Peran pendidikan agama bagi generasi muda menjadi sangat penting dalam menginternalisasikan nilai-nilai spiritual keagamaan (religius). Namun perlu dipertanyakan apakah para pendidik yang berperan dalam menginternalisasikan nilai-nilai religius pada pembelajarannya telah memiliki keahlian dalam bidangnya. Dalam hal ini proses pembelajaran adalah sesuatu yang urgen dalam capaian internalisasi nilai-nilai religius. Adapun yang menjadi permasalahan penelitian ini adalah bagaimana capaian dari internalisasi nilai- nilai religius pada pembelajaran PAI. Internalisasi nilai-nilai religius di sekolah merupakan usaha bersama sekolah yang dilakukan bersama oleh pimpinan sekolah, staf serta semua pendidik. Nilai-nilai tersebut terintegrasi dalam struktur kurikulum sehingga mampu menghasilkan hasil yang maksimal sesuai dengan apa yang direncanakan. Maka, penelitian ini bertujuan untuk mendeskripsikan dan menganalisis tentang capaian dari internalisasi nilai-nilai religius pada pembelajaran PAI.Hasil penelitian menunjukkan capaian dari internalisasi nilai religius dalam kegiatan pembelajaran mata pelajaran PAI adalah peserta didik memiliki pengetahuan, perasaan dan berperilaku religius sesuai muatan materi pembelajaran. Adapun capaian dari internalisasi nilai religius dalam program pengembangan diri dan budaya pada peserta didik di sekolah pada peserta didik Muslim melalui kegiatan rutin, spontan dan pengkondisian adalah peserta didik melaksanakan perilaku religius sesuai perilaku religius yang ditanamkan kepada mereka, yang semua bermuara pada akhlak mulia.

Every teacher is expected to integrate cultural values ​​and national character into the subjects taught, where the integration process has been outlined in the character education master design of the Ministry of National Education, which also emphasizes characterizing documents ranging from SK-KD analysis of content standards developed to in the syllabus and lesson plans. However, it is necessary to ask whether the teachers who play a role in integrating the characters in their lessons have an understanding of the characters? This is where the principle of character-based RPP development takes an important role for the implementation of cultural values ​​and national character in today's character education. This study aims to describe and analyze the principles of developing character-based lesson plans in Islamic religious education subjects. The results of the study show that the principle of developing character-based lesson plans in Islamic religious education subjects is that lesson plans must be able to be implemented in learning activities and in the formation of the character of students, support and be in accordance with the basic competencies that have been determined, pay attention to the material used as study material and there must be coordination between implementing components. program at school.  

Learning in schools as formal educational institutions has experienced significant development, as seen from the inculcation of religious values ​​in effective religious education learning by touching the learning effect (instructional effect) without leaving the accompanying effect (nurturant effect). This is integrated with continuously increasing the role of religious education in an effort to foster the religious character of its students. Internalization of religious values ​​in PAI learning in schools uses a moral reasoning approach, namely learning that is taken with moral knowledge, moral feelings and moral actions through the internalization process in subject learning activities in class and in self and cultural development programs in schools. The process of internalizing religious values ​​in PAI subject learning activities in class is carried out with procedures for each element of learning activities. The process of internalizing religious values ​​in PAI learning activities in class can employ various methods such as using the role-playing learning model. The process of internalizing religious values ​​in self-development and culture programs in schools for Muslim students is carried out through routine, spontaneous and conditioning activities using habituation strategies through the stages of thinking, recording, repeating, storing, repeating and habituation into character.  

Internalization is appreciation of teachings, values or culture in a person so that values become part of him. This study aims to find out the strategies used by teachers in internalizing the value of Muslim women's clothing to students at Ma'arif 8 Kebumen Vocational School, to find out whether students at Ma'arif 8 Kebumen Vocational School have used Muslim and Muslim clothing properly and correctly or not. , to find out the factors that encourage them to use Muslim and Muslim women's clothing at school and at home. This research is a qualitative research, taking the background of SMK Ma'arif 8 Kebumen. Data collection was carried out in this study using several methods, namely: observation, interviews, and documentation. Data analysis was carried out by qualitative analysis, while checking the validity of the data was carried out by conducting triangulation. The results of the study show that in internalizing Muslim and Muslim women's clothing for students in this school, the teacher uses several strategies in practice. The strategy used is appreciation, where the teacher carries out several mutually sustainable stages, namely the stages of giving understanding or information, modeling and applying values. In addition, teachers also use motivational learning strategies, and then use habituation strategies. Students have not fully used Muslim clothing that is good and right at school or outside of school. The factor that encourages them to use Muslimah Muslim clothing at school is because of the school's own rules which require students to wear Muslimah Muslim clothing that is good and right.Keywords: Muslim and Muslimah Clothing, Value Internalization, Ma'arif, PAI LearningAbstrakInternalisasi yaitu penghayatan terhadap ajaran, nilai atau budaya pada diri seseorang sehingga nilai menjadi bagian dari dirinya. Penelitian ini bertujuan untuk mengetahui strategi yang digunakan guru dalam menginternalisasikan nilai berbusana muslim muslimah pada peserta didik di SMK Ma’arif 8 Kebumen, untuk mengetahui apakah peserta didik di SMK Ma’arif 8 Kebumen sudah menggunakan busana muslim dan muslimah dengan baik dan benar atau belum, untuk mengetahui faktor yang mendorong mereka untuk menggunakan busana muslim dan muslimah di sekolah dan di rumah. Penelitian ini merupakan penelitian kualitatif, dengan mengambil latar SMK Ma’arif 8 Kebumen. Pengumpulan data yang dilakukan dalam penelitian ini menggunakan beberapa metode yaitu: observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan analisis kualitatif, adapun pemerikasaan keabsahan data dilakukan dengan mengadakan trianggulasi. Hasil penelitian menunjukkan bahwa dalam internalisasi berbusana muslim dan muslimah pada peserta didik di sekolah ini guru menggunakan beberapa strategi dalam prakteknya. Adapun strategi yang digunakan adalah penghayatan, dimana guru melakukan beberapa tahapan yang saling berkesinambungan yaitu tahapan pemberian pemahaman atau informasi, peneladanan dan aplikasi nilai. Selain itu, guru juga menggunakan strategi pembelajaran motivasi, dan yang selanjutnya menggunakan strategi pembiasaan. Peserta didik belum sepenuhnya menggunakan busana muslim muslimah dengan baik dan benar di sekolah atau di luar sekolah. Faktor yang mendorong mereka menggunakan busana muslim muslimah di sekolah yaitu karena aturan sekolah itu sendiri yang mewajibkan peserta didik menggunakan busana muslim muslimah dengan baik dan benar.Kata Kunci : Busana Muslim dan Muslimah, Internalisasi Nilai, Ma’arif, Pembelajaran PAI