INTEGRASI NILAI KARAKTER RELIGIUS DALAM PEMBELAJARAN DI SEKOLAH ALAM

LUKMAN, HAKIM LUBIS (2026) INTEGRASI NILAI KARAKTER RELIGIUS DALAM PEMBELAJARAN DI SEKOLAH ALAM. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini secara sistematis menelaah studi terdahulu mengenai integrasi nilai karakter religius dalam pembelajaran di Sekolah Alam menggunakan pendekatan Systematic Literature Review (SLR). Data dikumpulkan dari Google Scholar melalui aplikasi Publish or Perish 8 dengan batasan jurnal terindeks Sinta 2 ke atas, serta dari database Scopus melalui pencarian langsung. Seleksi literatur mengikuti protokol PRISMA 2020 dan menghasilkan empat studi yang memenuhi kriteria inklusi untuk dianalisis lebih lanjut, data dianalisis menggunakan NVivo 15 dengan pendekatan analisis tematik. Hasil penelitian menunjukkan bahwa lima dimensi religiusitas menurut Glock dan Stark, yaitu keyakinan, pengetahuan, pengalaman, praktik, dan konsekuensi, terimplementasi secara menyeluruh dalam pembelajaran di Sekolah Alam. Dimensi keyakinan dan pengetahuan berfungsi sebagai fondasi spiritual dan intelektual, sedangkan pengalaman, praktik, dan konsekuensi tercermin dalam perilaku reflektif, moral, dan sosial peserta didik. Integrasi nilai-nilai religius diwujudkan melalui penerapan Experiential Learning sebagai pendekatan utama yang menekankan pembelajaran berbasis pengalaman langsung, refleksi, serta keterlibatan sosial dan spiritual. Pendekatan ini didukung oleh integrasi Humanistic Approach, Contextual Teaching and Learning (CTL), Religious-Spiritual Approach, dan Ecopedagogical Approach melalui aktivitas proyek sosial, pembelajaran luar ruang, salat Dhuha, infak, serta pembiasaan positif. Guru berperan sebagai teladan moral sekaligus fasilitator internalisasi nilai. Secara keseluruhan, Experiential Learning terbukti efektif dalam membentuk karakter religius siswa secara holistik, kontekstual, dan berkelanjutan. ABSTRACT This study systematically reviews previous studies on the integration of religious character values in learning at Nature Schools using a Systematic Literature Review (SLR) approach. Data were collected from Google Scholar through Publish or Perish 8, limited to journals indexed in Sinta 2 and above, as well as from the Scopus database through direct searching. The literature selection followed the PRISMA 2020 protocol and resulted in four studies that met the inclusion criteria for further analysis, data were analyzed using NVivo 15 with a thematic analysis approach. The findings indicate that the five dimensions of religiosity proposed by Glock and Stark, namely belief, knowledge, experience, practice, and consequences, are comprehensively implemented in learning at Nature Schools. The dimensions of belief and knowledge function as spiritual and intellectual foundations, while experience, practice, and consequences are reflected in students’ reflective, moral, and social behaviors. The integration of religious values is realized through the implementation of Experiential Learning as the main approach, emphasizing direct experience-based learning, reflection, and social-spiritual engagement. This approach is supported by the integration of the Humanistic Approach, Contextual Teaching and Learning (CTL), ReligiousSpiritual Approach, and Ecopedagogical Approach through social projects, outdoor learning, Dhuha prayer, charity (infaq), and positive habituation. Teachers play a role as moral role models as well as facilitators of value internalization. Overall, Experiential Learning has proven effective in shaping students’ religious character in a holistic, contextual, and sustainable manner.

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