MODEL PENDIDIKAN KARAKTER DI SEKOLAH DASAR ISLAM TERPADU (SDIT) LUQMAN AL HAKIM YOGYAKARTA

Stevani Cahyaning Putri, NIM.: 22104090002 (2025) MODEL PENDIDIKAN KARAKTER DI SEKOLAH DASAR ISLAM TERPADU (SDIT) LUQMAN AL HAKIM YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Character education is an important part of the educational process because itَّ playsَّ aَّ roleَّ inَّ shapingَّ students’َّ attitudes,َّ morals,َّ andَّ personalities.َّ Atَّ theَّ elementary school level, character education becomes the main foundation for developingَّ students’َّ religious values, discipline, responsibility, and social attitudes. However, in practice, several problems still exist, such as the absence of a systematic character education model, the lack of integration of character values in learning activities, and the suboptimal synergy between habituation, role modeling,َّ andَّ supervisionَّ inَّ shapingَّ students’َّ character.َّ Thisَّ studyَّ aimsَّ toَّ identify the implementation of character education at SDIT Luqman Al Hakim Yogyakarta, to understand the direction or objectives of character education applied in the school, and to identify various challenges and supports in its implementation. This research uses a qualitative approach with a descriptive research type. The research subjects consisted of 10 participants, including the principal, the vice principal for student affairs, class teachers of grades 1, 3, and 5, an Islamic Religious Education teacher, and parents selected using purposive sampling techniques. Data were collected through interviews, observations, and documentation. Data analysis employed the interactive analysis model of Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing and verification. The results of the study indicate that the character education model at SDIT Luqman Al Hakim Yogyakarta is integrative and contextual, and does not refer to a single model. Instead, it represents a combination of integrating character values into learning, religious habituation, teacher role modeling, and the strengthening of an Islamic school culture, which conceptually reflects a blend of the integrative model and the Forced Formality Model (habituation). The direction of character education focuses on developing students who possess noble character, are religious, disciplined, and responsible. Its implementation is supported by teacher commitment, a conducive school culture, and collaboration with parents, although challengesَّ remain,َّ particularlyَّ differencesَّ inَّ students’َّ backgroundsَّ andَّ theَّ lackَّ of consistency in applying character values within the family environment.

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