TRANSINTERNALISASI NILAI ISLAMI DALAM PEMBENTUKAN KARAKTER MELALUI METODE PEMBIASAAN DI SEKOLAH ISLAM TERPADU
DOI:
https://doi.org/10.47902/mumtaz.v3i1.83Keywords:
Value Internalization, Character Building, Integrated Islamic SchoolAbstract
Transinternalization is a comprehensive stage in the process of internalizing values in the field of education. This process can be said to be closely related to the habituation method because the activities carried out to internalize the expected values are based on psychomotor movement training. This process aims to make students skilled in implementing the values taught, in this case Islamic values which are used as a way of life for Muslims, especially values in the aspects of faith, worship and morals. This research aims to find out in depth the process of transinternalization of Islamic values in character formation carried out at SMP IT Insan Mulia Batnghari East Lampung through habituation methods that have been prepared in the school activity program. This research describes in detail and in depth the process of transinternalization of Islamic values in character formation through habituation methods and the factors that influence this process. This research, which was carried out at SMP IT Insan Mulia Batnghari, East Lampung, used a descriptive qualitative approach. Data collection was carried out using interview methods, field observations, documentation. Data analysis techniques include data reduction, data presentation, and drawing conclusions. To test the validity of the data, researchers used triangulation techniques. The informants in this research were the school principal, PAI teachers, students and guardians. The results of this research show that: 1). The transinternalization process is carried out by fostering religious attitudes; Fostering attitudes of social responsibility; life skills programs; and Practice Program. 2). The factors that influence the process of transinternalization of Islamic values in character formation through the habituation method are divided into two, namely inhibiting and supporting factors. The inhibiting factors are the influence of the external environment, diverse family backgrounds and student interests and motivation. Supporting factors are the school environment, school management support, parent support, student enthusiasm and an integrated curriculum.
