Implementation Of Moral Education Research Articles

Penerapan Pendidikan Agama Islam Pada Anak Usia Dini dalam Keluarga di Desa Sidorejo Kecamatan Belitang Jaya

Research paper: the family is the primary group in society whose role is very important in creating a healthy culture. Because it is from the family that good culture and good society begin. So it is not surprising that good culture and good society begin. So it is not surprising that the family is the first madsarah for children to receive a good education. This research raises the issue of implementing Islamic religious education for early childhood in families in Sidorejo village Belitang Jaya. This research uses a qualitative approach, namely understanding the phenomena experienced by the research subjects. The data collection techniques used were interviews, observation, and documentation. The result of this research can be concluded that the implementation of Islamic religious education for early childhood which has been optimally carried out by parents in the family in Sidorejo village Belitang Jaya district is the implementation of faith education, implementation of moral education, implementation of education.

The Implementation of Moral Education at Miftahul Huda Al-Ulya Islamic Boarding School in Donoyudan, Kalijambe, Sragen

This research aims to investigate the implementation of adab education at Pondok Pesantren Miftahul Huda Al-Ulya Donoyudan Kalijambe Sragen. The research method used is qualitative with a case study approach. The results indicate that adab education in the pesantren involves several aspects, such as respect for the asatidzah (teachers), respect for elders, mentoring and guidance for students, full participation in pondok activities, and the practice of dirasah maktabiyah. The implications of this research are that adab education in the pesantren plays a crucial role in shaping the character of students, reinforcing Islamic values, and creating a holistic educational environment.

Efektivitas Kinerja Guru dan Kepala Sekolah Dalam Kekompakkan Penyelesaian Konflik Sosial di Sekolah

Moral education is an effort to mature humans who have an identity as actual human. School order is often used as an indication of the success of mental development and student behavior. The reality is that in schools there are stillmany violations of regulations school order. This condition gives rise to various problems and problems regarding implementation of moral education. This research uses Max Weber's social action theory with qualitative research methods and Schutz's phenomenological approach. Selection technique research subjects used purposive techniques. Data collection techniques are carried out through observation, interviews and documentation. Data analysis techniques use data reduction techniques, presenting data and drawing conclusions. The results obtained are the practice of school rules as a means of moral education at SMKN 3 Payakumbuh using a points system per semester recorded in the disciplinary book. Sanctions are educational in nature, especially for instilling students moral education. Enforcement of school rules at SMKN 3 Payakumbuh uses steps – steps in the form of installation in strategic places, socialization of school rules and regulations, and daily control of students as well as the involvement of teachers and leadership elements in maintaining social balance in the school environment. The obstacles faced in enforcing school rules are: lack of consistency of teachers in enforcing school rules. Efforts to overcome violations of school rules, namely preventive, curative and repressive measures.

Implementation of moral education by teachers of foreign languages

Abstract Teaching a foreign language is often associated with the development of communicative competence, interpersonal and social development, but also with the development of intercultural competence, aesthetic sensitivity, etc., as when learning a second language, the topics of literature, geographical and cultural differences with respect to the language and culture of the countries speaking the language are discussed. FL is the subject which can provide pupils with the greatest scope for developing the various components of education, as is documented by a review of the literature and teaching methods used abroad to teach a FL. A total of 342 teachers from Slovakia participated in the survey, 55 of them FL teachers. In our research, we focused on three areas, namely, 1) finding out the conditions for implementing moral education in primary school, 2) finding out whether foreign language teachers implement the moral component of education depending on their own moral setting, and 3) academic dishonesty in the context of assessing dishonest practices in pupils and academic dishonesty in teachers during their studies. Teachers participated in the research voluntarily and could refuse to complete the last section. 1) The results show that, FL teachers (N = 55) rate the need for moral education as the most important, but they are mostly concerned with intellectual (M = 4.09), physical (M = 3.56) and environmental education (M = 3.47) in the application of the different components of education. For better application of moral education, they would need adequate and quality training (67.3%) and methodological materials (78.2%). 2) it was found that teachers consider themselves as the basis of moral behaviour (M = 4.7) and at the same time, explicit rules set by them are important for them (M=3.75). Teachers do not trust in the moral behaviour of children and society (M = 2.25), which was also reflected in the fact that the treatment of moral topics is mainly done by the method of explanation (85.5%) and the method of example (80%). 3) Teachers rated the factor of gaining one’s own advantage (M = 4.27) significantly more negatively (N2 = 45; Z = -5.225; p = 0.0001) than the factor of cooperating with others (M = 3.24). On the other hand, FL teachers (N3 = 44) reported their academic dishonesty in terms of occurrence most frequently as a form of cooperation (M = 2.68). Relatively, they defined getting unearned benefits with external help (M = 2.16) or in a utilitarian manner (M = 1.72). We discuss ways to help develop moral education and support teachers.

Pelaksanaan Kebiasaan Ghasab Santri Putri Melalui Pelaksanaan Pendidikan Akhlak Di Pondok Pesantren

This research aims to determine the causes of the ghasab habits of female students at the Roudlotul Huda Islamic Boarding School, Kedungpanji Lembeyan, Magetan, the implementation of moral education for female students at the Roudlotul Huda Islamic Boarding School, Kedungpanji Lembeyan, Magetan, and the implications of moral education for the decline in the ghasab habits of female students at the Roudlotul Huda Islamic Boarding School, Kedungpanji Lembeyan. Magetan. This research is field research with a qualitative approach. Data was taken through interviews, observation and documentation. The data collected regarding the causes of delusional habits, the implementation of moral education and the impact of moral education, were analyzed using the Miles and Hubberman interactive modeling technique. The research results show that the causes of female students' ghasab habits are based on individual factors and circumstances. The implementation of moral education at the Roudlotul Huda Islamic boarding school is through Islamic boarding school education. The implications of moral education for decreasing female students' ghasab habits at the Roudlotul Huda Islamic boarding school are quite effective in reducing female students' ghasab habits and have an impact on the formation of female students' morals.

Critical Literature Review on Moral Education System in Indonesia: How Islamic Education and Pancasila Education Monopolize Morality in Schools

Moral education continues to be a subject of extensive debate within the field of education due to the challenges it poses in both pedagogical implementation and philosophical foundations. This study aims to provide a comprehensive critical review of Indonesia's moral education system by examining its teaching practices in schools and exploring its sociological and structural function within society. This study focuses specifically on Islamic and Pancasila education in Indonesia. To achieve this objective, a semi-systematic literature review approach is employed, incorporating peer-reviewed articles to gather relevant information. This study also employed Critical Discourse Analysis (CDA), which enables an analysis of power dynamics and discursive relationships within the realm of moral education in Indonesia. By incorporating the theoretical frameworks proposed by Durkheim's Moral Education and Bourdieu's social capital theory, this study identifies key themes that provide valuable insights into the development and implementation of moral education. This research explores moral education as a means of fostering social integration and social capital that serves to maintain the existing status quo. By examining these aspects, this research offers valuable insights into the role of education as a sociological function that operates within the power structure, and critically assesses the extent of the state’s involvement in the implementation of moral education.

Implementasi Pendidikan Moral demi Menciptakan Generasi Emas 2045

Moral education is the development or learning of character or morals in students. In this paper we describe character education innovations that have the aim of shaping the character of the golden generation of the next era. The golden generation cannot be equated with the generation of the 90s, the implementation of moral education is also almost similar to. As is known, technological advances make a big difference between the generation of the '90s and today, of course this also has an impact on the way of thinking and the way of learning in themselves. When viewed broadly about the problems that exist in Indonesia is due to a lack of self-sensitivity or morality. The problem of morals and morality is also one of the importance of moral education. In order to welcome the 2045 generation with character, moral education provides several scopes such as the scope of life coaching, morality coaching, environmental coaching and also spiritual coaching.

Character Education in the Perspective of Imam Asy-Sya'rani

This research aims to examine Imam As-Sya'rani's perspective of the moral values contained in the book of Al Minah Al Saniyah. Imam As-Sya'rani's thoughts have their value in serving as a guide in inculcating moral education and character building. That becomes relevant when looking closely at the implementation of moral education, which only touches on cognitive aspects and has not yet touched on affective (inner) aspects. By touching the minds of students, moral education can shape human character with good morals. This type of research is qualitative with a literature review approach. The results of the study show that the book Al Minah Al Saniyah emphasizes the affective (inner) aspect of moral education, which includes morals to God, morals to fellow human beings, and morals to oneself. This thought can be used as a reference in instilling moral education and character education in order to form a complete human being in character.

Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia

This article seeks to examine how the implementation of moral education is presented in elementary schools (SD, SMP, and SMA) in the midst of a society that has changed from an agricultural society to an industrial society. This study aims to understand how the cognitive, affective, and psychomotor aspects of students in the implementation of religious moral values ​​are presented in schools. This study uses a qualitative method with a descriptive approach. The data collection technique taken was observation, interviews with students from primary schools (elementary, junior high and senior high schools) in the Sumberjaya District, Majalengka Regency. This study found that the religious moral values ​​presented in schools were still transfer of knowledge and religion in the aspect of cognition, only a small portion were in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big contribution in shaping student orientation, where religious moral values ​​do not become a control rope for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values ​​in education in schools has a clash with family awareness in supporting education, learning models that are still limited to the transfer of knowledge, and the social environment of society.

PEDIDIKAN AKHLAK DI MADRASAH IBTIDAIYAH MIFTAHUL ULUM BENDUNG JETIS MOJOKERTO

Moral education is the spirit of Islamic religious education and achieving a perfect morality is the real goal of education. Moral education is important for humankind the importance of morals is not only in the life of the individual but also in living in the family and society, even in the life of dancing. Morals are the essence of life and make the difference between humans and animals. “Akhlak” is conscious guidance or leadership by educators of the educated is physical and spiritual development towards the formation of praiseworthy morals.
 The concept of moral education in Madrasah Ibtidaiyah Miftahul Ulum not stated directly in the vision and mission of the madrasah. However, moral education values ​​are, in the student code of ethics, for exemplary methods, habituation, lectures, and stories, as well as reward and punishment, implementation of moral education at MTs Madinatul Ulum Baureno Bojonegoro.
 They are teaching human resources, complete regulatory tools, hidden curriculum, religious culture facilities, and infrastructure that are sufficient to support moral education activities. Meanwhile, the inhibiting faktors for moral education at MTs Madinatul Ulum Baureno Bojonegoro consisted of internal faktors; Inconsistent and sustainable enforcement of rules, Limited time in Madrasa. External faktors; Family environment, community environment.

The Implementation of Morals Education at Madrasah Ibtidaiyah Negeri 2 Bengkulu City

Early age of childhood is critical period for forming children character. Educational experts say that the failure in giving moral education in earlier stages of children life will cause bad problems at their adult life later. It becomes worst if they grow in a bad environment. This research aims to determine how the implementation of moral education in Madrasah Ibtidaiyah Negeri 2 (MIN 2) Bengkulu City and the factors that support and hinder it. Implementation of informants in this study were the head and vice principal of the school, teachers, students, and parents while the instruments used were interviews, observation, and documentation. The data obtained were then analyzed descriptively qualitatively and it was found that MIN 2 is a school that prioritizes moral education where the success of education is seen from how far students implement morals in their lives. Some of the steps taken by this school are conducting Tahfizul Quran education, guidance in wudhu, prayer and dzikir as well as adab guidance: in science assemblies, during recess, to the canteen, eating and drinking, in the school environment, returning home, and at home. The factors that support this success are a strong commitment from the school, teachers and foundations as well as the existence of clear technical instructions for the implementation of guidance. However, there is an inhibiting factor, namely sometimes there is still a lack of cooperation between parents and the school

The Application of Integrating Chinese Elements into College English Writing Blended Teaching Based on the Genre-based Approach

Ideological and political education should be carried out with all kinds of courses in colleges and universities under 
 the new circumstances. With the prominent features of instrumentalism and humanism, the implementation of moral education 
 concerning Chinese elements in the course of college English writing teaching should be the responsibility for the teacher, which 
 can combine the Genre-based Approach (GBA) as the teaching theory with the blended teaching that consists of online and offline 
 learning as the teaching model, to thoroughly dig into the Chinese elements from teaching materials provided in the course and 
 then integrate these Chinese elements into accomplishing writing tasks. In this article, the designed teaching cycle is mixed the 
 learning cycle of the GBA with the blended teaching model for students to improve writing ability, enhance confidence in Chinese 
 culture and realize all-round development. As a result, this paper will firstly review the theories of genres and its pedagogy, and 
 introduce the concept and benefits of blended teaching model. Then by following the proposed teaching cycle, the application of 
 integrating Chinese elements into teaching the genre of an argumenation as an example will be discussed in detail.

Syair Gulung: Perkembangan Dan Fungsinya Sebagai Pendidikan Moral

The purpose of this study is to describe how the development of rolled verse and how the implementation of moral education in the community of Ketapang regency. The method used in this research is qualitatively de-destructive. The result of the findings of this study is this rolled verse brought by da'i or preachers to the Land of Kayong as a medium to spread islam. And some of them (Malay people in Ketapang Regency) believe Ayat Gulung existed long before the entry of Islam in Ketapang this is because malay people are happy with literature and are inseparable from malay people's lives. Ketapang roll verse contains a lot of moral education values that are values related to God, between others, self, humans and the environment.

Internalisasi Nilai Pendidikan Akhlak dalam Surat Al-Hujurat Ayat 11-13 Menurut Tafsir fi Zilalil Qur'an

This study examines the implementation of moral education in QS. Al-Hujurat verses 11-13 in Sayyid Qutb's Tafsir Fi Zilalil Quran. The purpose of this research is to describe the messages and values ​​of moral education as contained in the letter Al-Hujurat verses 11-13. The benefits of this research are theoretically expected to provide a small contribution of thought or input that is useful for Islamic education, while practically this research is expected to provide a little contribution of thought, especially for researchers and readers in general in understanding the contents of the content or values ​​in the letter. Al-Hujurat verses 11-13. The data collection method in this thesis research is a qualitative method through searching data or library research, library data collection methods, reading and processing research materials. The source of the commentary book Fi Zhilalil Qur'an is supported by secondary sources which are related to the problem. Based on the results of research and data analysis, it can be concluded that: The values ​​of moral education contained in the Al-Hujurat verse 11-13 in the interpretation of Fi Zhilalil qur'an, namely the prohibition of making fun of, criticizing, calling badly, haram and prejudice , backbiting, finding fault with others and equality and ta'aruf. The study found that there are three types of interpretation used by sayyid qutub. The methods used are takhalli, tahalli and tajalli.

Education Concept by KH Morality. Munir Ahmad and Implementation in Modern Cottage Muhammadiyah Paciran Lamongan

Insight Education must be free from bondage and narrow, primordial, and exclusive barriers of thought. Education should be based on morality. This research is conducted at The Modern Cottage Paciran Muhammadiyah Lamongan with the problem formulation: (1) How is the concept of moral education According to KH. Ahmad Munir? (2) How is the implementation of moral education According to KH. Munir Ahmad at Muhammadiyah Paciran Modern Cottage ?. In the data collection the author uses observation documentation and interview methods. While the data to the analysis uses descriptive analysis of data from interviews with eight informants. From the results of the study can be Obtained the description that, the thoughts of KH. Munir Ahmad rejected the dichotomy of science. Islamic education is education that leads to the liberation of students and democratic, it means that it Gives freedom to ask questions, be critical and debatable. The curriculum form has the dimensions of integrated curriculum mattered, with the basic principle that is capable of giving birth to a building of an ummatic curriculum. The significance of the moral education curriculum and the learning methodology in Pondok Modem Muhammadiyah Paciran is quite significant, its implementation is based on interviews from 8 informants items, namely two students and six religious teachers and religious teachers

ANALISIS TENTANG METODE PENDIDIKAN AKHLAK DALAM QS. YUSUF SERTA IMPLEMENTASINYA PADA SMK AL-INSAN CILEGON

Al-Qur'an is an inspiration in building moral morals, as a condition for concepts and moral values ​​that are very relevant to be used as a reference in fostering community morals. The formulation of the problem in this study is as follows: 1. How is the application of moral education values ​​in the QS. Yusuf at Al-Insan Cilegon Vocational School? 2. What are the Inhibiting and Supporting Factors for the Implementation of Moral Education in Al-Insan Vocational School? The Research Objectives are: 1. To find out the application of moral education values ​​in the QS. Yusuf at Al-Insan Vocational School Cilegon 2. To find out inhibiting factors and Supporting the Implementation of Moral Education at Al-Insan Vocational School. This research uses Library Research, which is research by collecting data that is related to the object of research, both primary data (Al-Qur'an, Surah Yusuf), Secondary (books, articles, journals). While the data collection method is by documentation, interview. The results showed that the value of moral education in Q.S. Yusuf is patient, piety, sincerity, justice, honesty, trustworthiness and gratitude, the inhibiting factor is due to different family backgrounds, so it is possible that not all students learn religion at home and the supporting factors are patience, enthusiasm and persistence from educators who become the main key to direct and provide examples to students.

Implementation of Moral Religion in Education in Majalengka, Indonesia

This article seeks to explain how the implementation of moral education is presented at elementary level schools in the midst of community conditions that have changed from an agricultural community to an industrialized society. This study aims to understand how the cognition, affection, and psychomotor aspects of students in the implementation of religious moral values ​​are presented in schools. This research uses qualitative methods with a descriptive approach. Data collection techniques taken were observation, interviews with students from elementary level schools in Cidenok Village, Sumberjaya District, Majalengka Regency. This study found that the moral values ​​of religion presented in schools are still transfer of knowledge and religion in the cognitive aspects, only a small part is in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big role in shaping student orientation, where the moral values ​​of religion do not become the control lines for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values ​​in education in schools has a clash with family awareness in supporting education, learning models that are still limited to transfer of knowledge, and the social environment of society.

Implementation of Moral Religion in Education in Majalengka, Indonesia

This article seeks to explain how the implementation of moral education is presented at elementary level schools in the midst of community conditions that have changed from an agricultural community to an industrialized society. This study aims to understand how the cognition, affection, and psychomotor aspects of students in the implementation of religious moral values ​​are presented in schools. This research uses qualitative methods with a descriptive approach. Data collection techniques taken were observation, interviews with students from elementary level schools in Cidenok Village, Sumberjaya District, Majalengka Regency. This study found that the moral values ​​of religion presented in schools are still transfer of knowledge and religion in the cognitive aspects, only a small part is in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big role in shaping student orientation, where the moral values ​​of religion do not become the control lines for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values ​​in education in schools has a clash with family awareness in supporting education, learning models that are still limited to transfer of knowledge, and the social environment of society.

Research on the Network Teaching of Ideological and Political Theory Courses in Universities under the epidemic situation – Take Guangzhou Nanyang Polytechnic College as an example

The sudden outbreak of COVID-19 is unprecedented in its scope and impact. Under the epidemic situation, the special “classroom” under the completely virtual state brought by the implementation of network teaching brings challenges and tests to the ideological and political theory course teaching in colleges and universities, and also provides an opportunity for reform and innovation. Ideological and political theory course is a key course for the implementation of moral education. In the prevention and control of COVID-19 epidemic, it plays a role in the publicity and education of college students and the guidance of public opinion. For the further implementation of xi jinping, general secretary of COVID 19 epidemic prevention and control of a series of important speech and the important instructions instructions spirit, and the Ministry of Education “closed on teaching, not suspended” requirements, our hospital rapid response, positive response, to carry out the ideological and political theory course network teaching boost war “epidemic” confidence, to ensure the successful completion of the teaching task. In this process, the author realized the shortcomings of our school’s horse academy in information literacy, high-quality online course construction and other aspects, and made clear the direction of reform and innovation.

IMPLEMENTASI PENDIDIKAN AKHLAK UNTUK MEMBENTUK KARAKTER SISWA DALAM PERSPEKTIF PEMIKIRAN IBNU SINA

Ibn Sina from his writings on the science of wisdom including the Book of an-Najah (Salvation) and the Book of al-Isyara wa'l-Tanbihat. Both of these books discuss moral education which can shape the character of students. Ibn Sina views humans as parables as the soul of plants, the soul of animals and the soul of humanity, the formulation of the problem is What is meant by moral education according to Ibn Sina? What is the implementation of moral education that can be used to shape student character? Moral education is meant by humans can get to know morals through themselves and through other people, both of which aim to find out the shortcomings of self so as to perfect themselves better than before. while implementation through moral guidance by way of habituation (adat) and thought. The purpose of the implementation of moral guidance is to gain knowledge and happiness, knowledge can only be achieved through a clean soul alaql al-fa'al because with a clean soul will radiate knowledge to the soul, in these circumstances humans get true happiness.