INTERNALISASI NILAI PAI DALAM PEMBENTUKAN SIKAP TAWADHU SISWA SMPN 1 MUARO JAMBI

Abstrak

Jurnal ini bertujuan untuk menganalisis proses internalisasi nilai-nilai Pendidikan Agama Islam (PAI) dalam membentuk sikap tawadhu pada siswa Sekolah Menengah Pertama Negeri 1 Kabupaten Muaro Jambi. Latar belakang penelitian ini adalah maraknya perilaku siswa yang kurang mencerminkan akhlak Islami, khususnya dalam hal kerendahan hati. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai-nilai PAI yang ditanamkan meliputi keikhlasan, amanah, kedisiplinan, tawadhu, dan istiqamah. Proses internalisasi dilakukan melalui beberapa tahapan, yakni pemahaman dan motivasi, pembiasaan, transformasi nilai, dan evaluasi. Faktor pendukung proses internalisasi antara lain peran aktif guru PAI dan dukungan sekolah. Adapun faktor penghambat meliputi kurangnya pemahaman siswa, lingkungan keluarga, pengaruh teman sebaya, serta kondisi sosial. Temuan ini menegaskan pentingnya peran strategis guru PAI dalam membentuk karakter religius siswa melalui pendekatan edukatif dan keteladanan. Internalisasi nilai PAI terbukti efektif dalam membentuk sikap tawadhu siswa, namun diperlukan sinergi antara sekolah, keluarga, dan masyarakat agar hasilnya lebih optimal dan berkelanjutan.

This Journal aims to analyze the process of internalizing Islamic Religious Education (IRE) values in shaping the attitude of tawadhu (humility) among students at State Junior High School 1 Muaro Jambi Regency. The background of this research is the increasing occurrence of student behavior that does not reflect Islamic morals, particularly the lack of humility. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings reveal that the internalized Islamic values include sincerity, trustworthiness, discipline, tawadhu, and steadfastness. The internalization process is carried out through several stages: comprehension and motivation, habituation, value transformation, and evaluation. Supporting factors include the active role of Islamic education teachers and institutional support, while inhibiting factors consist of students’ lack of understanding, family background, peer influence, and social environment. The results emphasize the strategic role of Islamic education teachers in character building through educational methods and exemplary behavior. The internalization of Islamic values has proven effective in fostering tawadhu among students; however, greater synergy between schools, families, and the community is needed for sustainable impact.