PENANAMAN NILAI-NILAI PENDIDIKAN KARAKTER BERBASIS METODE PEMBIASAAN DI PONDOK MODERN DARUSSALAM GONTOR PUTRI KAMPUS 8 LAMPUNG TIMUR

ARIF, SUHENDRI (2024) PENANAMAN NILAI-NILAI PENDIDIKAN KARAKTER BERBASIS METODE PEMBIASAAN DI PONDOK MODERN DARUSSALAM GONTOR PUTRI KAMPUS 8 LAMPUNG TIMUR. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan karakter merupakan aspek penting dalam membentuk generasi muda yang berintegritas dan berkompeten. Di Pondok Modern Darussalam Gontor Putri Kampus 8 Lampung Timur, metode pembiasaan diterapkan untuk menanamkan nilai-nilai karakter melalui berbagai kegiatan keagamaan, akademis, bahasa, dan ekstrakurikuler. Penelitian ini bertujuan untuk mengeksplorasi proses, hambatan dan dampak dari penanaman nilai-nilai pendidikan karakter berbasis metode pembiasaan di Pondok Modern Darussalam Gontor Putri Kampus 8 Lampung Timur. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Metode kualitatif deskriptif digunakan untuk mengumpulkan data dalam penelitian ini yang bersifat naratif dari sumber primer dan sekunder. Proses pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Data tersebut dianalisis secara deskriptif menggunakan konsep Miles dan Huberman, berupa reduksi data (data reduction), penyajian data (data display), penarikan kesimpulan dan verifikasi (conclusion and verification). Pendekatan ini bertujuan untuk memberikan gambaran yang komprehensif tentang proses penanaman nilai-nilai pendidikan karakter berbasis metode pembiasaan di Pondok Modern Darussalam Gontor Putri Kampus 8 Lampung Timur. Hasil penelitian menunjukkan bahwa proses penanaman nilai-nilai pendidikan karakter berbasis metode pembiasaan di Pondok Modern Darussalam Gontor Putri Kampus 8 dilakukan melalui berbagai kegiatan. Kegiatan-kegiatan tersebut meliputi kegiatan keagamaan seperti membaca Al-Qur'an, menghafal juz amma, puasa sunnah, dan ibadah amaliyah; kegiatan proses belajar mengajar seperti mata pelajaran keislaman, bahasa Arab, ekstrakurikuler, dan pengkajian kitab klasik; kegiatan bahasa seperti muhadatsah, drama berbahasa, dan penggunaan bahasa Arab dan Inggris secara konsisten; serta kegiatan ekstrakurikuler seperti olahraga, seni, keputrian, kepramukaan, dan keorganisasian. Hambatan dalam penanaman nilai-nilai karakter ini meliputi keterbatasan waktu, perbedaan latar belakang dan kemampuan santriwati, perbedaan minat dan bakat santriwati, serta dukungan orang tua yang kurang memadai. Dampak positif dari penerapan metode pembiasaan ini antara lain penguatan disiplin dan manajemen waktu pada santriwati, peningkatan kepercayaan diri dan kemampuan berbicara di depan umum, peningkatan kemampuan berbahasa Arab dan Inggris, pembentukan karakter mulia seperti kejujuran, tanggung jawab, kerja sama, dan saling menghormati, viii peningkatan kemandirian dan inisiatif santriwati, pengembangan keterampilan sosial seperti komunikasi dan kerja sama, peningkatan motivasi belajar melalui program penghargaan, serta menciptakan lingkungan pembelajaran yang positif dan kondusif. Kata Kunci : Penanaman nilai-nilai, Pendidikan karakter, Metode pembiasaan. ix ABSTRACT Character education is a crucial aspect in shaping a young generation with integrity and competence. At Pondok Modern Darussalam Gontor Putri Campus 8 East Lampung, the habituation method is applied to instill character values through various religious, academic, language, and extracurricular activities. This research aims to explore the process, obstacles, and impacts of instilling character education values based on the habituation method at Darussalam Gontor For Girls Eight Campus East Lampung. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The descriptive qualitative method is used to collect narrative data in this study from primary and secondary sources. The data collection process employs interview, observation, and documentation techniques. The data is analyzed descriptively using the Miles and Huberman concept, consisting of data reduction, data display, conclusion drawing, and verification. This approach aims to provide a comprehensive overview of the process of instilling character education values based on the habituation method at Darussalam Gontor For Girls Eight Campus East Lampung. The research results show that the process of instilling character education values based on the habituation method at Darussalam Gontor For Girls Eight Campus is carried out through various activities. These activities include religious activities such as reading the Qur'an, memorizing Juz Amma, Sunnah fasting, and practical worship; teaching and learning process activities such as Islamic studies, Arabic language, extracurricular activities, and studying classical texts; language activities such as conversations (muhadatsah), language dramas, and consistent use of Arabic and English; and extracurricular activities such as sports, arts, women's affairs, scouting, and organizational activities. Obstacles in instilling these character values include limited time and the busy schedule of the students, lack of active participation and motivation from some students, supporting resources, differences in students' backgrounds and abilities, differences in students' interests and talents, and inadequate parental support. The positive impacts of implementing this habituation method include strengthening students' discipline and time management, x increasing confidence and public speaking skills, improving Arabic and English language proficiency, forming noble characters such as honesty, responsibility, cooperation, and mutual respect, enhancing students' independence and initiative, developing social skills such as communication and teamwork, increasing learning motivation through reward programs, and creating a positive and conducive learning environment. Keywords: Instilling values, Character education, Habituation method. xi ملخص ٍِ عُ ٍم شب ٍة ًَزب ُص ثبنُضاه ِخ وانكفبءِح. ِى عبَجًب هب ًيب فٍ ركىَ انمُ ذ رشثُخُ َؼُّ رُ ى فٍ ثىَذن يىدسٌ داس انغالو عىَزىس ثىرشٌ انحشو 8 اليجىَظ انششلُخ، َزُّ ِى انشخظُ ِخ يٍ خال ِل األَشط ِخ انذَُُ ِخ رطجُ ُك ؽشَم ِخ انزَّؼىَِذ نغش ِط لُ إنً اعزكشب ِف واألكبدًَُ ِخ وانهغىَ ِخ واناليُهغُ ِخ انًزُىػ ِخ. رهذ ُف هزِِ انذساعخُ ِى انزشثىَ ِخ انشخظُ ِخ انًجُُ ِخ ػهً ؽشَم ِخ انزؼىَِذ فٍ ثىَذن ػًهُ ِخ غش ِط انمُ يىدسٌ داس انغالو عىَزىس ثىرشٌ انحشو 8 اليجىَظ انششلُخ. رُغزخذُو فٍ هزِِ ا ِ انُىػُخُ يغ رمُُب ِد عًغ انًالحظخِ انىطفُخُ نجُبَب ِد يٍ خال ِل انذساع ِخ انطشَمخُ ِك وانًمبثال ِد وانزىصُ . انجُبَب ِد انغشدَ ِخ فٍ هزِِ ِ نغًغ انُىػُخُ انىطفُخُ رُغزخذُو انطشَمخُ انجُبَب ِد رمُُب ِد ِ ِس األونُخِ وانضبَىَ ِخ. رزؼً ٍُ ػًهُخُ عًغ انذساع ِخ يٍ انًظبد ى رحهُ ُم انجُبَب ِد وط ِو يفهىِو انًمبثه ِخ وانًالحظ ِخ وانزىصُ يبَهض ِك. َزُّ فًُب ثبعزخذا وهىثُشيب،ٌ انزٌ َشً ُم اخزضا َل انجُبَب ِد(reduction data (، وػش َع انجُبَب ِد (display data(، واعزخال َص االعزُزبعب ِد وانزحم َك يُهب ) and conclusion ِى ِى طىسٍح شبيه ٍخ ػٍ ػًهُ ِخ غش ِط verification ). لُ إنً رمذَ رهذ ُف هزِِ انطشَمخُ انزشثُ ِخ انشخظُ ِخ انًجُُ ِخ ػهً ؽشَم ِخ انزؼىَِذ فٍ ثىَذن يىدسٌ داس انغالو عىَزىس ثىرشٌ انحشو 8 اليجىَظ انششلُخ. ِى انزشثُ ِخ انشخظُ ِخ انًجُُ ِخ لُ أظهش ْد َزبئ ُظ انجح ِش أ ٌَّ ػًهُخَ غشطِ ػهً ؽشَم ِخ انزؼىَِذ فٍ ثىَذن يىدسٌ داس انغالو عىَزىس ثىرشٌ انحشو 8 رُغشي يٍ خال ِل األَشطخَ انذَُُخَ يضم لشاءحِ أَشط ٍخ يزُىػ ٍخ. رشً ُم هزِِ األَشطخُ ِو انُىاف ِم، وانؼجبدا ِد انؼًهُ ِخ؛ وأَشطخَ ػًهُ ِخ ،ٌِ وحف ِع عض ِء َػَّى، وطُب انمشآ انذساعب ِد اإلعاليُ ِخ، وانهغخِ انؼشثُ ِخ، واألَشطخِ ِى يضم دسوطِ ّ ِى وانزؼه انزؼهُ اناليُهغُ ِخ، ودساعخِ انُظى ِص كالعُكُ ِخ؛ وأَشطخَ انهغخِ يضم انًحبدص ِخ ان ِو انًغزً ِّش نهغِخ انؼشثُخِ )انًحبدصخ(، وانًغشحُب ِد انهغىَ ِخ، واالعزخذا واإلَغهُضَ ِخ؛ واألَشط ِخ اناليُهغُ ِخ يضم انشَبػ ِخ، وانفُى ،ٌِ وانشؤو ٌِ انُغبئُ ِخ، ِى انشخظُخِ وانكشبف ِخ، واألَشط ِخ انزُظًُُ ِخ. رشً ُم انؼمجب ُد فٍ غش ِط هزِِ انمُ ،َ وَم َض انًشبسكِخ انف ّؼبن ِخ وانذافؼُ ِخ نذي لهخَ انىل ِذ وعذو َل انطال ِة انًضدحى ِغ انطال ِة، واخزال َف انخهفُب ِد وانمذسا ِد نذي انطال ِة، واخزال َف ثؼ ِش انكبفٍ يٍ األه ِم. رشً ُم اِصب ُس اهزًبيبدِ ويىاهتِ انطال ِة، وانذػِى غُ ِك ؽشَم ِخ انز اإلَغبثُخُ ؼىَِذ هزِِ رؼضَ َض اَؼجب ِؽ انطال ِة وإداسِح ولزهى، نزطجُ ِس، ورحغُ ٍَ يهبسادِ انغًهى َ ِظ وانًهبسا ِد فٍ انزحذسِ أيبو وصَبدحَ انضم ِخ ثبنُف انهغِخ انؼشثُ ِخ واإلَغهُضَ ِخ، وركىَ ٍَ شخظُب ٍد َجُه ٍخ يضم انظذقِ وانًغؤونُ ِخ xii وانزؼبو ٌِ واالحزشا ال ِة ويجبدسرِهى، ورطىَ َش ِو انًزجبد ِل، وصَبدحَ اعزمالنُ ِخ انط ِى انًهبسا ِد االعزًبػُ ِخ يضم انزىاط ِم وانؼً ِم انغًبػ ،ٍِّ وصَبدحَ انذافؼُ ِخ نهزؼه ٍى إَغبثُ ٍخ ويشغؼٍخ انًكبفآ ِد، وخه َك ثُئ ِخ رؼه ِ يٍ خال ِل . ثشايظ انكهًبد انًفزبحُخ: غشط انمُى، انزشثُخ انشخظُخ، ؽشَمخ انزؼىَذ.

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