Rahmah Chairunnisa, Iva Sarifah, Mahmud Yunus

IMPLEMENTASI BUDAYA SEKOLAH UNTUK MENDUKUNG NILAI-NILAI PANCASILA SISWA KELAS V

Introduction

Implementasi budaya sekolah untuk mendukung nilai-nilai pancasila siswa kelas v. Penelitian kualitatif ini menganalisis implementasi budaya sekolah di MIS Miftahusshibyan untuk mendukung nilai-nilai Pancasila siswa kelas V dengan hasil yang baik.

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi budaya sekolah untuk mendukung nilai-nilai Pancasila siswa kelas V. Jenis penelitian yang digunakan yaitu penelitian kualitatif dengan pendekatan deskriptif. Teknik analisis menggunakan Miles dan Huberman dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa budaya sekolah di MIS Miftahusshibyan telah mengimplementasikan dan mendukung nilai-nilai Pancasila siswa dengan cukup baik. Budaya sekolah yang dibiasakan untuk mendukung nilai-nilai Pancasila meliputi berdoa sebelum memulai pembelajaran, pelaksanaan shalat zuhur berjamaah, pelaksanaan shalat duha secara bersama-sama setiap hari Jumat, menghormati dan menghargai satu sama lain, menonton film bersama setiap hari Sabtu, piket kelas, diadakannya pemilihan ketua kelas melalui voting, serta mendengarkan dan menghargai pendapat orang lain. Faktor yang memengaruhi implementasi nilai-nilai Pancasila terdiri dari faktor internal dan eksternal. Faktor tersebut saling bersinergi dan sangat mempengaruhi keberhasilan pengamalan nilai-nilai Pancasila siswa kelas V.

Review

The study, "IMPLEMENTASI BUDAYA SEKOLAH UNTUK MENDUKUNG NILAI-NILAI PANCASILA SISWA KELAS V," addresses a highly relevant and critical topic within the Indonesian educational context: the practical implementation of school culture to foster Pancasila values among elementary school students. The abstract clearly articulates the research objective, which is to analyze this implementation specifically for 5th-grade students. Methodologically, the research employs a qualitative descriptive approach, which is appropriate for gaining in-depth insights into complex social phenomena such as school culture. The use of Miles and Huberman's data analysis technique, involving data reduction, data display, and conclusion drawing, indicates a structured approach to qualitative inquiry. The findings reveal that the school culture at MIS Miftahusshibyan effectively supports Pancasila values in its students, being implemented "cukup baik" (quite well). The abstract provides a rich array of specific examples of school practices that contribute to this, including daily prayers, congregational Dhuhr and communal Duha prayers, promoting mutual respect, shared film viewing, class responsibilities (piket), democratic class leader elections via voting, and encouraging active listening and respectful opinion-sharing. This detailed enumeration of practices is a significant strength, offering concrete illustrations of how abstract values are translated into observable behaviors and routines. The identification of both internal and external factors that synergistically influence the success of Pancasila value implementation further enriches the study's contribution. This research offers valuable insights into the tangible application of Pancasila values through school culture. Its strength lies in providing practical examples that can potentially serve as a model or inspiration for other educational institutions seeking to strengthen character education. While the abstract highlights the effectiveness at a single school, suggesting a case study approach, this specificity allows for a deep understanding of the mechanisms at play. For future research, it would be beneficial to explore the students' own perceptions of how these activities relate to Pancasila values, or to conduct comparative studies across different types of schools or regions to assess broader generalizability and contextual variations. Nevertheless, the study successfully underscores the vital role of school environment in shaping students' foundational values.

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