Religious Values and Character Education in The Drama “Celengan Tresna”

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.

Character development of Indonesia at the present time they have been affected by globalization civilization which opens a window of opportunity to enjoy the advancement of science and technology, in the end slowly Indonesian people can be directly involved in the international community association freely and have access to a variety of impressions that would give effect to the character formation of generations of Indonesia, among other things such as pornography, violence, sexual perversion and violation of legal norms others later be interesting spectacle that in the end it turned into a real story that sad that happened on the whole society, especially the younger generation. Overcoming such things, the National Education System Indonesia raised character education at all levels of formal education. Primary school (SD) is the lowest level of formal education the foundation for the construction of a national character because, at the time there is important period in the development and future growth that is "golden age". Bogor is a tourist town that borders the capital city nature is cool and fertile land become a haven for tourists at home and abroad. Acceleration culture that can fade the noble values ​​of national culture will increasingly prevalent go to Bogor. Bogor religious communities and uphold the Sundanese culture as a strong foundation for developing a model-based character education Religion and the local culture. This study aims to identify the character values ​​in the public area of ​​Bogor and explore models of outcomes were found from the analysis of the data found in the community of Bogor implications for later used as a reference in order to defend the noble values​​derived from religious values and rooted in the culture of local wisdom as growing efforts character education at primary school. The method used in this study is a qualitative research to examine the condition of natural objects, where the researcher is a key instrument. Object of research is the Elementary School that implement character education on the basis of religion and culture in Bogor. The results showed that there are three models of religious-based education and the implementation of local wisdom is, 1) model is a model holistic implementation of character education that fully is applied in schools. 2) Implementation of the model of integration that integrates character education with religious and cultural values ​​into all school activities, these models are in Islamic Elementary School. 3) partial character education model, namely the implementation of character education is carried out separately with public education materials. Keywords Character Education, Religion, Culture, Elementary School.

The transformation of the Pancasila Student Profile is a key effort in shaping the character and national identity of students in Indonesia. This study explores integrating religious dimensions into school culture to strengthen the implementation of the Pancasila Student Profile at the elementary school level. The research method used is a literature study, in-depth analysis of educational policies, school practices, and relevant character education theories. The focus of this study is on implementing religious values as an integral part of school culture and its impact on the formation of student attitudes and behaviours through the Pancasila Student Profile. The literature reviewed includes various studies and reports highlighting the importance of religious values in character education and models of success from schools that have successfully integrated this dimension. The study results indicate that integrating religious values into school culture significantly strengthens students' commitment to the principles of Pancasila and contributes to the formation of characters that are more virtuous, responsible, and caring about the social environment. This study concludes that effective transformation of the Pancasila Student Profile requires a holistic approach involving all school elements in instilling positive religious and cultural values. Practical recommendations for educators and policymakers include developing curricula sensitive to religious values and increased training for teachers to support effective integration in school settings.

This research aims to describe the religious values contained in Subagio Sastrowardoyo's Twilight poetry and implement the religious values contained in Twilight poetry by studying literature in high school as character education. The object of this research is the religious value in the Twilight poetry by Subagio Sastrowardoyo. This research is a type of descriptive qualitative research with content analysis. The data in this research are words and sentences. The data comes from the Twilight poem by Subagio Sastrowadoyo. The data collection technique uses the library, listen, and note techniques. The data analysis technique uses interactive techniques with a stylistic approach. Based on the research results, it was found that religious values between humans and the natural environment are in the form of humans' feelings of hatred for things that are beautiful but only temporary and human relationships with other humans, namely humans' fear of being separated from other humans and the fear of losing. The results of the research can be implemented in literature learning in high school because the religious values contained in the poetry are related to students' character education. Based on the research results, the religious values that researchers found contained in Subagio Sastrowardoyo's poems can be said to be relevant to literary learning. The value of character education is the experience and appreciation aspect, the knowledge aspect, and the behavioral aspect.

The era of the industrial revolution 4.0 is a necessity, which forces all parties to take the benefits provided and minimize the negative impacts that arise. The era of the Industrial Revolution 4.0 has a not simple impact. It impacts all aspects of human life. Where the education system leads to the field of technology, it is very important the role of educators in improving the character of students so that they do not deviate from religious values. This study aims to find out an overview of the concept of character and moral education in the 4.0 period in students. This research method uses a qualitative method with a descriptive content analysis study model. The analysis is carried out on international, national, or similar books or articles related to character and moral education. It is clear the difference between morals and ethics, morals and character, where the differences come from “sources, scopes, traits, figures”. Character education is a system of instillation of character values that includes components of knowledge, awareness or will, and actions to carry out life values, both towards God, oneself, fellow human beings, nature, and the environment, as well as nationality to become a human being with a noble character.

This study aims to analyze strategies and develop an effective model of character education based on religious values in response to the challenges posed by globalization. While globalization positively impacts technological advancement and information accessibility, it also triggers moral crises, value disorientation, and character degradation, particularly among the younger generation. This research adopts a qualitative approach using the literature review method, examining various sources related to character education and religious values within global education. The findings indicate that effective character education strategies must integrate spiritual, moral, and cognitive dimensions into formal and non-formal curricula through contextual, participatory, and sustainable approaches. The developed character education model emphasizes inclusivity, contextual relevance, and the involvement of all stakeholders, including teachers, school principals, families, and communities. Religious values such as honesty, responsibility, and tolerance are the foundation for shaping students' character. This study recommends policy synergy between central and local governments, continuous teacher training, and the utilization of digital technology as a medium for teaching religious values. Through this approach, character education can foster a generation with integrity that is resilient against the negative influences of globalization.

The weakening religious character among the community, especially the younger generation, is a major concern. Values such as honesty, responsibility, tolerance, and social care are degraded due to the lack of integration of local culture in character education. The purpose of this study is to analyze how local cultural practices, such as village purification rituals and earth alms, play a role as a reinforcement strategy in strengthening religious character values. This study uses a qualitative phenomenological approach, with data collection techniques through in-depth interviews, participatory observation, and documentation. The informants consisted of community leaders, religious leaders, and cultural actors. The results of the study show that local cultural practices have functionally become a means of reinforcing character values through habituation, symbolism, and social example. Reinforcement occurs informally but consistently, reinforcing religious values, cooperation, and responsibility in the community. The conclusion of the study revealed that the community independently formed an effective character education system without the intervention of formal institutions, making local culture an educational instrument with spiritual and contextual value. The implications of these findings show the importance of reconstructing the community-based character education model and local culture, as well as opportunities to integrate traditional values into the national education system in a more applicable and sustainable manner.

The moral crisis among students, exemplified by drug abuse, bullying, plagiarism, and sexual violence, necessitates ongoing research by Islamic education scholars into religious texts written by prominent scholars. These studies aim to reinforce the conceptual foundations that can be proposed as solutions to these moral issues. The book "Ta’liim Al-Muta’allim" is a key reference rich in religious values that offers a conceptual alternative for addressing contemporary moral problems. The objective of this research is to describe the religious character values found in "Ta’liim Al-Muta’allim" and their implications for character education. This research falls under the category of library research with a descriptive-analytical method. Data collection involved library research followed by content analysis of the readings. The primary data source was the text of "Ta’liim Al-Muta’allim," supplemented by books, journals, and other written sources relevant to the research goals. The findings indicate that "Ta’liim Al-Muta’allim" contains significant religious character values derived from five main themes: the intention in learning, choosing teachers and friends, revering knowledge and scholars, reliance on Allah (tawakkul), and maintaining piety (wara’) during learning. These religious character values promote compassion, tolerance, and the upholding of religious trust among students. These attitudes are crucial in addressing the character issues faced by students today. Keywords: Religious Character, Character Education, Islamic Educational Philosophy

This study aims to describe and analyze religious values ​​and spiritual responsibility in Hijaz Yamani poems and their relevance to character education in learning. The study used a descriptive qualitative method with a content analysis approach. Data were sourced from the poetry anthology “Malam Hujan” with data collection techniques through literature study, observation, and notes. The results of the study indicate that: (1) Religious values ​​in Hijaz Yamani poems are integrated with spiritual responsibility values ​​reflected through the use of diction, symbols, and figures of speech that represent the vertical relationship between humans and God; (2) The poem “Kalau Kau Datang” contains spiritual responsibility values ​​shown through awareness of the presence of angels as a symbol of the end of life and readiness to face the Creator; (3) Religious values ​​and spiritual responsibility in Hijaz Yamani poems have significant relevance to character education, especially in the development of students’ spiritual, moral, and social dimensions. The implication of this study is the importance of integrating religious values ​​and spiritual responsibility through literary works in learning to strengthen students' character education.

The problem of this research is what are the values of character education and morals in the film Ali and the Queens of Queens. The purpose of this study is to describe the values of character and moral education in the film Ali dan Ratu-ratu Queens which specializes in character education religious values, nationalism values, integrity values, independent values and mutual aid values as well as moral values in the form of human relations with God, human relations with oneself, human relations with humans and human relations with nature. The research method used in this method is the qualitative descriptive method. The source of this data and the object of study is sourced to the films Ali dan Ratu-ratu Queens. The data analysis technique used is a documentation technique. The results of the analysis obtained are in the form of character and moral education values. The values of character education consist of 5, namely (1) religious values (2) nationalist values (3) independent values (4) mutual aid values and (5) integrity values. Moral values are divided into 4 parts, namely (1) moral values contained in man's relationship with God, (2) moral values contained in the relationship between humans and fellow humans, (3) moral values contained in the relationship between humans and fellow humans, and (4) moral values contained in man's relationship with the universe.

Islamic boarding schools are one of the educational institutions that are expected to be able to build Islamic character for all students who produce graduates who have various competencies to face various changes in today's era. legality is very much needed by both the world of work or the world of education for pesantren graduates. who have combined religious learning in pesantren with formal education and the quality of pesantren graduates is strongly influenced by the learning process in the pesantren.Therefore, Character Education in Islamic Boarding Schools is very important to balance the existing knowledge in Islamic boarding schools and schools. It is very necessary to research with a focus on character education issues, the objectives are: 1) Knowing the character education and materials developed by the Cipasung Islamic Boarding School and Sukamanah Islamic Boarding School. 2) Knowing the implementation used in the character education process developed by Cipasung and Sukamanah Islamic Boarding Schools. 3) Knowing the results of students' character education graduates who are the result of the education process in Cipasung and Sukamanah modern Islamic boarding schools. The theory that underlies this research is as follows: 1) Love of God and truth, 2) Responsibility, discipline, and independence, 3) Trust, 4) Respect and courtesy, 5) Compassion, care, and cooperation, 6) Trust self, creative, and never give up, 7) Fair and leadership spirit, 8) Kind and humble, 9) Tolerant and peace-loving. Research methods and procedures refer to Qualitative research approach. the location of the research was carried out at the Cipasung Islamic Boarding School and the Sukamanah Islamic Boarding School Tasikmalaya. The main findings of this study are. 1) The goals and materials for character education applied by the Kyai at the Islamic boarding school are Character Education in paternalistic religio education based on religious values that are based on the character of the Prophet Muhammad SAW by setting the goals and content of character education. 2) Implementation of character education developed in Islamic boarding schools, 3) Knowing the results of graduate learning that is applied is totality education by prioritizing the application of all knowledge in daily life and students' perceptions of the character education they experience in Islamic boarding schools. The implications of these findings are: 1) The objectives and materials of religious paternalistic character education by setting the goals and content of character education. 2) the implementation of character education developed in Islamic boarding schools. 3) knowing the results of graduate learning that is applied is totality education by prioritizing the application of all knowledge in everyday life and students' perceptions of the character education they experience in Islamic boarding schools.

In the digital era, we face moral challenges and crises among children, especially elementary school students. For this reason, the role of character education in shaping personality and the importance of education based on religious values are very important. This reason underlies the researcher to develop the KARIS (Christian faith-based character) education model. This research used the Research and Development method by involving all relevant stakeholders as participants. The case study was conducted at Daniel Creative School Elementary School, Semarang. The development model was carried out starting from the identification of relevant Christian values, character curriculum development, implementation of Christian faith-based learning processes, evaluation of student character, monitoring, and evaluation, to continuous improvement. The findings of this study are that researchers found the importance of character education in shaping students' personalities. In addition, the model developed has helped schools to develop students' character positively. The role of teachers is also very important in integrating Christian values into learning. Finally, the importance of collaboration and support from all stakeholders in the success of Christian faith-based character education.

Character education is undoubtedly found in many things. They are included in the family and language. Individuals can understand character education by looking at current conditions that shape personalities. Character education can also be found in literary works. In this study, researchers focused only on two character education values, namely religious values and curiosity values in the novel Dahlan by Haidar Musyafa. The research aims to reveal the spiritual and curiosity values of the Darwis character that represent daily behaviors with the quotations obtained. The research approach used by the researcher is literary psychology. The literary psychology approach is a scholarly work created by the author related to the character's character, the character's psychology, and the emotions he writes about. The data collection technique in this study uses heuristics and hermeneutics. It can be concluded that Dahlan's novel by Haidar Musyafa contains positive things that can shape good characters for readers. Character education values include religion and curiosity. The results of the research show and represent that humans always obey their beliefs so that they are always grateful for all the certainties that God gives. The results show and represent humans to always obey their beliefs to be continually thankful for all the certainties God gives. Then, the value of character education in the form of the value of curiosity seeks to reveal the unknown with the meaning of language.

Character education at the elementary school level in Indonesia is an important aspect in the formation of students' personalities. This study aims to analyze how morning habituation activities in elementary schools contribute to the cultivation of religious character values and global diversity which are part of the Pancasila Student Profile. This research was conducted in elementary schools in Semarang using descriptive qualitative research methods. Data collection was carried out through observation, interviews with pamong teachers, and documentation of activities. The results of the study show that morning habituation activities such as flag ceremonies, joint prayers, morning apples, and introduction to regional culture and languages play a role in the formation of students' religious character and global diversity. This activity helps students understand, appreciate, and apply religious values and appreciate cultural diversity. Activities such as 5S (Greeting, Smile, Greeting, Politeness, and Manners), joint prayers, and introduction to regional culture function as a means of supporting character education in accordance with the Pancasila Student Profile. The conclusion of this study is that morning habits in elementary school play an important role in the formation of religious attitudes and global diversity of students, so as to create an inclusive and tolerant school environment. Morning habits play a role in strengthening religious values and increasing students' understanding of cultural diversity and tolerance, supporting the formation of a young generation with noble character and a good attitude of tolerance towards differences.

This study aims to determine the strategy of internalizing religious character values ​​in religious and social activities and what religious values ​​are internalized in Madrasah Aliyah (MA) Tarbiyatut Tholabah. The approach used is a qualitative approach with a case study design, data collection through interviews, documentation, and observation with informant sources from school leaders, teachers, and students. Data validity using triangulation techniques and data analysis through data reduction, data presentation and verification or data conclusions. The findings show that the strategy of internalizing religious values ​​based on religious and social activities is carried out through first routine activities, namely congregational prayer, routine Koran reading, and activities to commemorate Islamic holidays, second Social Community Activities such as social service programs and community service, third Habitual Approach in Daily Life contained in Islamic culture and daily monitoring by teachers, fourth is the Al-Qur'an Tahfidz Program. The religious values ​​that are internalized are the values ​​of faith and obedience to worship, honesty, responsibility, simplicity, tolerance, social concern. These results highlight the potential of integrating religious and social activities in the curriculum to develop broad-minded individuals who are spiritually grounded and socially responsible. This study contributes to the existing literature by providing empirical evidence on the effectiveness of integrating religious and social activities in character education in Islamic schools that can be recommended for wider implementation in other Islamic educational institutions.