Pengaruh Kepekaan Sosial terhadap Pengembangan Pendidikan Karakter Berbasis Masyarakat
Abstract: Penanaman terhadap nilai-nilai sikap dan karakter yang baik perlu diperhatikan sejak dini. Karakter itulah yang akan menadi pedoman dalam bersikap, berperilaku, berpikir, bahkan bertingkah laku dalam kehidupan bermasyarakat. Pembahasan mengenai nilai karakter yang akan menjadi fokus penelitian ini adalah mengenai kepekaan sosial. Tujuan penelitian yang ingin dicapai yaitu untuk mengetahui pengaruh kepekaan sosial terhadap pengembangan pendidikan karakter berbasis masyarakat pada mahasiswa prodi Agroteknologi U… Show more
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Cited by 5 publications
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Parental Role: Internalization of the Development of Independent, Disciplined, and Responsible Character Values for Children Aged 5-6 Years
Parents play a crucial role in shaping the character of their children, and the character of children is closely tied to the involvement of both parents. This study aims to examine how parents function as educators, motivators, role models, controllers, and providers (facilitators) in cultivating character values, discipline, and responsibility in children. The research was conducted using qualitative methods with a sequential and phenomenological approach. Photovoice, combined with thematic analysis, served as the type and source of data. Data collection involved interviews and observations, with six pairs of parents with 5-6-year-old children participating in the study. The analysis revealed that parents, through their various roles, internalize the development of independent, disciplined, and responsible character values in their children. The study concludes that children aged 5-6 exhibit character values learned through a process of observation and imitation. Future research is encouraged to utilize these findings as a reference for instilling character values in children. Keywords: character value, early childhood, parental role References: Adawiah, A., Asmini, A., Umar, A., & Abdu, W. J. (2023). The Influence of Parenting Styles and Managerial Elements on School Readiness in Kindergarten-Aged Children within a Community. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5). https://doi.org/10.31004/obsesi.v7i5.5154 Andhika, M. R. (2021). Peran Orang Tua Sebagai Sumber Pendidikan Karakter. At-Ta’dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 13(1), 73–81. Anggraeni, R. N., Fakhriyah, F., & Ahsin, M. N. (2021). Peran orang tua sebagai fasilitator anak dalam proses pembelajaran online di rumah. Jurnal Ilmiah Pendidikan Dasar, 8(2), 105. https://doi.org/10.30659/pendas.8.2.105-117 Boiliu, E. R. (2023). Dimensi Pengembangan Pendidikan Karakter bagi Anak Usia Dini. Real Kiddos: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.53547/realkiddos.v1i2.358 Choi, H. S., Lee, S., & Seo, E. (2024). Influence of perceived parental child-rearing attitudes and ego identity on college adjustment among Korean nursing students. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-023-01643-9 Choi, O. joo, Choi, J., & Kim, J. ho. (2020). A longitudinal study of the effects of negative parental child-rearing attitudes and positive peer relationships on social withdrawal during adolescence: an application of a multivariate latent growth model. International Journal of Adolescence and Youth, 25(1). https://doi.org/10.1080/02673843.2019.1670684 D’Souza, J., & Gurin, M. (2016). The universal significance of Maslow’s concept of self-actualization. In Humanistic Psychologist (Vol. 44, Issue 2). https://doi.org/10.1037/hum0000027 Effendi, Y. (2020). Pola Asuh dan Aktualisasi Diri: Suatu Upaya Internalisasi Konsep Humanistik dalam Pola Pengasuhan Anak. SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora, 6(2), 13–24. https://doi.org/10.30738/sosio.v6i2.6781 Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools, second edition. In School, Family, and Community Partnerships: Preparing Educators and Improving Schools, Second Edition. https://doi.org/10.4324/9780429494673 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445 Ferdiansyah, S., Supiastutik, & Angin, R. (2020). Thai students’ experiences of online learning at indonesian universities in the time of the covid-19 pandemic. Journal of International Students, 10(Special Issue 3), 58–74. https://doi.org/10.32674/jis.v10iS3.3199 Fiskerstrand, A. (2022). Literature review – Parent involvement and mathematic outcome. In Educational Research Review (Vol. 37). https://doi.org/10.1016/j.edurev.2022.100458 Fono, Y. M., Fridani, L., & Meilani, S. M. (2019). Kemandirian dan Kedisplinan Anak yang Diasuh oleh Orangtua Pengganti. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2). https://doi.org/10.31004/obsesi.v3i2.245 Fuadia, N. N. (2020). Parenting Strategy for Enhancing Children’s Self-Regulated Learning. JPUD - Jurnal Pendidikan Usia Dini, 14(1). https://doi.org/10.21009/141.08 Glatz, T., Özdemir, S. B., & Boersma, K. (2022). Parental Child-Invested Contingent Self-Esteem as a Source of Acculturation-Related Parent–Child Conflicts Among Latino Families. Journal of Family Issues, 43(7). https://doi.org/10.1177/0192513X211030044 Gunawan, N. A., Nurwati, N., & Sekarningrum, B. (2020). Analisis Peran Gender dalam Pengasuhan Anak pada Keluarga Etnis Jawa dan Sunda di Wilayah Perbatasan. JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL, 12(1). https://doi.org/10.24114/jupiis.v12i1.15568 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143 Hart, P. (2022). Reinventing character education: the potential for participatory character education using MacIntyre’s ethics. Journal of Curriculum Studies, 54(4). https://doi.org/10.1080/00220272.2021.1998640 Hidayat, M., Rozak, R. W. A., Hakam, K. A., Kembara, M. D., & Parhan, M. (2022). Character education in Indonesia: How is it internalized and implemented in virtual learning? Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.45920 Holiseh, H., Satispi, E., & Gusman, D. T. (2023). Strategi Komunikasi BKKBN (Badan Koordinasi Keluarga Berencana Nasional) Melalui Program Keluarga Berencana. Jurnal Akuntan Publik, 1(2). Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374 Liana, H., Rahardjo, B., & Sjamsir, H. (2018). Implementasi Pembelajaran Karakter Anak Usia Dini Di Paud Anak Kita Preschool Samarinda. Pendas Mahakam : Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 3(1), 8–19. Retrieved from https://jurnal.fkip-uwgm.ac.id/index.php/pendasmahakam/article/view/222 Marliyanti, Rahardjo, B., & Rozie, F. (2020). Penerapan Penanaman Nilai-Nilai Karakter Melalui 9 Pilar Karakter Anak Usia 5-6 Tahun di TK Hidayah Samarinda. Jendela Bunda, 7(2). Mayasari, A., Sopian, A., Ridwan, W., Hasanah, A., & Arifin, B. S. (2022). Pengembangan Model Evaluasi Pendidikan Karakter dalam Pembelajaran di Sekolah. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7). https://doi.org/10.54371/jiip.v5i7.676 Mubarok, M. N. (2021). Manajemen Internalisasi Nilai Karakter Anak Usia Dini di Lingkungan Keluarga. El-Athfal : Jurnal Kajian Ilmu Pendidikan Anak, 1(02), 64–80. https://doi.org/10.56872/elathfal.v1i02.275 Mujahidah. (2015). Implementasi Teori Ekologi Brofenbrenner Dalam Membangun Pendidikan Karakter yang Berkualitas. Lentera, 19(2). Munthe, E., & Westergård, E. (2023). Parents’, teachers’, and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis. In Teaching and Teacher Education (Vol. 136). https://doi.org/10.1016/j.tate.2023.104355 Purnomo, E. N., Imron, A., Wiyono, B. B., Sobri, A. Y., & Dami, Z. A. (2024). Transformation of Digital-Based School Culture: implications of change management on Virtual Learning Environment integration. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2303562 Rajab, A., & Wright, N. (2018). Government constructions of the pedagogical relationship between teachers and children in Saudi preschool education: issues of adoption or adaptation? Pedagogy, Culture and Society, 26(4). https://doi.org/10.1080/14681366.2018.1427140 Ramadhini, F. (2022). Pemikiran Ibnu Qayyim Al Jauziyyah Tentang Pendidikan Anak Usia Dini. Darul Ilmi: Jurnal Ilmu Kependidikan Dan Keislaman, 9(2), 196–209. https://doi.org/10.24952/di.v9i2.4741 Russell, S., Bird, A. L., McNamara, J., & Herbert, J. S. (2023). Exploring the relationship between parent mental health and parent–child emotion reminiscing. Early Child Development and Care, 193(7). https://doi.org/10.1080/03004430.2023.2174980 Russo, C., Decataldo, A., & Terraneo, M. (2021). The effect of parental roles on mental health outcomes of unemployment: a gender perspective. International Journal of Sociology and Social Policy, 41(13–14). https://doi.org/10.1108/IJSSP-04-2021-0093 Shodiq, S. F. (2021). Pengaruh Kepekaan Sosial terhadap Pengembangan Pendidikan Karakter Berbasis Masyarakat. Jurnal Basicedu, 5(6). https://doi.org/10.31004/basicedu.v5i6.1698 Suciati, I., Idrus, I., Hajerina, H., Taha, N., & Wahyuni, D. S. (2023). Character and moral education-based learning in students’ character development. International Journal of Evaluation and Research in Education, 12(3). https://doi.org/10.11591/ijere.v12i3.25122 Vessuri, H., & Canino, M. V. (1996). Sociocultural dimensions of technological learning. Science, Technology and Society, 1(2). https://doi.org/10.1177/097172189600100208 Wei, F., & Ni, Y. (2023). Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China. Educational Management Administration and Leadership, 51(1). https://doi.org/10.1177/1741143220968166 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695 Yulianti, E. S., Afifah, K., Lestari, E., Sjamsir, H., Pertiwi, A. D., Mulawarman, U., Timur, K., & Sjamsir, H. (2022). Peran Extended-Nuclear Family terhadap Perkembangan Bahasa Anak Usia Dini. Indonesian Journal of Islamic Early Childhood Education, 7(2).
Parental Role: Internalization of the Development of Independent, Disciplined, and Responsible Character Values for Children Aged 5-6 Years
Parents play a crucial role in shaping the character of their children, and the character of children is closely tied to the involvement of both parents. This study aims to examine how parents function as educators, motivators, role models, controllers, and providers (facilitators) in cultivating character values, discipline, and responsibility in children. The research was conducted using qualitative methods with a sequential and phenomenological approach. Photovoice, combined with thematic analysis, served as the type and source of data. Data collection involved interviews and observations, with six pairs of parents with 5-6-year-old children participating in the study. The analysis revealed that parents, through their various roles, internalize the development of independent, disciplined, and responsible character values in their children. The study concludes that children aged 5-6 exhibit character values learned through a process of observation and imitation. Future research is encouraged to utilize these findings as a reference for instilling character values in children. Keywords: character value, early childhood, parental role References: Adawiah, A., Asmini, A., Umar, A., & Abdu, W. J. (2023). The Influence of Parenting Styles and Managerial Elements on School Readiness in Kindergarten-Aged Children within a Community. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5). https://doi.org/10.31004/obsesi.v7i5.5154 Andhika, M. R. (2021). Peran Orang Tua Sebagai Sumber Pendidikan Karakter. At-Ta’dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 13(1), 73–81. Anggraeni, R. N., Fakhriyah, F., & Ahsin, M. N. (2021). Peran orang tua sebagai fasilitator anak dalam proses pembelajaran online di rumah. Jurnal Ilmiah Pendidikan Dasar, 8(2), 105. https://doi.org/10.30659/pendas.8.2.105-117 Boiliu, E. R. (2023). Dimensi Pengembangan Pendidikan Karakter bagi Anak Usia Dini. Real Kiddos: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.53547/realkiddos.v1i2.358 Choi, H. S., Lee, S., & Seo, E. (2024). Influence of perceived parental child-rearing attitudes and ego identity on college adjustment among Korean nursing students. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-023-01643-9 Choi, O. joo, Choi, J., & Kim, J. ho. (2020). A longitudinal study of the effects of negative parental child-rearing attitudes and positive peer relationships on social withdrawal during adolescence: an application of a multivariate latent growth model. International Journal of Adolescence and Youth, 25(1). https://doi.org/10.1080/02673843.2019.1670684 D’Souza, J., & Gurin, M. (2016). The universal significance of Maslow’s concept of self-actualization. In Humanistic Psychologist (Vol. 44, Issue 2). https://doi.org/10.1037/hum0000027 Effendi, Y. (2020). Pola Asuh dan Aktualisasi Diri: Suatu Upaya Internalisasi Konsep Humanistik dalam Pola Pengasuhan Anak. SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora, 6(2), 13–24. https://doi.org/10.30738/sosio.v6i2.6781 Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools, second edition. In School, Family, and Community Partnerships: Preparing Educators and Improving Schools, Second Edition. https://doi.org/10.4324/9780429494673 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445 Ferdiansyah, S., Supiastutik, & Angin, R. (2020). Thai students’ experiences of online learning at indonesian universities in the time of the covid-19 pandemic. Journal of International Students, 10(Special Issue 3), 58–74. https://doi.org/10.32674/jis.v10iS3.3199 Fiskerstrand, A. (2022). Literature review – Parent involvement and mathematic outcome. In Educational Research Review (Vol. 37). https://doi.org/10.1016/j.edurev.2022.100458 Fono, Y. M., Fridani, L., & Meilani, S. M. (2019). Kemandirian dan Kedisplinan Anak yang Diasuh oleh Orangtua Pengganti. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2). https://doi.org/10.31004/obsesi.v3i2.245 Fuadia, N. N. (2020). Parenting Strategy for Enhancing Children’s Self-Regulated Learning. JPUD - Jurnal Pendidikan Usia Dini, 14(1). https://doi.org/10.21009/141.08 Glatz, T., Özdemir, S. B., & Boersma, K. (2022). Parental Child-Invested Contingent Self-Esteem as a Source of Acculturation-Related Parent–Child Conflicts Among Latino Families. Journal of Family Issues, 43(7). https://doi.org/10.1177/0192513X211030044 Gunawan, N. A., Nurwati, N., & Sekarningrum, B. (2020). Analisis Peran Gender dalam Pengasuhan Anak pada Keluarga Etnis Jawa dan Sunda di Wilayah Perbatasan. JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL, 12(1). https://doi.org/10.24114/jupiis.v12i1.15568 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143 Hart, P. (2022). Reinventing character education: the potential for participatory character education using MacIntyre’s ethics. Journal of Curriculum Studies, 54(4). https://doi.org/10.1080/00220272.2021.1998640 Hidayat, M., Rozak, R. W. A., Hakam, K. A., Kembara, M. D., & Parhan, M. (2022). Character education in Indonesia: How is it internalized and implemented in virtual learning? Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.45920 Holiseh, H., Satispi, E., & Gusman, D. T. (2023). Strategi Komunikasi BKKBN (Badan Koordinasi Keluarga Berencana Nasional) Melalui Program Keluarga Berencana. Jurnal Akuntan Publik, 1(2). Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374 Liana, H., Rahardjo, B., & Sjamsir, H. (2018). Implementasi Pembelajaran Karakter Anak Usia Dini Di Paud Anak Kita Preschool Samarinda. Pendas Mahakam : Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 3(1), 8–19. Retrieved from https://jurnal.fkip-uwgm.ac.id/index.php/pendasmahakam/article/view/222 Marliyanti, Rahardjo, B., & Rozie, F. (2020). Penerapan Penanaman Nilai-Nilai Karakter Melalui 9 Pilar Karakter Anak Usia 5-6 Tahun di TK Hidayah Samarinda. Jendela Bunda, 7(2). Mayasari, A., Sopian, A., Ridwan, W., Hasanah, A., & Arifin, B. S. (2022). Pengembangan Model Evaluasi Pendidikan Karakter dalam Pembelajaran di Sekolah. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7). https://doi.org/10.54371/jiip.v5i7.676 Mubarok, M. N. (2021). Manajemen Internalisasi Nilai Karakter Anak Usia Dini di Lingkungan Keluarga. El-Athfal : Jurnal Kajian Ilmu Pendidikan Anak, 1(02), 64–80. https://doi.org/10.56872/elathfal.v1i02.275 Mujahidah. (2015). Implementasi Teori Ekologi Brofenbrenner Dalam Membangun Pendidikan Karakter yang Berkualitas. Lentera, 19(2). Munthe, E., & Westergård, E. (2023). Parents’, teachers’, and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis. In Teaching and Teacher Education (Vol. 136). https://doi.org/10.1016/j.tate.2023.104355 Purnomo, E. N., Imron, A., Wiyono, B. B., Sobri, A. Y., & Dami, Z. A. (2024). Transformation of Digital-Based School Culture: implications of change management on Virtual Learning Environment integration. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2303562 Rajab, A., & Wright, N. (2018). Government constructions of the pedagogical relationship between teachers and children in Saudi preschool education: issues of adoption or adaptation? Pedagogy, Culture and Society, 26(4). https://doi.org/10.1080/14681366.2018.1427140 Ramadhini, F. (2022). Pemikiran Ibnu Qayyim Al Jauziyyah Tentang Pendidikan Anak Usia Dini. Darul Ilmi: Jurnal Ilmu Kependidikan Dan Keislaman, 9(2), 196–209. https://doi.org/10.24952/di.v9i2.4741 Russell, S., Bird, A. L., McNamara, J., & Herbert, J. S. (2023). Exploring the relationship between parent mental health and parent–child emotion reminiscing. Early Child Development and Care, 193(7). https://doi.org/10.1080/03004430.2023.2174980 Russo, C., Decataldo, A., & Terraneo, M. (2021). The effect of parental roles on mental health outcomes of unemployment: a gender perspective. International Journal of Sociology and Social Policy, 41(13–14). https://doi.org/10.1108/IJSSP-04-2021-0093 Shodiq, S. F. (2021). Pengaruh Kepekaan Sosial terhadap Pengembangan Pendidikan Karakter Berbasis Masyarakat. Jurnal Basicedu, 5(6). https://doi.org/10.31004/basicedu.v5i6.1698 Suciati, I., Idrus, I., Hajerina, H., Taha, N., & Wahyuni, D. S. (2023). Character and moral education-based learning in students’ character development. International Journal of Evaluation and Research in Education, 12(3). https://doi.org/10.11591/ijere.v12i3.25122 Vessuri, H., & Canino, M. V. (1996). Sociocultural dimensions of technological learning. Science, Technology and Society, 1(2). https://doi.org/10.1177/097172189600100208 Wei, F., & Ni, Y. (2023). Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China. Educational Management Administration and Leadership, 51(1). https://doi.org/10.1177/1741143220968166 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695 Yulianti, E. S., Afifah, K., Lestari, E., Sjamsir, H., Pertiwi, A. D., Mulawarman, U., Timur, K., & Sjamsir, H. (2022). Peran Extended-Nuclear Family terhadap Perkembangan Bahasa Anak Usia Dini. Indonesian Journal of Islamic Early Childhood Education, 7(2).
Analisis Kepekaan Sosial Siswa terhadap Siswa Berkebutuhan Khusus di Sekolah Penyelenggara Pendidikan Inklusi
Banyaknya perbedaan seringkali membuat asing, Lingkungan sekitar anak akan sangat mempengaruhi kepekaan sosial anak. Sekolah inklusi adalah salah satu sarana untuk meningkatkan kepekaan sosial anak karena di dalamnya terdapat anak berkebutuhan khusus yang dapat melatih kepedulian terhadap sesama. Namun, Pada lingkungan masyarakat adanya program sekolah inklusi kerap dinilai apabila ABK disatukan dalam satu lingkungan pendidikan yang bersamaan dengan anak normal maka akan menghalangi proeses pembelajaranya karna merasa risih dan dianggap remeh. Penelitan ini bertujuan untuk menganalisis dan mendeskripsikan kepekaan sosial pada anak terhadap kondisi yang berbeda dengan sebayanya yang turut belajar di sekolah yang sama yaitu SD Muhammadiyah 1 GKB. Penelitian ini berfokus pada kepekaan sosial peserta didik usia sekolah dasar. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode deskriptif. Dalam mengumpulkan data penelitian ini menggunakan data skunder. Teknik pengumpulanya menggunakan observasi dan wawancara. Hasil penelitian ini menunjukan bahwa adanya pendidikan inklusi memberikan beragam manfaat, salah satu yang signifikan adalah timbulnya kepekaan sosial pada anak seperti adanya rasa empati, simpati, tolong-menolong dan menghargai perbedaan.
ABSTRAKAdanya indikasi penurunan kualitas moral dan karakter generasi bangsa menjadi problem dalam menyiapkan generasi yang unggul. Perlu adanya karakter sosial yang dimiliki oleh generasi bangsa agar mampu bertahan dalam era globalisasi. Generasi bangsa yang unggul harus memiliki kemampuan dalam mengenali diri dan lingkungannya agar mampu beradaptasi dengan lingkungan hidupnya. Melalui kisah Qarun banyak pelajar yang bisa diambil, serta diaplikasikan dalam kehidupan dan penguatan karakter sosial. Pemilihan kisah yang tepat penting untuk dilakukan, agar pelajaran yang dapat diambil selaras dengan tujuan pembentukkan karakter sosial. Upaya ini diharaapkan mampu menanankan karakter sosial yang kuat guna menciptakan generasi bangsa yang kuat dan berkualitas, baik dari segi intelektual, sosial, dan agama. Metode penelitian yang digunakan mengunakan library research, dengan jenis penelitian kualitatif dan pendekatan deskriptif. Qarun dikisahkan sebagai seorang yang telampau membanggakan hartanya hingga melupakan kewajiabannya sebagai makhluk Allah SWT dan sesama manusia. Qarun mendapat balasan dari Allah SWT atas sikap sombong dan kufurnya. Ada lima karakter sosial yang dapat diinternalisasi dalam pembentukan karakter sosial melali kisah Qarun yaitu, Rendah hati, Syukur, Kepekaan Sosial, Peduli Lingkungan, dan Sabar. Kelima karakter sosial tersebut apabila diimplementasikan dengan baik akan memberikan manfaat bagi pembemtukan karakter sosial guna menyiapan generasi bangsa yang unggul dan berkualitas. Internalisasi nilai karakter sosial dapat dilakukan dengan mengidentifikasi nilai-nilai karakter sosial yang terdapat dalam kisah Qarun. Aplikasi penggunaan kisah Qarun dalam al-Qur’an sebagai inspirasi pembentukan karakter sosial dapat dijadikan alternatif dalam memberikan pemahaman kepada generasi bangsa pentingnya memiliki karakter sosial. ABSTRACT There are indications of a decline in the moral quality and character of the nation's generation, which is a problem in preparing a superior generation. There needs to be a social character possessed by the nation's generation to survive in the era of globalization. The superior-nation generation must have the ability to recognize themselves and their environment to adapt to it. Through the story of Al-Qur’an, many lessons can be learned and applied in life, strengthening social character. It is crucial to choose the right story so that the lessons drawn can be in harmony with its social character. Hopefully, this effort will develop a solid social character to create a strong and quality nation generation, intellectually, socially, and religiously. The research method used is library research, with a qualitative research type and a descriptive approach. Al-Qur’an is described as too proud of his wealth to remember his obligations as a creature of Allah SWT and a fellow human being. Al-Qur’an received a reply from Allah SWT for his arrogant attitude. Through the story of Al-Qur’an, five characteristics can be internalized in forming social character: humility, gratitude, social sensitivity, environmental care, and patience. These five social characters, if properly implemented, will benefit the formation of a social character to prepare a superior and quality generation for the nation. Internalization of social character values can be done by identifying the social character values in the story of Al-Qur’an. Applying the story of Al-Qur’an in the Al-Qur’an as inspiration for the formation of social character can be used as an alternative to providing an understanding of the importance of social character to the nation's youth.
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