Internalization Of Religious Values Research Articles

Internalization of Religious Values through Dhuha Prayer in Early Childhood

This study aims to explore the process of internalizing religious values through the implementation of Dhuha Prayer in early childhood, using a Qualitative approach and Case Study type. Data collection methods involved Participant Observation, In-Depth Interviews, and Documentation. Data analysis followed the Miles & Huberman Technique, including data reduction, data presentation, and conclusion drawing. The research findings show that the application of religious values through Dhuha Prayer in early childhood at RA Muslimat NU 024 Ponorogo has a significant positive impact, especially in the spiritual and social dimensions. A holistic approach involving education and parental participation in introducing the Dhuha Prayer contributes greatly to children's character building. Values such as patience, discipline, responsibility, gratitude, humility, and tawakal become an integral part of the children's spiritual development. The positive impact is also reflected in the social dimension, where children show concern and empathy for others.

Internalization of Religious Educational Values in Developing Students’ Interpersonal Intelligence

The purpose of the study is to reveal how the internalization of religious education values contributes to the development of students’ interpersonal intelligence. Methodology: This study employs a literature research approach. The search for scientific articles related to ‘internalization of religious education’ was conducted through Google, ScienceDirect, Emerald, and Tandfonline. Main findings: Islamic religious education contributes to the growth of students’ interpersonal intelligence through the internalization of religious values, educational experiences, the selection of role models, self-reflection, and a commitment to continuous learning. Applications of this study: Islamic religious education should prioritize moral values, prosocial behavior, empathy, cooperation, forgiveness, interfaith dialogue, togetherness, experiential learning, critical thinking, self-reflection, and respect for diversity novelty/originality of this study: This study introduces a novel approach by integrating Islamic education with the development of interpersonal intelligence.

INTERNALISASI NILAI-NILAI SPIRITUAL SISWA SEKOLAH DASAR DALAM PEMBELAJARAN MATEMATIKA DENGAN STRATEGI POLYA

This study aims to analyze the effect of internalizing the spiritual values of elementary school students in learning mathematics with the polya strategy on problem solving abilities. This study uses a quantitative approach with the type of pre-experimental research and the design uses one group pretest posttest design. The population in this study were 21 grade IV students at SD Negeri Candinegoro. Samples were taken using saturated sampling with a sample of 11 people. The data collection technique used was in the form of a test and the research instrument was in the form of question sheets, namely the pretest and posttest. The results of the study were calculated using the Paired Sample Test T-test formula. Seen from sig. (two sides) significant at 0.000 < 0.05. That is, there is a significant difference from the condition of students before and after being given treatment. To find out the difference, see table 4.1. It can be seen that the post-test average is 89.29, greater than the pre-test average of 65.47. Because the average posttest is greater, the internalization of religious values in learning mathematics with a strategy can be said to have an effective effect on problem solving abilities.
 Keywords - Spiritual Values; Polya Strategy; Mathematical Problem Solving

Character Building: Internalization of Religious Values in Institutions Children's Special Coaching

This article is based on the results of research conducted at a special child development institution in Pontianak. The focus of this paper is the internalization of religious values carried out on students at the Pontianak Special Child Development Institute. The purpose of this study is to find the cultivation of religious values in a special child development institution in Pontianak. The results of this study show that the internalization of religious values is carried out in several religious activities such as: congregational dzuhur prayers, Friday prayers, dhuha prayers, Saturday recitations, joint recitations, recitations in the month of Ramadan, and Islamic holidays. The activity aims to generate individual and social piety of students. Piety that students have as capital to gain re-admission in the community for criminal acts that have been committed. Individual and social piety is a religious habitus instilled in students through cognitive, affective, and psychomotor aspects to rationally make students aware of the social capital that will be received by society when they leave the special child development institution in Pontianak. This writing is a qualitative descriptive research where data is obtained based on the results of interviews, observations, and documentation at the research site.

Internalisasi Religiusitas Siswa Kelas V SD Melalui Kegiatan Membaca Asmaul Husna

The habit of reading asmaul husna is one of the routine activities at SDN 1 Panusupan to instill religious values in students. This study aims to describe (1) the implementation of the teacher's method in the habit of reading Asmaul Husna and (2) the internalization of religious values in fifth grade students through habituation activities to read Asmaul Husna. The research method used is descriptive qualitative method with the type of case study research. Data collection techniques carried out include observation, interviews, and documentation. While the data analysis technique is carried out with the following steps: data collection, data reduction, data presentation, and drawing conclusions or verification. The research subjects were PAI teachers at SDN 1 Panusupan and fifth grade students at SDN 1 Panusupan. The results of the research found include, (a) the implementation of the teacher's method in the habit of reading Asmaul Husna, namely the classical method, individual method, and drill method and (b) internalization of religious values through the habit of reading Asmaul Husna is in the form of instilling the learning of faith and morals so as to develop students' personalities who have good personalities, have the potential for piety, and emotional intelligence.��

Internalisasi Nilai-nilai Agama dalam Membentuk Karakter Religius Siswa

This research was conducted at the preschool level. The purpose of this study is to explain how the process of internalizing religious values occurs in the formation of religious character in children. This research was conducted at the Teratai 23 PAUD Post, Wonorejo Village, Kec. Kencong Kab. Jember This research uses purposive sampling in determining the research theme. The object of this research is the formation of religious character in childhood through the internalization of religious values. To obtain the data needed for this study, researchers used various data collection methods, including observation, interviews, and documentation, The data analysis used is ethnographic analysis. Due to the descriptive nature of the research, in this method, data consistent with factual findings at the site of the investigation are presented, analyzed, and conclusions are drawn. The values contained in the religious character are explained. Religious activities include daily prayers, reading and memorizing Asmaul Husna, reading short letters, taking a dhuha bath, and praying. In addition to implementing activities, Islamic-based character-framing methods are in the form of Parenting (Hadanah), Exemplary, Exercises and Dangers, Exemplary Stories, Dialogue, Practical Activities, and a supportive environment.

Internalization of Religious Values in Early Childhood


 
 
 
 Internalization of religious values is one of the efforts that can be made to build the next generation of the nation who is not only intelligent but also has a noble character. This study aims to analyze the strategies applied by teachers in an effort to internalize religious values in early childhood. This research is a descriptive qualitative research. Data was collected by using interview, observation, and documentation techniques. Respondents in this study consisted of principals, teachers, and representatives of parents of early childhood. The internalization strategy is applied by telling stories, singing, doing yoga, praying, visiting places of worship or religious tourism, setting an example, and habituation through routine activities. The strategies implemented have succeeded in facilitating the religious development which can be seen from children who have been able to know their religion and God, are accustomed to praying and worship according to their religion, understand noble behavior, distinguish good and bad behavior, recognize rituals and religious holidays, as well as respecting the religions of others. 
 
 
 

Internalization of Religious Values in Storytelling Tradition at BA 'Aisyiyah Bajong

Advances in technology, the influence of the screen era, globalization and the Covid-19 pandemic have had a very extraordinary impact, one of which can be felt in the world of Early Childhood Education. Many children experienced a decline, in terms of learning motivation, habits, attitudes and morals of children which resulted in low religious values ​​children. The tradition of storytelling at BA 'Aisyiyah Bajong is one of the programs integrated into the literacy-based learning model. This program seeks to instil and develop religious values ​​for early childhood. This writing aims to explain the implementation of the storytelling tradition and its benefits in developing religious values ​​for early childhood. This writing uses a qualitative approach with a descriptive method. Data were collected through observations of program implementation and interviews with educators, children and parents. Data analysis used descriptive analysis. The results of the writing found that the tradition of storytelling was carried out in a planned and programmed manner by integrating it into a literacy-based learning model. This program is implemented in institutions by educators and at home with parental involvement. Storytelling activities are carried out through various techniques according to early childhood development which is presented in an interesting and fun way. The implementation of the storytelling tradition is supported by the facilitation of literacy corner facilities in schools and storytelling areas at home. This program involves parents as motivators and companions for children as well as determining the implementation of storytelling traditions at home. The tradition of storytelling increases children's religious values, marked by the child's ability to know God and his creation, love others and God's other creatures, get used to praying before and after activities, say and answer greetings, awareness of children to practice worship and the inculcation of morals and character. which is internalized in everyday life.

The Internationalization of Taqwa Values in Framing Multicultural Education

Internalization of religious values ​is needed so that religion always becomes the spiritual, moral, and ethical foundation in the lives of individuals, society, nation, and state, while respect for the diversity of religious understanding and practice is intended to encourage moderate religious life. Taqwa is one of the essences of religion that guides a person in carrying out his life. This research is library research. The source of this research data is the 2019 Ministry of Religion Moderation Book of Religion as the basis for the study, as well as books and research results related to taqwa values ​and multicultural education. Data analysis used the Milles and Huberman technique which consists of data collection, data reduction, and data presentation to conclude. The actualization of taqwa is carried out in the form of carrying out all His commands and staying away from everything He forbids. The values ​​of taqwa manifest in the form; Maintain a relationship with Allah SWT (Hablum Minallah), maintaining relationships with fellow human beings (Hablum Minannas), Relationships with oneself, and Relationships with the environment. The forms of internalization of taqwa in multicultural education are carried out in several ways; 1) Internalization in the learning process 2) Internalization through example and 3) Internalization through class culture, culture, school, and family culture.

SEKOLAH ISLAM TERPADU: REFORMASI BARU LEMBAGA PENDIDIKAN ISLAM DI INDONESIA

Abstract: The development of educational institutions in Indonesia is getting better day by day, this is also supported by various policies of the Indonesian government itself. The emergence of Islamic educational institutions with a full day school system is slowly but surely able to shift the public's interest in previous Islamic educational institutions such as Madrasah and Islamic Boarding Schools.Integrated Islamic schools with a full day school education system are administratively under the Ministry of Education and Culture, but the curriculum contents are dominated by religious lessons, the internalization of religious values in general lessons is the hallmark of the Integrated Islamic School. However, the presence of this educational institution is not without problems, because it is considered a high-cost school and is less affordable for people who are in the middle to lower economic class. Keywords: Reformation. Islamic Education, Integrated Islamic School.

Contextualization of Islamic Education: Differences in Internalization of Religious Values in Rural and Urban Madrasahs

The internalization of religious values in adolescents cannot be separated from the religious education process in the environment where the students are located. For this reason, this study aims to explain how to internalize religious values in students in rural and urban Madrasah Aliyahs on Lombok Island. This study employed a descriptive, phenomenological, documentary, and understanding qualitative research approach. To photograph the two poles of two distinct locations, i.e., urban and rural madrasahs on Lombok Island, with specified categories, the study's setting took two extreme points in sampling madrasahs. In-depth interviews, observation, and documentation were used as data collection methods. Purposive sampling, meanwhile, was utilized to select the sources. The findings highlighted that the internalization of religious values was implemented in the classroom learning and religious activities in the madrasahs' internal and external environments. In urban madrasahs, a structural-functional approach with several characteristics was used as a tool for helping students internalize Islamic religious values. Madrasahs in rural regions, on the other hand, put more emphasis on a cultural approach with flexible, dynamic, and adaptive characteristics where education takes into account cultural aspects and societal values. Consequently, a more persuasive approach was applied in rural madrasahs

Penanaman Nilai-Nilai Agama Islam kepada Anak di Desa Mata Wolasi Kecamatan Wolasi Kabupaten Konawe Selatan

This study aims to find out how to instill religious values by parents to their children in the village of Mata Wolasi, Wolasi District, South Konawe Regency. This study employed qualitative research with a descriptive approach. The research informants were 9 residents of Mata Wolasi Village who were selected by purposive sampling technique. Research data were collected through observation, interviews, and documentation. The data was then analyzed through several stages, namely data collection, data reduction, data presentation, and drawing conclusions. The results showed that there were four methods used by parents in passing on religious values to their children in Mata Wolasi Village, namely: habituation, example, advice and punishment. In teaching religious values to their children, mothers and fathers show the same role in the methods of habituation, advice, and punishment. However, fathers are more dominant in giving examples.Keywords: Internalization of Religious Values, Children's Character, Parents' Role

Character Formation through Internalization of Religious Values in Elementary School Students

Character Formation through Internalization of Religious Values in Elementary School Students

Character Formation through Internalization of Religious Values in Elementary School Students

This research was conducted in elementary school Lab. School FIP-UMJ, South Tangerang. Indonesia. The research method used is a qualitative descriptive approach. The number of respondent studies was 25 students who actively participated in extracurricular activities through the internalization of the habit of reading the Koran. The results showed that the student’s character was very good after they mastered the reading of the Koran well, had good attitudes and character. The attitude of the students that is formed is that they are aware to carry out worship because it is God’s command. Spontaneous activities are in the form of giving warnings to students who make mistakes by advising and asking children to apologize. Therefore, as an effort to find a standard and ideal strategy in internalizing religious values in character building so that all attitudes a behavior of students are in accordance with the values of religious character, and thirdly, environmental based, student activities where students have a grand Taksmi program, activities that involving parents and guardians. The family is the first and foremost place for children’s growth and development. The basis of character education should be applied from childhood or what psychologists call the golden age, because this age has been proven to greatly determine a child’s ability to develop his potential. About 50% of the variability of adult intelligence occurs when the child is 4 year. The next 30% increase occurs at the age of 8 years, and the remaining 20% in the middle or late second decade. From here, character education should start from within the family which is the first environment for the growth of children’s character.

INTERNALIZATION OF RELIGIC VALUES IN DEALING WITH THE COVID-19 PANDEMIC IN THE COMMUNITY OF GEMUTRI SUKOHARJO NGAGLIK SLEMAN YOGYAKARTA

Covid-19 has not only damaged people's lives in the health and economic sectors, but religious activities in various areas have temporarily stopped carrying out religious activities in mosques and surrounding areas such as compulsory prayers, Friday prayers, yasinan, recitation, etc. Dusun Gemutri from the very beginning of the existence of Covid had confusion in deciding daily activities. This research uses a qualitative approach. The subjects of this research are the head of the hamlet, Pak RW, Pak RT, community leaders and part of the community. The object of this research is the Internalization of Religious Values in Facing the Covid-19 Pandemic in the Community in Dusun Gemutri Sukoharjo Ngaglik Sleman Yogyakarta. This study used purposive sampling technique in determining the subject of this study. Data collection techniques with observation, interviews and documentation. The data analysis technique was carried out by means of data reduction, data presentation, and drawing conclusions Based on the results of the analysis and discussion of the internalization process of religious values in the Gemutri Sukoharjo Ngaglik hamlet, it is very different from before the covid pandemic and after the pandemic, because at the beginning of the Covid pandemic yesterday the community was very scared and religious activities such as Mujahadah, Yasinan, etc. Everything has been stopped temporarily but the very interesting thing in the Gemutri Sukoharjo Ngaglik Sleman community is when there is Covid in the cultivation of Yauti religious values which usually do not have tasbih prayer activities, when Friday prayers in Friday prayers use prayers Qunud and Carry out Istighosah activities.

PENINGKATAN KOMPETENSI PEDAGOGIK GURU DALAM MEMBUDAYAKAN NILAI-NILAI RELIGIUS

Pedagogic competence is the ability to manage student learning including understanding students, designing and implementing learning, evaluating learning outcomes, and developing students to actualize their various potentials. The pedagogic competence of a teacher is the main reference for inculcating religious values. It is appropriate to be able to implement religious values ??when a teacher already has adequate pedagogical competence to absorb the transfer of character given by a teacher.
 Many things that a teacher must apply when instilling religious values ??to students include Power Strategy, Persuasive Strategy, Normative re-educative. We can see that the internalization of religious values ??has been going well by understanding its characteristics, namely: learning to live in differences, building mutual trust (mutual trust), maintaining mutual understanding (mutual understanding), upholding mutual respect (mutual respect), open in thinking, appreciation and interdependence, conflict resolution and violent reconciliation.

Keberlangsungan Pendidikan Agama Anak Petani Garam: Analisis Tingkat Ketahanan Keluarga pada Petani Garam di Kabupaten Pamekasan Madura

Pendidikan menjadi salah satu instrumen dalam mewujudkan ketahanan keluarga dalam mendukung pembangunan nasional. Bagi masyarakat Madura secara umum, pendidikan agama memiliki akar yang sangat kuat. Penelitian ini dilakukan dalam rangka identifikasi tingkat ketahanan keluarga melalui pendidikan agama yang berfungsi sebagai salah satu aspek pendukung kesejahteraan keluarga bagi petani garam yang terukur dan terstruktur. Penelitian kualitatif ini menggunakan wawancara, observasi dan dokumentasi sebagai instrument pengumpul datanya. Hasil penelitian menunjukkan bahwa tingkat ketahanan keluarga dari sisi ekonomi, sosial dan budaya menunjukkan indeks Tahan bagi keluarga utuh, sebaliknya untuk keluarga tunggal menunjukkan indeks kurang Tahan, hal ini juga berdampak pada keberlangsungan pada pendidikan agama Islam bagi anak pada keluarga petani garam, pada tiga aspek; yakni harapan keluarga, ketersediaan sumber dan internalisasi nilai agama dalam kehidupan keluarga utuh dan keluarga tunggal. Bagi keluarga utuh, terpenuhinya variabel pembangunan ketahanan keluarga memiliki peran dalam mendukung keberlangsungan pendidikan agama bagi anak, seperti pada fasilitas dan perhatian yang mengarah pada munculnya kebiasaan anak dalam lingkup keluarga petani garam.

Internalization of Religious Values Using the Argument-Driven Inquiry Model to Improve Critical Thinking Skills during the COVID-19 Pandemic

This research aimed to describe students’ activities, the improvement differences of students' critical thinking skills, and explain students' responses toward the internalization of religious values using the Argument-Driven Inquiry model on reproductive system material at eleventh-grade students of MAN 1 Kuningan. The method used in this research was the quantitative method with the experimental pretest-posttest control group design. This research population was all eleventh-grade students of MAN 1 Kuningan, which consisted of eight classes, five science classes, and three social studies classes. The research sample was taken using a random sampling technique. This research sample was class XI IPA 1 as the experimental class (35 students) and XI IPA 3 as the control class (34 students). The data collection techniques employed were observation, tests, and questionnaires. The data was analyzed using SPSS v.25 software. The results obtained showed that the highest learning activity was at the data collection stage. There was an improvement in students’ critical thinking skills in the experimental class and the control class. The average N-Gain of the experimental class was 0.69, and the control class was 0.33. The sig statistical test results were 0.000 0.655, meaning that H0 was rejected and Ha was accepted. Thus, there was a significant improvement in students' critical thinking skills between the experimental and control classes.

Internalisasi Nilai-Nilai Religius pada Pembelajaran PAI


 Learning in schools as formal educational institutions has experienced significant development, as seen from the inculcation of religious values ​​in effective religious education learning by touching the learning effect (instructional effect) without leaving the accompanying effect (nurturant effect). This is integrated with continuously increasing the role of religious education in an effort to foster the religious character of its students. Internalization of religious values ​​in PAI learning in schools uses a moral reasoning approach, namely learning that is taken with moral knowledge, moral feelings and moral actions through the internalization process in subject learning activities in class and in self and cultural development programs in schools. The process of internalizing religious values ​​in PAI subject learning activities in class is carried out with procedures for each element of learning activities. The process of internalizing religious values ​​in PAI learning activities in class can employ various methods such as using the role-playing learning model. The process of internalizing religious values ​​in self-development and culture programs in schools for Muslim students is carried out through routine, spontaneous and conditioning activities using habituation strategies through the stages of thinking, recording, repeating, storing, repeating and habituation into character.
 
 
 

Islamic Religious Education Models in Preventing Negative Behaviors of Youth and Adolescents

This study offers explicitly new knowledge about socialization and internalization of religious values that form noble morals, which are solutions to prevent malicious behavior in the younger generation. This study uses a sociological approach with a qualitative narrative. Data were collected using interviews and observations; the primary data sources were religious leaders, youth community leaders, and youth in the village of Kampung Jawa Tengah. The analysis was carried out from entering the research field, data reduction, and verification. At the same time, the data validity technique used triangulation and member checks. This research concludes the first two things that deviant behavior such as stealing, drinking, drugs, and gambling have still occurred in the village of Kampung Jawa Tengah in the last three years; the trigger factors are poverty, unemployment, and weak parental control. The educational model, which is a strategy to prevent deviant behavior, is strengthening religious knowledge through various activities and strengthening tolerance attitudes in adolescents through arts and sports activities so that empathy grows to participate in avoiding criminal behavior among teenagers.