INTEGRASI NILAI NILAI PANCASILA SILA KE DUA DALAM MEMBENTUK KETAHANAN SOSIAL EMOSIONAL DI KELAS VII SMP DI PONDOK PESANTREN AL FATTAHIYYAH

Abstract

This study is motivated by the critical importance of character building and social-emotional resilience for early adolescents at the junior high school level. 7th-grade students living in the dormitory environment of Al-Fattahiyyah Islamic Boarding School frequently encounter a pivotal transition phase (early adolescence) that triggers culture shock, high egocentrism, interpersonal conflicts, as well as discipline and responsibility challenges. To fortify students' mental resilience, the school implements psychosocial competence reinforcement by integrating the noble values of the state ideology. This study aims to comprehensively analyze the implementation, challenges, strategies, and impact evaluation of integrating Pancasila values, specifically the Second Principle ("Just and Civilized Humanity"), in shaping students' social-emotional resilience. This study employed a qualitative approach with a descriptive research design. The primary subjects consisted of the school principal, civic education (PPKn) teachers, 7th-grade homeroom teachers, and 7th-grade students at SMP Islam Al-Fattahiyyah. Data were gathered through observation, in-depth interviews, and documentation. The data analysis technique followed the Miles and Huberman interactive model, which comprises data reduction, data display, and conclusion drawing. Data trustworthiness was validated using source and technique triangulation. The results of the study indicate that: (1) The implementation of the Second Principle integration at SMP Islam Al-Fattahiyyah is manifested through habituating mutual respect, equal rights regardless of socio-economic status or physical conditions, upholding polite manners (adab), and social care. (2) The core challenges include early adolescent egocentrism, diverse family socialization backgrounds, and external environmental influences. (3) The social-emotional resilience strategies rely on continuous intensive guidance (in loco parentis) and exemplary behavior modeling (uswah hasanah) by all school community members. (4) Impact evaluation demonstrates substantial behavior modifications among students, including improved self-regulation and emotional control, reduction in bullying incidents, an enhanced sense of safety, strengthened empathy and mutual cooperation (gotong royong), and the courage to stand up for justice in a polite manner. This study concludes that character building based on the Second Principle of Pancasila successfully serves as a sturdy moral foundation that elevates students' psychological and mental resilience within an Islamic boarding school environment.