Implementasi Kebiasaan Bermasyarakat melalui Pembelajaran PAI berbasis Kampung Toleransi di SMAN 7 Bandung
DOI:
https://doi.org/10.29313/bcsied.v6i2.26067Keywords:
social engagement, Islamic Religious Education, Kampung Toleransi, 7 Habits of Great Indonesian Children Program., kebiasaan bermasyarakat, pembelajaran PAI, Kampung ToleransiAbstract
The 7 Habits of Great IndonesianChildren Program promotes socialengagement as an essential character valuedeveloped through education. SMAN 7Bandung implements this value throughIslamic Religious Education (PAI) learningbased on Kampung Toleransi as a contextuallearning resource. This study aimed todescribe the planning, implementation,outcomes, and supporting and inhibitingfactors of fostering social engagement throughthis learning model. A qualitative descriptiveapproach was employed. Data were collectedthrough observations, interviews, anddocumentation involving PAI teachers, the viceprincipal for curriculum, and students. Thefindings show that learning was plannedthrough teaching module preparation,coordination with relevant stakeholders, andstudent orientation. The implementationincluded field observations, dialogue withcommunity and religious leaders, groupdiscussions, reflection, and evaluation. Theprogram enhanced students' tolerance, socialawareness, cooperation, mutual respect, andpositive social interaction. Supporting factorsincluded support from the school, teachers,Kampung Toleransi management, andstudents' enthusiasm, while limited time,differences in students' characteristics, andconstraints in outdoor learning became themain obstacles. This study concludes thatKampung Toleransi is an effective contextuallearning resource for strengthening students'social engagement through Islamic ReligiousEducation.
References
Galzalli, M. (2020). Internallisalsi Nilali-Nilali Islalm dallalm Membentulk Sikalp Sosiall Siswal melalluli Pembelaljalraln ALkidalh ALkhlalk di MI Bulstalnull ULlulm Pesalnggralhaln Baltul. https://doi.org/10.37216/baldalal.v1i2.296
Ichsaln, F. N., & Haldiyalnto. (2021). Implementalsi Perencalnalaln Pendidikaln Dallalm Meningkaltkaln Kalralkter Balngsal Melalluli Pengulaltaln Pelalksalnalaln Kulrikullulm. ALl-Riwalyalh: Julrnall Kependidikaln, 13(2), 225–412. https://doi.org/10.47945/all-riwalyalh.v18i1
Kholis, N. (2021). Palraldigmal Pendidikaln Islalm dallalm ULndalng-ULndalng Sisdiknals 2003. Julrnall Kependidikaln, 2(1), 71–85. https://doi.org/10.24090/jk.v2i1.542
Mullyalsal, E. (2008). Implementalsi kulrikullulm tingkalt saltulaln pendidikaln (1st ed.). PT Bulmi ALksalral.
Nulrhalyalti, ALpriyalno, ALhsaln, J., & Hidalyalh, N. (2024). Metodologi Penelitialn Kulallitaltif: Teori daln Pralktik (Seprialno (ed.)). PT. Sonpedial Pulblishing Indonesial.
Pulspitalsalri, M. (2022). Kerjalsalmal dallalm Lembalgal Pendidikaln Berdalsalrkaln Talfsir ALl-Qulr’aln Sulralt ALl-Malidalh ALyalt 2. Lealrning: Julrnall Inovalsi Penelitialn Pendidikaln Daln Pembelaljalraln, 2(3), 209–221. https://doi.org/10.51878/lealrning.v2i3.1521
Qomalrulddin, & Sal’diyalh, H. (2024). Kaljialn Teoritis tentalng Teknik ALnallisis Daltal dallalm Penelitialn Kulallitaltif: Perspektif Spraldley, Miles daln Hulbermaln. Joulrnall of Malnalgement, ALccoulnting alnd ALdministraltion, 1(2), 77–84. https://doi.org/10.52620/jomalal.v1i2.93
Rijalli, AL. (2018). ALnallisis Daltal Kulallitaltif. Julrnall ALlhaldhalralh, 17(33), 81–95. https://doi.org/10.18592/allhaldhalralh.v17i33.2374
Setialwalti, Winalrni, W., & Mullyalni, UL. AL. S. (2026). Peningkaltaln Kompetensi Pendidikaln Tenalgal Kependidikaln Melalluli Pengembalngaln Daln Peneralpaln Kulrikullulm Nalsionall Di Tingkalt Sekolalh Dalsalr. Julrnall Pengalbdialn Kepaldal Malsyalralkalt ALbdipultral, 6(1), 68–81. https://doi.org/10.52005/albdipultral.v6i1.490
Sulgiyono. (2021). Metode Penelitialn Kulalntitaltif Kulallitaltif daln R&D (2021st ed.). ALlfalbetal.
