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All Journal Ghiroh Karakter: Jurnal Riset Ilmu Pendidikan Islam
Siti Saroh Hasibuan
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Religion Humanities Education Social Sciences Other

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Peran PAI dalam Menanamkan Nilai Tanggung Jawab dan Disiplin melalui Pembiasaan Ibadah rusdiah, rusdiahroitonanasution; Siti Saroh Hasibuan
GHIROH Vol 4 No 2 (2025)
Publisher : MGMP PAI SMP BINTAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61966/ghiroh.v4i2.91

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) in instilling values of responsibility and discipline through habitual worship in the school environment. The main issue examined is the extent to which routine worship activities such as congregational prayer, recitation of the Qur'an, and communal prayer can shape students' character in terms of discipline and responsibility. This study uses the library research method by analyzing literature in the form of journals, books, and scientific articles from 2018 to 2025. The results of the study show that structured and consistent worship habits contribute significantly to improving students' discipline, time awareness, and sense of responsibility. In addition, the role of PAI teachers as role models and facilitators is a determining factor in the successful internalization of religious character values in schools.
Strategi Pembelajaran Kontekstual dalam Mengembangkan Sikap Toleransi Gen Z di Sekolah Islam Resti Yulastri; Putri Ramadhon; Annisa Annisa; Dwi Herliani; Siti Saroh Hasibuan
Karakter : Jurnal Riset Ilmu Pendidikan Islam Vol. 3 No. 2 (2026): Mei: Karakter : Jurnal Riset Ilmu Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/karakter.v3i2.2104

Abstract

The rapid transformation of education driven by globalization and technological advancement demands adaptive learning approaches that align with the characteristics of Generation Z learners. This generation is known for its curiosity, independence in thinking, and openness to diverse perspectives, yet it is also vulnerable to misinformation and negative online influences. Within the context of Islamic education, learning is not solely oriented toward cognitive development but also emphasizes the cultivation of moral values, particularly tolerance. This study aims to explore how contextual teaching methods can contribute to fostering tolerant attitudes among Generation Z students in Islamic educational settings. The research employs a qualitative approach through library research, utilizing a descriptive-analytical framework. Data were collected from various sources, including academic journals, books, and previous studies related to contextual learning, multicultural education, and Generation Z characteristics. The data collection technique involved document analysis, followed by content analysis procedures such as data reduction, categorization, and conclusion drawing. The findings indicate that contextual learning effectively promotes tolerance by engaging students in discussion, problem-solving, reflection, and real-life experiences. The integration of multicultural values and the role of teachers as facilitators and role models further strengthen this process. However, challenges remain, including limited teacher understanding, the persistence of conventional methods, inadequate supporting facilities, and the influence of social media. Overall, contextual learning presents a relevant strategy for developing open-minded, balanced, and socially adaptive Generation Z learners.
Co-Authors Annisa Annisa Dwi Herliani Putri Ramadhon Resti Yulastri rusdiah, rusdiahroitonanasution