Internalisasi karakter religius bagi siswa di Sekolah Menengah Atas: Studi multi situs di SMAN 1 dan 3 Malang

INDONESIA:

Dekadensi moral dan akhlak remaja di era globalisasi ini sudah tidak bisa dihindari lagi. Berbagai permasalahan kenakalan remaja telah menjerat hampir seluruh remaja dan siswa di kalangan sekolah menengah terutama di sekolahsekolah yang berada di perkotaan, mulai dari seks bebas, narkoba, dan tawuran antar pelajar. Sebagai salah satu solusinya, pemerintah dalam hal ini menteri pendidikan dan kebudayaan mencetuskan adanya pendidikan karakter untuk diimplementasikan di sekolah, dan salah satu nilai karakter yang dimunculkan yaitu karakter religius. Berbeda dengan SMAN 1 dan 3 Malang, meskipun sekolah yang ada di kota tetapi siswanya jauh dari perilaku-perilaku kenakalan remaja. Hal ini dikarenakan SMAN 1 dan 3 Malang berupaya untuk menginternalisasikan karakter religius kepada siswanya.

Penelitian ini bertujuan untuk mendeskripsikan internalisasi karakter religius bagi siswa di SMAN 1 dan 3 Malang, meliputi nilai-nilai religius yang dikembangkan, upaya-upaya internalisasi karakter religius bagi siswa, dan memodelkan proses internalisasi karakter religius tersebut ke dalam sebuah model yang sudah dimunculkan oleh para pakar pendidikan karakter.

Penelitian ini menggunakan pendekatan kualitatif dengan metode pengumpulan datanya yaitu observasi, wawancara dan dokumentasi. Teknik analisis datanya menggunakan model analisis interaktif Milles dan Hubberman yang mencakup empat komponen yang saling berkaitan yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Adapun pengecekan keabsahan datanya menggunakan triangulasi data yang mencakup triangulasi sumber data dan triangulasi metode.

Temuan penelitian di SMAN 1 Malang adalah: 1) Terdapat sembilan nilainilai religius yang dikembangkan di SMAN 1 Malang, yang bersumber dari nilainilai Islam, nilai karakter dari kementerian pendidikan dan kebudayaan, dan warisan budaya sekolah, yaitu: ketaqwaan, keihlasan, kejujuran, kesopanan, tolong-menolong, toleransi, kesetaraan, kebersihan, dan kompetisi; 2) Upayaupaya internalisasi karakter religius di SMAN 1 Malang yaitu: upaya internalisasi secara teoritis, pelaksanaan kegiatan keagamaan oleh ekstrakurikuler keagamaan (Studi Kerohanian Islam) di sekolah, penciptaan budaya religius, integrasi dengan berbagai bidang keilmuan, dan pengawasan secara berkelanjutan; 3) Model internalisasi karakter religius di SMAN 1 Malang yaitu model organik-integratif.

Temuan penelitian di SMAN 3 Malang adalah: 1) Terdapat sepuluh nilainilai religius yang dikembangkan di SMAN 3 Malang, yang bersumber dari nilai nilai Islam, nilai karakter dari kementerian pendidikan dan kebudayaan, dan warisan budaya sekolah, yaitu: ketaqwaan, keihlasan, kejujuran, kesopanan, kepedulian, toleransi, prestasi, amanah, dan keseimbangan; 2) Upaya-upaya internalisasi karakter religius di SMAN 3 Malang yaitu: upaya internalisasi secara teoritis, pelaksanaan kegiatan keagamaan oleh ekstrakurikuler keagamaan (Studi Kerohanian Islam) di sekolah, penciptaan budaya religius, integrasi dengan berbagai bidang keilmuan, dan pengawasan secara berkelanjutan; 3) Model internalisasi karakter religius di SMAN 3 Malang yaitu model organik-integratif.

ENGLISH:

Moral decadence for adolescents in the era of globalization is inevitable. Various problems of juvenile delinquency has trapped almost all teens and among high school students, especially in schools located in urban areas covering free sex, drugs, and fighting between students. As one solution, the government in this case the minister of education and culture sparked a character education to be implemented in schools, and one of values characters that rose was religious character. In contrast to SMAN 1 and 3 Malang, although schools in the city but the students away from juvenile delinquency behaviors. This is because SMAN 1 and 3 Malang try to internalize the religious character of their students.

This study aimed to describe the internalization of religious character for students at SMAN 1 and 3 Malang covering religious values are developed, efforts of the religious character internalization for students, and model the process of internalization of the religious character into a model that has been raised by the character education expert.

This study used a qualitative approach and the methods of data collection are observation, interviews and documentation. Techniques of data analysis using interactive model Milles and Hubberman which includes four interrelated components, namely data collection, data reduction, data display, and conclusion. The validity of the data used data triangulation that includes triangulation of data sources and triangulation methods.

The findings of the study at SMAN 1 Malang are: 1) There are nine religious values developed in SMAN 1 Malang, which is derived from Islamic values, the value of the character of the ministry of education and culture heritage of schools, namely: devotion, sincerity, honesty, courtesy, mutual assistance, tolerance, equality, cleanliness, and competition; 2) Internalization efforts of religious character in SMAN 1 Malang are an attempt internalization theoretically, religious activities by religious extracurricular (Studi Kerohanian Islam) in schools, the creation of culture religious, integration with various scientific fields, and continuous supervision; 3) The internalization model of religious character in SMAN 1 Malang is organic-integrative models.

The findings of the study at SMAN 3 Malang are: 1) There are ten religious values developed in SMAN 3 Malang, which is derived from Islamic values, the value of the character of the ministry of education and culture heritage of schools, namely: devotion, sincerity, honesty, courtesy, concern, tolerance, achievement, trust, and balance; 2) Internalization efforts of religious character in SMAN 3 Malang is: an attempt internalization theoretically, religious activities by religious extracurricular (Studi Kerohanian Islam) in schools, the creation of a religious culture, integration with a variety of scientific fields, and continuous supervision; 3) The internalization model of religious character in SMAN 3 Malang is organic-integrative models.