PERAN INTEGRASI PAI DALAM MATA PELAJARAN PENDIDIKAN PANCASILA TERHADAP PEMBENTUKAN KARAKTER PESERTA DIDIK DI SMPN 5 YOGYAKARTA

Linda, NIM.: 22204012017 (2025) PERAN INTEGRASI PAI DALAM MATA PELAJARAN PENDIDIKAN PANCASILA TERHADAP PEMBENTUKAN KARAKTER PESERTA DIDIK DI SMPN 5 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The integration of Islamic Religious Education (PAI) in the Pancasila Education Subject is an effort to overcome the dichotomy between religious science and general science which is often considered separate. The integration of PAI in Pancasila Education Subjects is a process of combining religious education with citizenship education by associating religious values with civic principles. The goal is to form the character of students who are not only academically intelligent but also moral, noble, and have a sense of nationality. With this integration, it is hoped that students will be able to face the social and moral challenges that are developing rapidly in modern society. This research uses a qualitative approach that is descriptive. This type of research is field research located at SMPN 5 Yogyakarta. Primary data sources consist of observations, interviews, and documentation. Meanwhile, secondary data sources come from supporting journals. The subjects of this study include informants who act as resource persons in this study, namely three Pancasila Education teachers and three students from each grade level at SMPN 5 Yogyakarta. The data collection in this study consisted of observation, interviews, and documentation. The analysis techniques used are data condensation, data presentation, and conclusion drawn. Data validity techniques using data triangulation. The results of the study show that the implementation of PAI Integration in Pancasila Education Subjects can be seen in various learning activities that link Islamic religious values with Pancasila principles. The activity uses various teaching methods, namely lecture methods, group discussions, case studies, presentations and through video playback. This implementation is also implemented through extracurricular activities, namely rohis and BTQ, as well as other school programs, namely social services, grand recitations, Qur'anic sermons, and entrepreneurial activities. Supporting factors include cooperation between teachers and students, support from parents, school facilities and programs, reflection and evaluation of values, and community support, while the inhibiting factors are limited time in a dense curriculum, and lack of understanding of students about the relationship between religious values and Pancasila principles. The impact of this integration forms the character of students in accordance with the Pancasila Student Profile which emphasizes the formation of character of faith, piety, and noble character; globab, mutual cooperation, independence, critical reasoning, and creativity.

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