Pembentukan karakter Islami siswa melalui pengembangan budaya keagamaan sekolah: Studi kasus di SMA Negeri 3 dan SMA Negeri 5 Bandung

Rosenda, Diden (2020) Pembentukan karakter Islami siswa melalui pengembangan budaya keagamaan sekolah: Studi kasus di SMA Negeri 3 dan SMA Negeri 5 Bandung. doktoral thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Secara teoretis pembelajaran PAI ditujukan untuk pengembangan karakter Islami siswa. Akan tetapi secara realistas masih terdapat sikap siswa yang individualistis dan kurang rasa empati serta adanya ketimpangan perlakuan terhadap mata pelajaran PAI dan eksak. Penting dilakukan upaya pengembangan budaya keagamaan untuk membentuk karakter Islami siswa. Tujuan penelitian ini untuk mengidentifikasi: 1) tujuan; 2) program; 3) pelaksanaan program; 4) faktor pendukung dan faktor penghambat; 5) keberhasilan pelaksanaan program pembentukan karakter Islami siswa melalui pengembangan budaya keagamaan sekolah di SMA Negeri 3 dan SMA 5 Kota Bandung. Karakter Islami sebagai hakikat dasar dari pendidikan Islam. Pengembangan budaya keagamaan merupakan sebuah proses untuk terwujudnya nilai-nilai ajaran agama yang menjadi karakter siswa dalam berperilaku. Budaya keagamaan sekolah adalah sekumpulan nilai yang melandasi perilaku, tradisi, kebiasaan keseharian, dan simbol- simbol yang dipraktekan civitas sekolah. Penelitian ini menggunakan pendekatan kualitatif. Metode yang digunakan fenomenologis yaitu menggambarkan fenomena yang ada di sekolah yang lebih memperhatikan karakteristik, kualitas, keterkaitan antar kegiatan. Teknik pengumpulan data: observasi, wawancara dan studi dokumentasi. Teknik analisis data: pengumpulan data, pengolahan data, penyajian data, generalisasi dan simpulan. Hasil penelitian ini menunjukkan bahwa: 1) siswa memiliki kesadaran beragama, mampu mengembangkan potensi diri, mempunyai kekuatan spiritual dan karakter mulia. 2) Program mencakup: a) pembelajaran; b) ekstrakurikuler keagamaan dan c) kerjasama dengan orang tua, masyarakat dan alumni. 3) Pelaksanaan program: a) proses pembelajaran yang mengacu pada kurikulum 2013, b) ekstrakurikuler keagamaan: kegiatan harian, kegiatan mingguan, kegiatan bulanan dan kegiatan tahunan; c) kerjasama yang baik dengan orang tua, masyarakat dan alumni. 4) Faktor pendukung: a) pembelajaran; adanya pembinaan secara rutin, lingkungan yang kondusif, dukungan semua warga sekolah, guru yang berkualitas dan profesional, sarana dan prasarana yang memadai, dan interaksi yang baik. b) Ekstrakurikuler keagamaan: antusias siswa dan adanya pembinaan kegiatan ekstrakurikuler; c) Kerjasama dengan masyarakat, orang tua dan alumni meliputi faktor orang tua mendukung kegiatan budaya keagamaan, dan terjalinnya kerjasama antara sekolah dengan orang tua dalam mengevaluasi akhlak siswa. Faktor penghambat: a) pembelajaran: guru kurang koordinasi, perbedaan kepribadian dan kompetensi siswa, kurang disiplin, kurang keteladanan; b) ekstrakurikuler keagamaan: kurang pendanaan, renggang hubungan antara pengurus, kurang fasilitas; c) kerjasama dengan orang tua, masyarakat dan alumni: lingkungan keluarga dan masyarakat kurang sinkron, kesibukan orang tua, dan kemajuan ilmu pengetahuan dan teknologi (IPTEK). 5) Keberhasilan pelaksanaan program: a) pembelajaran: keberhasilan dalam sikap religius, membaca al-Qur‟an, berdo‟a; keberhasilan dalam sikap nasionalis terlihat dari sikap siswa mematuhi aturan sekolah; keberhasilan dalam sikap integritas seperti datang tepat waktu, mengerjakan tugas tepat waktu, jujur; bergotong royong dan mandiri. b) ekstrakurikuler keagamaan: displin, menghargai prestasi, dan bekerjasama; c) Kerjasama guru dan orang tua tumbuhnya pemahaman pentingnya budaya sekolah Islami, terlaksanakan budaya keagamaan secara terus menerus. ENGLISH: The PAI (Pendidikan Agama Islam/Islamic religious education) learning is aimed at developing students‟ Islamic characters. However, it is still found that some students lack of empathy and exhibit individualistic attitude. In addition, PAI subject is deemed less important compared to other subjects especially science. To overcome this problem, an effort to develop students‟ religious culture is important for shaping students‟ Islamic character. The purposes of this study are to identify: 1) objectives; 2) program; 3) implementation of the program; 4) supporting factors and inhibiting factors; 5) successful implementation of the program. Islamic character represents the prominence objective of Islamic education. To achieve Islamic character, religious culture development should be taken into consideration. School religious culture refers to the values of religious teachings which serve as the foundation for shaping character of students and their good behavior. It includes a collection of values that underlie students‟ behaviors, traditions, daily habits, and symbols practiced in the school. This research applied a qualitative approach using phenomenological technique because it described the phenomena that existed in the schools. This were done by paying attention to characteristics, quality and interrelationships between activities. Data was collected using observation, interview and study documentation. Data were analyzed through several stages namely data processing, data presentation, generalization and conclusions. The results of this reseach showed that: 1) First, the objective of the program was aimed at developing students‟ awareness, religiosity, potential, spiritual strength and noble character. 2) Second the program includes a) learning activity; b) religious extracurricular, and c) collaboration with parents, community and alumni. 3) Implementation of the program covered a) learning process that referred to the 2013 curriculum, b) religious extracurricular that was implemented daily, weekly, monthly and annually, and c) good collaboration that involved parents, community and alumni. 4) The program was supported by several factors. a) learning that met the requirements like regular training, a conducive environment, support from all school members, qualified and professional teachers, adequate facilities and infrastructure, and good interactions. b) Second is extracurricular religious which featured enthusiastic students and the existence of coaching for extracurricular activities; c) third is cooperation with the community, parents and alumni which was done through parents‟ support for religious cultural activities, and the establishment of cooperation between schools with parents in evaluating student morals. There were some factors that inhibited the program: a) in learning process: there was lack of coordination, different personality and competencies, lack of discipline, lack of example or role model; b) in religious extracurricular: there was a lack of funding, relationship between management, and facilities; c) in collaboration with parents, community and alumni, there was less synergy between family and community environment in which parents were busy, and the effect of science and technology advancement. 5) The program was implemented successfully and there were several indicators. First, a) learning: students performed good religious‟ attitudes, reading the Qur'an, praying; obeying school rules to indicate success in the nationalist attitude; arriving at school on time, doing the job on time success in an attitude of integrity such as honesty; mutual cooperation and independence. b) Religious extracurricular students show discipline, rewarding achievement and cooperation; c) In the cooperation between teachers and parents, there is an uphold to Islamic school culture and to implement religious culture continuously.

Item Type: Thesis (doktoral)
Uncontrolled Keywords: Karakter Islami; Budaya Keagamaan Sekolah
Subjects: Differential and Developmental Psychology > Character Development
Educational Institutions, Schools and Their Activities
Education, Research
Divisions: Pascasarjana Program Doktor > Program Studi Pendidikan Islam
Depositing User: Diden Rosenda
Date Deposited: 06 Mar 2020 07:38
Last Modified: 06 Mar 2020 07:38
URI: http://digilib.uinsgd.ac.id/id/eprint/30090

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