as religious character, discipline and responsibility. This character is formed because of the activities carried out, such as muroja'ah, depositing memorization, targeting memorization at each grade level, and other religious activities such as dhuha prayers and congregational prayers in congregation.

This study aims to analyze the trend of character education research in Islamic Schools. The method used is a literature study using bibliometric analysis based on scholarly data. The applications used in the Bibliometric analysis process include Publish or Perish, Mendeley, Microsoft Excel, and VOS Viewer. The results of the Bibliometric analysis found several things, namely (1) research on character education in Islamic Schools does not show a consistent trend from 2018 to 2023; (2) The topic of Islamic Elementary Schools is the most widely carried out topic related to character education research in Islamic Schools; (3) Research topics on character education in Islamic Schools have begun to shift to topics related to thematic learning and (4) Research topics that have the potential for further study related to character education in Islamic Schools are the learning process and policies of the Islamic Schools Headmaster. The results of this Bibliometric analysis contribute to the development of the world of education, especially character education because they contain information on the development of character education in a wide range and contain recommendations for further research that can have an impact on the development of the world of education, especially character education.

This research analyzes the effectiveness of the group inquiry learning model based on religious character values in enhancing narrative writing skills, specifically in the form of diaries. The objective is to evaluate how this model integrates Islamic religious education with literacy culture while fostering religious character values in the learning process. Employing a quasi-experimental method with a matching-only pretest-posttest control group design, the study was conducted with 76 eighth-grade students from Madrasah Tsanawiyah Negeri in Magelang City, Central Java, Indonesia. Data were collected through observations, interviews, and tests assessing narrative writing that incorporated religious character values such as siddiq, amanah, tabligh, and fathanah. The results revealed that the experimental group, which used the group inquiry model, showed significant improvements in writing skills (t-count = 3.081, sig. = 0.018). The N-Gain for the experimental group was 22.33, compared to 0.52 for the control group, demonstrating the model’s effectiveness. This research underscores the importance of integrating group inquiry learning with religious character values, as it significantly improves narrative writing skills, enhances student engagement, and instills core Islamic values, thereby contributing to the development of both literacy and character education in Islamic schools.

Religious diversity in Indonesia demands its citizens to be moderate as they encounter religious affairs in society. Educators have made substantial efforts in many contexts, including in Madrasah Aliyah, to enable students to embrace the values of religious moderation not only in academic settings but also on a daily basis. This study aims to identify how a Madrasah Aliyah promotes religious moderation values, including students’ responses towards the notion. This study used a qualitative approach and case study design. The research instruments used questionnaires and semi-structured interviews. This study was situated in the scope where the school implements Islamic concepts in learning, which involved a teacher and 32 students. The data for this study is gathered from questionnaires and interviews. The study found that the values of religious moderation are promoted through learning activities supported by the school’s system. Being fair, tolerant, respecting differences, helping others, being honest, humble, cooperative, peaceful, responsible, and being a role model are religious moderation values promoted by the school. These values are embedded in all stages of learning. Also, this study discovered that teachers and students have implemented religious moderation values during teaching and learning. This study has shed light on how religious moderation values can be implemented in Madrasah Aliyah, and students can integrate those values into academic and actual life conditions.

As one of the culture element, art is human nature that is bestowed by Allah for an activity that involves creative ability in expressing beauty, truth and goodness. The aesthetic value of Al-Chulafa’s rebana art is not only as an entertainment for the students of Darul Ulum Islamic boarding school and the society, but also as a music accompaniment to the song in praise of Prophet Muhammad to remind and give good advice to the performers as well as the audiences and grow religious values. The goal of this study is to analyze the aesthetic value and religious value of Al-Chulafa’s rebana art. Data analysis technique is taken by reducing, presenting and verifying data. The research is qualitative descriptive approach using design of case study located in Ngembalrejo Village, Bae Kudus. Data source in this study are primary and secondary source and techniques of collecting data are doing observation, interview and document studies. Technique of data validity is triangulation of the source while data analysis technique is taken by reducing data, presenting data, and verifying data. The result shows that the aesthetic value of Al-Chulafa's rebana art shows unity and harmony, which has the principle of organic unity, principle of theme, principle of thematic variation, principle of balance, principle of evolution, and principle of hierarchy. While the religious values in the art of rebana gives a positive impact to the spirituality development of its personnel, which is covered in five dimensions of religious behavior they are the value of belief, the value of religious practice, the value of experience, the value of religious knowledge and the value of religious practice.

The integration of religious values in character education is one of the important strategies in shaping the morals and ethics of the young generation in the modern era. This study aims to examine how religious values can be integrated into character education in order to build a golden generation with noble character, integrity, and high social awareness. The method used in this study is a qualitative approach with a descriptive case study research type at SDII Muslim Madani. Researchers to dig up detailed information through observation, interviews, and documentation. The subjects of the study were the principal, teachers and students. Data analysis techniques include data reduction, data presentation, and drawing conclusions or verification. The results of this study indicate that the integration of religious values in character education takes place through habituation activities in schools including congregational prayer activities as a means of character and spiritual education, tadarus and memorization of the Qur'an as strengthening religious values, religious extracurricular activities as self-development and student potential, and alms programs as social awareness education. This study highlights how religious-based character education is not only instilled through formal teaching, but also through daily practices that shape school habits and culture. This study also provides a holistic perspective by linking religious activities with aspects of students' self-development and social development. This study may be limited to the context of a particular school with a strong religious culture, so generalization to schools with different backgrounds may be limited. In addition, the research method used is likely more qualitative, so it has not measured the specific impact of each activity on students' character development quantitatively. Further studies are needed to explore its effectiveness in the long term and in various educational settings.

This study explores the development of a character-building model that integrates the Merdeka Curriculum and School-Driven Program to foster religious and social care values among high school students in Banda Aceh. Using a qualitative approach, data was collected through observations, in-depth interviews, and documentation analysis, involving school principals, teachers, students, and community members from four high schools in Banda Aceh. Triangulation of sources and techniques ensured data validity. The findings show that each school employs unique character-building strategies aligned with its vision and mission. The study emphasizes the importance of proactive school leadership, teacher engagement, and community collaboration in successful character education. To address challenges such as cultural differences, student readiness, and resource limitations, the Busi (Islamic School Culture) model was developed. This model integrates religious values and social activities, enhancing students discipline, empathy, and social skills. The implementation of the Busi model led to significant improvements in students moral and social development. The study underscores the need for integrating religious and social values into the curriculum and fostering collaboration between schools, families, and communities to achieve holistic character education.

Socio-cultural values that prioritize the formation of noble characters are gradually starting to be considered incompatible with the times, students are more fond of popular culture presented by various media available in the community. In fact, each region has a rich culture that can be developed to become the basis for character education for students in the area. The method used in writing this article is a qualitative method, using a phenomenological approach. The respondents in this study were teachers, community, local government in rural communities. To obtain data, the authors used interviews and observations at the research site. Social and cultural changes in society can affect the educational process as a result of a shift in the educational paradigm, such as changing the way of life, ways of learning, ways of communicating and thinking and others. The process of Islamic education in rural communities schools of South Sumatra must improve by changing the paradigm of sociocultural-based education in order to answer the demands of the times. In addition, Islamic education in schools must develop the values of peace, tolerance, human rights, democracy and justice. Educators in certain ethnic-religious-based schools should teach universal human and justice values that uphold the values of peace. Islamic education in schools with a sociocultural basis must teach students about universal religious values. Educators must teach and instill religious and cultural values that are friendly to differences, non-violence, uphold peace, and justice.

The aim of this study was to analyse religious values who ​​ developed for students and their implementation their religious values at elementary school 5 and Madrasah Ibtidahya Terpadu Darul Ulum Lempuyang Bandar Way Pangubuan sub district. The researchers used qualitative research by using comparative studies. The result showed that in implementing religious values ​​ are through school culture such as accustoming greetings in the school environment, providing exemplary, spontaneous greetings in the school environment. Keywords : Religious Values, Education Character, Implementation Religious Values

This study focuses on integrating local wisdom, religious values, and universal values. This study aims at revealing various secondary school cultures in public schools. This study employed a qualitative method with a case study design at Junior High School SMPN 7 Muaro Jambi. Data was collected using observation, in-depth interviews, and document study techniques. The collected data were analyzed using an interactive model, including data condensation, presentation, and verification. Triangulation techniques, extended observations, and member checks are employed to increase the validity of the data. The study revealed that five school cultures still characterize school managerial life: Gotong Royong (cooperation), Musyawarah (deliberation), Islamic Ritual, Clean and Healthy, and Discipline. These five cultures are manifestations of adherence to local values (indigenousity), religious values, and universal values. Combining these three integrated sources of values is a distinctive pattern of school culture that becomes the foundation for developing school quality at public schools at SMPN 7 Muaro Jambi. This research implies that integrating local, religious, and universal values in school culture enriches learning and prepares students for a globally complex world.