INTEGRASI PROGRAM ADIWIYATA DALAM MATA PELAJARAN PAI KELAS 7 DI SMP NEGERI 2 RANCABALI

• Main Author: Ade Nasep Sumardi, - (Author)
• Format: Book
• Published: 2021-07-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/67026/1/S_%20PAI_%201703981_%20TITLE.pdf; http://repository.upi.edu/67026/2/S_%20PAI_%201703981_%20CHAPTER%201.pdf; http://repository.upi.edu/67026/3/S_%20PAI_%201703981_%20CHAPTER%202.pdf; http://repository.upi.edu/67026/4/S_%20PAI_%201703981_%20CHAPTER%203.pdf; http://repository.upi.edu/67026/5/S_%20PAI_%201703981_%20CHAPTER%204.pdf; http://repository.upi.edu/67026/6/S_%20PAI_%201703981_%20CHAPTER%205.pdf; http://repository.upi.edu/67026/7/S_%20PAI_%201703981_%20APPENDIX.pdf
• Keywords: BP Islam. Bahaism. Theosophy, etc; L Education (General)

Realitas sosial menunjukkan bahwa pondasi pemikiran, sikap serta tindakan yang dilakukan oleh manusia dipengaruhi oleh hal-hal yang terjadi di lingkungan sekitarnya. Dalam kondisi tersebut ternyata ketimpangan sosial yang terjadi menjadi krisis generasi bangsa seperti halnya pergaulan bebas, tawuran, serta arus globalisasi yang semakin maju. Sehingga perlu adanya upaya perubahan karakter manusia salah satunya melalui penanaman nilai religius. Oleh karenanya peneliti tertarik mengangkat isu tersebut menjadi sebuah penelitian yang bertujuan mendeskripsikan proses penanaman nilai-nilai religius melalui program sekolah Adiwiyata di SMP Negeri 2 Rancabali. Penelitian ini menggunakan pendekatan kualitatif dengan strategi studi kasus. Sedangkan data diperolah melalui studi dokumentasi, observasi dan wawancara yang dilakukan secara langsung kepada partisipan terpilih berdasarkan teknik purposive sample. Hasil temuan umum penelitian yakni proses internalisasi nilai religius dalam program Adiwiyata di SMP Negeri 2 Rancabali melibatkan tiga komponen karakter, yakni mengetahui hal baik, menginginginkan hal baik, dan melakukan hal baik. Sedangkan temuan khusus yang didapatkan antara lain: Pertama, terdapat empat aspek nilai religius yang terinternalisasi yakni nilai yang berhubungan dengan Tuhan, diri sendiri, sesama manusia, dan lingkungan; Kedua, proses penanaman nilai-nilai religius menggunakan lima tahapan, yakni bimbingan dan pembinaan sebagai fondasi awal menumbuhkan nilai religius, pembiasaan, keteladanan, pemberian rewards dan punishment sebagai upaya penanaman nilai-nilai religius dapat berkelanjutan dilaksanakan, dan pemberian motivasi sebagai upaya mempertahankan sikap konsisten untuk mengaktualisasikan dalam kehidupan; Ketiga, hasil penanaman nilai-nilai religius belum sampai kepada penananaman karakter yang melekat dalam diri siswa menjadi karakter. Sebab, dalam melakukan tindakan siswa belum atas dasar keinginan sendiri melakukan hal baik melainkan atas dasar pengawasan. The social reality shows that the foundation of thoughts, attitudes and actions done by the humans was influenced by the things happened in the surrounding environments. In these conditions, indicate that the social crisis occurred has bocome a generational crisis, such as promiscuity, brawls, and the development of globalization which increased. So it is necessary to make an efforts to change the human characters, one of them is through the internalization of religious values. Therefore, the author are interested in adopted these issues into a study that aims to describes the process of internalized religious values through the Adiwiyata school programs at SMP Negeri 2 Rancabali. This study was used an approach with a case study strategy. While the data obtained through study of documentation, observations and interviews that directly conducted to the participants were selected based on the purposive sampling technique. The general findings of this study were the process of internalizing religious values in the Adiwiyata program at SMP Negeri 2 Rancabali involving three character components, such as knowing good things, desire good things, and doing good things. While the specific findings obtained include: First, there are four aspects of internalized religious values, such as the values related to God, to themselves, to the fellow of human beings, and to the environments; Seconds, the process of internalizing religious values used five stages, such as guidance and coaching as the initial foundation to built religious values, habituation, exemplary, giving rewards and punishments as an effort to internalized religious values repeating continuously, and providing motivation as an effort to maintain a consistent attitudes to actualized in real-life; Third, the result of implanting of religious values has not yet reached the growing character inherent students into a character.It is because students did not act on the basis of their own desire to do the good things but on the basis of supervision.