IMPLEMENTASI PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DALAM MEMBENTUK KARAKTER RELIGIUS DI SMPN 8 BANDAR LAMPUNG

Muhammad, Al Haidar (2025) IMPLEMENTASI PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DALAM MEMBENTUK KARAKTER RELIGIUS DI SMPN 8 BANDAR LAMPUNG. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan sesungguhnya mempunyai makna sebagai suatu proses pembentukan karakter dan kemampuan peserta didik, serta dapat menciptakan kondisi atau situasi tertentu dalam kehidupan bermasyarakat. Pembentukan karakter dapat dilakukan melalui lembaga pendidikan, baik formal maupun non formal. Tujuan penelitian ini untuk menganalisis dan mendeskripsikan konsep implementasi pendidikan agama Islam dan budi pekerti dalam membentuk karakter religius di SMPN 8 Bandar Lampung. Kajian ini meliputi bentuk implementasi, evaluasi dan hasil pendidikan agama Islam dan budi pekerti dalam membentuk karakter religius di SMPN 8 Bandar Lampung. Penelitian ini menggunakan metode pendekatan berbentuk deskriptif yaitu etnografi dan jenis penelitian kualitatif. Data diperoleh melalui observasi, wawancara, dan dokumentasi di SMPN 8 Bandar Lampung. Berdasarkan hasil penelitian yang telah dilakukan, maka kesimpulan penelitian ini adalah : 1) Implementasi pendidikan karakter religius di SMPN 8 Bandar Lampung dilakukan melalui empat strategi utama: pembelajaran (teaching), keteladanan (modelling), penguatan (reinforcing), dan pembiasaan (habituation). Strategi pembelajaran mengintegrasikan nilai-nilai religius ke dalam mata pelajaran, didukung oleh motivasi, serta guru yang memberikan keteladanan dan penerapan pembiasaan dalam kegiatan sehari-hari. 2) Evaluasi program dilakukan secara komprehensif, mencakup ranah kognitif, afektif, dan psikomotorik, menggunakan metode seperti observasi atau pengamatan, penilaian diri, portofolio, wawancara atau diskusi, dan tes tertulis. 3) SMPN 8 Bandar Lampung berhasil membentuk karakter religius peserta didik yang konsisten menerapkan nilai-nilai religius dalam kegiatan sehari-hari, peran keteladanan pendidik menjadi kunci penting dalam pembinaan akhlak dan pembentukan karakter religius peserta didik. Kata Kunci : Pendidikan Agama Islam, Budi Pekerti, Karakter Religius, Sekolah vi ABSTRACT Education essentially carries the meaning of a process of shaping the character and abilities of students, and can create certain conditions or situations in social life. Character formation can be carried out through educational institutions, both formal and non-formal. The purpose of this study is to analyze and describe the concept of implementing Islamic Religious Education and Character Education in shaping religious character at SMPN 8 Bandar Lampung. This study covers the forms of implementation, evaluation, and results of Islamic Religious Education and Character Education in shaping religious character at SMPN 8 Bandar Lampung. This research uses a descriptive approach in the form of ethnography and is classified as qualitative research. Data were collected through observation, interviews, and documentation at SMPN 8 Bandar Lampung. Based on the research findings, the conclusions of this study are: 1) The implementation of religious character education at SMPN 8 Bandar Lampung is carried out through four main strategies: teaching, modeling, reinforcing, and habituation. The teaching strategy integrates religious values into subjects, supported by motivation, as well as teachers who provide role models and apply habituation in daily activities. 2) The evaluation of the program is conducted comprehensively, covering cognitive, affective, and psychomotor domains, using methods such as observation, self-assessment, portfolios, interviews or discussions, and written tests. 3) SMPN 8 Bandar Lampung has successfully shaped the religious character of students who consistently apply religious values in their daily activities. The role of teachers as role models is a key factor in character development and the shaping of students' religious character. Keywords : Islamic Religious Education, Character Education, Religious Character, School vii ُ ُ ة َصلاُلخا ُُ ِ ما َ اُسُُو ُ ِ ة َّ ي ِصْخَّشماُ ُلي ِك ْشَ ج . َُّ ه َأُ َ كَمُ، ِ و ِ ثا َ رْدُكُ ِ ة َ ي ِمْنَث َ وُ ِبِ ما َّطماُ ِ ة َّ ي ِصْ َ شَُ ِلي ِك ْشَت ِ مُ ًة َّ ي ِ ل َ عَُ ِنِْؼ َ يُ ِ و ِ تَلي ِ ل َحُ ِفُِ َيمِ ل ْؼَّتماُ َّن ّ ا ُ ِ ة َّ ي ِغا َ م ِ ت ْح ِلِاُ ِ ةا َ يَلحاُ ِفُِ ِ ةَ ن َّ ي َؼ ُ لماُ ِتا َّ ي ِ ؼ ْضَ وماُ ِوَأُ ِ فو ُ رُّظماُ ِ داَيج ّ اُ ِفِ . ُ ُنِكْ مُ ي َ و ُ ٍ ة َّ ي ِ ْسَْ رُ َ ْيَْؿُ ْ وَأُ ًة َّ ي ِ ْسَْ رُ ْتَه َ كَُ ٌ ءا َ و َ سُ، ِ ة َّ ي ِ يم ِ ل ْؼَّتم اُ ِتا َ اَّ سَؤ ُ لماُ ِل َ لاِخُ ْنِ م ُ َ لَ ّ اُ ُثْحَ بماُا َذٰىُ َفَدَى ُ َّ ي ِ ك َ لاْخَلأاُ ِ ة َ يِب ْ َّتَّما َ وُ ِ ّ يِ م َ لاْ س ّ لِاُ ِ ني ِ ّلاُ ِ يمِ ل ْؼَثُ ِ قيِب ْطَثُ ِ موُيْفَمُ ِ فْ صَ و َ وُ ِ لي ِ لْ َ تَ ُ ِ ه ِذٰىُ ُلَ م ْشَ ج َ و . ُ ِلي ِك ْشَ جُ ِ فُِ ِ ة ؽْهو ُ ب ْم َ لُِ ْ رَدْه َ بَُ ِفُِ ِ ةَن ِ ماَّثماُ ِ ة َّ ي ِ مو ُكُلحاُ ِ ة َطِ ّ سَ وَت ُ لماُ ِ ة َ سَ رْد َ لماُ ِفُِ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َّ ي ِصْخَّشما ُ ِلي ِك ْشَ جُ ِ فُِ ِ ق َ لا ُْخَلأا َ وُ ِ ّ يِ م َ لاْ س ّ لِاُ ِ ني ِ ّلاُ ِ يمِ ل ْؼَثُ َ جِ ئاَتَه َ وُ ، ِ يمِي ْلَّتما َ وُ ، ِقيِب ْطَّتماُ َ ْ كَْشُ ُ ة َ سا َ رِ ّلا . ُ َ ِلِٰ ذ َ وُ، ٍ ّ يِ ّ َ كُ ٍدي ِدْ َ تَُ َ لاِبُا ًّ ي ِ ف ْ صَ وُا ًجَ ْنَْمُ ُثْحَ بماُا َذٰىُ َ ع َ بَّث ِ ا ُ ِ ة َّ ي ِ ف ْ ي َكماُ ِثوُحُ بماُ ِعا َ وْه َأُ ُدَحَأُ َ وُى َ وُ، ِ ّ ِفِا َ رْؾوُنْج ّ لِاُ ِبوُ ل ْ سُلأاُ ِ ما َدْخِ ت ْ س ِبَ ُ ِ ة َ سَ رْد َ لماُ َ ْلِْ ثُ ِفُِ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َّ ي ِصْخَّشما و ُ َ . ؽْهو ُ ب ْم َ لِ ُ ْ رَدْه َ بَ . ُ ْنِ مُ ِتَنَا َ ي َ بماُ ُ عْ َجََُّ َ تَُ ْدَك ُ ِفُِ ِ ةَن ِ ماَّثماُ ِ ة َّ ي ِ مو ُكُلحاُ ِ ة َطِ ّ سَ وَت ُ لماُ ِ ة َ سَ رْد َ لماُ ِفُِ ِقي ِ ج ْ وَّتما َ وُ، ِ َ لََ باَل ُ لما َ وُ، ِ ة َ بَكا َ ر ُ لماُ ِل َ لاِخ ُ : ُ ٍ ة َّ ي ِ اي ِ ئ َ ر َُّ َ تَ ) ١ :( ُ ِفُِ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َّ ي ِصْخَّشماُ ِ يمِ ل ْؼَثُ ُقيِب ْطَث ُ ٍتا َّ ي ِجي ِ ثاَ ِتَّ ْ ساُ ِ عَ ب ْ رَأُ ِل َ لاِخُ ْنِ مُؽْهو ُ ب ْم َ لُِ ْ رَدْه َ بَُ ِفُِ ِ ةَن ِ ماَّثماُ ِ ة َّ ي ِ مو ُكُلحاُ ِ ة َطِ ّ سَ وَت ُ لماُ ِ ة َ سَ رْد َ لما ُ ِجَم َنَْ َبَماُ ُيمِي ْلَثُ ىَ رْ ُ يج ) ٢ .( ُ ِلَ يُ َ كَمُ ُوَت َصَلاُخُ َّن ّ اَفُ، ِثْحَ بماُ ِجِ ئاَتَهُ َلََػُ ً ءا َ نِب َ و ُ َح . ُ ًةَموُغْدَمُ، ِ ة َّ ي ِ سا َ رِ ّلاُ ِ ّدا َ و َ لماُ ِفُِ ِ ة َّ ي ِ ني ِ ّلاُ ِ َ يمِ لماُ ُ جْمَدَُّ َ تَُ ُثْ ي ُ ِ ة َّ ي ِ م ْ و َ يماُ ِ ة َط ِ شْ و َلأاُ ِ فُِ ِ دي ِوْؼَّتماُ ِ قيِب ْطَث َ وُ ، ِ ِ ّ لَُّؼ ُ لماُ ِ جَذو ُ مَه َ وُ ،ِزِ فاَلح ِبَ ُ ِدي ِوْؼَّتما َ وُ،ِزيِزْؼَّتما َ وُ، ِ ة َ وْدُلما َ وُ، ِ ُّ لَُّؼَّتما َُلْث ِ مُ ُبي ِ ما َ سَأُ ِ وي ِ فُ ُمَدْخَت ْ اُس َ وُ،َّ ِكِ َ رَلحا َ وُ، َّ يِ ف ِطا َؼما َ وُ،َّ ِفِِرْؼ َ لما ُ ِ ّ ِباَت ِكماُ ِ را َ ب ِ تْخالاَ وُ ، ِ َ لََ باَل ُ لما َ وُ ، ِ ّفل َ لما َ وُ ، ِتا َّلذاُ ِ يمِي ْلَث َ وُ ، ِ ة َ بَكا َ ر ُ لما ُ َلا َجَ لماُ ُلَ م ْشَس َ وُ،ٍلِ ما َشُ ٍ ْكَْشِب ) ٣ ( ُ ُ ة َ سَ رْد َ لماُ ِ تَح َ نَ ُ َني ِ َّ لذاُ، ِب َّ لاُّطل ِ نُ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َّ ي ِصْخَّشماُ ِلي ِك ْشَ جُ ِفُِؽْهو ُ ب ْم َ لُِ ْ رَدْه ُ ِ ة َّ ي ِ م ْ و َ يماُ ُ م ِتَِط ِ شْ وَأُ ِفُِ ٍرا َ رْ م ِ ت ْ س ِبَُ َة َّ ي ِ ني ِ ّلاُ َ يمِ لماُ َنوُلِ ّ ب َطُ ي ُ َ بَُ ِفُِ ُ ةَن ِ ماَّثماُ ُ ة َّ ي ِ مو ُكُلحاُ ُ ة َطِ ّ سَ وَت ُ لما ُا ًّ ي ِ سا َ سَأُا ًحاَتْف ِ مُ ٍ ة َ وْدُل َ كُ ِ ِ ّ لَُّؼ ُ لماُ ُ ر ْ وَدُ ُّدَؼُ ي َ و . ُِب َّ لاُّطل ِ نُ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َّ ي ِصْخَّشماُ ِلي ِك ْشَ ج َ وُ ِق ُ ُ ة َ سَ رْد َ لماُ، ُ ة َّ ي ِ ني ِ ّلاُ ُ ة َّ ي ِصْخَّشماُ، ُق َ لاْخَلأاُ، ُ ة َّ ي ِ م َ لاْ س ّ لِاُ ُ ة َ يِب ْ َّتَّما ُ َ لاْخَلأاُ ِ ءا َ نِبُ ِفِ : ُ ُ ة َّ ي ِحاَتْف ِ لماُ ُتا َ م ِ َكَما

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