Pembentukan Perilaku Keagamaan Siswa melalui Pembelajaran Pendidikan Agama Islam dan Budi Pekerti Berbasis Standar Proses di Sekolah Menengah Pertama

Meilina Julhijah; Saprin Saprin; Besse Marjani Alwi

doi:10.51574/judikdas.v5i2.5712

Authors

Meilina Julhijah Universitas Islam Negeri Alauddin Makassar
Saprin Saprin Universitas Islam Negeri Alauddin Makassar
Besse Marjani Alwi Universitas Islam Negeri Alauddin Makassar

DOI:

https://doi.org/10.51574/judikdas.v5i2.5712

Keywords:

Pendidikan Agama Islam, Perilaku Keagamaan, Internalisasi Nilai, Kearifan Lokal, Maja Labo Dahu

Abstract

Pendidikan agama tidak secara otomatis mengubah pengetahuan keagamaan menjadi perilaku keagamaan. Penelitian ini bertujuan menganalisis pembentukan perilaku keagamaan siswa melalui pembelajaran Pendidikan Agama Islam dan Budi Pekerti berbasis Standar Proses di SMP Negeri 2 Woha Kabupaten Bima, sekaligus mengkaji kesenjangan pengetahuan-perilaku dan potensi Maja Labo Dahu sebagai nilai budaya lokal. Penelitian menggunakan pendekatan kualitatif dengan desain etnografis. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dan semi-terstruktur, serta dokumentasi yang melibatkan guru Pendidikan Agama Islam, siswa, tenaga sekolah, dan pihak terkait. Analisis data dilakukan secara tematik melalui pengodean, kategorisasi, interpretasi, dan triangulasi. Kredibilitas data diperkuat melalui triangulasi sumber, teknik, dan waktu, member checking, serta refleksivitas peneliti. Hasil penelitian menunjukkan bahwa perilaku keagamaan terbentuk melalui proses yang saling berkaitan antara perencanaan, pelaksanaan, pembiasaan, keteladanan, refleksi, dan asesmen autentik. Perencanaan pembelajaran mengintegrasikan tujuan kognitif, afektif, dan psikomotorik melalui pembelajaran kontekstual, deep learning, Role Playing, Problem-Based Learning, dan Project-Based Learning. Pelaksanaan pembelajaran menghubungkan nilai Islam dengan pengalaman sosial dan digital siswa melalui etika komunikasi, tabayyun, praktik ibadah, penyelesaian konflik, dan perilaku prososial. Keteladanan guru dan pembiasaan keagamaan memperkuat konsistensi perilaku, meskipun masih ditemukan kesenjangan antara pengetahuan agama dan perilaku aktual. Kesenjangan tersebut menunjukkan keterbatasan orientasi kognitif sekaligus pentingnya pendekatan preventif dan kolaboratif yang melibatkan guru, tenaga bimbingan dan konseling, keluarga, teman sebaya, serta lingkungan sekolah. Maja Labo Dahu juga memiliki potensi sebagai medium kontekstual untuk menerjemahkan nilai Islam yang abstrak menjadi praktik moral yang konkret. Pendidikan Agama Islam perlu bergerak dari transfer pengetahuan menuju internalisasi nilai, regulasi diri, dan aktualisasi perilaku. Penelitian lanjutan perlu menguji model internalisasi berbasis Maja Labo Dahu melalui desain kuasi-eksperimental dan longitudinal.

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