Internalization Of Character Values:Comparative Case Study Of Ethics Guidance Patterns In Public High Schools And Madrasahs

Muhalli; M. Sobry; Hilmiati

doi:10.63922/ijevss.v5i02.3459

Muhalli Master of Islamic Religious Education Program, State Islamic University of Mataram
M. Sobry Master of Islamic Religious Education Program, State Islamic University of Mataram
Hilmiati Master of Islamic Religious Education Program, State Islamic University of Mataram

DOI: https://doi.org/10.63922/ijevss.v5i02.3459

Keywords: internalization of character values; ethical development; general high schools; Islamic high schools; Islamic religious education

Abstract

This study aims to analyze and compare the internalization patterns of character values in ethical development between Senior High Schools (SMU) and Islamic Senior High Schools (MA). Using a qualitative approach with a comparative case study design, the study was conducted in two representative secondary education institutions: one public SMU and one public MA. Data collection was carried out through in-depth interviews, participant observation, and documentation studies. Data analysis refers to the Miles, Huberman, and Saldaña (2014) model, including data reduction, data presentation, and conclusion drawing. The results of the study indicate that: (1) Senior High Schools internalize character values through a structural-pedagogical approach based on the Independent Curriculum and the Character Education Strengthening (PPK) program, with an emphasis on Pancasila values, nationalism, and social responsibility; (2) Madrasahs internalize character values through a holistic-integrative approach based on Islamic values, including teacher role models, the habituation of religious rituals, and moral development sourced from the Qur'an and Hadith; (3) there are significant differences in the epistemological dimensions of high schools based on universal-national values, while Madrasahs are rooted in transcendental-theological values; (4) both have points of convergence in the values of honesty, discipline, and responsibility. These findings have important implications for the development of an integrated ethical development model in Indonesian secondary education institutions.

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