Internalization Of Character Values Research Articles

The Role of Character Education in Building Noble Morals in Madrasah Tsanawiyah

This study aims to explore the implementation of character education in building noble morals among Grade VIII students at MTs Darul Hadist Hutabaringin in Mandailing Natal Regency. The research adopts a qualitative approach using a case study method, where data is collected through observation, in-depth interviews, and documentation. The research subjects include students, teachers, the head of the madrasah, and parents. The findings reveal that character education at MTs Darul Hadist Hutabaringin is integrated into daily learning through teacher role models, extracurricular activities such as scouting and spiritual studies, and parental involvement in supporting school programs. Teachers play a significant role in instilling moral values, while extracurricular activities provide a space for students to practice these values outside the classroom. The study also identifies challenges, such as external environmental influences, particularly social media, which may hinder students’ internalization of character values. Additionally, limitations in time and resources pose obstacles to the optimal implementation of character education. The study concludes by emphasizing the importance of stronger collaboration between schools, parents, and the community to reinforce character education. Continuous evaluation and innovation are also necessary to address technological challenges, ensuring character education remains relevant and effective in shaping a morally upright generation.

Pendidikan Moderasi Beragama dalam Penanaman Sikap Kerukunan antar Siswa di SMAN 8 Kota Malang

A nation develops because of the regeneration that is born through the process of education and learning. The next generation is guaranteed protection and respect for religious rights according to their respective teachings. Although, there are still some cases that tarnish the orientation of students in pursuing education so that it affects the development of science. This discussion aims to examine the strategy, process, and evaluation of religious moderation education in cultivating harmony among students at SMAN 8 Malang City. The researcher used a qualitative approach of field study type that collected data through participant observation, interviews, and documentation. The data collection was then classified and analyzed before finally the data was presented with conclusions. The data and research results indicate that various strategies are applied through in-school activities, project-based activities (P5), and student character empowerment. As for the implementation process, researchers describe it with various points including, 1) exemplary, 2) instilling discipline, 3) creating a conducive atmosphere, and 4) integration and internalization of character values. Meanwhile, the evaluation of its implementation consists of inhibiting factors, namely the lack of harmony by some students. However, this factor can be covered by the existence of supporting factors which are evaluated directly by the teacher by supervising and reprimanding them.

Internalization of character values in the Qur'an in order to overcome the problem of Gen “Z ” characters

Internalization of character values in the Qur'an in order to overcome the problem of Gen “Z ” characters

Internalisasi Nilai Karakter Berbasis Ideologi Keagamaan di Lembaga PAUD Berafiliasi NU

Internalization of ideology-based character values in PAUD institutions affiliated with Nahdlatul Ulama is the main thing as well as being the spirit of education. Administrators in charge of central education are concerned about compiling rules for establishing moral principles. However, only as a blueprint without any follow-up or assessment to gauge its effectiveness. Based on this phenomena, this study seeks to understand how RA Diponegoro 71 Banjarparakan internalizes religious ideology-based character values. This study is a case study-style qualitative investigation. Data collected through observation, interviews, and documentation procedures along with the snowball sampling approach. Source triangulation is then used to verify the accuracy of the data. Through the processes of data reduction, data display, and data verification, data were evaluated. The study's findings are as follows: 1) Tawasuth (moderate), tasamuh (tolerance), tawazun (balanced), i'tidal (perpendicular), and amar ma'ruf nahi munkar (calling on goodness and preventing evil) are character values based on religious ideology in RA Diponegoro 7 Banjarparakan. 2) Internalization of character values is carried out through habituation and learning in class. Habituation occurs on a daily, weekly, and annual basis. As for the design, carrying out, and evaluating learning activities: 3) An sufficient curriculum and supportive parents help the internalization of ideology-based character ideals. The internalization of character values must take into account the variations in student characteristics.

Internalization of Character Values in Through the Learning of Ta'līm Al-Muta'allim Book

The success of education is marked by outputs that lead to the realization of morality and character formation in real life. Religious knowledge is part of the process of internalizing the character of students. This study uses a descriptive qualitative approach. Aims to describe, and analyze the planning, implementation, and internationalization model of character values through learning Ta'lim Al Muta'alim at Madrasah Nurul Muttaqin Bojonegoro. As primary data sources are the head of the madrasah, waka curriculum, and teachers, data collection through participatory observation, in-depth interviews, and documentation. Data analysis through data collection, condensation, data display, and data verification. The results of this study are as follows: (1) The planning includes; a) material, b) objectives, c) learning methods, and d) needs analysis in learning. (2) The process of internalizing character values through learning the book of Ta'lim Al-Mut'allim uses three stages: 1) Value transformation. At this stage, the focus is on understanding the value material in the Ta'lim Al-Mut'allim book. 2) Value transaction occurs two-way reciprocal interaction between students and teachers actively. 3) Character trans-internalization stage. At this stage, the teacher and students begin to correlate the character values in the Kitab Ta'lim Al-Mut'allim, which can be implemented in real life. (3) The internalization model of character values through learning the book of Ta'lim Al-Mut'allim using the Tadzkiroh model, (2) Istiqomah Model, (3) Iqra-Fikir-Dhikr Model.

Strategi Internalisasi Nilai-Nilai Pendidikan Karakter di Madrasah NU dan Muhammadiyah

Madrasah as one of the educational institutions that have an important role in the process of internalizing the value of character education for students. The implementation of character education in Indonesia cannot be separated from the educational institutions owned by NU and Muhammadiyah. The two large organizations have been around for a long time and prioritize the process of implementing character education. These implementation efforts are accompanied by ways, programs or strategies for internalizing the value of character education itself. This article tries to provide a description of the findings of the strategy for internalizing the values ​​of character education in NU and Muhammadiyah educational institutions, namely MTs Hidayatush Syibyan as an educational institution owned by NU and MTs Muhammadiyah 1 located in Palang sub-district. Which in the process of internalizing values, MTs Hidayatush Sybyan does it through a habituation approach or approach to learning activities and extracurricular activities, exemplary of a teacher, direction and guidance, cooperation with parents of students, and finally through the enforcement of madrasa rules. While the strategy for internalizing character education values ​​at MTs Muhammadiyah 1 is through a strategy of integrating character values ​​into the curriculum or all subjects, advice by leaders and teachers to students, civilizing madrasas, through student discipline, teacher example, and finally through habituation. Overall, the internalization of character values ​​at MTs Hidayatush Sybyan and MTs Muhammadiyah 1 was carried out optimally, and in the strategy there were few differences between the two, namely at MTs Hidayatush Sybyan there was a way of working with the guardians of students to supervise student behavior, while at MTs Muhammadiyah 1 there were advantages related to integrating character values ​​into religious and other lessons.

Internalisasi Nilai-nilai Karakter Peserta Didik dalam Pembelajaran Tahsin dan Tahfidzul Qur’an di SMA Darun Nasya Kabupaten Bandung Barat

Al-Qur'an as a holy book has an important role in the hearts of Muslims. A Muslim has an obligation to improve reading (Tahsin) and practice the messages contained. The Tahsin and Tahfidz learning programs which are currently widespread in schools and Islamic boarding schools foster a spirit of learning among the people. In particular, it motivates parents to send their children to schools that have tahfidz programs. with the hope that the Tahsin and Tahfidz programs have a positive influence on the growth and development of students. This study aims to identify how the implementation of the tahsin and tahfidz programs at SMA Darun Nasya with the hope of providing information on the internalization of character values. This type of research is field research with data collection techniques in the form of interviews, observations, and documentation. The results showed that there was a pattern of behavior change in students after participating in the tahsin and tahfidz learning programs.

Character Building based on Multiple Intelligences Classroom for Elementary School in The Digital Era

Human resource development greatly determines the quality of education in the digital era. The integration of science, technology and character domains is one of the complex challenges in the era of globalization. This basis, the internalization of character values ​​from an early age is one of the important elements in facing challenges in the 21st century. This study aimed to explore character development through learning strategies based on the multiple intelligences classroom management. This study used a qualitative research approach with a case study method design at SD Plus Al-Kautsar Malang. The data obtained include observation, interviews and documentation related to the topic and data analysis used is data triangulation with three steps: data collection, reduction and conclusion. The results showed that the internalization of character values ​​can be generated through management classroom based on multiple intelligence; exemplary, courage, discipline, independence, responsibility and respect for others; while the strategy used is through the integration of science, technology and IMTAQ in the learning process in the digital era. The findings showed that the integration of the learning process with classroom management based on multiple intelligences can internalize the character values ​​of students.

PENDIDIKAN KARAKTER ANAK USIA DINI DALAM KEGIATAN BERMAIN SENTRA

This qualitative research was conducted with a background to enrich the discourse and paradigm regarding the pattern of Early Childhood education in character formation. In addition, researchers want to detect and see the effects of center learning on the formation of early childhood character. Although each learning pattern has an influence and has a change in students, the center's activities have a unique value in character planting. This study uses a descriptive qualitative approach using Spradley analysis. The results of the study describe the state of character education in learning centers in the Islamic Village kindergarten. That the internalization of character values is carried out through the foothold in the center from the initial conditioning to the footing after playing. Thus this research is expected to provide a positive new discourse and has the aim to provide a true understanding of what is happening around us.

INTERNALISASI NILAI-NILAI KARAKTER MELALUI KEGIATAN EKSTRAKURIKULER PRAMUKA (Studi Kasus di SDK Wae Kajong)

Internalisasi Nilai-Nilai Karakter Melalui Kegiatan Ekstrakurikuler Pramuka (Studi Kasus di SDK Wae Kajong). Manusia yang karakter baik adalah produk dari sebuah proses pendidikan. Baik pendidikan formal maupun non-formal. Salah satu institusi pendidikan formal yang berupaya menelorkan manusia yang berkarakter baik adalah pendidikan dasar. Salah satu kegiatan di institusi pendidikan dasar, khususnya di SD, yang sarat dengan internalisasi nilai-nilai karakter baik, adalah kegiatan ekstra kurikuler pramuka. Tujuan penelitian ini adalah untuk mendeskripsikan nilai-nilai karakter yang ditumbuhkembangkan dan diinternalisasikan melalui kegiatan ekstrakurikuler pramuka di SDK Wae Kajong.
 Penelitian ini adalah penelitian kualitatif, rancangan studi kasus. Sumber data penelitian ini, yakni sumber data insani dan non-insani.Teknik pengumpulan yang digunakan: (1) wawancara mendalam, (2) obrsevasi, dan (3) studi dokumentasi. Instrument kunci dalam penelitian ini adalah peneliti sendiri. Data dianalisis dalam tiga sub-proses, yakni: reduksi data, penyajian data, dan pengambilan kesimpulan. Untuk menjamin validitas dan kredibilitas data, maka peneliti melakukan pemeriksaan terhadap data dengan menggunakan trianggulasi teknik dan sumber.
 Hasil penelitian menunjukkan bahwa nilai-nilai yang ditumbuhkembangkan dan dihayati melalui kegiatan pramuka, di SDK Wae Kajong adalah percaya diri, kreatif, teliti, kerja sama, komunikatif, dialog, berpikir solutif, peduli terhadap alam, respect terhadap orang lain, mandiri, rendah hati, tenggang rasa, tegar, sederhana, solider, disiplin, rapi, sopan, tangkas, tanggung jawab, kepemimpinan, pengendalian diri, mendengarkan orang lain, konsentrasi, menaati aturan, dan ingin tahu.
 
 

Exploratory Study on Internalization of Character Values through Educational Profession Course

This study was based on the findings during teaching and learning process at FKIP Universitas Dehasen Bengkulu (the Faculty of Educational Science and Teacher Training of Dehasen University of Bengkulu). There was a phenomenon of declining of good character value and morality. This is because of the misused of advancing technology by students that brings negative impact on the students' character and morality. This phenomenon was especially found among new students of FKIP (Faculty of Educational Science and Teacher Training) on their early stage of study. At the meeting of Educational Profession (Profesi Pendidikan) course, we did early observation by making contract with the new student.. They generally still brought their local character and moralor their old behavior. This could be seen, for example, they talked to their lecturers and seniors impolitely or often used their local language. Everyone's patience was needed in dealing withthis phenomenon. As the lectures progressed, especially Educational Profession course, we tried to internalize character values toward the students. This had positive impact for them. Today, they are found to be more polite, for example, they greet their lecturers and seniors when they meet them. This study dealt with character values such as: religious, discipline, honest, hard work, responsible, love peace, appreciate achievements, and friendly or communicative. This Exploratory study which was done to internalize character value of the students, has positive impact, this can be seen fromthepositive progress of students' character. Students who already have good character will keep learning to have better personality. This wil affect their future job, especially if they become teachers.

Internalization of Character Values Through School Culture: Comparative Study of the Pre and Corona Pandemic Period

This study aims to find out the character values developed by culture-based schools and to know the process of internalizing character values in the pre and corona pandemic period. This research uses a qualitative descriptive approach with comparative studies. Data collection techniques through interviews, observation, and documents. The results showed that: 1) character values developed by pre-school and corona pandemic periods were in accordance with KDP guidelines, namely religious, nationalist, independent, mutual cooperation, and integrity; 2) internalization of character values in culture-based schools in the pre-pandemic corona is carried out through morning greetings, 5 S culture, folk songs, traditional clothes, batik, musical instruments, traditional games, and literacy culture; 3) supporting factors for internalizing character values are routine funding from the government, while the inhibiting factor is weak commitment and awareness of school members in the process of internalizing student character values.

DEVELOPMENT OF VALUE CLARIFICATION TECHNIQUE LEARNING MODELS BASED ROLE-PLAYING GAME TO INCREASE INTERNALIZATION OF STUDENT CHARACTER VALUES

The Era of Industrial Revolution 4.0 has an impact on the young generation, especially, on attitudes and character changes. In this case, we felt that the implementation of education about values, attitudes, and character in the educational institutions, eitherformaland non-formal education, especially primary education, was very important, and urged to increase its intensity and quality. This research aimed to develop a learning model in the form of a value clarification technique (VCT) based on a role-playing game for improving the value of internalization in the students. The research method used is research and development (R & D). The research subjects were the elementary students of grade V in the Bengkulu Municipality. Data collection was carried out by using attitude observation sheets. Based on the results of the study, it can be concluded that (1) internalization of student character values can be improved through the development of an integrated learning model between technique and games value clarification. (b)the application of learning models by integrating value clarification technique and game was very effective to improve the internalization of character values into students.

Implementation of Character-Based Central Learning Program in Kindergarten al-Irsyad al-Islamiyyah Purwokerto

This research is naturalistic qualitative research aimed at describing the implementation of character-based learning center programs in kindergarten al-Irsyad al-Islamiyyah Purwokerto. The results showed that the implementation of learning centers carried out three main activities, namely the initial activities, opening activities, and core activities. In the core activities, three activities are carried out, namely the footing before playing, the footing when playing and the footing after playing. Internalization of character values in early childhood can be done both in the initial activities, opening activities, and core activities. Internalization of character values through center learning can be done optimally in the core activities. In stepping activities before playing children are introduced to the rules of the game that can make children have discipline. In the foothold when playing children play creatively and collaboratively according to the rules of the game. While in foothold activities after playing children are taught to be independent, namely by solving their problems and tidying up the toy equipment they use. The center learning program will be more effectively carried out to shape the character of students if it is accompanied by the implementation of habituation activities in the initial activities, opening activities, and final activities.DOI: http://doi.org/10.31098/ijeiece.v1i2.26

Implementation of Character-Based Central Learning Program in Kindergarten al-Irsyad al-Islamiyyah Purwokerto

This research is naturalistic qualitative research aimed at describing the implementation of character-based learning center programs in kindergarten al-Irsyad al-Islamiyyah Purwokerto. The results showed that the implementation of learning centers carried out three main activities, namely the initial activities, opening activities, and core activities. In the core activities, three activities are carried out, namely the footing before playing, the footing when playing and the footing after playing. Internalization of character values in early childhood can be done both in the initial activities, opening activities, and core activities. Internalization of character values through center learning can be done optimally in the core activities. In stepping activities before playing children are introduced to the rules of the game that can make children have discipline. In the foothold when playing children play creatively and collaboratively according to the rules of the game. While in foothold activities after playing children are taught to be independent, namely by solving their problems and tidying up the toy equipment they use. The center learning program will be more effectively carried out to shape the character of students if it is accompanied by the implementation of habituation activities in the initial activities, opening activities, and final activities.

CULTIVATING MARINE LEADERSHIP CHARACTER THROUGH MULTICULTURAL BOARDING-SCHOOL SYSTEM

The internalization of character values in the boarding-schools should ideally be designed to answering the challenges of the context of Indonesia as a multicultural country. This study aims to reconstruct the character cultivation through the multicultural boarding school system as an internalization model of marine leadership characters. This study employed a single-holistic case study in a Senior High School of Taruna Nala, East Java, Indonesia, that implemented a boarding school system. The data collection was conducted through in-depth interviews, participant observation, and documentary analysis, and the results was presented interactively. The data sources studied were determined by purposive sampling and snowball sampling. The data validity was tested with four criteria: credibility, dependability, confirmability, and transferability. This study found that the character of maritime leadership is the reponsive (tanggap), tough (tanggon), and agile (trengginas) as unique-intelligent characters that must be mastered by senior high schools in Indonesia as a maritime country. To make it happens, the internalization of character values can be done through a cultivation model, like in planting, consisting of: (1) determining the goals, (2) the seeds selection, (3) land cultivation, (4) planting the seeds, (5) maintenance, and (6) fertilization. The model is carried out in full through the boarding system education system.

Internalization of Character Values in Learning ‘Ilm Al-Aṣwāt

This study aims to identify items of character values ​​and methods of their internalization in learning ‘ilm al-ashwat in the Arabic Education Department of UNSIQ Wonosobo. It is a qualitative-descriptive study where data collection is done through observation, interviews, and documentation from the lecturer of ‘ilm al-ashwat, lecturer of character education, head of sub-section of academic and student affairs, and some students from semesters 3 and 5 who have taken the course. Participants of this research include the first semester students. Findings of this study show that there are some character values ​​ internalized in students when learning ‘ilm al-ashwat. The values ​​are classified into two categories. The first is those that are ​​implied in the learning method such as self-confidence, responsibility, reading interest, achievement-motivated quality, and curiosity. The second is those ​​that are implied in the teaching material of ‘ilm al-ashwat such as honesty, self-discipline, communicative attitude, and religiosity. Meanwhile, the internalization itself is done by role-modeling, prioritizing, and reflection.

Model of Tadzkiroh Based Character Formation in School

Character formation in school is an effort to assess education output that can be expected to have noble characters started from school. In this effort, model of Tadzkiroh is an innovation to implement character formation by developing character formation through T (Tunjukkan teladan), A (Arahkan), D (Dorong), Z (Zakiyah), K (kontinuitas), I (ingatkan), R (Repetisi), O (Organisasikan), serta H (Heart). Each part of the tadzkiroh acronym is a series of stages of tadzkiroh-based character formation that are interrelated with each other. These steps provide a framework for character formation which leads to the internalization of character values in students Keywords: Model of Tadzkiroh, Based Character Formation, School DOI : 10.7176/JEP/10-29-08 Publication date :October 31 st 2019

Internalization Values Of Character Education Towards The Teruna-Daha In The Medi-Median Tradition

<p>National culture and character education is a concept of character education in Indonesia, namely through the process of internalization of education based on the principles of religious, social and cultural norms. The <em>medi-median</em> tradition is one of the cleansing ceremonies that returns all elements in <em>Bhuana Agung</em> and <em>Bhuana alit </em>back to its place, which is carried out by <em>Krama desa</em> in the traditional village of Tenganan Pegringsingan, which in this tradition gives deep meaning as an internalization of values that form the character of religious young people. General objectives and specific objectives to examine and analyze medi-median traditions, related to the internalization of the value of character education. This type of qualitative research used religious theory, internalization theory, value theory, and ethnographic research approaches. Accumulation data used observation method, interview method, library method, data that has been collected is analyzed by interpretative descriptive analysis method, analysis conducted during and after accumulation data, data reduction activities, data presentation, verification to make conclusions. The results presentation technique is presented by the method of presenting the data formally and informally. Research results (1) The medi-median tradition is carried out at <em>Sasih</em> <em>Kapitu</em>, with a series of <em>muhu-muhu </em>ceremonies in the <em>dalem kangin</em> and <em>medi-median</em> in the north to south of the village area, with implementation plans initiated by the <em>medimedian</em> initiator. (2) Internalization of character values through 3 stages, namely the value transformation stage, transaction value stage and transinternalisation stage. (3) internalization of character values towards the <em>teruna-daha</em> in the <em>medi-median</em> tradition, which are: religious values, social values, values. tolerance, discipline value, friendly/communicative value, creative value, aesthetic value, and value of responsibility.</p>

Konsep Pendidikan Karakter Menurut Prof. Dr. H. E. Mulyasa, M.Pd

Abstract: This paer is intened to find the concept of character education, according to Prof. Dr. H. E. Mulyasa thas various books he wrote. Hopefully, this article can serve as guidelines for the parties the manager (manager) schools in practing character education within the scope of the school. From the result of the study can be obtained information that character education is agrowing process of character values, such as conscious, honest, sincere simple, independent, caring, free to act however responsible for his action, careful or conscientious, and commited to doing good. Internalization of character values us carried out through three strategies, namely be a good example for their students, internalize the character values into learning activities, internalize the character values into the activities of habituation, and then manage the school in favor of the practice providing education character.
 Keywords
 character, values, strategies, exemplary