Indonesian Journal of Education Methods Development
Vol. 17 No. 4 (2022): November
Elementary Education Method

Implementation of Religious Character Education in Elementary School Students
Implementasi Pendidikan Karakter Religius pada Siswa di Sekolah Dasar


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  • Defi Noviatul Sari,
  • Muhlasin Amrullah*
Defi Noviatul Sari
Universitas Muhammadiyah Sidoarjo, Indonesia
Muhlasin Amrullah
Universitas Muhammadiyah Sidoarjo, Indonesia *

(*) Corresponding Author
Picture in here are illustration from public domain image or provided by the author, as part of their works
DOI: https://doi.org/10.21070/ijemd.v20i.685
Published November 21, 2022
Keywords
  • Implementation,
  • Character Education,
  • Religious
How to Cite
Sari, D. N., & Amrullah, M. (2022). Implementation of Religious Character Education in Elementary School Students: Implementasi Pendidikan Karakter Religius pada Siswa di Sekolah Dasar. Indonesian Journal of Education Methods Development, 17(4), 10.21070/ijemd.v20i.685. https://doi.org/10.21070/ijemd.v20i.685

Copyright (c) 2022 Defi Noviatul Sari, Muhlasin Amrullah

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study aims to determine the implementation of religious character education as well as the supporting and inhibiting factors at SDI Darul Hikmah Krian. The research uses qualitative methods. The research subjects were the principal, class III homeroom teacher, and students at SDI Darul Hikmah Krian. Collecting data using observation, interviews and documentation. Checking the validity of the data using source triangulation and technical triangulation. The results obtained are that the implementation of religious character education in class III students is applied through the method of habituation of students' religious activities on a regular basis. The supporting factors are full support from parents of students, commitment between teachers and guardians of students in monitoring the religious activities of students in the home environment using activity liaison books, and adequate facilities that support the implementation of activities. While the inhibiting factors are human resources or the teachers themselves, the surrounding environment and infrastructure facilities that have not been realized.

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