The Internalization of the Character Values of Faṭānah, Sidīq, Tablīgh, and Amânah in the 11th-Grade Islamic Religious and Character Education Textbook at SMAN 4 South Tangerang

Fia Salsa Febrianti; Iin Kandedes; Sapiudin Shidiq

doi:10.63922/ijevss.v5i04.7277

Fia Salsa Febrianti UIN Syarif Hidayatullah Jakarta
Iin Kandedes UIN Syarif Hidayatullah Jakarta
Sapiudin Shidiq UIN Syarif Hidayatullah Jakarta

DOI: https://doi.org/10.63922/ijevss.v5i04.7277

Keywords: Internalization, Faṭānah, Ṣidīq, Tablīgh, Amânah, Islamic Religious Education, Textbooks, Character Education, SMAN 4 South Tangerang

Abstract

This study aims to analyze the content of the character values of faṭānah, sidīq, tablīgh, and amânah in the 11th-Grade Islamic Religious and Character Education textbook under the Merdeka Curriculum, the process of character internalization, as well as the factors that support and hinder the internalization of character values at SMAN 4 South Tangerang. This study employs a qualitative approach, combining literature review and field research. Data were collected through observation, interviews, and documentation, then analyzed using content analysis and the interactive model (Miles, Huberman, & Saldaña). The object of this study was the 11th-Grade Islamic Religious and Character Education textbook, while the research subjects were Islamic Religious Education teachers and the 11th-grade students at SMAN 4 South Tangerang. The research results show that the character values of faṭānah,, sidīq, tablīgh, and amânah are present in text excerpts and illustrations, with varying frequencies of occurrence in each chapter. The internalization of the character values of faṭānah, sidīq, tablīgh, and amânah in the 11th-Grade Islamic Education (PAI) classes at SMAN 4 South Tangerang is carried out through a series of lessons, active student engagement in learning, and the cultivation of positive behaviors within the school environment. The factors supporting and hindering the internalization of the character values of faṭānah, Ṣidīq, tablīgh, and amânah are interrelated. The role of teachers and diverse teaching methods can strengthen the understanding and application of these values, while differences in student personalities, peer influence, and a lack of synergy between teachers and parents serve as inhibiting factors in the process of internalizing these character values.

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