STRATEGI PEMBINAAN PESERTA DIDIK DALAM KEPEDULIAN LINGKUNGAN SOSIAL DI MTs AL-HIKMAH BANDAR LAMPUNG

Rafif, Reovaldy (2026) STRATEGI PEMBINAAN PESERTA DIDIK DALAM KEPEDULIAN LINGKUNGAN SOSIAL DI MTs AL-HIKMAH BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pembinaan peserta didik dalam menanamkan dan mengembangkan nilai-nilai kepedulian lingkungan sosial guna mendukung terbentuknya karakter yang baik sebagai pedoman menjalankan pendidikan, pelatihan, dan pengembangan strategi. Penelitian ini bertujuan pertama untuk mengetahui pendidikan sebagai dasar pembinaan peserta didik dalam kepedulian lingkungan sosial, kedua untuk mengetahui pelatihan dalam membentuk kepedulian lingkungan sosial peserta didik, ketiga untuk mengetahui pengembangan strategi pembinaan peserta didik dalam kepedulian lingkungan sosial di MTs Al-Hikmah Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi kepala madrasah, waka kurikulum, waka kesiswaan, guru. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji dengan teknik triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: (1) pendidikan sebagai dasar pembinaan kepedulian lingkungan sosial dilaksanakan melalui integrasi nilai-nilai sosial dalam proses pembelajaran dan budaya madrasah, sehingga peserta didik memperoleh pemahaman serta kesadaran tentang pentingnya kepedulian terhadap sesama dan lingkungan; (2) pelatihan dalam membentuk kepedulian lingkungan sosial dilakukan melalui berbagai kegiatan sosial yang melibatkan peserta didik secara langsung, seperti kerja bakti, gotong royong, penggalangan dana sosial, dan pemberian bantuan kepada warga madrasah yang membutuhkan, sehingga peserta didik memperoleh pengalaman nyata dalam menerapkan nilai kepedulian sosial, kerja sama, disiplin, dan tanggung jawab; dan (3) pengembangan strategi pembinaan dilakukan melalui program sosial yang dilaksanakan secara berkelanjutan, seperti program Jumat Peduli, dengan melibatkan peserta didik dalam setiap tahapan kegiatan sehingga mampu meningkatkan empati, tanggung jawab sosial, kolaborasi, dan kepedulian terhadap lingkungan sosial. ABSTRACT This study is motivated by the importance of guiding students in instilling and developing values of social environmental awareness to support the formation of good character as a guideline for implementing education, training, and strategic development. This study aims, first, to examine education as the foundation for guiding students in social environmental awareness; second, to examine training in fostering students’ social environmental awareness; and third, to examine the development of strategies for guiding students in social environmental awareness at MTs Al-Hikmah in Bandar Lampung. This study employs a qualitative approach using a descriptive research design. Data collection techniques included observation, interviews, and documentation. The research subjects comprised the madrasah principal, the vice principal for curriculum, the vice principal for student affairs, teachers. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, while data validity was tested using source and technique triangulation. The research findings indicate that: (1) education as the foundation for fostering social and environmental awareness is implemented through the integration of social values into the learning process and madrasah culture, so that students gain an understanding and awareness of the importance of caring for others and the environment; (2) training to foster social environmental awareness is conducted through various social activities that directly involve students, such as community service, mutual assistance, social fundraisers, and providing aid to madrasah members in need, so that students gain real-world experience in applying the values of social care, cooperation, discipline, and responsibility; and (3) the development of guidance strategies is carried out through social programs implemented on an ongoing basis, such as the “Friday Cares” program, by involving students in every stage of the activities so that they can enhance their empathy, social responsibility, collaboration, and concern for the social environment.

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