URGENSI KOMPETENSI KEPRIBADIAN GURU PAI DALAM PEMBINAAN PENDIDIKAN KARAKTER SISWA. (STUDI KASUS: SMPN 11 TANGERANG)

ANISAH ZAHIDAH, . (2020) URGENSI KOMPETENSI KEPRIBADIAN GURU PAI DALAM PEMBINAAN PENDIDIKAN KARAKTER SISWA. (STUDI KASUS: SMPN 11 TANGERANG). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana kompetensi kepribadian guru Pendidikan Agama Islam di SMPN 11 Tangerang, proses guru pendidikan agama Islam dalam membentuk karakter siswa di SMPN 11 Tangerang melalui kompetensi kepribadian guru, serta mengetahui faktor pendukung dan penghambat guru pendidikan agama Islam serta upaya dalam pembinaan pendidikan karakter siswa di SMPN 11 Tangerang. Teori yang digunakan adalah Kompetensi kepribadian guru oleh Zulfah dan Nurjannah dan teori Pembinaan pendidikan karakter oleh Efendi. Adapun jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan menggunakan metode deskriptif kualitatif. Prosedur pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian yang telah dilakukan menunjukan bahwa pertama, kedisiplinan, tanggung jawab, dan keteladanan guru mata Pendidikan Agama Islam SMPN 11 Tanggerang masih perlu ditingkatkan, karena masih ada guru PAI justru memperlihatkan perilaku yang tidak semestinya dicontoh oleh siswa, seperti kurang kedisiplinan, tentunya dapat mempengaruhi pembinaan pendidikan karakter siswa, sehingga dampak yang ditimbulkannya siswa juga kurang menghargai waktu, seperti terlambat masuk kelas. Kedua, proses guru pendidikan agama Islam dalam membentuk karakter siswa di SMPN 11 Tangerang melalui kompetensi kepribadian guru, melalui karakter siswa SMPN 11 Tangerang, proses guru pendidikan agama Islam dalam pembinaan pendidikan karakter, proses kongnitif, afektif, dan psikomotorik dalam pembinaan pendidikan karakter. Kesimpulan dari penelitian ini adalah : pertama, sebagai orang yang paling bertanggungjawab terhadap kebijakan sekolah, komitmen penerapan peraturan yang sudah dibuat dan disepakati bersama harus selalu disosialisasikan. Kedua, diharapkan guru selalu mengembangkan pembinaan pendidikan karakter disemua unsur sehingga dapat terlaksana dengan baik. Diharapkan guru mempunyai kepribadian yang sesuai dengan undang-undang sehingga dapat terwujud kepribadian yang baik. Ketiga, diharapkan kepada siswa untuk lebih taat dan patuh terhadap aturan yang berlaku di sekolah. Sehingga nantinya dapat mendukung pelaksanaan pembinaan pendidikan karakter di sekolah. This study aims to find out how the personal competence of Islamic Religious Education teachers at SMPN 11 Tangerang, find the process of personality competence of Islamic Religious Education teachers in fostering the character education of students at SMPN 11 Tangerang, as well as knowing the supporting and inhibiting factors of Islamic religious education teachers and efforts in developing education student characters at SMPN 11 Tangerang. The theory used is the teacher personality competence by Zulfah and Nurjannah and the theory of character education development by Efendi. The type of research used in this study is qualitative research using descriptive qualitative methods. Data collection procedures used are observation, interviews, and documentation. The results of research that have been done show that first, discipline, responsibility, and exemplary eye teacher of Islamic Education in SMPN 11 Tanggerang still need to be improved, because there are still PAI teachers who actually show behavior that should not be emulated by students, such as lack of discipline, can certainly affect fostering student character education, so that the impact caused by students also undervalues time, such as being late for class. Second, the relationship of Islamic religious education teacher personality competence in fostering student character education at SMPN 11 Tangerang, through efforts made by Islamic religious education teachers in fostering and teaching students by using learning methods that are expected to grow and shape student character, so that in their lives both at home, school, and in the community later students can have an awareness of the importance of having good character or attitude. The implications of this research are: first, as the person most responsible for school policy, the commitment to implement regulations that have been made and agreed upon must always be socialized. Second, it is expected that teachers always develop character education coaching in all elements so that it can be implemented well. It is expected that teachers have personalities that are in accordance with the law so that good personalities can be realized. Third, students are expected to be more obedient and obey the rules that apply in schools. So that later can support the implementation of character education coaching in schools.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Sari Narulita, Lc, M.Si. ; 2). Drs. Yusuf Ismail, MA.Hum
Subjects:	Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam)
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Users 4685 not found.
Date Deposited:	27 Aug 2020 13:52
Last Modified:	27 Aug 2020 13:52
URI:	http://repository.unj.ac.id/id/eprint/8959

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