伊斯兰综合小学品格教育的实施

Neliwati Neliwati, M. Isa, Rija Ansari, Siti Rahma Qomaruddin Lubis
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引用次数: 0

摘要

考虑广泛的非教育行为的制度现在已经渗透到我们的教育机构中。这样的行为,其中包括:暴力现象,性虐待,通过学校躁狂商业,腐败和专断在学校中发生。在对兰卡特伊斯兰综合小学Anak Sholeh Hinai进行初步研究后,可以得出结论,兰卡特伊斯兰综合小学Anak Sholeh Hinai是一所开始注意到品格教育重要性的教育机构。本研究采用定性描述方法。在收集数据时,作者采用观察法、访谈法和文献法。本研究产生了三个发现:首先,从规划的角度来看,规划是在几个方面完成的,包括:a)设计有利于品格教育的学校条件,b)明确设计品格教育的课程,c)创建一个品格整合的课程,d)课堂管理,e)课堂外环境管理。两者在实施层面都做到了:a)学校社区的合作,b)模式的应用,c)习惯化祈祷,d)古兰经密集指导,e)欣赏学习者的创造力,f)建立和谐的师生关系。第三,在评估层面,我们要做几件事,其中包括:a)与学习者家长合作(co parenting), b)严格监督学习者的性格,c)家访(Home visited), d)发行沟通书。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of Character Education In Integrated Islamic Elementary School
Institutions considering a wide range of non-educational behavior has now been penetrated in our educational institutions. Such behavior, among others: the phenomenon of violence, sexual abuse, mania business through schools, corruption and arbitrariness that occur among school. After conducting a  reliminary study in Integrated Islamic Elementary School Anak Sholeh Hinai, Langkat it can be concluded while, that the Integrated Islamic Elementary School Anak Sholeh Hinai, Langkat is an educational institution that began to notice the importance of character education.This study used a qualitative descriptive approach. In collecting the data, the authors using observation, interviews, and documentation.This study produced three findings: first from the aspect of planning is done in several ways, including: a) Designing school conditions conducive, b) Designing curriculum of character education explicitly, c) Creating a curriculum characters integrative, d) Management of classrooms, e) environmental management outside the classroom. Both at the level of implementation is done, among others: a) Cooperation between the school community, b) Applying the model, c) Habituation pray, d) Guidance Qur’an intensive, e) Appreciating the creativity of learners, f) Establish a harmonious relationship between teachers and learners. Third at the level evalusinya do several things, among others: a) Cooperation with parents of learners (co parenting), b) strict supervision of the character, c) Home visit (Home Visits), d) Issue a communication book.
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