MODEL IMPLEMENTASI PENDIDIKAN KARAKTER PADA KURIKULUM INTEGRATED HOLISTIC EDUCATION SYSTEM (IHES) DI SD QUBA ISLAMIC SCHOOL

SITI LIYANAWATI, . (2026) MODEL IMPLEMENTASI PENDIDIKAN KARAKTER PADA KURIKULUM INTEGRATED HOLISTIC EDUCATION SYSTEM (IHES) DI SD QUBA ISLAMIC SCHOOL. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Sistem pendidikan konvensional yang hanya berfokus pada aspek akademis sering dianggap tidak lagi memadai untuk menghadapi tantangan zaman. Menurut (Halstead, 2004), pendidikan yang ideal harus mengintegrasikan aspek intelektual, moral, dan spiritual untuk membentuk individu seutuhnya, maka inovasi sistem pendidikan holistik terpadu/Integrated Holistic Education System (IHES) dirancang sedemikian rupa untuk membentuk pengetahuan akademis tetapi juga dalam pembentukan karakter dan nilai-nilai kehidupan. Metode penelitian yang digunakan adalah studi kasus dengan melakukan wawancara kepada Kepala Sekolah, Wakil Kepala Sekolah, dan Guru juga Siswa. Teknik analisis data yang digunakan yaitu Teknik analisis data kualitatif Miles and Huberman. Hasil penelitian menunjukkan bahwa SD Quba Islamic School sudah mengembangkan kurikulum holistic yang mengintegrasikan teknologi dalam pembelajaran. pembelajaran tidak hanya fokus pada pengetahuan, tetapi juga pada pengembangan adab, leadership, critical thinking, communication, dan life skills siswa. pendekatan IHES memberikan dampak positif terhadap perkembangan kognitif, afektif, dan psikomotor siswa secara lebih seimbang. Tantangan utama implementasi IHES adalah menjaga konsistensi integrasi antara akademik Cambridge dengan penguatan karakter dan nilai Islam. ***** Conventional education systems that primarily focus on academic achievement are increasingly considered insufficient to address the challenges of the modern era. According to Halstead (2004), an ideal educational system should integrate intellectual, moral, and spiritual dimensions to foster the holistic development of individuals. In response to this need, the Integrated Holistic Education System (IHES) was designed not only to enhance students' academic knowledge but also to cultivate character and essential life values. This study employed a qualitative case study approach. Data were collected through interviews with the principal, vice principal, teachers, and students. The data were analyzed using the qualitative data analysis framework proposed by Miles and Huberman. The findings reveal that SD Quba Islamic School has implemented a holistic curriculum that integrates technology into the learning process. The educational approach extends beyond academic instruction by emphasizing the development of students' moral character, leadership, critical thinking, communication skills, and life skills. Furthermore, the implementation of IHES has contributed positively to students' cognitive, affective, and psychomotor development in a balanced manner. The primary challenge in implementing IHES lies in maintaining the consistent integration of the Cambridge academic curriculum with character education and Islamic values.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Suryadi, M.Pd. ; 2). Dr. Heru Santosa, M.Pd.
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Pendidikan Dasar Pendidikan > Kualifikasi dan Profesionalitas Guru Manajemen > Manajemen Kantor, Organisasi
Divisions:	FIP > S2 Manajemen Pendidikan
Depositing User:	Siti Liyanawati .
Date Deposited:	27 Aug 2026 03:18
Last Modified:	27 Aug 2026 03:18
URI:	http://repository.unj.ac.id/id/eprint/73311

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