MODEL INTERNALISASI NILAI NILAI ISLAM UNTUK MEMBENTUK SIKAP AKHLAKUL KARIMAH SISWA DI SMP GLOBAL ISLAMIC SCHOOL 3 YOGYAKARTA

Arsyad Khoirul Ma’arif, NIM.: 23204011086 (2025) MODEL INTERNALISASI NILAI NILAI ISLAM UNTUK MEMBENTUK SIKAP AKHLAKUL KARIMAH SISWA DI SMP GLOBAL ISLAMIC SCHOOL 3 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Islamic Religious Education plays a strategic role in shaping students' moral attitudes. However, the current educational reality shows a decline in politeness and moral behavior among adolescents, influenced by various factors, such as weak role models, minimal family involvement, and the rapid flow of digital information. This condition is also found at SMP Global Islamic School (GIS) 3 Yogyakarta, a global-based school that integrates the national curriculum with Islamic values. Therefore, this study aims to examine and develop a model for internalizing Islamic values in shaping students' moral attitudes, analyze the internalization process, and identify supporting and inhibiting factors for its implementation. This research uses a qualitative approach with a case study method. The research subjects included the principal, vice principal, Islamic Religious Education and Quran teachers, homeroom teachers, and students of SMP GIS 3 Yogyakarta. Data collection techniques were carried out through participant observation, structured interviews, and documentation. Data analysis used the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data presentation, and drawing and verifying conclusions. Data validity was guaranteed through triangulation of sources and techniques. The results of the study indicate that the internalization of Islamic values at SMP GIS 3 Yogyakarta is carried out through a model of habituation and role models integrated into curricular, co-curricular, and school cultural activities. The internalization process takes place through the stages of value introduction, strengthening understanding and memorization, and habituating religious and social behavior, such as the implementation of the 5S culture (greeting, greeting, smiling, being polite, and being courteous), structured religious programs, and teacher role models in attitudes and communication. Supporting factors for internalization include the role of teachers as role models, a religious school climate and culture, and the consistency of the school's Islamic program. Inhibiting factors include the lack of parental involvement and control in fostering children's morals, minimal appreciation for positive student behavior, the negative influence of social media, the psychological characteristics of adolescent students, and the inconsistency of the social environment outside of school.

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