INTERNALISASI PENDIDIKAN KARAKTER DALAM BUDAYA MADRASAH ALIYAH RADEN RAHMAT SELOREJO MOJOWARNO JOMBANG

Abstract

Abstrak: Internalisasi merupakan penyatuan sikap, pendapat, tingkah laku dalam kepribadian. Tujuan penelitian untuk menggali proses internalisasi pendidikan karakter dalam budaya madrasah di MA Raden Rahmat untuk mengetahui proses internalisasi pendidikan karakter melalui budaya madrasah. Penelitian menggunakan pendekatan kualitatif dengan desain penelitian menggunakan metode wawancara dan observasi secara langsung. Hasil penelitian diantaranya: Penanaman karakter yang dilakukan melalui budaya madrasah untuk membentuk siswa yang jujur, disiplin, tanggungjawab, perduli, santun, ramah lingkungan, gotong royong, kerja sama, cinta damai, responsive dan pro-aktif; budaya madrasah di MA Raden Rahmat anatar lain: sholat dhuha dan dhuhur berjamaah, istighosah dan tahlil, membaca surat-surat tertentu, giat koin, apel pagi, prakarya tata busana. Faktor pendukung seperti keteladanan yang baik dicerminkan para guru, dan mendapat apresiasi dari masyarakat. Faktor penghambat yakni kurangnya fasilitas yang memadai, perbedaan pendapat dan pandangan antar guru dan siswa, kondisi psikologis anak, dan kurangnya Kerjasama antar guru dan orang tua.

Kata Kunci: Internalisasi, Pendidikan Karakter, Budaya Madrasah

Abstract: Internalization is the unification of attitudes, opinions, behavior in personality. The purpose of the study was to explore the process of internalizing character education in madrasa culture at MA Raden Rahmat to determine the process of internalizing character education through madrasa culture. The study used a qualitative approach with research design using interviews and direct observation. The results of the research include: Character building carried out through madrasa culture to form students who are honest, disciplined, responsible, caring, polite, environmentally friendly, mutual cooperation, cooperation, peace-loving, responsive and pro-active; Madrasa culture at MA Raden Rahmat includes: praying dhuha and dhuhur in congregation, istighosah and tahlil, reading certain letters, working with coins, morning apples, fashion crafts. Supporting factors such as good examples are reflected by the teachers, and get appreciation from the community. The inhibiting factors are the lack of adequate facilities, differences of opinion and views between teachers and students, the psychological condition of children, and the lack of cooperation between teachers and parents.