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PENANAMAN KARAKTER BERBASIS NILAI KEAGAMAAN DALAM MATA PELAJARAN ILMU PENGETAHUAN SOSIAL Azharotunnafi Azharotunnafi
JURNAL SOCIUS Vol 9, No 2 (2020): JURNAL SOCIUS
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jurnalsocius.v9i2.8763

AbstrakPada era perkembangan dunia dalam revolusi 4.0, berbagai tuntutan harus dipenuhi untuk mencegah tergerusnya nilai karakter budaya bangsa. Salah satu upaya untuk menanamkan karakter adalah dengan pendidikan karakter yang berbasis nilai keagamaan. Penanaman karakter perlu diintegrasikan ke dalam pembelajaran khususnya Ilmu Pengetahuan Sosial (IPS) karena sesuai dengan tujuan pembelajaran IPS yaitu agar peserta didik mampu menelaah permasalahan sosial sehingga menjadi warga negara yang baik. Agar tujuan tersebut tercapai, maka pembelajaran perlu dilakukan dengan mengintegrasikan karakter. Integrasi dari nilai keagamaan ini dapat dilakukan dengan cara antara berdoa sebelum dan sesudah kegiatan pembelajaran, menerapkan sikap peduli terhadap sesama, bekerja sama dan gotong royong, menerapkan keteladanan, serta pembiasaan. Pembiasaan ini meliputi tadarus al-Qur’an, sholat berjamaah, menyelipkan dalil atau hadist yang relevan ke dalam pembelajaran dan memasang poster yang bernuansa Islam seperti asmaul husna dan kata-kata mutiara. Penanaman karakter berbasis nilai agama dalam IPS diharapkan mampu untuk diinternalisasikan oleh peserta didik sehingga dapat membangun karakter. Kata kunci: Pendidikan Karakter, Ilmu Pengetahuan Sosial, Nilai keagamaan AbstractIn the era of world development in the 4.0 revolution, various demands must be met to prevent the erosion of the nation's cultural character values. One effort to instill character is by character education based on religious values. Character development needs to be integrated into learning, especially Social Studies because it is matched with the objectives of social studies learning so that students are able to examine social problems so that they become good citizens. In order to achieve these goals, learning needs to be done by integrating character. The integration of religious values can be done by praying before and after learning activities, applying a caring attitude towards others, working together and mutual cooperation, applying exemplary, and habituation. This habit includes reading al-Qur'an, prayer in congregation, slipping relevant propositions, or hadiths into learning and putting up posters with Islamic nuances such as Asmaul Husna and aphorisms. It is hoped that the inculcation of character-based religious values in social studies can be internalized by students so they can build character. Keywords: Character Education, Social Studies, Religious Values

INTERNALISASI NILAI-NILAI KARAKTER PADA PEMBELAJARAN IPS Diawita Nadhiva; Azharotunnafi Azharotunnafi
Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Vol 1 No 4 (2022): Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Publisher : Program Studi Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/dsjpips.v1i4.2072

Character is something that must be embedded in students, rampant fights between schools and violence that occur are increasingly disturbing the surrounding community. To overcome this problem, it is necessary to develop character values through education in schools. In improving student character, the teacher's role is needed in internalizing the character values of students, this can be integrated with learning. The focus of this research is the process of internalizing character values in social studies learning at MTs Almaarif 01 Singosari. This research uses a descriptive qualitative method. Data collection techniques used observation, documentation, and interviews with the resource persons of the Curriculum Waka, Social Studies teacher for class VIII, and several students in class VIII. Data analysis used is data collection, data reduction, data presentation, and drawing conclusions. To test the validity of the data using triangulation techniques. The results showed that there were 10 internalized character values, namely hard work, discipline, responsibility, democracy, social care, national spirit, friendly/communicative, curiosity, religious and tolerance. The application of internalization of character values in social studies learning is carried out by habituation in the form of school culture and activities in the classroom such as the application of value points from teachers to active students. The obstacle faced is the lack of student enthusiasm. But these obstacles can be solved by communicating with the school and parents. The driving factors for the internalization of character values in social studies learning are divided into two, namely external school factors originating from the community, family and student self-awareness and internal factors originating from the school environment, teachers, school vision and mission, school culture and friendship environment. Abstrak Karakter merupakan suatu hal yang harus tertanam pada diri siswa, maraknya perkelahian antar sekolah dan kekerasan yang terjadi semakin meresahkan masyarakat sekitar. Untuk mengatasi persoalan tersebut perlu dikembangkan tentang nilai karakter melalui pendidikan di sekolah. Dalam memperbaiki karakter siswa dibutuhkan peran guru dalam menginternalisasi nilai-nilai karakter siswa, hal ini bisa diintegrasikan dengan pembelajaran. Adapun fokus penelitian ini yaitu bagaimana proses internalisasi nilai-nilai karakter pada pembelajaran IPS di MTs Almaarif 01 Singosari. Penelitian ini menggunakan metode kualitatif deskriptif. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan wawancara dengan narasumber waka kurikulum, guru IPS kelas VIII, dan beberapa siswa kelas VIII. Analisis data yang digunakan yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Untuk uji keabsahan data menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa terdapat 10 nilai-nilai karakter yang diinternalisasikan yaitu kerja keras, disiplin, tanggung jawab, demokratis, peduli sosial, semangat kebangsaan, bersahabat/komunikatif, rasa ingin tahu, religius dan toleransi. Penerapan internalisasi nilai-nilai karakter pada pembelajaran IPS dilakukan dengan pembiasaan berupa budaya sekolah dan kegiatan di dalam kelas seperti pemberlakuan poin nilai dari guru bagi siswa yang aktif. Kendala yang dihadapi yaitu kurangnya semangat siswa. Tetapi kendala tersebut bisa diselesaikan dengan komunikasi sekolah dengan orang tua. Faktor pendorong internalisasi nilai-nilai karakter pada pembelajaran IPS terbagi menjadi dua yaitu faktor eksternal sekolah berasal dari lingkungan masyarakat, keluarga dan kesadaran diri siswa serta faktor internal berasal dari lingkungan sekolah, guru, visi misi sekolah, budaya sekolah dan lingkungan pertemanan.

Religious Moderation Values in The Local Wisdom of Reog Dadak Lar Pitik Ulfi Andrian Sari; Ali Nasith; Azharotunnafi Azharotunnafi; Hayyun Lathifaty Yasri
el Harakah: Jurnal Budaya Islam Vol 25, No 1 (2023): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/eh.v25i1.19664

Reog art has become the identity of the Ponorogo district. Paguyuban Singo Mudo in Sidoharjo village, Ponorogo regency, is the only one that preserves the unique local wisdom of reog, namely reog dadak lar pitik. This reog was made because the community in Sidoharjo had difficulty getting peacock feathers and tiger skin as basic reog ingredients, so they were replaced with dadak lar pitik and civet skin. Then reog dadak lar pitik is believed to be a tradition to bring rain. This research aims to analyze the values of religious moderation in the local wisdom of reog dadak lar pitik. This research was conducted using a qualitative approach with ethnographic methods. The data collection tools were observation sheets, interview sheets, documentation, and Forum Group Discussion (FGD). The findings are first, preserving local culture can be seen in people who still uphold the reog dadak lar pitik performance as a means of bringing rain. Second, tolerance is seen in people who still respect the opinion of the belief that this reog can bring rain, even though many people no longer believe it. The third is the absence of conflict of belief, whether those who believe in the myth of reog dadak lar pitik can bring rain, because this reog was used as a means of da'wah. Fourth, patriotism is depicted in the characters of the reog actors who have a patriotic spirit. Kesenian reog menjadi identitas kabupaten Ponorogo. Paguyuban singo mudo di Desa Sidoharjo, kabupaten Ponorogo satu satunya yang melestarikan kearifan lokal reog yang unik yaitu reog dadak lar pitik. Reog dadak lar pitik dibuat karena masayarakat di Sidoharjo kesulitan mendapatkan bulu merak dan kulit harimau sebagai bahan dasar reog sehingga diganti dengan dadak lar pitik dan kulit musang. Kemuadian reog dadak lar pitik dipercaya sebagai tradisi untuk mendatangkan hujan. Tujuan penelitian ini untuk menganalissis nilai-nilai moderasi beragama dalam kearifan lokal reog dadak lar pitik. Penelitian ini dilaksanakan menggunakan pendekatan kualitatif dengan metode etnografi. Alat pengumpul data menggunakan lembar observasi, lembar wawancara, dokumentasi, dan Forum Group Discussion (FGD). Temuan penelitian ini pertama melestarikan budaya lokal tampak pada masyarakat yang masih memegang teguh pertunjukan reog dadak lar pitik sebagai sarana mendatangkan hujan. Ke dua, toleransi terlihat pada masyarakat yang tetap menghargai pendapat kepercayaan bahwa reog dadak lar pitik dapat mendatangkan hujan, walaupun banyak masyarakat yang sudah tidak percaya. Ke tiga perdamaian tampak dari tidak adanya konflik kepercayaan baik yang percaya dengan mitos reog dadak lar pitik dapat mendatangkan hujan atau tidak, karena reog dadak lar pitik dijadikan sarana dakwah. Ke empat, patriotisme tergambarkan pada tokoh-tokoh pemeran reog yang memiliki jiwa patriotisme.

PENGARUH PEMBELAJARAN TATAP MUKA TERBATAS TERHADAP HASIL BELAJAR DITINJAU DARI MOTIVASI BELAJAR ILMU PENGETAHUAN SOSIAL Aulia Rahmadilla Hanni; Azharotunnafi Azharotunnafi
Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Vol 2 No 2 (2023): Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Publisher : Program Studi Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/dsjpips.v2i2.2076

The aims of this study were (1) to determine the effect of limited face-to-face learning on social science learning outcomes for VII grade students at MTs Ar Rofiqy Bogor, (2) to determine the effect of limited face-to-face learning on social science learning motivation of VII grade students at MTs Ar Rofiqy, (3) to determine the effect of learning motivation on social science learning outcomes for VII grade students at MTs Ar Rofiqy Bogor, and (4) to determine the effect of limited face-to-face learning on learning outcomes in terms of students’ social science learning motivation. The sample used in this study were all students of class VII at MTs Ar Rofiqy Bogor, totaling 90 students. The data collection technique used a questionnaire on the limited face-to face learning variables and learning motivation; while the learning outcomes variable uses the end of semester assessment documentation. Data analysis in this study used path analysis. The results showed that (1) there was no significant effect on limited face-to-face learning on the social sciences learning outcomes of class VII students at MTs Ar Rofiqy Bogor, (2) there was a significant effect on limited face-to face learning on the students’ motivation to learn social sciences of class VII students at MTs Ar Rofiqy Bogor, (3) there is a significant effect on learning motivation on learning outcomes in social sciences for class VII students at MTs Ar Rofiqy Bogor, and (4) there is a significant effect on limited face-to-face learning on learning outcomes in terms of learning motivation social sciences for class VII students at MTs Ar Rofiqy Bogor. Abstrak Tujuan penelitian ini adalah (1) untuk mengetahui pengaruh pembelajaran tatap muka terbatas terhadap hasil belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor, (2) untuk mengetahui pengaruh pembelajaran tatap muka terbatas terhadap motivasi belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor, (3) untuk mengetahui pengaruh motivasi belajar terhadap hasil belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor, dan (4) untuk mengetahui pengaruh pembelajaran tatap muka terbatas terhadap hasil belajar ditinjau dari motivasi belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor. Sampel yang digunakan dalam penelitian ini adalah seluruh siswa kelas VII di MTs Ar Rofiqy Bogor yang berjumlah 90 siswa. Teknik pengambilan data menggunakan angket pada variabel pembelajaran tatap muka terbatas dan motivasi belajar; sedangkan variabel hasil belajar menggunakan dokumentasi penilaian akhir semester. Analisis data dalam penelitian ini menggunakan analisis jalur. Hasil penelitian menunjukkan bahwa (1) tidak ada pengaruh signifikan pada pembelajaran tatap muka terbatas terhadap hasil belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor, (2) ada pengaruh signifikan pada pembelajaran tatap muka terbatas terhadap motivasi belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor, (3) ada pengaruh signifikan pada motivasi belajar terhadap hasil belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor, dan (4) ada pengaruh signifikan pada pembelajaran tatap muka terbatas terhadap hasil belajar ditinjau dari motivasi belajar Ilmu Pengetahuan Sosial siswa kelas VII di MTs Ar Rofiqy Bogor.

Religious Moderation Values in The Local Wisdom of Reog Dadak Lar Pitik Ulfi Andrian Sari; Ali Nasith; Azharotunnafi Azharotunnafi; Hayyun Lathifaty Yasri
el Harakah: Jurnal Budaya Islam Vol 25, No 1 (2023): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/eh.v25i1.19664

Reog art has become the identity of the Ponorogo district. Paguyuban Singo Mudo in Sidoharjo village, Ponorogo regency, is the only one that preserves the unique local wisdom of reog, namely reog dadak lar pitik. This reog was made because the community in Sidoharjo had difficulty getting peacock feathers and tiger skin as basic reog ingredients, so they were replaced with dadak lar pitik and civet skin. Then reog dadak lar pitik is believed to be a tradition to bring rain. This research aims to analyze the values of religious moderation in the local wisdom of reog dadak lar pitik. This research was conducted using a qualitative approach with ethnographic methods. The data collection tools were observation sheets, interview sheets, documentation, and Forum Group Discussion (FGD). The findings are first, preserving local culture can be seen in people who still uphold the reog dadak lar pitik performance as a means of bringing rain. Second, tolerance is seen in people who still respect the opinion of the belief that this reog can bring rain, even though many people no longer believe it. The third is the absence of conflict of belief, whether those who believe in the myth of reog dadak lar pitik can bring rain, because this reog was used as a means of da'wah. Fourth, patriotism is depicted in the characters of the reog actors who have a patriotic spirit. Kesenian reog menjadi identitas kabupaten Ponorogo. Paguyuban singo mudo di Desa Sidoharjo, kabupaten Ponorogo satu satunya yang melestarikan kearifan lokal reog yang unik yaitu reog dadak lar pitik. Reog dadak lar pitik dibuat karena masayarakat di Sidoharjo kesulitan mendapatkan bulu merak dan kulit harimau sebagai bahan dasar reog sehingga diganti dengan dadak lar pitik dan kulit musang. Kemuadian reog dadak lar pitik dipercaya sebagai tradisi untuk mendatangkan hujan. Tujuan penelitian ini untuk menganalissis nilai-nilai moderasi beragama dalam kearifan lokal reog dadak lar pitik. Penelitian ini dilaksanakan menggunakan pendekatan kualitatif dengan metode etnografi. Alat pengumpul data menggunakan lembar observasi, lembar wawancara, dokumentasi, dan Forum Group Discussion (FGD). Temuan penelitian ini pertama melestarikan budaya lokal tampak pada masyarakat yang masih memegang teguh pertunjukan reog dadak lar pitik sebagai sarana mendatangkan hujan. Ke dua, toleransi terlihat pada masyarakat yang tetap menghargai pendapat kepercayaan bahwa reog dadak lar pitik dapat mendatangkan hujan, walaupun banyak masyarakat yang sudah tidak percaya. Ke tiga perdamaian tampak dari tidak adanya konflik kepercayaan baik yang percaya dengan mitos reog dadak lar pitik dapat mendatangkan hujan atau tidak, karena reog dadak lar pitik dijadikan sarana dakwah. Ke empat, patriotisme tergambarkan pada tokoh-tokoh pemeran reog yang memiliki jiwa patriotisme.

Professional Competence of Social-Science Teachers Through an Integrated Literacy Program in Encouraging Students' Interest in Reading Aqda Al Murobby; Azharotunnafi Azharotunnafi
Edueksos Jurnal Pendidikan Sosial & Ekonomi Vol 12, No 2 (2023)
Publisher : Department of Tadris IPS FITK IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/edueksos.v12i2.14820

Interest in reading in Indonesia is still relatively low, while reading is a positive action. There are many benefits that we will get through reading, by reading students will add a lot of knowledge. In encouraging students' interest in reading, the role of a professional teacher is needed. This study aims to find out how the professional competence of social studies teachers at SMP N 1 Merakurak in encouraging students' reading interest through an integrated literacy program and the constraints of social studies teachers in encouraging students' reading interest at SMP N 1 Merakurak. The research method used in this research is descriptive qualitative method with data collection techniques through observation, interviews, and documentation. Based on the research results, social studies teachers at SMP N 1 Merakurak have appropriate professional competence. Based on Rusman and Cooper's theory, the role of social studies teachers in encouraging students' interest in reading is through the role of the teacher as teacher, educator, administrator, facilitator, model and role model. Peters and Kunandar. Through an integrated literacy program, the teacher's role is maximized so that it can encourage students' reading interest in social studies subjects at SMP N 1 Merakurak. Integrated literacy is an effort to integrate reading literacy programs with school culture in the form of intra-curricular programs with regular and co-curricular learning with school cultural activities such as religious studies of fiqh and morality, and the tahfid program. In addition, there are teacher obstacles in encouraging students' interest in reading, namely student focus begins to decrease in the middle of learning, students can open applications other than Illustrated PPT, and there are students who do not carry cellphones. The recommendation for school principals is to continue to implement a reading corner but accompanied by assistance from the teacher, while teachers are expected to be able to implement a reward and punishment system in submitting assignments.Key Words: Professional Competence; Teacher's Role; Reading Interest; Integrated Literacy; IPS Subjects

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