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Journal articles on the topic 'Noble character'
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1
Tukiran, Tukiran. "Earlier Formation of Noble Characters and National Character Education." Proceedings Series on Social Sciences & Humanities 8 (January 26, 2023): 55–62. http://dx.doi.org/10.30595/pssh.v8i.607.
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In this age of globalization, it has been noticed that there is a multifaceted crisis initially brought on by a moral crisis in our country. As a result, it is urgent to find ways to instill morals (akhlak) in students, youth, and university students so that they can become trustworthy citizens of their community and country in the future. The national character education is very much in accordance with noble moral education. Akhlak to Allah means refraining from idolatry and worshiping deities other than Him. Akhlak to Prophet of God includes loving and glorifying, following and obeying, and reciting shalawat and salam on him. Akhlak to parents includes serving both parents well, speaking gently, respecting them, expressing gratitude for their kindness, being devout children, and praying for them.
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Arlis. "Sosialisasi Hukum Konstitusi Tentang Karakter Mulia." Jurnal Abdimas Adpi Sosial dan Humaniora 3, no. 4 (2022): 398–406. http://dx.doi.org/10.47841/jsoshum.v3i4.259.
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The main issues of this study are about socializing constitutional law on noble character. The research is aimed at determining students' understanding of constitutional law on noble character. The method used is empirical legal research with an approach to the integration of science and legal intensity. The results showed that after socialization, students understood the constitutional law on noble character. The understanding in question includes noble character in the context of Divine Constitutional Law, Prophetic Constitutional Law, Indonesian Constitutional Law, and Andalasian Character. The classification of noble character is very diverse whose essence is the Qur'an character. The character figure of the Qur'an is the Prophet Muhammad SAW inherited by the ulama. The character of the Qur'an became the best and highest standard of character to improve the morale of the nation. Students understand that the mainstay character is a noble character that is coherent with the character of the Qur'an. Students' understanding is important to be followed up with the application of constitutional law with all laws and regulations and implementing regulations All regulations on character are formulated, determined, and applied imbued with a noble character, namely the Qur’an character.
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Cahyati, Anggi Eka, Katni Katni, and Ayok Ariyanto. "MODEL PENDIDIKAN AKHLAK KARIMAH DAN LIFE SKILL DI MI PLUS AL-ISLAM DAGANGAN MADIUN." TARBAWI:Journal on Islamic Education 1, no. 1 (2020): 13. http://dx.doi.org/10.24269/tarbawi.v1i1.439.
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This research is conducted to aim at knowing the noble character and life skill education model, supporting and inhibiting factors of noble character and life skill education in MI Plus Al Islam Dagangan Madiun. In the teaching process, this school not only looking at how far students master the materials but including all aspects such as religious aspects, independent, etc. Noble Character and Life Skill instilled by practices in school. In this research, author uses a qualitative method with subjects are headmaster, teachers, and students. For data collecting, the author using observation, interviews, and document analysis method by data reductions, framing data and conclusion stages. The results of this research are (1) Nobel character education model in MI Plus Al-Islam Dagangan implemented in various methods, there arecultivation method, practices, reward and punishments; (2) Life Skill education process with some extra activities to develop student’s independent. These activities such as gymnast, art and religious activities intended for students to excel in non-academic fields; (3) Supporting factors area leader with great religious integrity and skill, and good feedbacks from parents as a power in supporting noble character and life skill education of MI Plus Dagangan Madiun. The inhabitant factors are ignorance of parents in additional tuition for school activities and weak parental control outside school.
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Alim, Akhmad, Ahmad Sastra, and M. Ikbar Muhyi Maulani. "Manajemen Pembinaan Karakter Mulia." Al-Liqo: Jurnal Pendidikan Islam 7, no. 2 (2022): 179–88. http://dx.doi.org/10.46963/alliqo.v7i2.584.
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The background of this research is that there are still many students arriving late to class, falling asleep in class, bullying among their friends, impolite behavior towards teachers, older students not loving younger students, not caring for the environment. well, and there are many other undisciplined things. The purpose of this study is the implementation of noble character development management, knowing the supporting and inhibiting factors in the implementation of noble character development. This study uses a descriptive qualitative research method. The results of this study are (1) noble character-building management planning, (2) the management mandate of noble character development, (3) the implementation of noble character development management, (4) the factors that become supporters and obstacles in the implementation of noble character development.
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Rowiyanto, Rowiyanto, and Maryono Maryono. "Efforts to Cultivate the Character of Responsibility in Students Through Religious Education at MTS Nurul Ali." Edumaspul: Jurnal Pendidikan 7, no. 1 (2023): 1112–17. http://dx.doi.org/10.33487/edumaspul.v7i1.5735.
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Given the demoralized information, there has been a loss of noble values inherent in our nation, such as honesty, politeness, togetherness, shame, responsibility, social care and so on. The purpose of this research is to seek to cultivate the character of responsibility in students through religious education at MTS Nurul Ali. This research method is descriptive qualitative. There were 5 informants, namely one Deputy Head of Madrasah, two religion teachers at Mts Nurul Ali, and two general subject teachers at Mts Nurul Ali. The results of this study for character building are forgotten by the school, so far too tempted to use academic goals, intellectual intelligence is encouraged, while emotional and spiritual intelligence is marginalized. Thus, if noble characters are embedded in students, noble character will automatically be reflected in student behavior in everyday life.
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Rahman, A., I. Wasliman, Hanafiah Hanafiah, and Y. Iriantara. "The Implementation of Strengthening Character Education Program through Scouts Extracurricular Activities in Islamic Senior High School." Journal of Education Research and Evaluation 5, no. 4 (2021): 633. http://dx.doi.org/10.23887/jere.v5i4.32858.
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Noble moral education for Islamic Senior High School (MAN) is closely related to school management. Management refers to how the formation of noble character is planned, implemented, and controlled by empowering all school resources and educational activities in schools. However, the implementation of noble education for MAN students has not been fully realized. This study aims to analyze the noble character education program for MAN students. In addition, it also examines the implementation and impact of the program for strengthening noble character education for MAN students. This research uses qualitative research methods with case studies. The methods used to collect data are observation, interviews, and documentation. The instrument used to collect data is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis. The results of the study were. First, the program for strengthening the noble character education of MAN students through scout extracurricular activities was carried out well. Second, the character education program implementation for MAN students through scout extracurricular activities has not achieved good service quality because of the assessment system. Third, the impact of strengthening the noble character of the MAN student character education program through Scout extracurricular activities has achieved its objectives; However, it can only be monitored when students are in school. Therefore, Madrasah Ibtidaiyah needs to develop SOPs to form noble character by supporting extracurricular activities.
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Erwina Erwina, Elpisah Elpisah, and Syarifuddin Syarifuddin. "Influence of Discipline, Character, and Creativity on Noble Behavior in P5 IPAS Grade IV." International Journal of Social Welfare and Family Law 2, no. 2 (2025): 36–47. https://doi.org/10.62951/ijsw.v2i2.307.
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This study aims to analyze: (1) the influence of student discipline on noble behavior in the P5 dimension of IPAS learning among Grade IV students at SDN 112 Inpres Turikale, Maros; (2) the influence of student character on noble behavior in the P5 dimension of IPAS learning; (3) the influence of student creativity on noble behavior in the P5 dimension of IPAS learning; and (4) whether student discipline, character, and creativity simultaneously influence noble behavior in the P5 dimension of IPAS learning. This research employs a quantitative approach with a total population of 29 Grade IV students at SDN 112 Inpres Turikale, Maros, using total sampling. Data were collected using questionnaires and analyzed using multiple regression analysis, t-test, and F-test with SPSS 26. The findings indicate that (1) student discipline (X1) has a positive and significant effect on noble behavior; (2) student character (X2) has a positive and significant effect on noble behavior; (3) student creativity (X3) has a positive and significant effect on noble behavior; and (4) student discipline, character, and creativity collectively influence noble behavior (Y) in Grade IV students at SDN 112 Inpres Turikale, Maros. These findings highlight the importance of fostering discipline, character, and creativity in enhancing students' noble behavior.
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Kartiko, Ari, and Edy Kurniwan. "Metode Bercerita Dengan Teknik Role Playing untuk Menumbuhkan Akhlak Mulia." Nazhruna: Jurnal Pendidikan Islam 1, no. 2 (2018): 201–22. http://dx.doi.org/10.31538/nzh.v1i2.52.
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Education plays an important role in achieving the ideals of the Indonesian people in accordance with the formulation of the 1945 Constitution which clearly states that the purpose of education is to promote public welfare and educate the life of the nation, essentially the realization of these noble individuals of course it will balance the nation's intelligence in prospering the country. Based on this, education must be able to foster noble character so that later can produce generations that are intelligent and useful for the nation. The problem lies in how to cultivate noble character in students. School institutions by means of teacher teaching are central to instilling students' noble character. Therefore this study aims to find out how storytelling and role-playing activities can foster noble character. This study uses qualitative research with the type of research library. Research libraries are research techniques using book sources to develop science. Clear information and sources have been arranged systematically. Storytelling with role-playing techniques is something that students really like. This will be learning that can stimulate student activity. Inserting values into a story will be useful in developing a noble character. Noble character is a sincere and conscious act that arises from within a person. By telling stories, students will get knowledge about good grades and role-playing will provide opportunities for students to apply the knowledge gained. So that it will become good habits and emerge noble character in students.
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Saepudin, Asep. "PENERAPAN PENDIDIKAN AKHLAK MULIA DALAM MENGEMBANGKAN KARAKTER MELALUI METODE BERCERITA PADA ANAK USIA DINI (Studi Pada PAUD Non Formal An-Nuur)." PEDAGOGIA Jurnal Ilmu Pendidikan 12, no. 1 (2016): 24. http://dx.doi.org/10.17509/pedagogia.v12i1.3298.
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This study examines the application of noble character education in developing character through storytelling in early childhood in early childhood PAUD An-Nuur. The purpose of research is to obtain data on: 1) the implementation of the application of noble character education in developing character in early childhood in early childhood PAUD An-Nuur; 2) procedures for using storytelling in early childhood in the learning process in early childhood An-Nuur; 3) factors supporting and inhibiting the application of noble character education in developing character in early childhood in early childhood PAUD An Nuur. The results of the application of noble character education with the extent of the benefit of knowledge, attitudes, procedures use storytelling that students get as learners and their implementation in everyday life at school. To answer these problems the approach used in this study is a qualitative approach, the research procedure that produces descriptive data in the form of words written or spoken of people and observed behavior. Data collection techniques used were observation, interviews, documentation and study of literature. Research subjects in this study amounted to five informants, ie one person PAUD An Nuur, one early childhood tutor An Nuur, three students PAUD An Nuur. Based on data processing and discussion, the result of research on the application of noble character education in early childhood in early childhood PAUD An-Nuur, have the same goal, for the good of the child and make the child is given habituation noble with good morals. starts with giving good advice to exemplify good life so that children can imitate exemplary.Keywords: application of noble character education, character, storytelling
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Alfina Sundari, Aswadi Jaya, and Mega Prasrihamni. "THE UTILIZATION OF THE STORY OF BATU MENANGIS IN FOSTERING NOBLE CHARACTER IN GRADE 4 STUDENTS OF PUBLIC SCHOOL 7 MUARA TELANG." Esteem Journal of English Education Study Programme 7, no. 1 (2024): 375–89. http://dx.doi.org/10.31851/esteem.v7i1.16031.
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The purpose of this study was to describe the benefits of crying stone stories in fostering noble character in 4th grade students of SD Negeri 7 Muara Telang. The research method used is descriptive qualitative research method. Data collection techniques are observation, interview, and documentation. The results in this study indicate that students already know the benefits of crying stone stories and implement noble actions in their daily lives and understand the utilization of crying stone stories in fostering noble character. The conclusion that most students can understand the benefits and moral messages in the story well can be proven by increasing students' insight into noble character and significant changes in student attitudes both that it is found that students already know the benefits of crying stone stories and implement noble actions in everyday life and understand the utilization of crying stone stories in fostering noble character.
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Warsito, Ronggo, and Sahid Teguh Widodo. "IMPLEMENTASI NILAI-NILAI LUHUR AJARAN KI HAJAR DEWANTARA DALAM PERKULIAHAN PENDIDIKAN PANCASILA UNTUK MENGEMBANGKAN KARAKTER MAHASISWA." PKn Progresif: Jurnal Pemikiran dan Penelitian Kewarganegaraan 13, no. 1 (2018): 1. http://dx.doi.org/10.20961/pknp.v13i1.22448.
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<p><em>This research aims are 1) to describe the implementation of the noble values of Ki Hajar Dewantara’s teaching to develop students' character, 2) to know the problems implementation of the noble values of Ki Hajar Dewantara’s teaching to develop students' character, and 3) find the strategy was implemented of the noble values of Ki Hajar Dewantara’s teaching to develop students' character. It used decriptive qualitative method with the single embedded case study strategy. The method data collection through in-depth interview, observation, documentation, and content analysis. Triangulation technique was used to check the validity. They were analyzed by using the interactive model. Conclusion: 1) the implementation of the noble values of Ki Hajar Dewantara’s teaching very important to develop the students’ character, 2) the problems implementation of the noble values of Ki Hajar Dewantara’s teaching from internal dan external factors, and 3) the strategy was implemented of the noble values of Ki Hajar Dewantara’s teaching to develop students' character with trilogi kepemimpinan.</em></p>
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Ridlwan, Mujib. "Rekontruksi Manajamen Pendidikan: Dari Konsep Menuju Internalisasi Nilai-Nilai Keunggulan Karakter." AKADEMIKA 8, no. 2 (2014): 136–50. http://dx.doi.org/10.30736/akademika.v8i2.80.
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The mounting number of delinquenciescommitted by the nation's children, such as radicalism, drug abuse, terrorism and corruption is a shared responsibility, especially for educators. In addition to being expected to transform the knowledge to their students, the educators should be able to make their students become individuals littered fully with a noble character. Knowledge without character could create new problems, such as corruption, violence,terrorism and so fourth. Empirically, the noble character has not been fully internalized by the nation's children following the mounting number of individuals committing violent acts, radicalism, terrorism, and any delinquency in other forms. On this stand, education is an important part in building the character of the nation's children and organizing internally the importance of education management that could make the nation's children become knowledgeable and have a noble character. Reconstructing the education management becomes a necessity to address the wishes of the people to have children with a noble character. Internalizing the values of noble character is a must. That is why, those who are knowledgeable but have no a good behavior, could easily involve in any corruption taking place everywhere, rampant terror and environment destruction.What change of management that should be done in education. As explained above, there are some changes that should be made to make students become knowledgeable littered fully with a noble character by, among others, internalizing the values of character in the exemplary of educators
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Atot Sugiri. "Character Education: Strengthening the Character of Elementary School Students based on Wayang Sukuraga through Practice of Noble Morals." Jurnal Iqra' : Kajian Ilmu Pendidikan 8, no. 2 (2023): 340–59. http://dx.doi.org/10.25217/ji.v8i2.3943.
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This study is to learn about character education based on local wisdom, Wayang Sukuraga, through the cultivation of noble morality in primary school. The approach used in this study is a qualitative approach with a qualitative descriptive method aimed at knowing the picture of character education on the basis of Wayang Sukuraga by cultivating the noble morals of students in elementary schools. Data collection was carried out with interview techniques, observations, and documentation studies. As for the results of this study, the strengthening of character education based on the phenomenon of Sukuraga through the cultivation of the noble morality of students in the school is very supportive both in student activities and school programs. This can be seen from the values contained in philanthropy, which support the formation of true human character. Because the philosophy is taken from the stories of everyday human life, Thus, the strengthening of character education based on this philosophy can be implemented by students in the practice of noble morals in school and outside school. This can be demonstrated by the vision, mission, and purpose of the school; character education strengthening programs with the integration of learning processes implemented in everyday life, integrated implementation in the intrakuricular, non-curricular, as well as extracurricular strategies of character strengthening education using methods of cultivation, uniformity, spontaneous activities, and student character successes that are more diligent in devotion. Keywords: Character Education, Wayang Sukuraga, Elementary Schools, Noble Morals
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Nursiah, Amir Hamzah, and Syamsir. "STRATEGI PEMBELAJARAN GURU AKIDAH AKHLAK DALAM PEMBINAAN AKHLAK MULIA PESERTA DIDIK." Jurnal Al-Ilmi: Jurnal Riset Pendidikan Islam 3, no. 1 (2022): 51–61. http://dx.doi.org/10.47435/al-ilmi.v3i1.1251.
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This study aims to describe the learning strategies of teachers of aqidah morals in fostering the noble character of students, knowing the supporting and inhibiting factors of the moral aqidah teacher in fostering the noble character of students, knowing the results of the implementation of the learning strategy of the teacher of moral aqidah in fostering the noble character of students. This research is included in the type of fermenology research using a qualitative research approach. The subjects in this study were the head of the madrasa, the teacher of the moral creed and the students and the object of this research was the learning strategy of the teacher of the moral creed in fostering the noble character of the students. Data collection techniques used in this study were interviews, observation and documentation, while the data analysis went through three stages, namely data reduction, data presentation, and data verification. The results of this study indicate that the learning strategies of the aqidah moral teacher in fostering the noble character of students include expository, inquiry and cooperative learning strategies. The learning strategy is combined with various learning methods so that it can improve the noble character of students. The supporting factors are the prayer room, the academic qualifications of the educator or teacher, the inhibiting factors for implementing the learning strategies of the Akhlaq teacher in fostering the noble character of students include the lack of awareness of students about the importance of education due to the low educational background of parents. In addition, the development of technology and information is also one of the inhibiting factors in fostering the noble character of students because they spend more time playing gadgets via cellphones than carrying out tasks given by teachers at school.
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Afriandi, Budi, Rosniati Hakim, Rusydi AM, Syaifullah Syaifullah, and Tamrin Kamal. "The Impact of Moral Learning on Students’ Morality at Islamic Junior High School Baiturrahman Teluk Kuantan." Al-Hijr: Journal of Adulearn World 3, no. 2 (2024): 301–9. http://dx.doi.org/10.55849/alhijr.v3i2.666.
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Moral education has a significant role in shaping the noble character of students. Good morals reflect a noble personality and are the foundation for a dignified civilization. However, many students’ morals still do not follow what is expected in the field. Therefore, this research aims to find and analyze how Islamic Junior High School Baiturrahman Teluk Kuantan builds the noble character of students through moral education. The research method used by the author is a qualitative approach to deepen the understanding of noble character through moral education. These methods can involve interviews, observations, and documentation. Based on the results of the research show that Islamic Junior High School Baiturrahman Taluk Kuantan emphasizes the importance of moral education or character education in developing personality and noble character in students, which includes the development of positive qualities such as honesty, responsibility, respect, tolerance, kindness, and in the end can bring positive benefits to the Islamic Junior High School Baiturrahman extended family.
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Karti, Aisyah. "Implementasi Kurikulum Kulliyatul Mu’allimat al Islamiyah (KMI) dalam Pembinaan Akhlak Mulia Santriwati di Pondok Pesantren Annajiyah Lubuklinggau." ej 5, no. 1 (2022): 55–65. http://dx.doi.org/10.37092/ej.v5i1.411.
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The purpose of this study to understand Implementation of the Kulliyatul Mu'allimat Al-Islamiyah (KMI) curriculum in fostering noble character for students. This study used a qualitative research approach. Data collection through observation, interviews, and documentation. Data analysis techniques, and triangulation. The results show that the implementation of the KMI curriculum, in fostering the noble character of female students at the Annajiyah Islamic Boarding School, Lubuklinggau, is influenced by several Gontor-style leadership qualifications, direction and assignment as an applicative effort to build discipline awareness and foster noble character. The KMI curriculum and discipline in the context of fostering noble character in this Islamic boarding school are applied in patterned activities, daily, weekly, semi-annual, and yearly, fostering the noble character of this boarding school through strategies and methods of implementation, but still has not reached the maximum target, still obstacles, from the factors of students, teachers, infrastructure and guardians of students.
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Hatta, Muhammad, Ismailinar Ismailinar, Alhuda Alhuda, and Muhammad Syahrial Razali Ibrahim. "Principles of Islamic Communication and their Relevance in Character Formation of Students: A Study of Surah An-Nahl 125 Tafsir At-Thabari's Perspective." Electronic Journal of Education, Social Economics and Technology 6, no. 1 (2025): 8–14. https://doi.org/10.33122/ejeset.v6i1.376.
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This article examines the principles of Islamic communication contained in Surah An-Nahl verse 125, which contains three main concepts: hikmah (wisdom), mau'izah hasanah (good advice), and jadal (good debate). These three principles have deep relevance in the context of character education, especially in shaping the noble morals of students. Using an interpretive qualitative descriptive method, this study analyzes At-Thabari's interpretation of the verse, as well as its application in character education. The results of the study show that the application of Islamic communication principles in the interaction between educators and students can create an environment that supports the formation of strong characters, noble character, and able to adapt well in society. This article also reviews how Islamic communication plays an important role in developing students' morals and ethics, making it an effective tool in achieving the goal of better character education.
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Khalilah Nasution. "Pendidikan Karakter Islam dalam Dunia Pendidikan Indonesia." Jurnal Budi Pekerti Agama Islam 2, no. 6 (2024): 46–54. http://dx.doi.org/10.61132/jbpai.v2i6.589.
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Character education consists of two words, namely education and character. The meaning of character education from an Islamic perspective is a conscious effort made by educators towards students which aims to shape the students' personalities and form morals, ethics and a sense of good culture and noble character. Character education is very important at this time because a character will show who we really are, character will determine how a person makes decisions, character determines a person's attitude, words and actions, someone who has good character, then his words and actions will also definitely be good, and all of this will become an identity that unites and personalizes itself, so that it is easy to distinguish it from other identities. The aim of character education in Islamic religious education is to form a person with noble character, because noble character is the basis of all goodness.
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Muhasim, Muhasim. "Manajemen Akhlak Peserta Didik di Era Modernisasi Teknologi Informasi." MANAZHIM 1, no. 1 (2019): 1–25. http://dx.doi.org/10.36088/manazhim.v1i1.134.
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National education functions to develop capabilities and form, dignified national character and civilization in order to educate the nation's life, aiming at developing potential students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen. Such is the importance of noble character, so that guidance must continue to be carried out at a minimum along with the modernization of information technology. Noble character according to the term especially in Islam as a believer is defined as the nature or temperament of someone who has been attached and will usually be reflected in the behavior of that person. Someone who has good character will usually have good temperament or character too and vice versa someone who has a bad temper tended to have despicable character. There is no noble character for people who are not believers, so there is no faith for people who are despicable, because only people of noble character are able to avoid despicable deeds. But the reality of life still occurs behavior that is contrary to noble morals, such as those who relieve performing prayer, perform other acts of corruption: corruption, extortion, embezzlement, murder and turn am ong students still occur From the description above we observe that there are still many incompatibilities between moral values, with the attitudes and behavior of some people, including students. Therefore, noble moral formation is still needed, and for this purpose management intervention is still very important. The method used is descriptive method, which means understanding what is the object of writing, looking at various situations or social realities that exist in society from various sources that can be trusted, writing on online media is the subject of discussion. The results expected in this paper are to create a generation that is trustworthy, consistent, patient and trustworthy, in entering the era of information technology modernization, and able to avoid the negative influence of information technology. Therefore community development, including students to have noble character, is a necessity, because only in this way can the national education mandate be created, namely creating the potential of students to become human beings who believe and fear the Almighty God, have noble character, are healthy, knowledgeable , capable, creative, independent, and a democratic and responsible citizen.
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Kastolani, Kastolani. "IBADAH RITUAL DALAM MENANAMKAN AKHLAK REMAJA." INJECT (Interdisciplinary Journal of Communication) 1, no. 2 (2016): 127. http://dx.doi.org/10.18326/inject.v1i2.127-144.
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This article explained what was viewed as ritual worship; pray and fasting to embed noble character. The purpose of worship in Islam are: (a) to strengthen belief and dedication to Allah; (b) to strengthen character, disciplining personality and his role as the agent trusted by Allah on earth; (c) to strengthen friend ship and affection among Muslim; (d) to train spiritual and moral. Character occupies crucial role in human’s life, as individual as well as society member. It is because the fall and raise of the nation depends on how its society character. The whole of worship system in Islam has close relation with character founding and the performance of ritual worship influences noble character, because good worship performance without having noble character will not useful.
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Kastolani, Kastolani. "IBADAH RITUAL DALAM MENANAMKAN AKHLAK REMAJA." INJECT (Interdisciplinary Journal of Communication) 1, no. 2 (2016): 127. http://dx.doi.org/10.18326/inject.v1i2.642.
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This article explained what was viewed as ritual worship; pray and fasting to embed noble character. The purpose of worship in Islam are: (a) to strengthen belief and dedication to Allah; (b) to strengthen character, disciplining personality and his role as the agent trusted by Allah on earth; (c) to strengthen friend ship and affection among Muslim; (d) to train spiritual and moral. Character occupies crucial role in human’s life, as individual as well as society member. It is because the fall and raise of the nation depends on how its society character. The whole of worship system in Islam has close relation with character founding and the performance of ritual worship influences noble character, because good worship performance without having noble character will not useful.
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Lubis, Rahmi, Lince Kristina Tafonao, Zain Adawiyah, and Fonny Dameaty Hutagalung. "Family Function and Academic Achievement: The Mediating Role of Noble Character." Psympathic : Jurnal Ilmiah Psikologi 11, no. 2 (2024): 149–60. https://doi.org/10.15575/psy.v11i2.33887.
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Academic achievement reflects the level of success students achieve in college studies. Based on observation, a prominent factor that typically influence this metric is family roles, particularly through the mediation of noble character. Therefore, this research aims to examine the mediating role of noble character on the relationship between family roles and student academic achievement. In order to achieve the stated objective, 201 college students were selected using cluster stratified random sampling, which served as the sample in this explanatory quantitative research. Accordingly, three key variables observed during the course of the exploration include family function, noble character scales, and student cumulative achievement index. A mediation test was also carried out using Jamovi statistical software 2.0.0 to determine the relationship between the key variables. The obtained results from the test showed that family function did not directly influence educational achievement. Instead, it only determined academic achievement through the instillation of noble character in students. Based on this result, an inference was made that noble character significantly mediated the relationship between family function and academic achievement.
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Yateno, Yateno, Hidayat Hidayat, and Ahmad Ridwan. "The Teacher Strategy of Aqidah Akhlak in Fostering Akhlak Al-Karimah Students as State Islamic Senior High School 1 Indragiri Hilir." International Journal of Advanced Multidisciplinary 2, no. 1 (2023): 156–67. http://dx.doi.org/10.38035/ijam.v2i1.247.
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This study examines the strategies applied by Aqidah Akhlak Teachers in developing the noble character of students at Madrasah Aliyah Negeri 1 Indragiri Hilir, with the following problem formulation: 1. What are the noble character of SMA Negeri 1 Indragiri Hilir students 2. What are the strategies applied by the teacher in fostering noble character students at SMA Negeri 1 Indragiri Hilir 3? What is the form of fostering noble character in Indragiri Hilir State Islamic High School 1? The method used by the author in collecting data includes observation, interviews, and documentation. By using this method, it is hoped that concrete data will be obtained that is by the needs of the authors in research at Madrasah Aliyah Negeri 1 Indragiri Hilir. The collected data were then analyzed through descriptive methods for qualitative data. From the results of the study, it can be concluded: first, exemplary, lectures, discussion advice, and punishment; second, activities to check rules and parent-teacher meetings; third, the supporting and inhibiting factors of the teacher's belief in implementing noble character development strategies for students. The supporting factors are the existence of school traditions, student awareness, teacher cooperation in fostering students' noble character, as well as parental support and motivation. While the inhibiting factors are the background of less supportive students and the social environment (association) that is less supportive.
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Mochamad Agus Cholil. "Child Character Formation Through Islamic Religious Education." IHSANIKA : Jurnal Pendidikan Agama Islam 3, no. 2 (2025): 01–08. https://doi.org/10.59841/ihsanika.v3i2.2365.
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This research is driven by curiosity and public concerns about the diverse characters of children or individuals in Indonesia. Society holds high expectations for children to receive proper character education so that they develop into individuals with strong character, noble morals, and the ability to live in accordance with Islamic law. Given this situation, it is necessary to conduct a study by examining various examples from the community who are currently or have previously engaged in the process of educating their children. The researcher conducted surveys and interviews with local people, obtaining a wide range of diverse responses. To achieve these objectives, this study employs qualitative-descriptive research methods with literature review techniques. The results indicate that early character education is crucial, and selecting appropriate methods aligned with Islamic teachings helps children develop faith, knowledge, practice, broad insight, good citizenship, and noble character that benefit all of humanity.
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Bassar, Agus Samsul, and Aan Hasanah. "Riyadhah: The model of the character education based on sufistic counseling." Journal of Advanced Guidance and Counseling 1, no. 1 (2020): 23. http://dx.doi.org/10.21580/jagc.2020.1.1.5763.
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<p class="AbstrakAGC">The purpose of education did not only build intelligent people, but also built a strong character and noble character based on the noble values of the nation and religion. Then, a quality and holistic character education becomes a necessity for the Indonesian people who want to develop the potential of the nations to have spiritual strength, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, nation and state. Character education in Islam is a moral education which is the essence of Islamic teachings. For example, the character education applied by the Sufis with various riyadhah in their zawiyah or ribath under the guidance of the murshid who becomes a role model in the process of habituating and disciplining students. This study aimed to explore the model of the character education based on sufistic counseling with the various riyadhah in guiding students to have noble character. This descriptive study used a qualitative approach by a literature study and case study in the field. The research found that the process of character internalization carried out through various riyadhah is a spiritual practice covering all aspects of life, both worship and muamalah in an effort to maintain a harmonious relationship between humans and Allah, humans with other humans, humans with their environment, and humans with themselves. Therefore, it is be able to clean the spirit and to devote themselves to the Divine, by having character or noble character and always doing good in life.</p>
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Meutia Hawa, Andina, Dyani Prades Pratiwi, Roma Kyo Kae Saniro, and Armini Arbain. "Comparison of Intrinsic Elements of Indonesian and German Children's Literature to Enrich Character Education for Indonesian Children." ELT-Lectura 11, no. 2 (2024): 143–56. http://dx.doi.org/10.31849/elt-lectura.v11i2.20175.
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Children's literature has many benefits, including being a medium of entertainment and a medium for character education for children. Children's literature contains various noble values that readers can internalize daily. This research uses two objects of children's literature: the Indonesian children's literature book Dru dan Negeri Lima Kerajaan by Clara Ng and Renata Owen and the German novel Apfelkuchen und Baklava by Kathrin Rohmann. This research aims to compare two intrinsic elements from the two novels as material for character education for students in Indonesia. The intrinsic elements in both novels are characters, setting, theme, and message. The research results show that the intrinsic elements of both novels have symbolic meanings that contain noble values such as patience, courage, kindness, sincerity, acceptance, and openness. Therefore, it can be concluded that the two novels can be used as material for enriching student and Indonesian character education and cultivating global character.
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Wignjosasono, Ken Widyatwati. "Implementation of the National Insight Values of Hamengku Buwana IX For Character Education." Riwayat: Educational Journal of History and Humanities 6, no. 2 (2023): 653–66. http://dx.doi.org/10.24815/jr.v6i2.31574.
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The noble values and national insight of Hamengku Buwana IX, who was nationalist and democratic, played an important role in shaping the character of the younger generation. So that as the next generation of the nation they not only have intellectual intelligence but also have emotional intelligence. This qualitative research with historical approach uses descriptive analysis method to find the noble values and national insight of Hamengku Buwana IX. The results showed that the leadership values and national insight of Hamengku Buwana IX in respecting ancestral culture and prioritizing the interests of the nation and state were the basis for character education and noble character education. Hamengku Buwana IX is able to combine traditional and modern thinking, which refers to noble values and national insight by prioritizing the interests of society and the state in his leadership. So that character education for the younger generation can be directed at emphasizing the noble values and national insight of Hamengku Buwana IX.
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Nursanti, Ririn. "Noble Character Building Management at Islamic Education Institution." International Conference of Moslem Society 2 (April 23, 2018): 189–203. http://dx.doi.org/10.24090/icms.2018.3245.
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We believe that globalization makes an impact on society and cultural transformation phenomena among Muslim youth generation. Moral crisis in school-age teenagers is one of the transformation shapes. Noble-Character building is the most required action to develop a quality and though people. Islamic educational institution shows a crucial part of this unwanted transformation. We believe that this institution can utilize all learning resources to make character building performs optimally. There is a need to find innovative management strategy to develop ready-to-life skills for youth people so they will face globalization era successfully. The research focuses on noble-character building management at Islamic educational institution. We use a descriptive method using a qualitative approach, observation, interviews, and documentary study. We observe the principal, teachers, students, and stakeholders then process the data using qualitative analysis. The result indicates that they need to reformulate noble-character building management through: rearrange vision and mission that should adopt noble-character building, optimize teachers as a role model, create integrated curriculum, develop local values, and involve all stakeholders as strong teamwork.
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Desinta, Maria, Muhammad Asrori, and Agung Hartoyo. "ANALISIS PENGUATAN KARAKTER KEIMANAN, KETAKWAAN DAN AKHLAK MULIA DI KELAS 5 SD." JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar 8, no. 2 (2022): 128–38. http://dx.doi.org/10.31932/jpdp.v8i2.1726.
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This study aims to review and provide efforts to prevent students' moral crises about strengthening character, faith, piety and noble character of 5th grade elementary school students. This research uses the Library Research method. In this study, researchers collect various literatures that are in accordance with the subject of study, read, record, search, and express them theoretically in a frame of mind related to the character, faith, piety, and noble character of students. The data obtained were analyzed to find out the similarities and differences both theoretically and in reality in the field. From the results of this study, it can be concluded that strengthening students' character can be done inside and outside learning through faith, piety and noble character by paying attention to religious nuances.
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Mutaqqin, Ali. "NILAI-NILAI PENDIDIKAN KARAKTER DI PONDOK PESANTREN BAHRUL ULUM TAMBAKBERAS JOMBANG." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 3, no. 2 (2018): 75–108. http://dx.doi.org/10.32764/dinamika.v3i2.312.
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Character education is essentially a virtue value education that aims to shape the character ofstudents so that they are dignified and noble. Islamic boarding schools are a nationaleducation subsystem that has been developing for along time and has proven successful ineducating santri to have noble character. The success of Islamic boarding schol in educatingtheir santri characters because Islamic boarding schools have a number of character valuesinstilled in their students by using strategies and methods comprehensively. This studyexamines the value of character education in Bahrul Ulum Islamic boarding school inTambakberas Jombang. This study uses a qualitative approach that aims to describe thesubject of research phenomenologically. The results of this study are that the values ofcharacter education instilled in Bahrul Ulum Islamic boarding school are 10 items, namely:faithful, honesty, sincerity, obedience and respect, simplicity, brotherhood independence,love in science, freedom and leadership. These character of values are a yardstick for thegoodness of someone who must be manifested in the mind, attitude and behavior in relationto God, itself, family, society, nation people, and natural environment.
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Kamaluddin, R. Tamtam, Maemunah Sa’diyah, Ibdalsyah Ibdalsyah, and E. Bahruddin. "Internalization of Character Education in Islamic Perspective and Its Implementation in Daily Life." Formosa Journal of Multidisciplinary Research 3, no. 11 (2024): 4029–42. https://doi.org/10.55927/fjmr.v3i11.12184.
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This study discusses the internalization of character education from an Islamic perspective and its implementation in daily life. Character education according to Islam aims to form individuals who have noble personalities (moral character) by instilling values such as honesty, trustworthiness, compassion, responsibility, and mutual respect. The process of internalizing character education is carried out through various methods, including direct teaching, role models, practicing the teachings of the Quran and Hadith, and habituation in the family, school, and community environments. The implementation of Islamic character values in daily life not only leads to the formation of superior individuals but also to the formation of a harmonious and prosperous society. With a systematic approach, Islamic perspective character education can be the main foundation in building a generation with noble morals and high social awareness. The results of this study indicate that the integration of Islamic values into daily activities has a significant impact on forming good individual characters, which are in line with the goals of Islamic education, namely achieving happiness in the world and the hereafter.
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H.M. Yahya, M. Wildan Bin, and Munawar Rahmat. "The Effectiveness of The Sufistic Core Character Learning Model in Increasing Student Religiosity and Character." International Journal Pedagogy of Social Studies 6, no. 2 (2021): 27–42. http://dx.doi.org/10.17509/ijposs.v6i2.41309.
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The Qur'an-based Sufistic approach in religious education in Islamic boarding schools has proven to increase the students' holy obedience and noble character. But in college, this approach is never used. Religious education increases students ' religiosity and noble character with a conventional lecture approach (not a Sufistic approach). This study aims to test the effectiveness of the 'Sufistic Core Character' learning model to increase students' religiosity and morals. The research method used is quasi-experimental. The three experimental classes used the 'Sufistic Core Character' learning model, while the other three (control class) used the conventional learning model. The lecture material for both courses is the same, namely about religiosity and morality. Before the lecture, both types were tested (pre-test), and after eight lessons, they were tested again with the same test (post-test). As a result, there was an increase in scores in both classes studied. But the increase in scores in the experimental category was higher than in the control class. Thus, the 'Sufistic Core Character' learning model increases students' religiosity and noble character more effectively than conventional learning models.
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Daryaman, Daryaman, Annisa Mayasari, Deni Supriadi, Cecep Wahyu Hoerudin, and Ari Susandi. "Implementation of Character Education in Madrasah Students." International Journal of Education and Digital Learning (IJEDL) 2, no. 4 (2024): 35–46. https://doi.org/10.47353/ijedl.v2i4.131.
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The background to this research is the importance of education and character development in students. Problems related to deviations that are far from noble character very often occur in today's young generation. Character education is the initial foundation for instilling character in students so that they become a generation with noble morals. The aim of this research is to determine the implementation of character education in Private Madrasah Tsanawiyah. A qualitative method with a descriptive approach was used in this research, data analysis and examination was carried out by comparing data from several sources and then drawing conclusions. The results of the research show that the strategies implemented by the school have an impact on changing students' attitudes and behavior towards a better direction by reflecting noble character values, such as: religious, honest, tolerant, disciplined, love of the country, friendly/communicative, caring. environment, and responsibility. This is carried out by the entire school community with an Islamic character culture which is the hallmark of Madrasah Tsanawiyah.
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Murtini, Putu, Ni Ketut Srie Kusuma Wardhani, I. Wayan Sugita, I. Ketut Sudarsana, and I. Dewa Ayu Hendrawathy Putri. "Internalisasi Nilai Pendidikan Agama Hindu Dalam Membentuk Siswa Berkarakter Mulia." Jurnal Penelitian Agama Hindu 3, no. 2 (2019): 175. http://dx.doi.org/10.25078/jpah.v3i2.1138.
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<p><em>The aim of national education is to educate the life of the nation and develop Indonesian people as a whole, namely people who believe in and fear God Almighty, virtuous character, have knowledge and skills, physical and spiritual health, a steady and independent personality, and social responsibility, and social responsibility and nationality. To improve morale and form students of noble character, SDN 2 Tamanbali implements the internalization of the value of Hindu religious education. The results of this study indicate that: (1) The factors that cause the internalization of Hindu religious education values in forming students with noble character in SD Negeri 2 Tamanbali are in the form of internal (student) and external factors (family, school, and community). (2) The process of internalizing the value of Hindu religious education in forming students of noble character in SD Negeri 2 Tamanbali through the process of learning, habituation, example, school culture development, and extracurricular activities. (3) Implications of internalizing the value of Hindu religious education to students of Tamanbali 2 Elementary School, namely the formation of religious student characters (sraddha and bhakti), discipline (yoga sadhana), courtesy and hospitality (samiksantam), honest (satya), and caring.</em></p><p><em> </em></p>
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Muzakki, M. Saidul. "Influence of Style of Parenting and Socioeconomic Status on Noble Character/ Pengaruh Pola Asuh Orang Tua dan Status Sosial Ekonomi Terhadap Sikap Mulia." Edulab : Majalah Ilmiah Laboratorium Pendidikan 7, no. 1 (2022): 103–18. http://dx.doi.org/10.14421/edulab.2022.71.07.
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Establishing a noble character is one of the goals of Indonesia’s national education. The factors that shape a noble character become an important agenda of the study. This study, therefore, aims to determine the disparity of noble attitudes based on socioeconomic statuses and parenting patterns between girls of madrasah tsanawiyah in the Islamic boarding schools and those girls in the Islamic boarding school (pesantren). Data were collected from student questionnaires. This study uses the ex-post facto method with a 2x2 factorial design. The results of the study found that there are differences in noble characters based on the patterns of parenting. There are differences in noble characters based on the patterns of parenting between girl students who live in Islamic boarding schools and those who do not live in Islamic boarding schools. Also, there is no difference between students with low and high socioeconomic statuses. There is no interaction between the influence of parenting and socioeconomic status on noble characters.
 Abstrak
 Menciptakan sikap mulia merupakan salah satu tujuan pendidikan nasional Indonesia. Faktor-faktor yang membentuk sikap mulia menjadi agenda kajian yang penting. Karena itu, penelitian ini bertujuan mengetahui disparitas sikap mulia berdasarkan status sosial ekonomi dan pola asuh para siswi madrasah tsanawiyah antara yang berada di pondok pesantren dan yang berada diluar pondok pesantren. Data dikumpulkan dari angket siswa. Penelitian ini menggunakan metode ex-post facto dengan desain faktorial 2x2. Hasil penelitian menemukan bahwa terdapat perbedaan akhlak mulia berdasarkan pola asuh. Juga, terdapat perbedaan akhlak mulia berdasarkan pola asuh antara santri yang tinggal di pesantren dan santri yang tidak tinggal di pesantren. Selanjutnya, tidak ada perbedaan diantara santri yang berstatus sosial ekonomi rendah dan tinggi, demikian juga tidak ada interaksi antara pengaruh pola asuh dan status sosial ekonomi terhadap akhlak mulia.
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Nata, Abuddin. "Kyai And Character Education." Psychology and Education Journal 58, no. 1 (2021): 5365–89. http://dx.doi.org/10.17762/pae.v58i1.1795.
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Kyai is recognized as one of Islamic Boarding School elements that has strategic role and function in character education. Through various excellence he has, a Kyai with an Islamic Boarding School he leads, not only can create an expert of Islamic Religion, but also a scientist, a public figure, even national leader and so on with noble character.
 
 This paper used literature study and the results of field study and it had proven the statement above. The Kyai has big attention on character education. They do not only have concept, but also the method and authentic approach in character education. Beside that, through his superb mastery on literatures in Arabic, and supported by high commitments and responsibility, causes character education at Islamic Boarding School runs quite effective. Likewise through his high charisma, causes the role and function of Kyai in generating human with noble character seems un replaceable.
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Mulyani, Sri. "PERAN IBU DALAM PENDIDIKAN KARAKTER ANAK MENURUT PANDANGAN ISLAM." AN-NISA 11, no. 2 (2019): 511–25. http://dx.doi.org/10.30863/annisa.v11i2.336.
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This article elaborates the important roles of mothers in children’s character education according to Islamic perspectives. Character education is absolutely important by all the glory of man lies in his character. The formulation of important issues to be discussed is the importance of family education, the maternal virtue in Islamic view and the mother’s role in shaping the character of children. Family education is very important in Islam, since family is the main pillar for the formation of children's character. In family education, mothers hold a central role as primary and first educators. The posititon of the mother in Islamic view is glorius. As a proof of noble posititon of the mother in Islamic teaching, a mother is entitled to devotion of a child as much as three times more than the father. Mothers play crucial roles in shaping the chacarter of children. To perform such a noble task, mothers can do things like: providing prenatal education, giving good examples to children, instilling good characters from childhood such as honesty, discipline and responsibility; and building good communication between mother and child.
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Somad, Momod Abdul. "Pentingnya Pendidikan Agama Islam dalam Membentuk Karakter Anak." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (2021): 171–86. http://dx.doi.org/10.37680/qalamuna.v13i2.882.
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This research is motivated by our curiosity and public anxiety over the various characters of a child or individual in Indonesia. The hope of the community is big enough to make a child or individual able to get good character education, so that he becomes a human with character, has noble character and can live his life in accordance with Islamic law. Seeing this, it is necessary to conduct a study of this incident by taking samples from various examples in the community who are or have undergone the process of educating their children. Researchers conducted surveys and asked questions with people around and got various kinds of responses that were quite diverse. To achieve this goal, this research uses qualitative-descriptive research methods with literature study techniques. The results of this study obtained data and facts that character education from an early age is very important, by choosing the right methods according to Islamic teachings so that children become human beings who are educated in faith, science, charity, have broad insight, become good citizens and noble character that can benefit all mankind.
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Fadilla Zulfia Sari and Sayid Ma’rifatulloh. "A Content Analysis Of Character Education In “English For Nusantara” Textbook For Seventh Grade Students." Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika 1, no. 2 (2024): 244–52. http://dx.doi.org/10.62383/katalis.v1i2.415.
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The objective of this research is to find out whether character education in the "English for Nusantara" textbook for seventh-grade students is in accordance with the current curriculum. This research analyzed character education contained in the reading and conversational texts of the textbook. The research methodology used a descriptive qualitative approach and content analysis technique. The characters found in the textbook were classified into six dimensions of the Pancasila Student Profile. The results showed that the six dimensions of the Pancasila Student Profile were found. The dimension of having faith, fear of God Almighty, having a noble character 33.2%, global diversity 12.9%, mutual cooperation 16.7%, independent 20.4%, critical reasoning 7.5%, and creative 9.3%. In the six dimensions of the Pancasila Student Profile, which have 20 elements, only 19 were found, while one element that was not found was intercultural communication and interaction. The characters in this book are mostly integrated implicitly. The primary focus dimension of the “English for the Nusantara” textbook was having faith, fear of God Almighty, and having noble character. In addition, the main focus element in this textbook was the manner towards others. Based on the classification of character education stated by Prismarani (2014), this textbook scored 95% and was classified as ‘very high’ quality.
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Sari, Fadilla Zulfia, and Sayid Ma’rifatulloh. "Content Analysis of Character Education in “English for Nusantara” Textbook for Seventh Grade Students." Bilingua: Journal of English and Arabic Studies 1, no. 2 (2024): 18–24. http://dx.doi.org/10.33752/bilingua.v1i2.6411.
Full textAbstract:
The objective of this research is to find out whether character education in the "English for Nusantara" textbook for seventh-grade students is in accordance with the current curriculum. This research analyzed character education contained in the reading and conversational texts of the textbook. The research methodology used a descriptive qualitative approach and content analysis technique. The characters found in the textbook were classified into six dimensions of the Pancasila Student Profile. The results showed that the six dimensions of the Pancasila Student Profile were found. The dimension of having faith, fear of God Almighty, having a noble character 33.2%, global diversity 12.9%, mutual cooperation 16.7%, independent 20.4%, critical reasoning 7.5%, and creative 9.3%. In the six dimensions of the Pancasila Student Profile, which have 20 elements, only 19 were found, while one element that was not found was intercultural communication and interaction. The characters in this book are mostly integrated implicitly. The primary focus dimension of the “English for the Nusantara” textbook was having faith, fear of God Almighty, and having noble character. In addition, the main focus element in this textbook was the manner towards others. Based on the classification of character education stated by Prismarani (2014), this textbook scored 95% and was classified as ‘very high’ quality.
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Darmiyati1 and Zaida Barirah2 Alfi. "Formation of Noble Morals through Development of Character Values in Early Childhood (Multi-Site Study at Tarbiyatul Athfal Kindergarten and Beruntung Jaya Kindergarten)." International Journal of Social Science and Human Research 05, no. 04 (2022): 1429–33. https://doi.org/10.5281/zenodo.6466948.
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The purpose of the study was to determine the formation of noble morals through character development in early childhood. A descriptive qualitative approach with data collection techniques such as interviews, observation, and documentation were used. The study was carried out at Tarbiyatul Athfal Kindergarten Banjarmasin and Beruntung Jaya Kindergarten. Furthermore, data analysis was conducted in phases, including reduction, presentation, and conclusion with various findings. First, the formation of noble morals through character values in early childhood was influenced by habituation. Second, the noble morals in early childhood include religiosity, courtesy, honesty, independence, and discipline. Third, the religious, moral, and skill values were derived from the school’s vision and cross-site findings. Lastly, the formation of noble morals was strongly influenced by developing character values in early childhood, including parental support, school environment and infrastructure, and qualified teachers. However, less parental support, limited learning time, and the child’s condition inhibited noble morals.
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Anasri, Anasri. "MEMBENTUK KARAKTER DENGAN AL-QUR’AN, SATU PERSPEKTIF PENDIDIKAN ISLAM." Al-Fikra : Jurnal Ilmiah Keislaman 17, no. 2 (2019): 218. http://dx.doi.org/10.24014/af.v17i2.6341.
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The purpose of this study is to obtain a formula for Islamic Education in the perspective of al quran. The results of the study found that Character in an Islamic perspective is nothing but morality. Noble character is the fruit that results from the process of applying sharia (worship and muamalah) which is based on a solid foundation of aqeedah. Like a building, character or morals are the perfection of the building after the foundation and the building are strong. It is impossible for a character or noble character to manifest in someone if he does not have the right aqeedah and sharia. A Muslim who has true aqeedah or faith will surely manifest in attitudes and behaviors in daily life based on his faith. For example, people who have good and true faith in Allah SWT, he will always obey and carry out all His commands and stay away from all His prohibitions. He will always do good and stay away from things that are prohibited (bad). Faith is not only to Allah SWT, but also to angels, books, Apostles and so on will make their attitudes and behavior directed and controlled, so that they will manifest noble character or character. The same thing happened in the case of sharia implementation. All Islamic sharia provisions lead to the realization of noble character or character
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Murni, Murni. "Konsep Ma’rifatullah Menurut Al-Ghazali (Suatu Kajian Tentang Implementasi Nilai-Nilai Akhlak al-Karimah)." Ar-Raniry, International Journal of Islamic Studies 2, no. 1 (2015): 119. http://dx.doi.org/10.20859/jar.v2i1.32.
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<p>The purpose of this study is to determine: (1) knowing Allah as the primary basis noble character education, (2) the method to integrate knowing Allah in nurturing students with noble character, (3) the function of knowing Allah in the formation of noble character, (4) the goal of developing knowing Allah in the improvement of noble character. This study takes the form of literature studies (library research), The findings of the study indicate: (1) knowing Allah as the primary basis of noble character education, to know Allah is the obligation of every human being, as mentioned in al-Qur’an and al-Sunnah, because by knowing Allah then people will know themselves. According to al-Ghazali, a person would not be able to achieve a degree of knowing Allah before he knows himself. Thus, the ability of human to achieve the degree of knowing Allah depends on his ability to know himself. (2) Methods for the integration of noble character in coaching students. First, the coaching. Through the coaching of this character it can be seen how the Islamic attention to the development of the soul should take precedence over physical development, because in this good soul will be born good deeds that in the next step will facilitate to produce goodness and happiness to all human life, both physically and spiritually. Second, the habituation. Al-Ghazali explains that habituation method is performed by repeating the experience in doing something that leaves good impressions in the soul. Third, exemplary. Exemplary method proposed by al-Ghazali is a series of conformity with the concept of educational methods applied by other experts, both in the past and present, and this exemplary method is always relevant and actual to date as well as highly relevant to the method of Islamic education. (3) the function of knowing God in the formation of a noble character. As the science of the most high and noble rank in comparison with the knowledge that exist in this world, then this knowing Allah presumably can be a principal focus and commitment that must be understood and considered by every human being, the results will be delivered to the happiness of man, salvation, tranquility and peace of body and soul, as well as the delights and pleasures of worship to Allah. (4) The purpose of the increase of knowing Allah in the development of noble character is as a director that will direct the orientation of the life of a Muslim.</p>
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Nasaruddin, Nasaruddin, Syarifuddin Syarifuddin, and Bustomi Arisandi. "Evaluation Model Of Noble Moral Education For Students In Madrasah." Al-Insyiroh: Jurnal Studi Keislaman 9, no. 1 (2023): 143–67. http://dx.doi.org/10.35309/alinsyiroh.v9i1.229.
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This article aims to find out the model for evaluating noble character education by schools or institutions in instilling noble character values for students in the madrasah environment. The background of this research is that teachers and institutions have not carried out a systematic evaluation of the noble character education program for students. This type of research is program evaluation research. This evaluation is used to evaluate the noble character education program for students at Madrasah Aliyah Negeri in Bima. The approach used in this type of research is a quantitative and qualitative descriptive approach. The subjects in this evaluation were class XII students, the head of the Madrasah, Class XII Aqidah Akhlak Subject Teachers, and the Madrasah Committee at Madrasah Aliyah Negeri Bima. The data sources used in this study were questionnaires, documentation and interviews. The results of this study indicate that the evaluation model that is suitable for use by teachers and institutions is the Stake's Countenance evaluation model developed by Robert Stake. The Stake's countenance evaluation model consists of three stages, namely the antecedent (preparation stage), transaction (implementation stage), and outcome (result) stage. And this model is very appropriate for evaluating the noble character education program at Madrasah Aliyah in Bima, because these stages are interrelated with one another.
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Nasaruddin, Nasaruddin, Syarifuddin Syarifuddin, and Bustomi Arisandi. "Evaluation Model Of Noble Moral Education For Students In Madrasah." Al-Insyiroh: Jurnal Studi Keislaman 9, no. 1 (2023): 143–67. http://dx.doi.org/10.35309/alinsyiroh.v9i1.6360.
Full textAbstract:
This article aims to find out the model for evaluating noble character education by schools or institutions in instilling noble character values for students in the madrasah environment. The background of this research is that teachers and institutions have not carried out a systematic evaluation of the noble character education program for students. This type of research is program evaluation research. This evaluation is used to evaluate the noble character education program for students at Madrasah Aliyah Negeri in Bima. The approach used in this type of research is a quantitative and qualitative descriptive approach. The subjects in this evaluation were class XII students, the head of the Madrasah, Class XII Aqidah Akhlak Subject Teachers, and the Madrasah Committee at Madrasah Aliyah Negeri Bima. The data sources used in this study were questionnaires, documentation and interviews. The results of this study indicate that the evaluation model that is suitable for use by teachers and institutions is the Stake's Countenance evaluation model developed by Robert Stake. The Stake's countenance evaluation model consists of three stages, namely the antecedent (preparation stage), transaction (implementation stage), and outcome (result) stage. And this model is very appropriate for evaluating the noble character education program at Madrasah Aliyah in Bima, because these stages are interrelated with one another.
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Sidiq Wibowo Akhmad. "The Role of Teachers in Realizing the Golden Generation Noble Character." International Journal of Scientific Research and Management (IJSRM) 12, no. 05 (2024): 3395–405. http://dx.doi.org/10.18535/ijsrm/v12i05.el03.
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The purpose of this study is to explain the role of the teacher in realizing a noble generation of gold. This research is a library research. The results in the study show that teachers have a strategic role in realizing a golden generation with noble character. Teachers can direct students to prepare the provisions needed in the era as the golden generation. The teacher provides direction and exemplifies attitudes, thoughts and behaviors that have a noble character and carry out daily activities.
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Abdul Muid and Nasrulloh Nasrulloh. "The Role of Education in the Formation of Character and Noble Morals from the Perspective of the Qur’an." Journal of International Multidisciplinary Research 2, no. 11 (2024): 218–26. http://dx.doi.org/10.62504/jimr992.
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This research aims to describe the role of education in the formation of noble character and morals based on the perspective of the Qur'an. The Qur'an as the main source of Islamic teachings emphasizes the importance of holistic education, which not only focuses on the intellectual aspect but also includes moral and spiritual development. The method used in this study is a literature study, by analyzing interpretations and related literature that discusses the relationship between education, morality, and character. The results of the study show that there are several implications in the formation of character and noble morals from the perspective of the Qur'an, such as: 1) Education as a process of self-purification (Tazkiyah), 2) Character formation through parental advice to children. 3) Building character with positive traits and attitudes. 4) Education as a process of noble moral development. This research concludes that education based on the principles of the Qur'an has a crucial role in creating individuals who are not only intellectually intelligent, but also have noble ethics, which ultimately contributes to the creation of a harmonious and civilized society.
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Safrilsyah, Safrilsyah, Ibrahim Ibrahim, Marwan Marwan, Mohd Zailani Mohd Yusoff, Subhan Subhan, and Mhd Ricky Darusman. "Urgency of Noble Characters’ Education and Building Students’ Prosocial Behaviors." Jurnal Ilmiah Peuradeun 12, no. 3 (2024): 1185. http://dx.doi.org/10.26811/peuradeun.v12i3.1183.
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The rapid advancement of information technology challenges Muslim youths, fostering individualism and antisocial behaviors, thus necessitating effective education strategies to promote prosocial actions. This research aimed to summarize studies on the formation of prosocial behavior through character education methods from the synthesis of several studies and review effective methods for developing prosocial behavior. This research used a literature review method for several articles about social behavior and character education. Data collection was carried out by studying the documentation of several previous articles through database searches such as Google Scholar, Sinta, Science Direct, and Taylor and Francis. The data analysis technique used was qualitative descriptive analysis. The results of this research indicated that the noble character development method will be effective in forming prosocial behavior. The character education method by focusing on the appreciation of noble moral values in character education produced positive habits. The process of realizing noble moral values was through various moral education methods, such as Tadzkiroh, the religious lessons with regular Islamic discussion activities that combined subjects with noble moral values and exemplary methods.
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Burhanuddin, Hamam. "PENDIDIKAN KARAKTER DALAM PERSPEKTIF AL QUR’AN." AL-AUFA: JURNAL PENDIDIKAN DAN KAJIAN KEISLAMAN 1, no. 1 (2019): 1–9. http://dx.doi.org/10.36840/alaufa.v1i1.217.
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Character education consists of two words namely education and character. The meaning of character education according to Islam is a conscious effort made by educators to students to shape the personality of students who teach and shape morals, ethics, and a good sense of culture and noble character that foster students' ability to make good and bad decisions and realize goodness that in everyday life by means of education, teaching, guidance and training which is guided by the Qur’an and as-Sunna.
 The basis of character education in Islam is the Qur’an the character of the Prophet Muhammad. Character education is very important at this time because character will show who we really are, character will determine how someone makes decisions, character determines attitudes, words, and actions of someone, people who have good character, then the words and deeds will also be good, so all it will become a unified identity and personalize itself, making it easy to distinguish from other identities.
 The purpose of character education is to form a person of noble character because the noble character is the base of goodness. People of good character will soon leave goodness and leave badness. Implementation of character education in Islamic educational institutions varies greatly depending on the policies of these educational institutions.
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Alfian, Muhammad, Lia Angela, Hofifah Anzalina, Utari Aulia Tianda Saputri, and Tri Saslina. "PENANAMAN NILAI-NILAI KARAKTER (AKHLAK MULIA) DI TPA-TPSA NAGARI TIGO SUNGAI INDERA PURA." RANGGUK: Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (2024): 1–5. http://dx.doi.org/10.32939/rgk.v4i1.3564.
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This Community Service is intended as a preventive effort to reduce the morals of TPA-TPSA students. The impact in question is a reduction in students' ethics and concern for each other. Preventive efforts that are expected to touch the root of the problem are the application of character values to build noble moral behavior in students. In general, cultivating character values can be implemented by: 1). Building student character by increasing their sense of caring for others. The real step that can be taken is the formation of a cadre of students to become role models for students in instilling noble character values. As exemplary figures, cadres need to be equipped with knowledge, attitudes, behavior and understanding skills related to implementing noble moral character appropriately and intelligently. 2). Building Character through habituation, one of the habituation activities can be initiated through a learning program.