IMPLEMENTASI PENDIDIKAN INTEGRATIF DALAM PEMBINAAN KARAKTER RELIGI SISWA DI SMA SEKECAMATANBETOAMBARI KOTA BAUBAU

SUHARDIN, NIM. 18040202015,, S (2023) IMPLEMENTASI PENDIDIKAN INTEGRATIF DALAM PEMBINAAN KARAKTER RELIGI SISWA DI SMA SEKECAMATANBETOAMBARI KOTA BAUBAU. Masters thesis, PASCASARJANA IAIN KENDARI.

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Abstract

ABSTRAK SUHARDIN, NIM. 18040202015, Implementasi Pendidikan Integratif dalam Pembinaan Karakter Religi Siswa di SMA SekecamatanBetoambariKota Baubau,(Dibimbing oleh:Dr. Masdin, M.Pddan Dr. Imelda Wahyuni, S.S., M.Pd.I) Penelitian ini menggunakan pendeketan kualitatif dan bersifat deskriptifyang bertujuan untuk mendeskripsikan dan menganalisis: 1) Implementasi pendidikan integratif dalam meningkatkan karakter religi siswa di SMA Sekecamatan Betoambari. 2) faktor yang mempengaruhi implementasi pendidikan integratif dalam meningkatkan karakter religi siswa di SMA Sekecamatan Betoambari. Penelitian dilaksanakan di SMA Negeri 2 Baubau, SMA Negeri 3 Baubau dan SMA 4 Baubau selama 3 (tiga) bulan sejak Desember2020 sampai Februari 2021. Pengumpulan data penelitian dilakukan dengan tekhnik wawancara, observasi, dan dokumentasi. Analisis data dilakukan melalui reduksi data, display data, dan verifikasi data. Pengecekan keabsahan data dilakukan melalui tekhnik perpanjangan pengamatan, peningkatan ketekunan, dan triangulasi. Hasil penelitian ini mengungkapkan bahwa: 1)Implementasi pendidikan integratif dalam meningkatkan karakter religi siswa di SMA Sekecamatan Betoambari menggunakan tipe integrated (keterpaduan) yang menggunakan pendekatan antar bidang studi, yakni setap berpedoman pada standar kompetensi masing-masing mata pelajaran, namun dalam pengembangan materi khususnya pemberian contoh diupayakan agar menyisipkan materi yang berkaitan dengan pembinaan karakter religius. 2) Faktor yang mempengaruhi implementasi pendidikan integratif dalam meningkatkan karakter religi siswa di SMA Sekecamatan Betoambari faktor kompetensi guru yakni kemampuan guru untuk mengintegrasikan pembelajaran dengan mata pelajaran PAI dan faktor sarana prasarana yakni ketersediaan sarana dan prasarana yang mendukung pengintegrasian pembelajaran PAI dengan mata pelajaran lain. ABSTRACT SUHARDIN, NIM. 18040202015, Implementation of Integrative Education in Fostering Student's Religious Character in the Betoambari High School, Baubau City, (Supervised by: Dr. Masdin, M.Pd and Dr. Imelda Wahyuni, S.S., M.Pd.I) This study uses a qualitative and descriptive approach which aims to describe and analyze: 1) Implementation of integrated education in improving the religious character of students in high schools in Betoambari district. 2) factors that influence the implementation of integrative education in improving the religious character of students in SMA Sekecamat Betoambari. The research was conducted at Baubau 2 Public Senior High School, Baubau 3 State Senior High School and Baubau 4 High School for 3 (three) months from December 2020 to February 2021. The research data collection was carried out by using interview, observation, and documentation techniques. Data analysis was carried out through data reduction, data display, and data verification. Checking the validity of the data was carried out through techniques of extension of observations, increasing persistence, and triangulation. The results of this study reveal that: 1) The implementation of integrative education in improving the religious character of students in high schools in Betoambari sub-district uses the integrated type which uses an interdisciplinary approach, which is always guided by the competency standards of each subject, however In developing the material, especially giving examples, efforts are made to include material related to religious character building. 2) Factors affecting the implementation of integrative education in improving the religious character of students in High Schools in Betoambari sub-district are teacher competency factors, namely the ability of teachers to integrate learning with Islamic Religious Education subjects and infrastructure factors, namely the availability of facilities and infrastructure that support the integration of educational learning Islam with other subjects. . ةناطنا حٌّى ىقر ،نّدراىٌس ٥١٠٢٠٤٠٤٠٥١ ِهياكتنا ىْهؼتنا ذْفنت ، ِف بلاطهن ِنّذنا غتاطنا شّشؼت ِف ، ُراثياٌتْت حقطني ِف حٌّناثنا صراذًنا ً نّذساي :ايْهػ فزشّ( ،ًاتًات حنّذي )ِنٌْىاً اذهًّْإ ِػٌننا جي :مْهحتً فصً َنإ فذيّ ُذنا ِفصٌناً 1 نًنا حسارذنا هذى وذختست ىْهؼتنا ذْفنت ) حْنّذنا حْصخشنا نْسحت ِف مياكتًنا حقطني ، حٌّناثنا حسرذًنا ِف بلاطهن .حْػزفنا ُراثياٌتْت ِتنا مياٌؼنا ) ِف ِهياكتنا ىْهؼتنا ذْفنت َهػ زثؤت ِف بلاطهن حْنّذنا حْصخشنا نْسحت ، حٌّناثنا حسرذًنا ني 2 حْػزفنا ُراثياٌتْت حقط . نْتسرذي ِف ثحثنا ءازجإ ىت ًات صراذي ني غترأً حثلاثً نْتٌّناث جذًن حٌّناثنا ًات )حثلاث( 3 زّازثف َنإ 2221 2222 زثًسّد ني زيشأ حْثحثنا خاناْثنا غًج ءازجإ ىت . حظحلاًناً حهتاقًنا خاْنقت واذختسات ني خاناْثنا مْهحت ءازجإ ىت .قْثٌتناً لاخ خاناْثنا ضزػً خاناْثنا مْهقت ل ني ققحتنا ىت .خاناْثنا ني ققحتناً ix غْسٌت خاْنقت للاخ ني خاناْثنا ححص ثْهثتناً ، خاثثنا جداّسً ، خاظحلاًنا :ِهّ اي حسارذنا هذى جئاتن زيظت 1 ِف مياكتًنا ىْهؼتنا قْثطت ) حْنّذنا حْصخشنا نْسحت وذختسّ ُراثياٌتْت حٌّناث ِف بلاطهن ننا اًجيني وذختسّ ُذنا مياكتًنا عٌ زّْاؼًت ذشزتسّ ، خاصصختنا دذؼتي .زٌّطتنا ذْق نكنً ، جداي مكن جءافكنا ءانثت حقهؼتًنا داًٌنا نًْضت مجأ ني ءاطػإ حصاخً ، حْنّذنا حْصخشنا .حهثيلأا َهػ زثؤت ِتنا مياٌؼنا ) نْسحت ِف ِهياكتنا ىْهؼتنا ذْفنت ا ِف بلاطهن ِنّذنا غتاطنا 2 صراذًن حْػزفنا ُراثياٌتْت حقطني ِف حٌّناثنا جرذق ِىً ، ىهؼًنا جءافك مياٌػ ِى داٌي غي ىهؼتنا جيد َهػ نًْهؼًنا مياٌػً حْيلاسلإا حْنّذنا حْتزتنا قفازًنا زفاٌت ِىً ، حْتحتنا حْنثنا حْنثناً ىْهؼت مياكت ىػذت ِتنا حْتحتنا داٌي غي حْيلاسلإا حْنّذنا حْتزتنا ٍزخأ.

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