INTERNALISASI NILAI KARAKTER DISIPLIN SEBAGAI PENGUATAN NILAI KEWARGANEGARAAN MELALUI BUDAYA POSITIF BERBASIS KEPESANTRENAN PADA SISWA MTs AL HUDA KELAS IX

Abstract

Character education is one of the important aspects in shaping students’ personalities, especially discipline character as a reinforcement of citizenship values. Discipline character is not only related to obedience to school regulations, but also associated with responsibility, self-awareness, and orderly behavior in daily life. However, in reality, there are still students who show a lack of discipline, such as arriving late, disobeying school rules, and lacking responsibility in completing their duties and obligations at school. Therefore, efforts are needed to build discipline character through a positive pesantren-based culture implemented within the madrasah environment. This research aimed to describe the process of internalizing discipline character, the forms of positive pesantren-based culture, and the supporting and inhibiting factors in the internalization of discipline character among ninth grade students at MTs Al Huda Bandung. This research used a qualitative approach with a descriptive research design. The data collection techniques were conducted through observation, interviews, and documentation. The informants in this research included guidance and counseling teachers, Civic Education teachers, homeroom teachers, the vice principal of student affairs, and ninth grade students of MTs Al Huda Bandung. The data analysis techniques were carried out. through data reduction, data display, and conclusion drawing. The validity of the data was obtained through source triangulation and technique triangulation. The results of the research showed that the process of internalizing discipline character was carried out through the habituation of religious activities, teachers’ role modeling, giving advice, enforcing rules, and continuous guidance. The forms of positive pesantren-based culture implemented included congregational prayers, habituation activities before learning, greeting and politeness culture, time discipline, and obedience to madrasah regulations. The supporting factors in the internalization process included a religious school environment, cooperation among teachers, and the existence of character-building programs. Meanwhile, the inhibiting factors included the low awareness of some students, the influence of peer environments, and the lack of supervision from the family environment. Based on the results of the research, it can be concluded that a positive pesantrenbased culture has an important role in shaping students’ discipline character as a reinforcement of citizenship values. Through habituation, role modeling, and the consistent implementation of rules, students are able to understand and apply discipline values in their daily lives within the madrasah environment.