Electronic Theses and Dissertation

Pendidikan karakter merupakan elemen fundamental dalam sistem pendidikan nasional Indonesia sebagaimana diamanatkan dalam Undang-Undang Sistem Pendidikan Nasional. Penelitian ini bertujuan untuk mengembangkan model pembinaan karakter religius dan peduli sosial pada jenjang sekolah menengah atas di Kota Banda Aceh melalui integrasi prinsip-prinsip Kurikulum Merdeka dan Model BUSI (Budaya Sekolah Islami). Penelitian ini menggunakan pendekatan kualitatif dengan metode pengumpulan data berupa observasi, wawancara mendalam, dan analisis dokumen. Subjek penelitian meliputi kepala sekolah, guru, peserta didik, dan masyarakat dari empat SMA Negeri di Banda Aceh, yaitu SMA Negeri 3, SMA Negeri 7, SMA Negeri 10, dan SMA Negeri 12 Banda Aceh. Hasil penelitian menunjukkan bahwa keberhasilan pembinaan karakter peserta didik dicapai melalui integrasi berbagai teori yang relevan, antara lain teori etika Ibnu Miskawaih (Ibnu Miskawaih) teori Great Man (Thomas Carlyle), teori transformasi (Taylor), teori pembentukan karakter religius (Lickona), Teori Das Sollen (Ziegler). Model BUSI diterapkan melalui pendekatan top-down, integral, dan enkulturasi, sehingga menciptakan lingkungan sekolah yang mendukung proses internalisasi nilai-nilai religius dan kepedulian sosial. Kolaborasi aktif antara peserta didik, pendidik, orang tua, dan masyarakat juga menjadi kunci dalam membentuk karakter peserta didik secara holistik. Penguatan karakter religius di SMA Kota Banda Aceh ditunjukkan melalui keterlibatan sekolah dan kelas dalam menanamkan nilai-nilai keagamaan, seperti pelaksanaan ibadah secara konsisten, toleransi antarumat beragama, serta penciptaan suasana rukun melalui program lintas agama dan kebijakan yang mendukung keberagaman. Indikator karakter peduli sosial dikembangkan melalui pembiasaan sikap sopan santun, kerja sama, kejujuran, dan keterlibatan dalam kegiatan sosial, baik melalui program institusional di sekolah maupun aktivitas pembelajaran di kelas yang menekankan nilai toleransi, empati, dan cinta damai. Penelitian ini menyimpulkan bahwa Model BUSI efektif dalam menumbuhkan generasi yang religius, peduli sosial, dan berintegritas tinggi, serta dapat dijadikan sebagai landasan dalam pengembangan kebijakan pendidikan karakter yang berkelanjutan di Indonesia.

Character education is a vital component of the national education system as mandated by the Indonesia education law. This research aims to develop a model for fostering religious and socially-caring characters at the senior high school level in Banda Aceh City through the integration of principles from the merdeka curriculum and the BUSI (Islamic School Culture) Model. This study employed a qualitative approach with data collection methods comprising observation, in-depth interviews, and document analysis. Research subjects included principals, teachers, students, and community members from four public senior high schools in Banda Aceh City: SMA Negeri 3, SMA Negeri 7, SMA Negeri 10, and SMA Negeri 12 Banda Aceh. Results of the study indicate that the success of character development among students is achieved through the integration of various relevant theories, including the ethical theory of Ibnu Miskawaih, the Great Man theory (Thomas Carlyle), the transformational theory (James Mac Gregor Burns), the theory of religious character formation (Thomas Lickona), and the Das Sollen theory (Ziegler). The BUSI Model is Know to be implemented through a top-down, integral, and enculturation approach, thereby creating a school environment that supports the internalization of religious values and social care. Active collaboration among students, educators, parents, and the community is also key in holistically shaping student character. The strengthening of religious character in senior high schools in Banda Aceh City is demonstrated through school and classroom involvement in instilling religious values, such as consistent religious practices, interfaith tolerance, and the creation of a harmonious atmosphere through interfaith programs and policies supporting diversity. Indicators of social care character are developed through the habituation of politeness, cooperation, honesty, and involvement in social activities, both through institutional programs at school and classroom learning activities emphasizing values of tolerance, empathy, and peace.This study concludes that the BUSI Model is proven to be effective in fostering a generation that is religious, socially caring, and highly integrated, and can serve as a foundation for the development of sustainable character education policies in Indonesia.