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IMPLEMENTASI PEMBELAJARAN PENDIDIKAN PANCASILA BERMUATAN ISLAM TERPADU UNTUK MENGUATKAN KARAKTER LEADERSHIP PADA SISWA KELAS VII SMPIT INSAN MULIA SURAKARTA Laila Rachmawati; Sutoyo Sutoyo; Anita Trisiana
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1959

This study aims to: (1) Identification the implementation of integrated Islamic Pancasila Education learning in strengthening the leadership character of class VII students at SMPIT Insan Mulia Surakarta, (2) Describe the obstacles in implementing integrated Islamic Pancasila Education learning in strengthening the leadership character of class VII students at SMPIT Insan Mulia Surakarta. Research informants include the principal, class VII Pancasila Education teachers, and class VII students. Data were collected through interviews, observations, and documentation, with validity tests using triangulation of sources, techniques, and time. Data analysis was carried out interactively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that (1) Integrated Islamic Pancasila Education learning in class VII was implemented using interactive methods such as Team Games Tournament (TGT) and group debates as well as integrating Islamic values through linking material with verses of the Qur'an, so that it was able to gradually grow students' leadership character through instilling the values of responsibility, trustworthiness, and exemplary behavior. (2) The obstacle lies in the differences in student character, especially students with introverted personalities who tend to be passive and less courageous in expressing their opinions, so that strengthening of leadership character has not developed evenly even though learning has been carried out well.

IMPLEMENTASI PEMBELAJARAN PENDIDIKAN PANCASILA BERMUATAN ISLAM TERPADU UNTUK MENGUATKAN KARAKTER LEADERSHIP PADA SISWA KELAS VII SMPIT INSAN MULIA SURAKARTA Laila Rachmawati; Sutoyo Sutoyo; Anita Trisiana
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1959

This study aims to: (1) Identification the implementation of integrated Islamic Pancasila Education learning in strengthening the leadership character of class VII students at SMPIT Insan Mulia Surakarta, (2) Describe the obstacles in implementing integrated Islamic Pancasila Education learning in strengthening the leadership character of class VII students at SMPIT Insan Mulia Surakarta. Research informants include the principal, class VII Pancasila Education teachers, and class VII students. Data were collected through interviews, observations, and documentation, with validity tests using triangulation of sources, techniques, and time. Data analysis was carried out interactively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that (1) Integrated Islamic Pancasila Education learning in class VII was implemented using interactive methods such as Team Games Tournament (TGT) and group debates as well as integrating Islamic values through linking material with verses of the Qur'an, so that it was able to gradually grow students' leadership character through instilling the values of responsibility, trustworthiness, and exemplary behavior. (2) The obstacle lies in the differences in student character, especially students with introverted personalities who tend to be passive and less courageous in expressing their opinions, so that strengthening of leadership character has not developed evenly even though learning has been carried out well.

Implementation of the CTL (Contextual, Teaching, and Learning) Learning Model to Instill Religious and Socially Caring Characters in Class IIIA Students at Mojosongo III Elementary School, Surakarta Nanda Rossy Pratiwi; Sutoyo Sutoyo; Mukhlis Mustofa
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.2774

This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) model in instilling religious and social care character among third-grade students at SD Negeri Mojosongo III Surakarta. The research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The findings indicate that the teacher implemented most CTL syntax, including constructivism, inquiry, questioning, and learning community. However, reflection and authentic assessment components were not fully applied. Religious character was developed through daily prayers, teacher role modeling, and integration of values such as honesty and responsibility. Social care character was fostered through group work, sharing habits, and simple social activities in class. Supporting factors included a strong school culture, teacher commitment, and parental involvement. Constraints included limited teacher understanding of all CTL syntax, restricted instructional time, and lack of contextual learning media. The study concludes that the CTL model is effective in character development when applied contextually, but its success depends on teacher training, institutional support, and collaboration between school and family.

Understanding Work Meaning in Generation Z and Its Implications for Character Education Apri Winge Adindo; Sutoyo Sutoyo
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2671

The rapid transformation of the labor market in the digital era has significantly influenced how young generations interpret work. As digital natives, Generation Z demonstrates distinct work orientations shaped by technological advancement, flexibility, and personal fulfillment. Understanding the meaning of work among Generation Z is essential, particularly in relation to strengthening character education as a foundation for future human resources development. This study aims to analyse how Generation Z in Surakarta interprets the meaning of work and to examine its implications for character education. This research employed a qualitative approach using in-depth interviews, observation, and documentation as data collection techniques. Informants were selected through purposive sampling to ensure relevance to the research focus. Data were analysed through thematic interpretation to identify patterns related to work orientation and value construction. The findings reveal that Generation Z predominantly interprets work as a calling rather than merely a job or career path. Work is perceived as an expression of personal interest, passion, and self-actualization. Consequently, they tend to avoid rigid and long-term employment structures that restrict flexibility and creativity. The study further identifies three major implications for character education: enhancing students’ capacity for reflective career decision-making, strengthening their ability to differentiate between needs and desires, and fostering responsibility and commitment in task completion. These findings underline the importance of integrating work-meaning perspectives into character education to prepare Generation Z for adaptive and value-driven professional engagement.

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