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Analisis SWOT dalam program pembinaan Al-Akhlak Al-Karimah siswa di MAN Lumajang
Get PDFABSTRAK
Pembinaan dalam artian secara praktis adalah suatu usaha dan upaya yang dilakukan secara sadar terhadap nilai-nilai yang dilaksanakan pendidik terhadap perkembangan peserta didik dalam rangka menanamkan nilai-nilai dasar kepribadian dan pengetahuan yang bersumber pada ajaran agama Islam.
Tujuan dilakukannya penelitian ini adalah (1) mendiskripsikan program pembinaan al-akhlak al-karimah siswa di MAN Lumajang, (2) mendiskripsikan kendala yang dihadapi dan solusi yang dilakukan dalam program pembinaan al- akhlak al-karimah siswa di MAN Lumajang, (3) mendiskripsikan hasil analisis SWOT dalam program pembinaan al-akhlak al-karimah siswa di MAN Lumajang.
Penelitian yang penulis lakukan ini adalah termasuk dalam penelitian kualitatif deskriptif, serta pengumpulan data, penulis menggunakan metode observasi, dokumentasi, dan wawancara. Sedangkan untuk analisisnya, penulis menggunakan tekhnik analisis deskriptif kualitatif, yaitu: berupa data-data yang tertulis atau lisan dari orang yang diamati sehingga dalam hal ini penulis berupaya mengadakan penelitian menggambarkan secara menyeluruh tentang keadaan yang sebenarnya.
Dari hasil penelitian yang penulis lakukan, menunjukan bahwa (1) program pembinaan al-akhlak al-karimah melalui proses pendidikan dan melalui bimbingan dan penyuluhan, (2) kendala yang dihadapi dalam pembinaan al-akhlak al-karimah adalah dari pendidik, peserta didik, kurangnya pengawasan orang tua, tingkat perkembangan teknologi informasi yang semakin canggih dan solusi yang dilakukan adalah dengan mengoptimalkan pelajaran aqidah akhlak, penciptaan situasi yang kondusif, penerapan kondusi yang religious, kerja sama guru atau saling berkomunikasi, (3) hasil analisis SWOT dalam pembinaan al-akhlak al-karimah adalah Kelebihan dari metode yang di terapkan untuk membina al-akhlak al-karimah adalah membentuk kepribadian anak. Kelemahan dari metode yang di terapkan untuk membina al-akhlak al-karimah adalah banyaknya kegiatan maka pelajaran berkurang. Pendorong dari metode yang diterapkan untuk membina al-akhlak al-karimah adalah tidak ada batasan atau saling terbuka antara guru dan murid. Hambatan dari metode yang diterapkan untuk membina al-akhlak al-karimah adalah dan kekompakan guru minim sekali.
ABSTRACT
Guidance in a practical sense is an effort and a conscious effort to values that educators implemented the development of learners in order to instill the values and knowledge base personality rooted in the teachings of Islam.
The purpose of this study was (1) to describe the character development program for the students at MAN Lumajang, (2) describing the obstacles encountered and the solutions were carried out in both the students' moral development program at MAN Lumajang, (3) describe the results of the SWOT analysis of the character development program both students at MAN Lumajang.
Research by the author are included in the descriptive qualitative research, as well as data collection, the authors use the method of observation, documentation, and interviews. As for the analysis, the writer uses descriptive qualitative analysis techniques, namely: in the form of data written or oral from people who observed that in this case illustrates the author seeks to conduct research thoroughly about the real situation.
From the research that I did, indicated that (1) good character development programs through education and through guidance and counseling, (2) the constraints faced in the development of good character is of educators, learners, lack of parental supervision, the level of technological development increasingly sophisticated information and solutions that are performed by optimizing the aqidah moral lessons, creation of favorable situation, the application of the religious kondusi, cooperative teachers or communicate with each other, (3) the results of the SWOT analysis in fostering good morals are the advantages of the method applied to foster good morals is shaping the child's personality. The weakness of the method applied to foster good morals are the many activities of the subjects is reduced. Driving force of the methods applied to foster good morals are no restrictions or be open between teacher and pupil. The resistance of the methods applied to foster good morals and compactness teacher is minimal
Implementasi Nilai-Nilai Antikorupsi: Studi Multi Situs di Pondok Pesantren Miftahul Huda dan Anwarul Huda Malang
No full textABSTRAK
Korupsi adalah salah satu penyakit masyarakat yang berkembang karena adanya penyakit hati manusia yang buruk, Maksudnya manusia yang dikuasai oleh nafsu lawwamah/syaitoniyah. Akibatnya menimbulkan prilaku keserakahan, pencurian, korupsi, ketidak jujuran, merampas hak orang lain, dan penyimpangan penyimpangan terhadap nilai dan ajaran agama. Korupsi berkembang karena jauhnya manusia dari niai nilai ketuhanan dan kemanusiaan (sosial). Pesantren telah menanamkan nilai nilai ketuhanan dan sebagai lembaga pendidikan islam yang punya komitmen untuk menjaga, menanamkan dan menerapkan nilai nilai anti ketidak jujuran, antikorupsi, anti mencuri, dsb.
Tujuan dilakukannya penelitian ini adalah 1 Untuk mendiskripsikan dan menganalisis nilai nilai antikorupsi yang dikembangkan, 2 proses pengembangan nilai nilai antikorupsi dan 3 dampak penerapan nilai nilai antikorupsi terhadap prilaku santri di pondok pesantren Miftahul Huda dan pondok pesantren Anwarul Huda.
Penelitian ini mengunakan pendekatan kualitatif, jenis penelitian studi kasus, dan rancangan multi situs. Teknik pengumpulan data menggunakan metode observasi, dokumentasi, dan wawancara mendalam. Data yang terkumpul dianalisis mengunakan pengumpulan data, reduksi data, penyajian data, kesimpulan dan verifikasi dan kemudian di analisis ke litas situs. Tahap pengecekan keabsahan data mengunakan kredibilitas, dependabilitas, dan konfirmabilitas.
Hasil penelitian ini menunjukan: 1) Nilai nilai antikorupsi yang dikembangkan di pondok pesantren Miftahul Huda dan pondok pesantren Anwarul Huda antara lain: kejujuran, kemandirian, sosial/empati, tanggung jawab, kedisplinan, kesederhanaan, keberanian, keadilan 2) Proses pengembangan nilai nilai antikorupsi di pondok pesantren Miftahul Huda dan pondok pesantren Anwarul Huda yaitu kejujuran: adanya kantin kejujuran, kemandirian: mencari nafkah sendiri, sosial/empati: kepedulian terhadap santri yang mengalami kesulitan, tanggung jawab: terhadap hukuman, kedisplinan: Menaati semua peraturan pesantren, kesederhanaan: sederhana dalam segala hal, keberanian: berani tampil dalam hal positif, keadilan: keadilan terhadap hukuman, dengan menggunakan pendekatan behavioristik, strategi tradisional, dan pengalaman hidup, serta metode dogmatif dan reflektif. 3) dampak penerapan nilai nilai antikorupsi terhadap prilaku santri di pondok pesantren Miftahul Huda dan pondok pesantren Anwarul Huda, yaitu dampak terbentuk kebiasaan prilaku jujur dalam transaksi jual beli, tidak terjadi pencurian, berkurangnya prilaku ghosob, bersikap antikorupsi, tumbuhnya jiwa kemandirian, kedisiplinan dan sosial.
ABSTRACT
Corruption is a disease that develops community for their poor human liver disease, human means controlled by lust lawwamah/syaitoniyah. Consequently cause behavioral greed, theft, corruption, dishonesty, depriving the rights of others, and the deviation deviation from the values and religious teachings. Corruption flourished because humans away from niai values of divinity and humanity (social). Pesantren has instilled the values of divinity and as an Islamic educational institution that has a commitment to preserve, embed and implement the values of anti dishonesty, anti-corruption, anti steal, etc.
The purpose of this study is the first to describe and analyze the values of anti-corruption developed, 2 development process values 3 the impact of corruption and anti-corruption values to the behavior of students in boarding schools and boarding Miftahul Anwarul Huda Huda.
This study uses a qualitative approach, case study, and multi-site design. Data collection technique used observation, documentation, and in-depth interviews. The data were analyzed using data collection, data reduction, data presentation, and verification conclusion and then analyzed litas to the site. Phase checking the validity of the data using the credibility, dependability, and confirmability.
These results indicate: 1) Rated value of corruption developed in boarding school Miftahul Huda and boarding school Anwarul Huda, among others: honesty, self-reliance, social / empathy, responsibility, discipline, temperance, courage, justice 2) The process of developing the values of anti-corruption in boarding school Miftahul Huda and boarding Anwarul Huda is honesty: the cafeteria honesty, self-reliance: earn their own living, social / empathy: concern for the students who are having difficulty, responsibility: to punishment, discipline: Comply with all regulations pesantren, simplicity: simple in every respect, courage: dare to appear in positive terms, justice: justice for punishment, using behavioristic approach, the traditional strategy, and life experiences, as well as methods dogmatif and reflective. 3) the impact of the application of the values of corruption against the behavior of students in boarding school Miftahul Huda and boarding Anwarul Huda, namely the impact formed a habit of behavior honestly in sale and purchase transactions, there was no theft, reduced behavior ghosob, behave anti-corruption, the growing spirit of independence, self-discipline and social.
مستخلص البحث
الفساد هو المرض الذي يتطور المجتمع للفقراء مرض الكبد البشري، وهذا يعني أن البشر يحكمها الرغبات الشريرة. تسبب بالتالي الجشع السلوكي والسرقة والفساد وخيانة الأمانة، وحرمان حقوق الآخرين، والانحراف انحرافا عن القيم والتعاليم الدينية. ازدهر الفساد لأن البشر بعيدا عن القيم الإلهية والإنسانية (الاجتماعية). وقد غرست المدارس الإسلامية الداخلية القيم الألوهية وكمؤسسة تعليمية الإسلامية التي لديها التزام لحفظ وترسيخ وتنفيذ القيم المضادة خيانة الأمانة، ومكافحة الفساد، ومكافحة سرقة، الخ
وكان الغرض من هذه الدراسة لتحليل (1) قيم مكافحة الفساد وضعت في مدرسة داخلية مفتاح الهدى والصعود أنوار الهدى، (2) تطوير قيم مكافحة الفساد و(3) أثر تطبيق قيم الفساد ضد سلوك الطلاب في مدرسة داخلية مفتاح الهدى ومدرسة داخلية أنوار الهدى الإسلامية.
تستخدم هذه الدراسة المنهج الكيفي، دراسة الحالة، وتصميم مواقع متعددة. تستخدم تقنية جمع بيانات رصد والتوثيق، وإجراء مقابلات متعمقة. وقد تم تحليل البيانات باستخدام جمع البيانات، والحد من البيانات، وعرض البيانات والاستدلال والتحقق من خلال تحليل واحد ومن ثم تحليلها ليتاس إلى الموقع. مرحلة التحقق من صحة البيانات باستخدام المصداقية والاعتمادية.
وتشير هذه النتائج: (1) قيمة تقييمه للفساد وضعت في مدرسة داخلية مفتاح الهدى والصعود أنوار الهدى، من بين أمور أخرى: الصدق، والاعتماد على الذات، الاجتماعي / التعاطف والمسؤولية والانضباط، والاعتدال، والشجاعة والعدالة والتقوى والبركة (2 ) عملية تنمية القيم الفساد من الصدق: الصدق الكافتيريا والاعتماد على الذات: كسب عيشهم الخاصة، والتعاطف الاجتماعي /: قلق للطلاب الذين يواجهون صعوبة، والمسؤولية: للعقاب، والانضباط: الامتثال لجميع اللوائح المدارس الإسلامية الداخلية، والبساطة: بسيطة في جميع النواحي، الشجاعة: يجرؤ على الظهور بشكل ايجابي والعدالة: العدالة للعقاب، وذلك باستخدام نهج السلوكي، استخدمت استراتيجية العمليات المعتادة والتقليدية، وتجارب الحياة، فضلا عن أساليب العقيدة ومعبرة. (3) تأثير القيم مكافحة الفساد لسلوك الطلاب، وهما من تأثير عادات السلوك صادقة شكلت في معاملات البيع والشراء، لا السرقات واللصوص للحد من السلوك، والعمل لمكافحة الفساد، وتنامي روح الاستقلال، والانضباط الاجتماع
PENDEKATAN HUMANISTIK PENDEKATAN HUMANISTIK DALAM PROSES BELAJAR MENGAJAR PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 LUMAJANG
No full textABSTRACT
The concept of humanistic education is education that has principles to humanize humans such as education that explores, respects, serves, and helps students develop their potential with the aim of making students a generation that is intelligent, religious and has good character. Education has many obstacles and very complex problems. Various factors including the development of science and technology have led to changes in the behavior of adolescents, especially high school students, who commit crimes such as immoral crimes and so on. This moral degradation causes PAI teachers to try to educate students not to be carried away by the current of modernization which has a negative impact by instilling religious values. However, in reality, many people think that PAI is not important. A different phenomenon occurs in one high school in Lumajang City, namely SMAN 1 Lumajang. Where students really like PAI lessons because learning PAI at school is carried out with a humanistic approach. This journal discusses the implementation of the humanistic approach in Islamic Education lessons and also the constraints and reasons for using humanistic theory in Islamic Education learning. The research method used is qualitative research methods.
Keywords: Approach, Humanistic, Pendidikan Agama Islam
ABSTRAK
Konsep pendidikan humanistik adalah pendidikan yang memiliki prinsip untuk memanusiakan manusia seperti pendidikan yang menggali, menghargai, melayani, dan membantu siswa mengembangkan potensi yang dimiliki dengan tujuan agar siswa menjadi generasi yang cerdas, religius dan berakhlakul karimah. Pendidikan banyak mengalami kendala dan permasalahan yang amat komplek. Berbagai faktor termasuk perkembangan IPTEK menyebabkan perubahan tingkah laku remaja khususnya siswa/siswi SMA banyak melakukan tindak kriminalitas seperti kejahatan asusila dan sebagainya. Degradasi moral inilah yang menyebabkan guru PAI berusaha untuk mendidik murid agar tidak terbawa dengan arus modernisasi yang membawa dampak negatif dengan menanamkan nilai-nilai keagamaan. Namun pada kenyataannya banyak yang menganggap pelajaran PAI itu tidak penting. Fenomena berbeda terjadi pada salah satu SMA di Lumajang yaitu SMA Negeri 1 Lumajang. Dimana para siswa sangat menyukai pelajaran PAI karena pembelajaran PAI disekolah tersebut dilakukan dengan pendekatan humanistik. Jurnal ini membahas mengenai implementasi pendekatan humanistik pada pelajaran PAI dan juga kendala serta alasan menggunakan teori humanistik dalam pembelajaran PAI. Metode penelitian yang digunakan adalah metode penelitian kualitatif.
Kata Kunci : Pendekatan, Humanistik, Pendidikan Agama Isla
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