METODE PENANAMAN KARAKTER RELIGIUS PADA SISWA KELAS VIII MTsN TEMON TAHUN PELAJARAN 2017/2018

Penelitian ini bertujuan untuk mengetahui apa saja metode penanaman Karakter Religius yang dilakukan Guru Pendidikan Agama Islam Pada siswa kelas VIII MTsN Temon, metode apa saja yang dilakukan Guru BK pada siswa kelas VIII MTsN Temon, dan untuk mengetahui Hasil penanaman karakter pada siswa kelas VIII MTsN Temon. Pada penelitian ini menggunakan metode penelitian lapangan, dengan menggunakan pendeketan deskriptif, dalam mengumpulkan data yang ada di lapangan peneliti menggunakan metode Observasi, Wawancara, Dokumentasi. Penelitian ini dilakukan selama 24 hari, sedangkan untuk analisis data menggunakan analisis Deduktif. Hasil penelitian yang dilakukan peneliti adalah metode yang dilakukan Guru Pendidikan Agama Islam pada siswa kelas VIII di MTsN Temon, yaitu memiliki pelajaran Agama lebih banyak dengan memiliki empat pelajaran yaitu Sejarah Kebudayaan Islam, Aqidah Akhlak, Fiqih, dan Al Qur’an Hadits. Metode yang digunakan yaitu dengan menunjukan teladan, metode memberi arahan, memberikan motivasi atau dorongan, metode kontinuitas (sebuah proses pembiasaan dalam belajar, bersikap, dan berbuat), memberikan nasihat, metode repetition (pengulangan). Sedangkan metode penanaman karakter religius yang dilakukan Guru BK (Bimbingan dan Konseling) yaitu dengan metode bimbingan dan arahan, keteladanan, motivasi, dan nasihat. hasil penanaman karakter religius pada siswa kelas VIII MTsN Temon yaitu setelah dilakukan nya metode penanaman karakter religius oleh Guru dapat dilihat bahwa siswa sudah cukup baik memiliki karakter religius walaupun belum mencapai hasil yang maksimal. sikap yang sudah dimiliki siswa yaitu beriman kepada Allah dan rosul-Nya berikut seluruh ajaran-Nya, selalu berdzikir kepada Allah, selalu berhalawat kepada rasulullah SAW, cerdas emosinya, taat pada hukum allah dan hukum negara, jujur, adil, amanah dan tabligh, toleran dan menghargai pendapat orang lain

Metode Penanaman Karakter Religius Pada Siswa Kelas VIII MTsN Temon Tahun Pelajaran 2017/2018

This study aims to find out what are the methods of Applying Religious Characters conducted by Islamic Religious Education Teachers In grade VIII students MTsN Temon, what methods do by BK teachers on students of grade VIII MTsN Temon, and to know the results of applying characteristic in grade VIII students MTsN Temon . In this study using field research methods, using descriptive descriptions, in collecting data in the field research using methods: Observation, Interview, Documentation. This research was conducted for 24 days, and for data analysis using Deductive analysis. The results of research conducted by researcher, the Teacher of Islamic Religious Education in MTsN Temon in grade VIII students, has four lessons of Religion that taught to students namely History of Islamic Culture, Aqeedah Akhlak, Fiqh, and Al Qur'an Hadith. The method used by the teacher of Islamic religious education is to show the example, giving direction, giving motivation or encouragement, continuity (a process of habituation in learning, behaving, and doing), giving advice, repetition method (repetition). While the method of applying the religious character of the teacher BK (Guidance and Counseling) is by the method of guidance and direction, exemplary, motivation, and advice. the result of the applying of religious character in grade VIII student MTsN Temon after done his method of applying religious character by teacher can be seen student have good religious character although not yet reach maximum result. attitudes that already possessed students who believe in Allah and His rosul and all his teachings, always pray to God, always pit to the Prophet SAW, intelligent emotion, obedient to the laws of God and state law, honest, fair, trust and tabligh, tolerant and appreciate the opinions of others

Pemikiran Pendidikan Munif Chatib Perspektif Pendidikan Agama Islam

This study aims to determine the concept of munif chatib thinking about education, and whether the relevance of Munif Chatib's thinking about Islamic education and education. In this study using the research method of library study (Library Research), using a philosophical and biography research approach, in collecting data researchers using the documentation method using writing from Munif Chatib which was used as a primary source, and supported by writing other figures who were used as Secondary sources, while for data analysis using deductive analysis. The results of the research conducted by the researcher, namely that the researcher found that the concept of Munif Chatib's thought on education was by taking the multiple intelligences learning strategy found by Howard Gardner, then this theory was applied by Munif Chatib into education in Indonesia. Multiple Intelligences The point is that the double intelligence that weaves that all students are smart there is nothing stupid, but every student has their respective intelligence cannot be equated, so the handling of each student varies according to student intelligence so that later learning will be accepted by students well. While the relevance of Munif Chatib's thought on education with Islamic education, that researchers found the relevance between the concept of education applied by Munif Chatib with Islamic education, that Islam explained that humans were created with a state of nature in the broad meaning, namely perfect and holy, then in accordance with the concept of thought Munif Chatib who assumes that all students are smart

Proceedings of the 3rd International Conference on Community Engagement and Education for Sustainable Development

This proceeding contains articles on the various ideas of the academic community presented at The 3rd International Conference on Community Engagement and Education for Sustainable Development (ICCEESD 2022) organized by the Universitas Gadjah Mada, Indonesia on 7th-8th December 2022.  ICCEESD is a biannual forum for sharing, benchmarking, and discussing HEI’s activities in developing Education for Sustainable Development towards community engagement. Education for Sustainability as a teaching strategy for resolving community challenges through formal, informal, or non-formal education is expected to benefit from various community service best practices by academics, researchers, and students. The 3rd ICCEESD has “Strengthening Education for Sustainability Towards Better Community Engagement” as its theme this year. It is expected that the 3rd ICCEESD will provide a forum for the presenters and participants to exchange best practices, policies, and conceptual implementation of Education for Sustainability towards better community engagement and explore ideas to address community needs.  Conference Title: 3rd International Conference on Community Engagement and Education for Sustainable DevelopmentConference Theme: Strengthening Education for Sustainability Towards Better Community EngagementConference Acronyms: ICCEESD 2022Conference Date: 7th-8th December 2022Conference Location: Grand Rohan Jogja Yogyakarta, IndonesiaConference Organizer: Universitas Gadjah Mada, Indonesi