PENGUATAN NILAI AKHLAK MELALUI PEMBELAJARAN AKIDAH AKHLAK BERBASIS CONTEXTUAL TEACHING AND LEARNING DI MADRASAH TSANAWIYAH

AMILIA, MARIAM ULFA (2026) PENGUATAN NILAI AKHLAK MELALUI PEMBELAJARAN AKIDAH AKHLAK BERBASIS CONTEXTUAL TEACHING AND LEARNING DI MADRASAH TSANAWIYAH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini mengkaji efektivitas penerapan Contextual Teaching and Learning (CTL) dalam penguatan internalisasi nilai akhlak pada pembelajaran Akidah Akhlak di Madrasah Tsanawiyah. Menggunakan pendekatan kualitatif deskriptif, data diperoleh melalui observasi, wawancara dengan satu guru dan tiga siswa dari kelas yang berbeda, serta telaah dokumentasi, yang divalidasi dengan triangulasi untuk memastikan konsistensi dan validitas temuan. Hasil penelitian menunjukkan bahwa CTL efektif dalam mengaitkan materi akhlak dengan pengalaman sehari-hari siswa, meningkatkan pemahaman moral melalui studi kasus, modelling, dan dialog nilai. Namun, penguatan nilai yang dicapai masih pada tingkat perilaku dasar, belum sepenuhnya berkembang menjadi internalisasi moral yang stabil. Keterbatasan ini dipengaruhi oleh kurangnya ruang refleksi moral yang terstruktur, pengaruh lingkungan sosial, dan belum adanya integrasi literasi moral digital dalam pembelajaran. Penelitian ini menegaskan bahwa meskipun CTL memberikan kontribusi penting dalam pembelajaran akhlak, perluasan strategi pedagogis dan integrasi isu moral kontemporer diperlukan agar proses internalisasi nilai dapat berkembang lebih lanjut, menuju pembentukan karakter Islami yang matang dan berkelanjutan. Kata Kunci: Contextual Teaching and Learning, Akidah Akhlak, internalisasi akhlak, kontekstual. pendidikan Islam, pembelajaran moral ii ABSTRACT This study examines the effectiveness of implementing Contextual Teaching and Learning (CTL) in strengthening the internalization of moral values in Akidah Akhlak instruction at a Madrasah Tsanawiyah. Employing a descriptive qualitative approach, data were collected through classroom observations, interviews with one teacher and three students from different grade levels, and document analysis. Data validity was ensured through triangulation to enhance the consistency and credibility of the findings. The results indicate that CTL is effective in linking moral content to students’ everyday experiences, thereby enhancing moral understanding through case studies, modelling, and value-based dialogue. However, the reinforcement of values achieved remains largely at the level of basic behavioral expression and has not yet fully developed into stable moral internalization. This limitation is influenced by the lack of structured opportunities for moral reflection, the impact of the broader social environment, and the absence of digital moral literacy integration in the learning process. This study affirms that while CTL makes a significant contribution to moral education, the expansion of pedagogical strategies and the integration of contemporary moral issues are necessary to further advance the internalization of values toward the formation of a mature and sustainable Islamic character. Keywords: Contextual Teaching and Learning, Akidah Akhlak, moral internalization, Islamic education, contextual moral learning.

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