IMPLEMENTASI NILAI KARAKTER RELIGIUS PESERTA DIDIK MELALUI PROGRAM TAHFIDZ AL-QUR’AN DI SMP NEGERI 2 BANDAR LAMPUNG

FAHRUDIN, ARROZI (2025) IMPLEMENTASI NILAI KARAKTER RELIGIUS PESERTA DIDIK MELALUI PROGRAM TAHFIDZ AL-QUR’AN DI SMP NEGERI 2 BANDAR LAMPUNG. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Tulisan ini memuat tentang pelaksanaan nilai karakter religius melalui program tahfidz al-Qur'an yang dilakukan di SMP Negeri 2 Bandar Lampung. Aspek penting yang dilakukan yaitu melalui strategi dan metode dalam pembelajaran, dalam program tahfidz al-Qur‟an yang peneliti lakukan terdapat tiga metode yang digunakan oleh pendidik dalam proses pembelajaran, yaitu: muraja’ah, talaqqi dan sima’i yang diterapkan dalam membentuk kepribadian siswa. Adapun upaya dalam meningkatkan kepribadian peserta didik yang islami adalah untuk menyiapkan peserta didik dalam meyakini, menghayati dan mengamalkan ajaran agama Islam. Penelitian ini dilakukan bertujuan untuk mendeskripsikan: (1) pelakasanaan program Tahfidzul Qur'an dalam peningkatan karakter religius di SMP Negeri 2 Bandar Lampung, (2) implikasi program Tahfidzul Qur'an dalam peningkatan karakter religius di SMP Negeri 2 Bandar Lampung. Pendekatan pada penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian field Research. Teknik yang digunakan adalah observasi, wawancara dan dokumentasi. Data di analisis menggunakan metode analasis secara induktif. Keabsahan data di cek elalui triangulasi sumber, triangulasi teknik, triangulasi waktu. Dari hasil penelitian implementasi nilai karakter peserta didik melalui program tahfidz al-Qur‟an di SMP Negeri 2 Bandar Lampung dapat disimpulkan bahwa pembentukan nilai karakter peserta didik di SMP Negeri 2 Bandar Lampung sudah dikatakan baik sesuai indikator dengan menerapkan metode pembentukan karakter religius yakni metode keteladanan, metode pembiasaa, metode nasehat serta metode penghargaan dan hukuman. Sedangkan indikator pembentukan nilai karakter religius meliputi: disiplin, bersih, kerja keras, jujur, ikhlash, sabar, amanah, dan tanggung jawab. Kata Kunci: Nilai Karakter, Religius, Tahfidz Al-Qur’an vi ABSTRACK This paper contains the implementation of religious character values through the tahfidz al-Qur'an program conducted at SMP Negeri 2 Bandar Lampung. An important aspect that is done is through strategies and methods in learning, in the tahfidz al-Qur'an program that researchers do there are three methods used by educators in the learning process, namely: muraja'ah, talaqqi and sima'i which are applied in shaping the personality of students. The effort in improving the Islamic personality of students is to prepare students to believe, live and practice the teachings of Islam. This study was conducted with the aim of describing: (1) the implementation of the Tahfidzul Qur'an program in improving religious character in SMP Negeri 2 Bandar Lampung, (2) the implications of the Tahfidzul Qur'an program in improving religious character in SMP Negeri 2 Bandar Lampung. The approach in this study uses a qualitative approach with the type of field research. The techniques used are observation, interviews and documentation. The data in the analysis used an inductive analysis method. The validity of the data is checked through source triangulation, technique triangulation, and time triangulation. From the results of research on the implementation of student character values through the Qur'an memorization program at SMP Negeri 2 Bandar Lampung, it can be concluded that the formation of student character values at SMP Negeri 2 Bandar Lampung has been said to be good according to indicators by applying religious character formation methods, namely exemplary methods, habituation methods, advice methods and methods of rewards and punishments. While the indicators of the formation of religious character values include: discipline, clean, hard work, honesty, ikhlash, patience, trustworthiness, and responsibility. Keywords: Character Values, Religious, Tahfidz Al-Qur'an vii viii ُ ُصَّخَل ُ مْلا ِ نآ ْ رُ قْلا ِ ظي ِ فْ ح تَ ِجح ما ح ن ْ ر ح ب ِ لح لَِ خ ْ نِ م ِ ةَّ ي ِ نيِّدلا ِ ةَّ ي ِصْ خَّشلا ِ م ح ي ِ ق ِ قيِ بْطح ت ىح ل ح ع ُثْ حح بْلا احذ ح ى يِوح ت ْح يَ ُ ب ْ م ح لَ ْ رح دْ ن ح ب ِ ة ح ي ِ ناَّثلا ِ ةَّ ي ِ موُك ُ ْلْا ِ ةحطِّس ح وح ت ُ مْلا ِ ة ح س ح رْ د ح مْلا ِ فِ ُ هُذي ِ فْ ن ح ت ُّمِ ت ح ي يِ ذَّ لا ِ يمِ رحكْلا ْ نِ م ح و . ْ جْ نو ،ِ مُّ ل ح عَّ تلا ِ فِ ِبي ِ لا ح سحْ لْا ح و ِ تاَّ ي ِ جي ِ تا ح ِ تِ ْ س ِ لَا ِ لح لَِ خ ْ نِ م ا ح ىُذي ِ فْ ن ح ت ُّمِ ت ح ي ِ تَِّ لا ِ ةَّمِ ه ُ مْلا ِبِ نا ح و ح ْلْا ُثْ ي ح ح ُ م ِ دْ خح ت ْ سح ي ح بي ِ لا ح سحأ ُ ةحث ح لَحث ِ وي ِ ف ُثاَّحح بْلا ِ وِ ب ُ موُ ق ح ي يِ ذَّ لا ِ نآ ْ رُ قْلا ِ ظي ِ فْ ح تَ ح جح ما ح ن ْ ر ح ب َّنِ إ ح نو ُ سِّ رح د ُ مْلا ا ح ه ِ ةَّ ي ِصْ خح ش ِ لي ِكْشح ت ِ فِ ُ قَّ بحط ُ ي يِ ذَّ لا ُعا ح مَّسلا ح و ،يِّقح لَّ تلا ح و ،ُ ة ح ع ح جا ح ر ُ مْلا ح يِ ى ح و ِ مُّ ل ح عَّ تلا ِ ةَّ ي ِ ل ح مح ع ِ فِ ح دْ عِ إ ِ فِ ُ لَّث ح مح ت ح يح ف ِ ة ح بح لَّطل ِ ل ِ ةَّ ي ِ م ح لَْ سِْ لْا ِ ةَّ ي ِصْ خَّشلا ِ ءا ح نِ ب ِ فِ ُ يْ عَّسلا اَّ محأ . ِبِ لاَّطلا ِ دا ح ق ِ ت ْ ع ِ لَِ ل ِ ة ح بح لَّطلا ِ دا . ْ مِِ تِا ح ي ح ح ِ فِ ا ح ه ِ قيِ بْطح ت حكِ لاحذحك ح و ا ح ِ بِ ِشْ ي ح عْلا ح و ِ م ح لَْ سِْ لْا ِ مي ِ لا ح عح تِ ب ِ ما ح ز ِ تْل ِ لَا ح و (:يِ ل ح ي ا ح م ِ دي ِ دْ ح تَ ح لَِ إ ُثْ حح بْلا احذ ح ى ُفِ د ْ ه ح ي 1 ِ ءا ح نِ ب ِ فِ ِ يمِ رحكْلا ِ نآ ْ رُ قْلا ِ ظي ِ فْ ح تَ ِجح ما ح ن ْ ر ح ب ُ قيِ بْطح ت ) (، ْ جْ نو ُ ب ْ م ح لَ ْ رح دْ ن ح بِ ب ِ ة ح ي ِ ناَّثلا ِ ةَّ ي ِ موُك ُ ْلْا ِ ةحطِّس ح وح ت ُ مْلا ِ ة ح س ح رْ د ح مْلا ِ فِ ِ ةَّ ي ِ نيِّدلا ِ ةَّ ي ِصْ خَّشلا 2 ِجح ما ح ن ْ ر ح ب ُ يرِ ثْأح ت ) ِّس ح وح ت ُ مْلا ِ ة ح س ح رْ د ح مْلا ِ ة ح س ح رْ د ح م ِ فِ ِ ةَّ ي ِ نيِّدلا ِ ةَّ ي ِصْ خَّشلا ِ ءا ح نِ ب ِ فِ ِ يمِ رحكْلا ِ نآ ْ رُ قْلا ِ ظي ِ فْ ح تَ ِ ةَّ ي ِ موُك ُ ْلْا ِ ةحط ِ ثْ حح بْلا ِع ْ وح نِ ب اِّ ي ِ ع ْ وح ن ا ً جح هْ ن ح م ِثْ حح بْلا ِ ه ِ ذح ى ِ فِ ُ جح هْ ن ح مْلا ُ م ِ دْ خح ت ْ سح ي . ْ جْ نو ُ ب ْ م ح لَ ْ رح دْ ن ح بِ ب ِ ة ح ي ِ ناَّثلا حذحك ح و . ُ ريِو ْصَّتلا ح و ُ ةح ل ح با ح ق ُ مْلا ح و ُ ةحظ ح حح لَ ُ مْلا ح يِ ى ُ ة ح مح دْ خح ت ْ س ُ مْلا ُ بي ِ لا ح سحْ لْا ح و .ِّ ِ نِا ح د ْ ي ح مْلا ُ لي ِ ل ْ ح تَ حكِ ل ِ خ ْ نِ م ِ تا ح نا ح ي ح بْلا ِ ةَّحِص ْ نِ م ُ قُّق ح حَّتلا َّح تَ . ِّ يِ ئا ح رْ ق ِ ت ْ س ِ لَا ِ لي ِ ل ْ حَّتلا ِبوُل ْ سُأ ِ ما ح دْ خِ ت ْ ساِ ب ِ تا ح نا ح ي ح بْلا ِ لح لَ . ِ تْ ق ح وْلا ِ ثي ِ ل ْ ث ح ت ح و ، ِ ةَّ ي ِ نْ قِّ تلا ِ ثي ِ ل ْ ث ح ت ح و ،ِ رح د ْصح مْلا ِ ثي ِ ل ْ ث ح ت ح لِ إ ح لَّص ح وح ت ِ تَِّ لا ُ جِ ئا ح تَّنل ح ا ِجح ما ح ن ْ ر ح ب ِ لح لَِ خ ْ نِ م ِ ةَّ يِ ب َّ لَُّطلا ِ ةَّ ي ِصْ خَّشلا ِ م ح ي ِ ق ِ قيِ بْطح ت ح ل ْ و ح ح ُثْ حح بْلا ا ح ه ْ ي ُ وَّنحأ ، ْ جْ نو ُ ب ْ م ح لَ ْ رح دْ ن ح ب ِ ة ح ي ِ ناَّثلا ِ ةَّ ي ِ موُك ُ ْلْا ِ ةحطِّس ح وح ت ُ مْلا ِ ة ح س ح رْ د ح مْلا ِ فِ ِ يمِ رحكْلا ِ نآ ْ رُ قْلا ِ ظي ِ فْ ح تَ ُ نِكُْ ُ ْكح ت َّنحأ ُ جا ح ت ْ ن ِ ت ْ سا ْ رح دْ نِ ب ِ ة ح ي ِ ناَّثلا ِ ةَّ ي ِ موُك ُ ْلْا ِ ةحطِّس ح وح ت ُ مْلا ِ ة ح س ح رْ د ح مْلا ِ فِ ِ ةَّ يِ ب َّ لَُّطلا ِ ةَّ ي ِصْ خَّشلا ِ م ح ي ِ ق ح نيِو ح يِ ى ح و ِ ةَّ ي ِ نيِّدلا ِ ةَّ ي ِصْ خَّشلا ِنيِوْكح ت ِبي ِ لا ح سحأ ِ قيِ بْطح ت ِ لح لَِ خ ْ نِ م ِ تا ح رِّشح ؤ ُ مْل ِ ل اً قْ ف ح و ٌ دِّ ي ح ج ْ جْ نو ُ ب ْ م ح لَ : ُ بوُل ْ سُأ اَّ محأ . ِبا ح ق ِ عْلا ح و ِبا ح وَّ ثلا ُ بوُل ْ سُأ ح و ، ِ ة ح حي ِصَّنلا ُ بوُل ْ سُأ ح و ، ِ ديِو ْ عَّ تلا ُ بوُل ْ سُأ ، ِ ة ح وْ دُ قْلا ِّصلا ح و ، ح دا ح هِ ت ْ ج ِ لَا ح و ،ح ةح فاحظَّنلا ح و ، ح ماحظِّنل ح ا : ُ ل ح مْشح تح ف ِ ةَّ ي ِ نيِّدلا ِ ةَّ ي ِصْ خَّشلا ِ ءا ح نِ ب ِنيِوْكح ت ُتا ح رِّشح ؤ ُ م ،ح قْ د ح و ، حصح لَْ خِْ لْا ح و .ُ ةَّ ي ِ لوُ ؤ ْ س ح مْلا ح و ،ح ةح نا ح محْ لْا ح و ، ح ر ْ بَّصلا ُ ُةَّي ِ سي ِ ئَّ رلاُ ُتا َ مِ لَكْلا

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