INTERNALISASI NILAI-NILAI ISLAM DALAM KURIKULUM DAN PEMBELAJARAN IPS DI SMP PLUS MIFTAHUL ULUM PADA LINGKUNGAN PESANTREN AL-USYMUNI , TARATE, PANDIAN, KABUPATEN SUMENEP

• Main Author: Hamidi Rasyid, - (Author)
• Format: Book
• Published: 2023-01-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Krisis moral yang terjadi akhir-akhir ini menuntut sekolah untuk menginternalisasikan nilai-nilai Islam dalam pengembangan kurikulum dan pembelajaran, termasuk dalam mata pelajaran umum seperti IPS. Pesantren di Kabupaten Sumenep berlomba-lomba membuka sekolah umum agar dapat menjembatani nilai-nilai keislaman yang ada di pesantren untuk dilestarikan dalam proses pembelajaran dan lingkungan sekolah. Penelitian ini menggunakan penelitian kualitatif yang dilakukan pada setting alamiah, sehingga peneliti berinteraksi secara intens dengan subjek penelitian untuk menggali dan menemukan makna yang akan digali dari para informan. Hasil penelitian menunjukkan bahwa SMP Miftahul Ulum Plus dalam menginternalisasi nilai-nilai keislaman secara umum melalui lima tahap yaitu: 1) pengenalan, siswa dikenalkan dengan nilai-nilai yang ada di pondok pesantren atau di sekolah melalui kegiatan sehari-hari baik dalam mengaji di pesantren. pembelajaran pesantren dan IPS di SMP Plus Miftahul Ulum; 2) apresiasi, nilai-nilai yang sudah diketahui siswa berusaha diinternalisasikan agar benar-benar paham dari intisari nilai-nilai yang sudah diketahuinya; 3) pendalaman, nilai-nilai keislaman yang selama ini mereka jalani coba digali lebih dalam lagi agar nilai-nilai keagamaan tersebut ditanamkan kepada siswa; 4) pembiasaan, nilai-nilai keislaman yang telah mereka ketahui harus mereka pelajari dan ingat secara teratur sehingga bermanfaat bagi mereka dan lingkungannya dan; 5) pengalaman, nilai-nilai Islam yang telah mereka ketahui, hidup dan lakukan dalam aktivitas sehari-hari harus terlihat dari perilaku mereka dalam kehidupan sehari-hari baik di lingkungan pesantren maupun lingkungan sekolah. Nilai-nilai keislaman yang telah dipelajari santri di pondok pesantren dan telah dilaksanakan sehari-hari sangat mudah diinternalisasikan ke dalam lingkungan sekolah dan ke dalam proses pembelajaran IPS. Penciptaan budaya ini dalam pembiasaan telah dilakukan santri setiap hari baik di pesantren maupun di sekolah dan didukung lagi dengan adanya panutan baik di pesantren maupun di sekolah seperti kiyai dan guru. The moral crisis that has occurred recently has required schools to internalize Islamic values in curriculum development and learning, including in general subjects such as social studies. In Sumenep Regency Islamic boarding schools are competing to open public schools so that they can bridge the Islamic values that exist in Islamic boarding schools to be preserved in the learning process and school environment. This research uses qualitative research which is carried out in natural settings, so that researchers interact intensely with research subjects to explore and find meaning that will be explored from the informants. The results showed that Miftahul Ulum Plus Middle School in internalizing Islamic values generally went through five stages: 1) introduction, students were introduced to the values that exist in Islamic boarding schools or at school through their daily activities both in reciting the book at the Islamic boarding school and social studies learning at SMP Plus Miftahul Ulum; 2) appreciation, the values that students already know try to be internalized so that they really understand from the essence of the values they already know; 3) deepening, the Islamic values that they have lived try to be explored even more so that these religious values are instilled in students; 4) habituation, Islamic values that they already know they must learn and remember regularly so that they are useful for them and their environment and; 5) experience, Islamic values that they already know, live and do in their daily activities must be visible from their behavior in everyday life both in the boarding school environment and the school environment. The Islamic values that students have learned at Islamic boarding schools and have carried out every day are very easy to internalize into the school environment and into the social studies learning process. The creation of this culture in habituation has been carried out by students every day both at the boarding school and at school and is supported again by the presence of role models both at the boarding school and at school such as kiyai and teachers.

Item Description

http://repository.upi.edu/88157/1/D_PIPS_1707522_Title.pdf
http://repository.upi.edu/88157/2/D_PIPS_1707522_Chapter%201.pdf
http://repository.upi.edu/88157/3/D_PIPS_1707522_Chapter%202.pdf
http://repository.upi.edu/88157/4/D_PIPS_1707522_Chapter%203.pdf
http://repository.upi.edu/88157/5/D_PIPS_1707522_Chapter%204.pdf
http://repository.upi.edu/88157/6/D_PIPS_1707522_Chapter%205.pdf
http://repository.upi.edu/88157/7/D_PIPS_1707522_Appendix.pdf