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All Journal Edumaspul: Jurnal Pendidikan Tsamratul Fikri (TF)
SHOBARIYAH, ETI
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENDIDIKAN MORAL PERSPEKTIF ABDULLAH NASHIH ULWAN SHOBARIYAH, ETI
Tsamratul Fikri | Jurnal Studi Islam Vol 12 No 2 (2018): Juli-Desember 2018
Publisher : Asosiasi Mahasiswa Program Pascasarjana | Institut Agama Islam Darussalam | IAID | Ciamis | Jawa Barat

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Abstract

Pendidikan moral adalah suatu upaya dalam rangka membantu manusia (peserta didik) untuk menanamkan nilai-nilai moral atau sopan santun, norma-norma serta etika yang baik dalam kehidupan sehari-hari sehingga terbentuk individu yang otonom, yang memahami nilai-nilai moral dan memiliki komitmen untuk bertindak secara konsisten. Pendidikan moral biasanya diberikan dalam lingkungan keluarga, sekolah, dan di lingkungan masyarakat. Dewasa ini banyak anak-anak yang rusak moralnya misalnya tidak sopan terhadap yang lebih tua, melawan orang tua, mengambil barang orang lain, bergaul dengan teman yang bebas, seks bebas, bahkan sampai membunuh orang tua yang melahirkannya. Perilaku tersebut karena adanya kesalahan dari cara pendidikan yang diterapkan oleh guru dan orang tua yang mempengaruhi moral dan tingkah laku anak.
The Role of Teachers in Shaping Students' Character through Enforcement of Discipline and Habituation in Madrasah Yakub, Ali; Sirojudin, Rumbang; Hunainah, Hunainah; Shobariyah, Eti
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan (In Press)
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9011

Abstract

This research aims to examine the role of teachers in shaping student character through rules enforcement and habituation at madrasah. Using a qualitative approach with descriptive methods, data were collected through observation, interviews, and documentation at Madrasah Tsanawiyah in Banten Province. The results showed that rules enforcement provided clear behavioral guidelines fostering discipline and responsibility, while habituation established positive behavioral patterns such as honesty and cooperation. Teachers acted not only as enforcers but also as role models implementing humanistic approaches. Integration of both strategies effectively shaped students’ moral character aligned with Islamic values. It is recommended that madrasah enhance teacher training on character education integration to maximize these approaches in daily practice.
Co-Authors Hunainah, Hunainah Sirojudin, Rumbang Yakub, Ali