Mendidik Karakter Anak Melalui Pendidikan Agama Di Sekolah Dasar

Abstract

Pendidikan Agama dan Pendidikan Karakter merupakan dua bidang penting yang berfungsi membentuk anak bangsa. Sebagai aktivitas penting, kedua bidang itu dapat menawarkan solusi terhadap permasalahan yang dihadapi peserta didik. Keduanya pun dapat menjadi kunci pembuka kebuntuan aktualisasi potensi mereka. Tulisan ini membahas upaya mendidik karakter anak melalui Pendidikan Agama Katolik dan Budi Pekerti. Pembahasan dilandasi kesadaran bahwa dengan karakter yang baik anak dapat bertumbuh dan berkembang optimal. Anak akan mampu memberikan sumbangan bagi peradaban manusia dan kesejahteraan masyarakat. Tulisan ini dikerjakan dengan menerapkan studi kepustakaan. Penulis mempelajari bahan pustaka tentang pendidikan agama katolik di sekolah dasar dan tentang pendidikan karakter. Secara khusus penulis mengkaji rumusan kompetensi inti dan kompetensi dasar Pendidikan Agama Katolik dan Budi Pekerti. Kompetensi inti itu terbagi atas empat aspek, yakni kompetensi inti sikap spiritual, sikap sosial, pengetahuan, dan keterampilan. Rumusan kompetensi inti itu memuat nilai-nilai yang sama dan searah dengan nilai-nilai Pendidikan Karakter. Nilai-nilai itu, antara lain, nilai religius, jujur, santun, adil, tanggung jawab, hormat, percaya diri, cinta kebenaran, logis, kritis, kreatif, inovatif, cinta bangsa/nasionalis. Nilai-nilai itu dapat digolongkan dalam pengetahuan moral, perasaan moral, dan perbuatan moral. Dapat pula dikelompokkan dalam nilai hubungan dengan Tuhan, dengan diri sendiri, dengan sesama, dan dengan alam. Demikian pula dapat dibedakan menjadi nilai individual, sosial, dan moral. Penulis menyimpulkan bahwa Pendidikan Agama memiliki kontribusi besar bagi pembentukan karakter anak.

Development of E-Modules to Improve Motivation and Learning Outcomes of Catholic Religious Education for Public Elementary School Students

“…In addition, Catholic religious education for elementary schools usually also provides extra activities such as retreats, prayer meetings, and social services as part of the students' spiritual experience. Catholic religious education in elementary schools aims to form a strong foundation of Catholic faith, introduce moral values, and help children build relationships with their spirituality (Bule, 2020).…”

Efforts to Improve Students Discipline Through Habituation Activities at Minhajut Thalibin Boarding School

“…In the form of daily religious activities, for example, praying at the beginning and end of lessons, routines such as activities at certain events, such as when fasting Ramadhan and before the holiday, incidental, such as the presence of ta'ziyah, and some in the form of daily activities such as courtesy to guests, always smiling and like that (Alfath, 2020) Religious culture in educational institutions usually starts from the creation of a religious atmosphere in istiqomah. The creation of a religious atmosphere can be done by holding religious activities in the environment of educational institutions (Bule, 2020); (Hatim, 2018); (Manizar, 2018); (Mukhliso, 2020); (Sinaga, 2020). Because if it is not created and accustomed, then religious culture will not be realized.…”

Inclusive Learning in Elementary Schools Against Islamic Religious Education Lessons

“…requires teachers to be able to manage student learning which includes the level of understanding of students, implementing and designing learning, evaluating learning outcomes, and developing students in optimizing and actualizing their potential with all their potential. (Bule, 2020;Olsson et al, 2020;Patey et al, 2021) In learning Islamic Religious Education, the teacher does not only teach normal children, but must be able to teach children with special needs in public schools, with the help of special supervising teachers and choosing the right learning model. The teacher's ability to communicate and interact effectively with the surrounding environment, including with students, parents/guardians of students, colleagues, superiors, with school employees, and with the wider community (Alsubaie, 2022;Hadi, 2017).…”