Pendidikan Akhlaq Aplikatif-Integratif pada Madrasah Ibtidaiyah di Rubaru Sumenep

Abstract

Education of moral is education that is very important to instill moral
and spiritual values in life that can foster character, behavior, and good morals
for future. If education of moral is not instilled in students from an early age, it
does not close the possibility that students will fall into something that is not
desired by the wider community. Research on "applicative-integrative education
of moral in Madrasah Ibtidaiya Rubaru Sumenep" was carried out because it was
based on these concerns.
This research used descriptive-qualitative method with a
phenomenological approach, which is by going down directly to the research
location to search for the data needed. As for this study the population taken was
the whole of students of Madrasah Ibtidaiyah Rubaru Sumenep in the 2018-2019
Academic year by giving a number of questions to students randomly by means of
random sampling. The respondents I chose were students in grades 4, 5, and 6 of
MI Nurus Salam Pakondang Village, Rubaru District, Sumenep Regency. So the
total sample that will be in the data amounted to 35 students. Primary data
sources in this study were the results of interviews with school principals, vice
curriculim, and moral teachers in MI Nurus Salam, Pakondang village, Rubaru
sub-district, Sumenep district.
The results showed a strong commitment from MI Nurus Salam to
realize an applicative-integrative moral education in the sense that moral
learning does not stop in the area of the concept of knowledge about morals, but
there are efforts to internalize, habituate, exemplify, and continue coaching.
Moral development implemented at MI Nurus Salam includes two
things: First, by guiding moral behavior through religious activities, such as
reciting Asmaul Husna, Yasin letter, followed by Duha prayer 30 minutes before
entering class and reading short letters 10 minutes before the lesson begins. This
activity is a routine activity that must be followed by every student from grade 1 to
grade 6.
Second, Commemoration of Islamic holidays (PHBI), such as the Birth
of the Prophet, Isra ’Mi'raj,‘ Ashura, and Ramadan activities, all of these
activities as a medium in fostering student morals. In implementing this
applicative-integrative moral education, all parties are involved in the routine
coordination and monitoring of moral behavior. As a form of evaluation, the
value of moral behavior in MI Nurus Salam is coordinated by the homeroom
teacher as a report card on the behavior, crafts and neatness based on reports
from each teacher