INTRODUCTION
Educational institutions are not just transferring knowledge
to students, but more than that institutions must be able to internalize
character values to students, because education is the right place or place in
building a nation of character. Education is very influential in changing the
mental attitude and behavior of human beings with character. Through education,
negative behaviors that occur in society can be minimized, either through
formal education processes such as schools or non-formal education such as Islamic
boarding school, or a combination of both. This is in accordance with the
purpose of education which is directed at fostering and developing all personal
aspects of a human being, so that becoming a human with good character or in
religious terms is Insan Kamil (perfect
human).
According to Thomas Lickon,
there are 10 indications that need attention to change for the better, public
awareness that needs to be raised, especially among young people, namely: (1)
violence and acts of anarchy, (2) theft, (3) fraudulent acts, (4) lack of
discipline, (5) brawls between students, (6) intolerant, (7) inappropriate use
of language, (8) premature sexual maturity and deviations, (9) early vandalism,
(10) mutual suspicion and hatred (Lickona, 2015).
Internalization of character values will produce a good
personality or in the sense conveyed by Ary, namely
the Concept of Insan Kamil Perspective of Emotional
Spiritual Quotient (ESQ) (Agustian, 2004). According to
Hasan Al Bana, there are 10 characters values, namely salimul
aqidah, (clean creed), shahihul
worship, (true worship), matinul khuluq
(firm morals), qawiyyul jism, (physical strength), mutsaqqaful fikr (minded), qadirun 'alal kasb
(able to work), munazzhamun fii
syu'unihi (regular in all his affairs), harishun 'ala waqtihi (sincerely
keeping the time), nafi'un lighairihi
(beneficial for others), and mujahidun linafsihi (really controlling his lust). (Isa & Manshur, 2016).
Islamic education focuses more on the formation of Insan Kamil or humans who have character values. Islam
according to language (etymology) comes from the word aslama
yuslimu Islaman which means
peace, submission, surrender and safety. Meanwhile, according to the term
(epistemology) is the surrender of a servant to his Lord with all his heart.
While national education is stated in the Republic of Indonesia Law No. 20 of
2003 which states that: "National education aims to develop the ability of
students to become human beings who believe and are devoted to God Almighty,
have noble character, are healthy, knowledgeable, capable, creative,
independent and become a democratic and responsible citizen”. National
education functions to develop capabilities and shape the character and
civilization of a dignified nation in the context of the intellectual life of
the nation.
Adolescents are much preoccupied with activities that do
not provide good values but values that have a negative impact on their
development, their families and their environment, such as sitting on the side
of the road, hanging out with clubs whose orientation throws them away.
-wasting time in vain, in cafes, and at all activities that do not provide
benefits for his future. The activities they do are outside the teaching and
learning process (school).
Teenage moral deviations that often occur, especially
during teaching and learning activities in schools, include: Dozens of students
were netted in raids for skipping school” (Handayani & Aminah, 2017).
37 SMK students took action in a brawl that disturbed the surrounding community
(Ramadhan, 2017).
In addition, in the daily newspaper Sidak News,
“Police Prevent Student Brawls in Kuningan. 202
complaints of cheating during the implementation of the 2019 National
Examination at the SMA/SMK/MA level took place. However, after verification,
the number of cases that occurred became 126 cases. (Abdi, 2019).
The bad culture is carried out by a number of high school or junior high school
students, after completing the National Examination or at the time of the
graduation announcement, they are willing to doodle on clothes, even walls or
those around them. In addition to doodles on clothes, they also carry out
convoys using motorbikes, this is very worrying for the people they pass through,
because sometimes they do actions that can damage and injure other people.
There are more public schools in Kuningan
Regency than educational institutions managed by the private sector, especially
education based on Islamic boarding schools. Thus, to internalize character
values in students in order to minimize juvenile delinquency, school is not
optimal. This problem occurs due to the limited time for students of
approximately 10 hours at school while the rest of their time is in an
environment that is free from existing values. Through the educational process
in Islamic boarding schools, they are maintained, guided and they (students)
can get used to behaving well in the Islamic boarding school environment so
that they avoid promiscuity and character values are always obtained by
students every time.
Masdrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) Husnul Khotimah are private
schools owned by the Husnul Khotimah
foundation which have advantages over other institutions. Among the advantages
of the institution are (1) using the Islamic education system (Islamic boarding
school), (2) students are required to speak foreign languages (Arabic and
English), (3) tahfidz program, (4) accredited A, (5)
teaching staff graduates from the East Central, (6) MA graduates mostly
continue their education to favorite public or private universities and to
Middle Eastern universities (7) strong Ukhuwah
Islamiyah among students, (8) Educational environment consistent with Islamic
values, (9) The combination of the Islamic boarding school curriculum with the
formal education curriculum.
The results of the study of the problems above, the
researcher formulates the title of the study, namely "Internalization of
Islamic Character Values in Students at the Husnul Khotimah Foundation, Kuningan Regency ".
METHOD
In this study, researchers
used a qualitative approach to ease researchers to get more accurate
information and can make it easier to understand something that happened behind
the incident. Qualitative research is research conducted by researchers at MTs
and MA Husnul Khotimah Kuningan Regency through
observation, interviews, transcripts, pictures, photos and videos, as well as
in its management using descriptive.
The method used in this
research is descriptive analytical research method. Analytical Descriptive
Method is a research with the intention to be able to collect data about the
status of an existing symptom, that is something that has happened and when the
research was carried out by the researcher without paying attention to before
and after by processing, analyzing, interpreting, and concluding research data.
Qualitative research is a certain tradition in social science which
fundamentally depends on observations of people both in their area and in terms
(Moleong, 2021).
Results and Discussion
A.
Types of Character in Students in the Perspective of Islamic
Education at MTs & MA Husnul Khotimah
Kuningan
The results found in the field through
observations, interviews and documentation studies, that the types of character
values in students in the perspective of Islamic education instilled by the
MTs and MA Husnul Khotimah Jalaksana institutions Kuningan Regency
for students are five Salimul characteristics
(characters) taken from the greatest work of Imam Hasan Al Bana, namely (1) Aqidah, (2) Matinul
Khuluq, (3), Mutsaqoful
fikri, (4) Qowiyul
jismi, dan (5) Haristun 'ala waktihi.
These values must be owned by every individual in order to become a man who
is devoted to Allah SWT. Value is something that is abstract, cannot be seen,
cannot be touched, or felt and is not limited in scope. Value is a set of
beliefs or feelings that are believed to be an identity that gives a special
pattern to patterns of thinking, feeling, relating and behavior (Darajat, 1991). The source of
these values is obtained through religious, educational, Pancasila, social,
cultural and media sources. Although values are abstract, they have an
influence on a person's attitudes and behavior. Thus, the value of character
instilled in students is a must in education, both formal education and
non-formal education. Because one of the efforts to achieve character values
to individuals is through the educational process.
۞ قُلْ تَعَالَوْا اَتْلُ مَا
حَرَّمَ رَبُّكُمْ عَلَيْكُمْ اَلَّا تُشْرِكُوْا بِهٖ شَيْـًٔا
وَّبِالْوَالِدَيْنِ اِحْسَانًاۚ وَلَا تَقْتُلُوْٓا اَوْلَادَكُمْ مِّنْ اِمْلَاقٍۗ
نَحْنُ نَرْزُقُكُمْ وَاِيَّاهُمْ ۚوَلَا تَقْرَبُوا
الْفَوَاحِشَ مَا ظَهَرَ مِنْهَا وَمَا بَطَنَۚ وَلَا
تَقْتُلُوا النَّفْسَ الَّتِيْ حَرَّمَ اللّٰهُ اِلَّا بِالْحَقِّۗ ذٰلِكُمْ لَعَلَّكُمْ
لُوْنَ
Meaning: "Say (Muhammad), "Let me read
what God has forbidden you. Do not associate Him with anything, do good to
parents, do not kill your children because they are poor. It is We who provide
sustenance to you and to them; Do not approach abominable deeds, whether visible
or hidden, and do not kill those whom Allah has forbidden except for a just
cause. Thus, He commands you that you may understand.” (Surah Al-An'am/6:151).
As for asbabul Nuzul verse above is as follows:
"Say, O Prophet, to them the polytheists
and others. "Come here, I will read the verses that explain what your Lord
has forbidden you, namely do not associate anything with Him in worship. I will
give you a will to do good to your parents, namely mother and father, by doing
good. and obey them and do not kill your sons for fear of poverty and kill your
daughters for fear of shame as the ignorant people have done, and do not
approach the abominable acts, namely major sins and immorality. like adultery,
openly or secretly, and do not kill people intentionally, which Allah has
forbidden to kill, except for a just cause, such as killing for treason, stoning
adultery commits or killing an apostate.” That is what your Lord has
commanded and required you so that you think and understand that these are
Allah's commands and prohibitions that point to good and can avoid evil (Zuhaili, 2007).
Thus, the value as a measure of whether or not
an action phenomenon in the surrounding environment, both the school environment
and the community environment. If there is a social phenomenon that is contrary
to the value system adopted by the community, then the act is declared contrary
to the value system adopted by the community, and will get rejection from the
community. Good character values cultivate good attitudes and personalities
as well. Character has the meaning of psychological and moral traits or
character that distinguishes humans from other creatures, humans have character
and character that must be made good.
Improving character can be through formal or non-formal
teaching and education processes, and a good environment. Because education has
a big influence or has a close relationship with the character values
contained in the subject matter, even the surrounding environment also plays
a role in influencing one's character. Character values embedded in a person
will be influenced by the environment if the cultivation of character values
in educational institutions is not optimal and maximal, it will be affected
by a bad environment. Character values adopted by a person cannot be
separated from cultural, social, educational and religious factors. But the
most important thing in character values education is in the family. As the
words of the Prophet Muhammad SAW.
اِبْى اللَّهُ : اللَّهُ لَيْهِ اللَّهِ سَلَمَ: لُّ لُودٍ لَدُ لَى الْفِطْرَةِ اهُ انِهِ يُنَصِّرَانِهِ يُمَجِّسَانِهِ لِ.
Meaning: "From Abu Hurairah, he actually
said that the Messenger of Allah said: every birth (a child born) is in a state
of nature, then his parents who influence the child to become a Jew, Christian
and Magian (Narrated by Abu Dawud)."
The hadith explains that the role of parents in
the family towards children is very basic. The environment around the child is
unconsciously an educational tool even though the events around the child are
not intentional, but this situation has an influence on education, both
positive and negative (Darajat, 1991).
B.
The purpose of internalizing character values in students in the
perspective of Islamic education at MTs & MA Husnul
Khotimah in Kuningan
Regency
The results found in the field that the purpose
of internalizing character values in students in the perspective of Islamic
education in MTs and MA Husnul Khotimah
Jalaksana.
1.
Becoming a Madrasah Da'wah Cadre
has a heavy moral burden in facing the
challenges of 4.0. Madrasas are not just places for
the transformation of knowledge, but more than that, madrasas must be able to
produce strong and superior Muslim individuals in terms of morals and become
da'wah cadres equipped with Islamic knowledge. Madrasas are also an appropriate
and effective means for cadre of people who have high intellectual and moral
values.
Becoming a da'wah cadre must have several
criteria, namely not to be preoccupied with world affairs, must hasten to
provide help and convey the truth even though there are many risks that will be
experienced, and a da'wah cadre must keep promises, be honest and always
patient in struggling to convey the message of Islam.
As the word of Allah SWT. in the Qur'an Surah
Ali-Imran: 104:
لْتَكُنْ اُمَّةٌ اِلَى الْخَيْرِ الْمَعْرُوْفِ عَنِ الْمُنْكَرِ اُولٰۤىِٕكَ الْمُفْلِحُوْنَ
Meaning: "And let there be among you a
group of people who call to righteousness, enjoin what is right, and prevent
from evil. And they are the lucky ones."
Through Islamic education in MTs and MA, they
must be able to produce cadres who are able to carry out the mission of Islam,
namely to become people who call for virtue, become cadres of da'wah or da'i who always invite virtue and compassion for fellow
creatures of Allah SWT. improve morals and prevent criminal acts that damage
morals and the environment. Inviting virtue and preventing doing evil are basic
principles of Islam that must be practiced by Muslims.
In forming da'wah cadres, they must be nurtured
and educated with Islamic education from an early age. This is evidenced by the
Prophet's advice to call the call to prayer when he was born, such as the
hadith narrated by Abu Rafi' ra from his father, he said that he saw the
Messenger of Allah. echoed the call to prayer in Hasan bin Ali's ears when
Fatimah was born (Atabik & Burhanuddin, 2015).
The sound of the call to prayer which contains the exaltation of Allah and
testifies that the Prophet Muhammad is the messenger of Allah SWT. the first
sentence of monotheism heard by children. This means that the process of aqidah education must be given to early childhood.
The method is a way or technique to achieve the
goals that have been planned or arranged to work optimally. According to Abdulah Nashih Ulwan, which has been translated into Indonesian with the
title of a book on children's education in Islam, he is of the view that the
method of instilling values in children can be done in several ways, namely
by example, custom of habituation, advice, attention or supervision and
punishment (Ulwan & fil Islam, 2002).
And the first education instilled in children is faith/ aqidah
education, moral education, physical education and physical education, and
social education.
2.
Having 5 Characters
Five Characteristics or characters of
students having a personality that is faithful and obedient to worship, namely salimul aqidah and shahihul worship in muwashafat.
Aqidah and worship that are straight and correct in
accordance with the example of the Messenger of Allah will be able to fight the
lusts of things that are detrimental to oneself and others. While in the
government program, namely the value of character is religious, matinul khuluk akhlaq is noble, always maintains unity, does not cause
damage and always gives the best for others and loves the homeland, which is a nationalist
attitude, has qowiyyul al jismi , namely in behaving always clean and
maintain cleanliness, have a healthy and strong body, mutsaqoful
fikri is reflected in the love of reading,
increasing knowledge and broad insight. And will really be able to maintain
time or discipline (haritsun 'ala watihi), which includes the category of attitude that has
integrity, besides that students are orderly in all problems and are able to
work on their own, also called MTs and MA students Husnul
Khotimah Jalaksana Kuningan district is independent in all respects, and the
ultimate goal of instilling character values into students is naafi'um lighoirihi (beneficial
to others).
The purpose of the five traits that are
internalized to MTs and MA students Husnul Khotimah Kuningan Regency is:
a) Salimul Aqidah
Aqidah Islamiyah is a clean
heart in worshiping only Allah SWT. and obedience to Him alone. As the word of
Allah SWT:
اُمِرُوْٓا اِلَّا لِيَعْبُدُوا اللّٰهَ لِصِيْنَ
لَهُ الدِّيْنَ اۤءَ ا الصَّلٰوةَ
ا الزَّكٰوةَ وَذٰلِكَ الْقَيِّمَةِۗ
It means: "Even though they are only
ordered to worship Allah sincerely obey Him solely because of (practicing)
religion, and also to perform prayers. and pay zakat; and that is the straight
(true) religion” (Surat al-Bayyinah/ 98:5).
Sincerity is one of the conditions for accepting
charity, and it is a day's work. While the second is to follow the sunnah of
the Prophet. Allah says:
اَوْحَيْنَآ اِلَيْكَ اَنِ اتَّبِعْ لَّةَ اِبْرٰهِيْمَ حَنِيْفًا ا انَ الْمُشْرِكِيْنَ
Meaning: “Then We revealed to you (Muhammad), “Follow the religion
of Abraham, who is straight, and he is not of the polytheists.” (Surah An-Nahl/16: 123)
Establishing the prayer above means to do it
continuously every time by focusing the soul on the greatness of Allah SWT, to
get used to submitting to Him. Meanwhile, what is meant by issuing zakat is
distributing it to those who are entitled to receive it as determined by the
Qur'an. The explanation of the verse above regarding sincerity of worship,
abstaining from shirk, establishing prayer, and issuing zakat, is the intention
of the straight religion, namely Islam (Kementrian Agama, 2011).
b) Matinul Khuluq
Akhlaq who is solid in his
stance as a devout Muslim and carries out orders and leaves the prohibitions of
Allah SWT. Having noble character for humans is very important, so the
Messenger of Allah was sent by Allah SWT to improve human morals. As the word of
Allah SWT:
اِنَّكَ لَعَلٰى لُقٍ
Meaning: "And indeed you are of a noble character"
(Surah Al-Qolam/ 68:4)
Meanwhile, the morals that can be implemented in
students' daily lives are divided into two parts, namely primary and secondary.
The primary nature of students is not inad
(disobedient); don't chat much; a little joke; not noisy with anything vanity;
not hiqd (storing anger); not hasad; have the shame of making mistakes; maintain good
relations with neighbors; tawadhu without lowering
oneself; daredevil; visit the sick; commitment with the etiquette of asking for
permission; give thanks for those who do good to him; connect the uterus
(friendship); commitment to the etiquette of being a listener; commitment to
speaking etiquette; Greet guests and answer greetings. Meanwhile, secondary
characteristics of noble character that students must possess are: soft-hearted;
lower the voice; spread a smile to others.
c) Qowiyyul Jismi
A healthy and strong body received special
attention from the Messenger of Allah. Worship will not be maximal, solemn and
not optimal in carrying it out if the physical condition is not healthy and not
strong. As the words of the Messenger of Allah, which means: "The strong
believer is more beloved to me than the weak believer." (HR. Muslim). The qowiyyul jismi that
can be applied by students in their daily lives is divided into two parts,
namely primary and secondary characteristics. The primary characteristics that
must be possessed by students are: cleaning eating and drinking utensils; able
to prepare food; follow health instructions in sleep and wake up as much as
possible; self-medicate and do not use drugs without asking for directions.
While the secondary characteristics for students
are: avoiding preserved foods and using natural drinks; set the times of the
night; not consuming excessive fat; not excessive consumption of salt; not excessive
consumption of sugar; selecting food producers; sleep 6-8 hours and wake up
before dawn; practice 10-15 minutes; walk 2-3 hours every week; leave smoking and
other activities that damage the body; and get used to eating and drinking
halal and healthy.
d) Mutsaqoful Fikri
Fatonah (intelligent) is one of
the characteristics of the Prophet Muhammad. many verses of the Qur'an that
stimulate people to think. A Muslim must have broad insight in order to be able
to answer every question or phenomenon that is around him, a problem or problem
that befalls other people. With extensive knowledge it will be easy to provide
the right and fast solution. The nature of mutsaqoful
fikri that can be applied in everyday life can be
divided into two, namely primary and secondary characteristics. The primary
characteristics include: Relating the Qur'an to reality; Studying madaniyah marhalah and mastering
its characteristics; know the sirah of 20 friends who
were martyred; know the law of zakat; know the laws of Hajj; knowing the sides
of syumuliyyatul Islam; knowing the problems of
internal and external Muslims; knowing what the world's loss was due to the
decline of the Muslims; knowing and reviewing three treatises, namely da'watuna, illa asyyi syai'in nad'un
ill-fated and illsy-syaban; know
and review the treatise of aqo'id; understand
the jama'i and obey; refuted the slanted
voices thrown at us.
While the secondary characteristics that must be
possessed by students are: memorizing and practicing three juz
al-Qur'an (28-30); reading the interpretation of two juz
of the Qur'an (28-29); memorize the whole arbaine
(20+20); memorize 50 riyadhush-salihin (20+30); read
seven hours each week outside of specialization; knowing the directions of
contemporary Islamic thought; attend our conferences and seminars; know new
things from contemporary problems; have the ability to review what is read;
disseminate anything published by newspapers and publications; and participate
in posing and solving problems.
Allah SWT says:
اِقْرَأْ اسْمِ الَّذِيْ لَقَۚ
Meaning: "Read by (mentioning) the name of your Lord who
created," (Surah Al-'Alaq/96: 1)
Allah
commands humans to read (study, research and understand) what Allah has created,
both His revealed verses (qauliyah), namely
the Qur'an, and His implied verses (kauniyah).
Reading it must be in His name, meaning because we expect His help. Thus, the
purpose of reading and studying the verses of Allah is to obtain results that
are pleasing to Him, namely knowledge or something that is beneficial to humans
(Kementrian Agama, 2011).
Another word of Allah:
اُتْلُ اُوْحِيَ اِلَيْكَ
الْكِتٰبِ اَقِمِ الصَّلٰوةَۗ
Meaning: "Read the Book (Al-Qur'an) which
has been revealed to you (Muhammad) and perform the prayer..." (Surah Al-'Ankabut/ 29:45)
Through learning and reading, you will gain
broad knowledge, broad insight and broad thinking. Thus
the purpose of internalizing the value of mutsaqoful
fikri in students must be implemented in the
teaching and education process.
e) Haritsun 'ala Watihi
Humans are required to be able to use time well,
be disciplined in all activities or activities, so that 24 hours can be used
effectively and every activity has the value of good deeds. Allah (swt) describes in the verse of the Qur'an the relation with
time and the regret for not using time properly.
The Word of Allah SWT.
الْعَصْرِۙ اِنَّ الْاِنْسَانَ لَفِيْ اِلَّا الَّذِيْنَ اٰمَنُوْا
لُوا الصّٰلِحٰتِ اصَوْا
الْحَقِّ اصَوْا الصَّبْرِ
Meaning: "By the time, indeed, mankind is in loss, except
those who believe and do good and exhort one another to truth and encourage one
another." (Surat al-'Asr/103: 1-3)
The values that can be applied in daily life
are keeping general and specific promises; fill his time with useful and useful
things; pay attention to Islamic etiquette in visiting and shorten the
fulfillment of their needs; and cultivate a high work ethic.
From the purpose of internalizing character
values in the perspective of Islamic education in accordance with QS. An-Nisa (4): 9.
لْيَخْشَ الَّذِيْنَ لَوْ
ا لْفِهِمْ ذُرِّيَّةً ا افُوْا لَيْهِمْۖ
لْيَتَّقُوا اللّٰهَ لْيَقُوْلُوْا لًا ا
Meaning: “Should be afraid of those who if (die) leave after them,
their weak offspring (who) they are worried about against him. So fear Allah and speak with the right words.” (Surat an-Nisa (4): 9).
Forming a good personality with five Traits describes a
person who utilizes human potential which consists of spiritual, reason,
physical, time and environmental elements. If these character values are used
or utilized properly and balanced in their use, then becoming a pious, smart,
disciplined, strong and noble human being (SPDKB) and in accordance with the
SPDKB concept is part of strengthening character education, namely religious, nationalist,
integrity, independent and mutual cooperation.
Spirituality is the second element after the physical that is in humans,
spiritual existence tends to the soul or mental aspect. Spiritual children will
always be healthy when given food and soul food is knowledge and faith in Allah
SWT through the process of formal education and non-formal education. Then
spiritual health can always be obtained through dhikr (remembrance) and worship
that has been exemplified by the Prophet Muhammad. Spiritual health is a
spiritually healthy state of the soul which means not being hurt, but in a
happy state. A person who is declared healthy is that he always does activities
that have the value of worship in accordance with the beliefs and beliefs that
a person has.
According to Hamalik, extracurricular
activities have values contained in each of these activities, according to
him the values contained include: 1) meeting group needs, 2) channeling
interests and talents, 3) providing expository experiences, 4) developing and
motivating subjects, 5) bond students in schools, 6) develop loyalty to the
school, 7) integrate social groups, 8) develop certain traits, 9) provide
opportunities for informal guidance and service, and 10) develop a community
image of the school (Hamalik, 2006).
While the school's foundation to facilitate activities outside the
classroom for students is the Ministerial Regulation number 62 of 2014
concerning extracurricular activities, namely 1) Law no. 20 of 2003 concerning
the National Education system: Article 3 concerning the objectives of national
education, Article 4 paragraph (4) concerning the implementation of learning,
Article 12 paragraph (1b) concerning educational services according to talents,
interests and abilities, 2) Law Number 12 of 2010 concerning the Scout Movement
(State Gazette of the Republic of Indonesia of 2010 Number 131, 3) Regulation
of the Minister of Education and Culture Number 54 of 2013 concerning
Competency Standards for Graduates of Elementary and Secondary Education, 4)
Regulation of the Minister of Education and Culture Number 64 of 2013
concerning Standards of Content for Basic Education and Medium, 5) Regulation
of the Minister of Education and Culture Number 65 of 2013 concerning Standards
for Primary and Secondary Education, 6) Regulation of the Minister of Education
and Culture Number 66 of 2013 concerning Standards for Assessment of Primary
and Secondary Education, Government Regulation Number 19 of 2005 concerning
National Education Standards as amended by Government Regulation Number 32 of
2013 ten The amendment to Government Regulation Number 19 of 2005 concerning
National Education Standards Article 53 paragraph (2) point a and Article 79
paragraph (2) point b states that extracurricular activities are included in
the annual work plan of the education unit, and extracurricular activities need
to be evaluated for their implementation every semester by the education unit,
and 7) Permendikbud No. 62 of 2014 concerning
extracurricular activities in primary and secondary education. (Lestari, 2016).
C.
The Process of Internalizing Character Values in Students in the
Perspective of Islamic Education at MTs & MA Husnul
Khotimah in Kuningan
Regency
In the process of internalizing character values in students in
the perspective of Islamic educators, it is carried out related to teaching and
education through three stages, according to (Muhaimin & Ali, 1996)
namely: 1) Value Transformation Stage, at this stage only verbal communication
occurs between educators and students or foster children. In this process the
teacher only conveys good and bad values; 2) Value Transaction Stage, a stage of value education by means of two-way
communication, or interaction between students and educators that is reciprocal;
and 3) TransinternalizationStage: This stage
is much deeper than the transaction stage. At this stage it is not only done
with verbal communication but also mental attitude and personality. So at this stage, personality communication plays an active
role.
Internalization is a process in which a person receives influence
because the behavior that is stimulated is in accordance with the value system
adopted by the person or with what he views as "right (Sitanggang, 1994). Ahmad Tafsir
quoted by Majid said that internalization is a method, where the educational
techniques are example, habituation, rule enforcement and motivation. What is
clear, is not by explaining or discussing (Majid & Andayani, 2012).
According to Nashih Ulwan
that education must start early, shape character or morality since it is in the
mother's womb, even in the process of looking for a partner, it must be good
and in accordance with Islamic teachings, namely not through courtship, kholwat and so on. The process of internalizing values to
students, according to (Ulwan & fil Islam, 2002)
is through exemplary education, education through habits, education with
advice, education through giving attention and supervision, and education by
giving punishment or rewards.
The process of internalizing character values experienced by the
prophet Musa as an illustration for students to always be patient in learning,
patience will get hope from what is aspired. The process of internalizing the
value of 5 The characteristics that are internalized to students are as
follows:
1. The salimul
The process of internalizing the value of mabit
night bina faith and taqwa)
through aqidah activities. salimultarbiyah in providing Islamic insight, and learning
in teaching and learning activities in the classroom, and extracurricular
activities.
2. Internalization Matinul Khuluq
Process The process of internalizing shohihul
worship through mabit activities (night bina Iman and Taqwa), cycle is
taken from Arabic, namely dara-yaduru-daurah
which means training, coaching, deeper Islamic studies, tatsqif
which is one of the means of tarbiyah in
providing Islamic insight, and learning in teaching and learning activities in
class, and extracurricular activities, then students must also cultivate the 5
S namely Greetings, Smiles, Greetings, Polite and Courteous when meeting with
anyone, cultivate 3K namely personal hygiene, class cleanliness, and
environmental cleanliness.
3. Strong Physical
Internalization Process Strong
Physical value internalization process to students /
students of MTs and MA Husnul Khotimah
Jalaksana Kuningan Regency through
sports 2x a week, various kinds of sports carried out by students including Tsufuk self-defense, karate, archery, playing ball,
swimming and horseback riding, holding health counseling carried out by the Husnul Khotimah clinic in
collaboration with health centers, government-owned hospitals regional and
private sector, and balanced nutrition by the Husnul Khotimah foundation, students are encouraged to drink
nutritious drinks and avoid preserved foods and drinks. Regarding
the character of Husnul Khotimah's
strong body, he refers to the hadith of the Prophet Muhammad narrated by
Muslim:
رَضِيَ
اللهُ قَالَ: الَ لُ اللهِ لَّى اللهُ لَيْهِ لَّمَ : اَلْـمُؤْمِنُ ل
ال
Radhiyallahu anhu, he said, Rasulullah sallallaahu 'alaihi wa sallam said, a strong believer
is better and more loved by Allah Almighty than a weak believer;..."
(HR. Muslim No 2664).
- Intelligence Value Internalization
Process Intelligent value internalization process to MTs
and MA students Husnul Khotimah
Jalaksana Kuningan Regency is
through club studies and youth scientific studies (KIR) weekly
discussions related to general knowledge both locally, regionally, nationally
and even internationally with the method of discussion, lectures, making
madding in which there are student works, teachers and motivational words from
Islamic thinkers in preaching, doing cycles with materials delivered
through discussion, sociodrama, and lecture methods, and in broadening the
horizons of the Husnul Khotimah
Kuningan institution in optimizing the library by
adding books in Indonesian, English, Arabic, Turkish and other languages, as
well as optimizing digital libraries.
- Internalization
Process on Discipline Values
Five-character internalization process to MTs and MA
students Husnul Khotimah Jalaksana Kuningan Regency,
namely through the process of teaching and learning activities in the classroom
classically, and extracurricular activities and activities organized by the
institution. The method or format of extracurricular activities can be carried
out in individual, group, classical, combined and field forms. (Lestari, 2016).
In its implementation, it can be adapted to the situation and conditions, and
adapted to the interests and talents of the students.
The responding, in this session, is starting to be willing
to accept and actively achieve the stimulus in the form of a real reaction, and
respond to it. The valuing, having been able to respond to the stimulus
on the basis of the values listed in it, begins to develop assumptions about
the object. The organization (organizing values) begins to be able to
control the value system that is widely accepted to be organized within itself.
Sessions organize various values that have been accepted which include,
determining the role or bond of one value with other values. As well as
organizing a value system in itself is a way of life and attitudes that have
been based on the values that are believed (Krathwohl, Bloom, & Masia, 1967).
D.
Supporting and Inhibiting Factors influencing the internalization
of character values in students in the perspective of Islamic Education at
MTs & MA Husnul Khotimah
Kuningan Regency
Data from interviews with madrasa principals and teachers at MTs
and MA Husnul Khotimah Kuningan Regency that the process of internalizing
character values in students in the perspective of Islamic education found
supporting factors which can be described as follows:
1. Supporting Factors
a. Classical Learning in
Class
Data from interviews with principals and teachers and based on
observations at MTs and MA Husnul Khotimah
Kuningan Regency that in the process of internalizing
character values in students will be successful if it is supported by
internal factors and external factors. These two factors influence the success
of the process of internalizing character values in students in the
perspective of Islamic education. The internal and external factors of the
value internalization process.
a) Internal Factors
Factors that influence the success of the internalization process
of the five values contained in the Nature of MTs and MA students Husnul Khotimah Kuningan Regency is the student himself, that is, the
student has talent, interest, motivation to learn, intelligence and a good
attitude or personality. The internal factors include:
(1) Talent,
(2) Interests,
(3) Learning motivation,
(4) Intelligence,
(5) Attitudes, courtesy and
courtesy towards an object,
b) External Factors
Data from interviews with principals and teachers at MTs and MA Husnul Khotimah Kuningan Regency states that students' external factors
that affect the achievement of the goal of internalizing values include:
(1) Family,
(2) HR, namely teachers,
school principals and education staff
(3) Curriculum,
(4) Administration &
information system,
(5) Facilities and infrastructure
or facilities,
(6) Environment,
(7) Alumni,
(8) Government,
(9) Society,
2. Extracurricular
Activities
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency that in the process of internalizing
character values in students is successful if it is supported by internal
factors and external factors. These two factors influence the success of the
process of internalizing character values in students in the perspective of
Islamic education. The internal and external factors of the success of the
process of internalizing character values in students through extracurricular
activities are as follows:
a) Internal Factors
Factors that influence the success of the internalization process
of the five values contained in the Nature of MTs and MA students Husnul Khotimah Kuningan Regency is as follows:
(1) Talent,
(2) Interests,
(3) Emotions,
(4) attitude,
b) External Factors
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency, that external factors supporting the
process of internalizing the five character values in
extracurricular activities include:
(1) Family,
(2) Coach or Teacher,
(3) Facilities and infrastructure
or facilities,
(4) Cost,
(5) Environment,
Based on data from observations and documentation in the field, it
was also found that the supporting factors in the process of internalizing
character values to MTs and MA students Husnul Khotimah Jalaksana Kuningan Regency is the fulfillment of National Education
standards (SNP), namely: management standards, educator and education
standards, financing standards, facilities and infrastructure standards,
content standards, learning standards, assessment standards and graduate
standards.
3. Inhibiting factors
Data from interviews with the principal and deputy head of the
curriculum and based on observations at MTs and MA Husnul
Khotimah Kuningan Regency
has an inhibiting factor in the process of internalizing character values in
students in the perspective of Islamic education, which is caused by internal
and external factors of students through classical classroom learning
activities, and extracurricular activities. Inhibiting factors in the process
of internalizing character values in students in the perspective of Islamic
education include:
1) Classical Learning in
Class
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency, that the process of internalizing
character values in students is an obstacle in the process. As for the obstacles
in the process of internalizing character values in students in the
perspective of Islamic education, it is influenced by two factors, namely
student internal factors and external students through the learning process in
the classroom as follows:
a) Internal Factors
Factors that hinder the process of internalizing the five values
contained in the Nature to MTs and MA students Husnul
Khotimah Kuningan Regency is
the student himself, that is, the student has no talent, interest, lack of motivation
to learn, is slow in thinking and has a bad attitude or personality. These
factors are obstacles for students in following the educational process in the
classroom to achieve the goal of internalizing character values. Internal
factors are strongly influenced by the existence of the students themselves,
because students are the target of the teaching and learning process in the
classroom. The students' internal factors are as follows:
(1) Talent,
(2) Interests,
(3) Learning motivation,
b) External Factors
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency, that in addition to the internal factors
of students that affect the success of teaching and learning in the classroom,
there are external factors of students that affect the achievement of the goal
of internalizing values to students. The inhibiting factors for the process
of internalizing the value of five characters in classical teaching and
learning activities in the classroom include:
(1) Family,
(2) Teacher,.
(3) System administration
& information,.
(4) Facilities and
infrastructure or facilities,
2) Extracurricular
Activities
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency, that there are several obstacles in the process
of internalizing character values in students consisting of internal factors
and external factors. These two factors influence the success of the
internalization process of character values in students in the perspective of
Islamic education. The internal and external factors that hinder the process of
internalizing character values in students through extra-curricular
activities are as follows:
a) Internal Factors Internal
Factors that become obstacles in the success of the
internalization process of the five values contained in the Nature of
MTs and MA students Husnul Khotimah
Kuningan Regency is the student himself, that is, the
student has no talent, interest, lack of motivation to learn, is emotionally
unstable and has a bad attitude or personality. These factors are part of the
obstacles that hinder the success of students having the five characteristics through
the process of extracurricular activities. Internal factors are strongly
influenced by the existence of students themselves, because students are the
target of the process of extracurricular activities. Mentally unstable and
physically tired, weak, arriving late, lack of healthy nutritional input into
the student's body will fail to focus and will not achieve the goal in the
process of internalizing character values in the perspective of Islamic
education. The internal factors are as follows:
(1) Talent,
(2) Interests,
(3) Attitudes, courtesy and
courtesy towards an object,
b) External Factors
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency, that in addition to student internal
factors hindering the success of the process of internalizing character values
in students in the perspective of Islamic education through extra-curricular
activities, there are external student factors that affect the achievement of
the goal of internalizing values to students, namely families, principals,
teachers or coaches, facilities, costs or finance, and environment. The
inhibiting factors for the process of internalizing the five character
values in extracurricular activities include:
(1) Family,
(2) HR,.
(3) Less time provided for
extracurricular activities.
(4) Facilities and
infrastructure or facilities,
(5) Cost or finance,
E.
Evaluation of the internalization of character values in
students in the perspective of Islamic Education at MTs & MA Husnul Khotimah Kuningan Regency
Evaluation of the internalization of character values in
students in the perspective of Islamic education through classical classroom
learning activities, and extracurricular activities. Evaluation in education
has a double meaning, namely: 1) evaluation is placed as one of the
epistemological activities of Islamic education that is useful for
"knowing" how many results are obtained in the educational process
and 2) evaluation is placed as an axiology of Islamic education which is useful
for "giving value content" in each component and educational process (Kurniawan, 2016). The result data in the field shows the evaluation found as
follows:
1. Evaluation of the
internalization of character values in the surviving faith.
Evaluation of the internalization of character values in the
surviving faith carried out when learning in class, and extracurricular
activities. Students listen to the concept of a safe faith delivered by
teachers, trainers and coaches. The evaluation of character values is
carried out by assessing students' daily activities in carrying out mandatory
worship, namely obligatory prayers carried out in mosques in congregation,
fasting in Ramadan, and sunnah worship. (evaluation table attached).
Observational data on the evaluation of the internalization of
character values in survivors' faith through classical classroom
learning activities, and extracurricular activities at MTs and MA Husnul Khotimah Kuningan Regency in the application of this value by
introducing the concept of straight aqidah, correct
worship in accordance with the sunnah of the Prophet Muhammad in language that
is easily understood by students. The teacher gives an example of a straight aqidah and true worship, then students follow and practice
it in everyday life. The data obtained that MTs and MA Husnul
Khotimah students who were used as informants developed
according to expectations, could show the right aqidah
and true worship.
2. Evaluation of the
internalization of character values on a strong morality
Evaluation of the internalization of character values on a
strong character carried out when learning in class, and extracurricular
activities. Students listen to the concept of strong morals delivered by
a teacher, trainer or mentor and Builder. The evaluation of
character values is carried out by assessing the daily life of students in cultivating
5S, namely greetings, smiles, greetings, courtesy and courtesy, following the rules,
being honest, trustworthy in doing assignments and understanding the noble
character described in the Qur'an and the Sunnah of the Prophet Muhammad.
Observational data on the evaluation of the internalization of
character values in strong morals through classical classroom learning
activities, and during extracurricular activities at MTs and MA Husnul Khotimah Kuningan Regency in the application of this value by introducing
the concept of noble character in the Qur'an and in accordance with the sunnah
of the Prophet Muhammad in a language that is easily understood by students.
The teacher gives an example of noble character through the history of the
Prophet Muhammad and the salafusholihin, then
students follow and practice it in everyday life as the culture of a devout
Muslim. And the data found that the MTs and MA Husnul
Khotimah students who were used as informants
developed according to expectations, could show a good attitude, obey the
rules, and be disciplined.
3. Evaluation of
internalization of character values in a strong
Evaluation of a strong body carried out by the teacher
during the classical classroom learning process and extracurricular activities
in the form of non-test evaluation. Evaluation of character values is carried
out by assessing students' daily activities in participating in sports
activities while learning at school in a closed room (indoor) such as
badminton, futsal and outdoor, namely archery, swimming, horse riding,
martial arts.
Observational data on the evaluation of the internalization
of character values in a strong body through classical classroom
learning activities, and extracurricular activities at MTs and MA Husnul Khotimah Kuningan Regency in the application of this value by introducing
the concept of a healthy and strong physical according to the Sunnah of the
Prophet Muhammad by using language that is easily understood by students. The
teacher gives an example of a strong and healthy physique through the history
of the Prophet Muhammad and the salafusholih,
then students follow and practice it in everyday life as a Muslim culture that
is physically healthy and physically strong. Evaluation data for internalizing
the value of a strong body It was found that the MTs and MA Husnul Khotimah students who were
used as informants developed according to expectations, could show a healthy
and strong physique by praying at the mosque and always exercising in open or
closed places (indoor and outdoor).
4. Evaluation of
internalization of character values on intelligence
Evaluation of internalization of character values on
intelligence carried out when learning in class, and during
extracurricular activities. Students listen to intelligent concepts delivered
by teachers, mentors and coaches. Evaluation of character values is
carried out by assessing students' daily activities in visiting the library,
bringing reading books or notes, being sensitive to the environment and
participating in Youth Scientific Studies (KIR) activities, Club Studies and
Islamic studies.
Observational data on the evaluation of the internalization of
character values on intelligence through classical classroom learning
activities, and extracurricular activities at MTs and MA Husnul
Khotimah Kuningan Regency applies
this value by introducing broad-minded, intellectual concepts and describing
the concept of QS Al-'Alaq verses 1-5 about reading
using language that is easily understood by students. The teacher gives an
example of the history of Islamic civilization, Muslims are able to build a
civilization with knowledge. Then students follow and practice in everyday life
as a Muslim culture by reading a lot of books, discussing current problems,
participating in competitions at both regional and national levels. Data from
the evaluation of the internalization of values on intelligence it was
found that the MTs and MA Husnul Khotimah
students who were used as informants developed as expected, could show a
diligent attitude to carry books, read books in their spare time, take
advantage of the time to read or repeat lessons during empty class hours or
while waiting for the teacher's presence, visit the library, attend
competitions, participating in youth scientific studies (KIR), club studies
and reading Islamic fiqh books.
5. Evaluation of
internalization of disciplined character values Evaluation of internalization
of disciplined
Character values carried out when learning in class, and
extracurricular activities. Students listen to the concept of discipline delivered
by the teacher and mentor. Evaluation of character values is carried
out by assessing students' daily lives in respecting time, discipline in
obeying rules, doing assignments on time and independently in their work, in
neat uniforms and appearance according to the rules.
Observational data on the evaluation of the internalization of
discipline character values through classical classroom learning
activities, and extracurricular activities at MTs and MA Husnul
Khotimah Kuningan Regency applies
this value by introducing the concept of time which is described in the Qur'an
using language that is easily understood by students. The teacher gives an
example of the history of Islamic civilization, Muslims are able to build a
civilization by respecting time, using time productively. Then students follow
and practice in everyday life as a Muslim culture who is disciplined in
worship, disciplined to enter class, use time for goodness and productivity,
study diligently every time, can do assignments on time, study orderly and on
time.
The data results from observations and interviews with the head of
MTs and MA Husnul Khotimah Kuningan Regency that the evaluation of the internalization
of character values in students has been used at MA Husnul
Khotimah Kuningan Regency uses
evaluation methods that have been carried out by the institution, namely daily,
weekly, monthly, semi-annual and annual evaluations. From the evaluation stages
can be explained by the researchers as follows:
a) Daily
Evaluation of the internalization of five characters in students
is carried out after the learning process. Daily evaluations are carried out
directly by subject teachers in several ways, namely using direct and indirect
interviews, and observation, namely observing directly the learning outcomes
that you want to evaluate.
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency and the results of the observation that the
process of internalizing five characters in MTs and MA students Husnul Khotimah Kuningan Regency develops according to expectations, there
are changes in student behavior and attitudes after receiving learning,
training and coaching.
b) Weekly evaluation
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency and teacher that the weekly
evaluation is carried out by teachers and trainers at the time the activity
takes place, for the time of the weekly evaluation it is adjusted to a predetermined
schedule, namely Friday afternoon. And data obtained from teachers and trainers
that the implementation of the internalization process activities through
classical classroom learning activities, and extracurricular activities are
fully followed by students, while those who are absent due to illness. And the
cultivation of character values, namely the five characteristics, is carried
out and delivered by teachers and trainers.
c) Monthly evaluation
Data from interviews with the head of MTs and MA Husnul Khotimah Kuningan Regency stated that the monthly evaluation of the
internalization of character values in students in the perspective of Islamic
education is more about the personality development of students carried out by
teachers and trainers in evaluation meetings with evaluation administration
tools (attached). The self - evaluation tool is an integral part of a well -
structured value internalization process. In the monthly evaluation,
there are two assessments that are evaluated, namely the evaluation of the
participation of students or students in the learning process activities in the
classroom, and extracurricular activities, and the development of
personality or attitudes after participating in and receiving material in the
activities. Data obtained by the researchers that students are
active and always follow the activities that have been scheduled by the
institution.
Monthly evaluation of the internalization of the five character values in students that their personality
development has changed, students are starting to develop, the ability to
participate in all activities organized by Islamic boarding schools and
madrasah tsanawiyah, even though students who take
part in activities still receive assistance or orders from seniors (sister tinggat), teachers and trainers, especially the attitude of
independence that has not been seen.
Evaluation of student attendance in following the classical
classroom learning process, and extracurricular activities which is
followed by students as expected, students are able to take part in activities
according to a predetermined schedule even though there is still help from
friends and teachers in binding and inviting to follow or attend MTs and MA Husnul Khotimah Kuningan Regency. Evaluation of the activities of the
learning process in the classroom classically, and extracurricular activities
which was followed by MTs and MA students Husnul Khotimah Kuningan Regency began
to develop as expected, but there were still some who took part in the
activities because of the help of friends and teachers. Have not shown the
students that the activity is very important. But in class or other groups
showing good development, children are able to carry out activities without the
help of teachers and friends.
Monthly evaluation of the process of internalizing character
values in students in the perspective of Islamic education in MTs and MA Husnul Khotimah Kuningan Regency states that the five characteristics as
character values are applied in classical classroom learning activities, and
extracurricular activities for students are starting to develop, students are
able to show a safe attitude of faith, strong morals, strong body, intelligence
and discipline although there is still help from friends and teachers or coaches.
1) Semester
Semester evaluation is in the form of development evaluation
through administration, namely the evaluation format by the madrasa in
collaboration with the Husnul Khotimah
Islamic boarding school, Kuningan Regency. Evaluation
of the five activeness in participating in activities that are already
in the schedule shows that the process of internalizing grades is going well,
followed by all students once a week.
The semester evaluation in the documents obtained in the field by
the researcher can be explained that the evaluation of safe faith, strong
morals, strong physical, intelligent and disciplined, achieved by students
after going through the internalization process to students is MTs and MA level
students Husnul Khotimah Jalaksana achieves character begins to develop, and
its development is as expected, students are able to carry out activities even
though there is still guidance from teachers, coaches and mentors.
2) Annual
Annual evaluation of the process of internalizing character values
in students in the perspective of Islamic education in MTs and MA Husnul Khotimah Kuningan Regency through classical classroom learning
activities, and extracurricular activities in the form of report cards. The
data obtained through interviews with the curriculum field and the results of
observing student report documents show that the MA level students are in line
with expectations and are developing very well with. Achievement data
obtained by MTs and MA Husnul Khotimah
Kuningan Regency belongs to the good category of
other schools at the local, regional and national levels.
Evaluation is very much needed in everyday life, even though we
realize it or not, evaluation is actually often done, either by ourselves or by
other people in their own environment. Evaluation is a component part of the
Islamic education system which is carried out systematically and planned and
measured with the aim of knowing the success or what will be achieved in the
educational process or learning process (Ramayulis, 2015).
Evaluation of education according to (Shaleh,
2000) has several functions, namely 1) To provide feedback to the teacher as a
basis for improving the teaching and learning process, 2) To determine the
number of abilities / learning outcomes of each student, which among other
things is required to increase grades and determine whether students pass or
not, 3) To determine students in the right teaching and learning situation,
according to with the level of ability and 4) To know the background (physical
and environmental psychology) of students who have learning difficulties.
(Lecturer et al., nd). The evaluation function aims
to determine the success of the cognitive learning process. Meanwhile,
according to Benjamin S. Bloom's taxonomic theory, the object of evaluation is
God and the prophet. God's evaluation focuses more on human attitudes, feelings
and knowledge such as faith and disbelief, piety and disbelief. Another term
for God's evaluation is cognitive and affective. While the evaluation of the
Prophet as the executor of God's commandments guided by revelation leads to
psychomotor factors, so that humans must be able and able to imitate the
Prophet Muhammad in their daily lives.
CONCLUSION
The types of character values in
students in the perspective of Islamic Education at MTs and MA Husnul Khotimah Kuningan Regency are straight faith, strong character,
strong body, broad insight, and good at keeping time.
The purpose of internalizing
character values in students in the perspective of Islamic Education at MTs and
MA Husnul Khotimah in Kuningan Regency is to become a reliable and professional da'i cadre, namely the rabbani
generation in the sense of fiqh, namely understanding
Islam very correctly, Alim, namely having knowledge which is beneficial to
society, and has 5 characters.
The process of internalizing
character values in students in the perspective of Islamic Education at MTs and
MA Husnul Khotimah in Kuningan Regency is in addition to the classical teaching and
learning process in the classroom and through education and training processes
in extracurricular activities.
The supporting and inhibiting
factors for the internalization of character values in students in the
perspective of Islamic education at MTs and MA Husnul
Khotimah are internal and external factors.
Supporting factors include student talents and interests, madrasa policies,
human resources including madrasa stakeholders, facilities and infrastructure, curriculum,
methods and roles of parents and alumni. While the inhibiting factor for
internalizing character values in classical teaching and learning activities in
class and extracurricular activities is the large number of activity schedules
at the Husnul Khotimah
Islamic boarding school, Kuningan Regency which causes students to get tired quickly and lack
concentration in learning.
Evaluation of the
internalization of character values in students in the perspective of Islamic
Education at MTs and MA Husnul Khotimah
in Kuningan Regency, as described in the previous
chapter, then evaluates the internalization of values using observation
techniques, interviews and documentary studies.
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