POLA PENDIDIKAN KARAKTER MELALUI PROGRAM KEAGAMAAN DI SMP ISLAM AL AZHAR 26 YOGYAKARTA

Ina Machla Asafila, NIM.: 23204012029 (2025) POLA PENDIDIKAN KARAKTER MELALUI PROGRAM KEAGAMAAN DI SMP ISLAM AL AZHAR 26 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

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.

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