@mastersthesis{digilib73559,
           month = {August},
           title = {INTERNALISASI NILAI-NILAI KEISLAMAN DALAM PROYEK PENGUATAN PROFIL PELAJAR PANCASILA DAN PROFIL PELAJAR RAHMATAN LIL ALAMIN (P5-PPRA) MA MUALLIMIN YOGYAKARTA  (STUDI KASUS KEGIATAN P5-PPRA KELAS X DI RUTAN KELAS II B BANTUL)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 23204011062 Muhammad Rois Soleyadi},
            year = {2025},
            note = {Dr. H. Karwadi, S.Ag., M.Ag.},
        keywords = {Internalisasi Nilai, Nilai-Nilai Keislaman, P5-PPRA},
             url = {https://digilib.uin-suka.ac.id/id/eprint/73559/},
        abstract = {This research is motivated by the challenge of declining character among the younger generation due to globalization and technological disruption, which demands an educational approach based on values and real-life experiences. The Project to Strengthen the Profile of Pancasila Students and Rahmatan lil Alamin Students (P5-PPRA) was introduced as a strategy of the Merdeka Curriculum to internalize Islamic values through project-based learning. This study focuses on the process of internalizing Islamic values in P5-PPRA activities for Grade X students of MA Muallimin Yogyakarta, implemented at the Class II B Bantul Detention Center.
Theoretically, this research is grounded in Muhaimin?s theory of value internalization, Vygotsky?s constructivism, and Bandura?s social cognitive theory, all of which emphasize the importance of direct experience, social interaction, and modeling in the process of value learning.
The research employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman?s interactive model, which includes data reduction, data display, and conclusion drawing.
The findings reveal that the internalization of Islamic values in P5-PPRA was carried out through three stages: value transformation, value transaction, and transinternalization. The internalized values include ta?addub (civility), i?tidal (uprightness and firmness), musawah (equality), and tasamuh (tolerance). The internalization of these values in the detention center context produced three main outcomes: cognitive development of students, particularly in relation to legal awareness; character formation towards more positive behavior; and social impacts on the broader educational environment.}
}