TY  - THES
N1  - Sibawaihi, M.Ag., M.A., Ph.D.
ID  - digilib74452
UR  - https://digilib.uin-suka.ac.id/id/eprint/74452/
A1  - Ina Machla Asafila, NIM.: 23204012029
Y1  - 2025/10/29/
N2  - Character education through religious activities is essential in shaping a
strong character as the identity of students. Religious programs that synergize the
heart, mind, and actions as routine and consistent activities include the
internalization of values, moral awareness, and long-term behavioral consistency.
This raises questions about the implementation of character education values and
their implementation patterns. This study aims to analyze and identify the
implementation of values, implementation patterns, inhibiting and supporting
factors, and the implications of character education patterns through religious
programs at Al Azhar 26 Islamic Junior High School in Yogyakarta.
This study uses a qualitative-descriptive approach with a case study
research type. Data collection was carried out through observation, interviews,
and documentation. The primary sources in this study include the head of the
religious program, the principal, the vice principal, and students, while secondary
sources were obtained from documents, archives, books, journals, websites, and
other sources related to the object of study. Data analysis was carried out
through the stages of data condensation, data presentation, conclusion drawing,
and verification.
The results of the study show that: 1) The implementation of character
education values through religious programs includes programs for the
implementation of Islamic manners and habits, tahfidz classes, events and studies,
talent and interest programs, as well as social and charity programs integrated
with religious, nationalistic, independent, cooperative, and integrity values. 2)
The pattern of implementing character education through religious programs in
shaping the moral identity of participants in the process involves moral knowing,
moral feeling, and moral action, and the methods are teaching, exemplary
behavior, determining priorities, practicing priorities, and reflection. The
requirements for building moral identity include determination, moral desire, and
integrity. 3) Supporting factors include the support of parents and foundations, an
isolated environment in a positive perspective, and the contribution of innovative
teachers. The inhibiting factors are: family environment, limited teacher abilities,
and the assessment of students' hearts. 4) The implications are socializing with
the community, public speaking, religious awareness, and good behavior. From
the results of the study, it can be concluded that character education patterns
through religious programs actively contribute to shaping a strong character as
the identity of students through a gradual and consistent approach of habituation,
role modeling, and internalization of values.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Pola Pendidikan
KW  -  Pendidikan Karakter
KW  -  Program Keagamaan
M1  - masters
TI  - POLA PENDIDIKAN KARAKTER MELALUI PROGRAM KEAGAMAAN DI SMP ISLAM AL AZHAR 26 YOGYAKARTA
AV  - restricted
EP  - 287
ER  -