PEMBINAAN MORAL SISWA MELALUI PENDIDIKAN AGAMA ISLAM DI SMA NEGERI KESAMBEN

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan pembinaan moral siswa melalui Pendidikan Agama Islam di SMA Negeri Kesamben Jombang, meliputi kondisi moral siswa, proses pembinaan, serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa moral siswa SMA Negeri Kesamben Jombang tergolong baik dengan perkembangan yang positif, ditandai dengan meningkatnya kesadaran moral, kejujuran, tanggung jawab, disiplin, rasa hormat, dan kepedulian sosial, meskipun masih terdapat sebagian kecil perilaku yang belum konsisten. Pembinaan moral dilaksanakan melalui Pendidikan Agama Islam yang mencakup aspek kognitif, afektif, dan psikomotorik, sehingga tidak hanya memberikan pemahaman konsep, tetapi juga pembiasaan dan praktik nyata dalam kehidupan sehari-hari seperti sholat berjamaah, membaca Al-Qur’an, dan kegiatan sosial. Pembinaan moral tersebut didukung oleh lingkungan sekolah yang kondusif, keteladanan guru, serta kegiatan keagamaan dan sosial yang rutin, namun masih menghadapi hambatan seperti kurangnya motivasi siswa, pengaruh teman sebaya dan teknologi, serta keterbatasan waktu dan dukungan lingkungan keluarga. Dengan demikian, pembinaan moral melalui Pendidikan Agama Islam di sekolah ini berjalan cukup efektif meskipun masih memerlukan penguatan melalui kerja sama antara sekolah, orang tua, dan lingkungan

This study aims to describe students’ moral development through Islamic Religious Education at SMA Negeri Kesamben Jombang, including students’ moral conditions, the implementation of moral development, as well as supporting and inhibiting factors. This research uses a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings show that students’ morality is generally good and continuously improving, indicated by increasing awareness of honesty, responsibility, discipline, respect, and social care, although some inconsistent behaviors still exist. Moral development is implemented through Islamic Religious Education covering cognitive, affective, and psychomotor aspects, which are applied not only through theoretical learning but also through habituation and real practices such as congregational prayer, Qur’an recitation, and social activities. This moral development is supported by a conducive school environment, teacher role modeling, and regular religious and social activities. However, it still faces several obstacles such as students’ low motivation, peer and technological influence, limited time, and family environment. Therefore, moral development through Islamic Religious Education is considered fairly effective but still requires stronger collaboration between school, parents, and the surrounding environment.