Wina Handayani Br Batubara, Nahriyah Fata

Internalisasi Karakter dalam Kegiatan P5RA Siswa MIN 1 Labuhanbatu

Introduction

Internalisasi karakter dalam kegiatan p5ra siswa min 1 labuhanbatu. Ketahui efektivitas P5RA di MIN 1 Labuhanbatu dalam internalisasi karakter Pancasila & Rahmatan Lil ‘Alamin pada siswa. Riset kualitatif ini ungkap peran P5RA bentuk nilai-nilai.

Abstract

Project Penguatan Profil Pelajar Pancasila dan Pelajar Rahmatan Lil ‘Alamin (P5RA) is an important part of implementing the kurikulum merdeka in Islamic schools. P5RA is expected to be an agent for instilling good character in students. This research aims to illustrate the extent of the effectiveness of P5RA activities as a means of instilling character in students at the primary Islamic school level. Through a qualitative approach, data was collected from observations, interviews, and relevant document studies. The results show that the P5RA project in primary Islamic schools not only sharpens students' life skills but also plays an active role in internalizing character-forming values within them. In each of its projects, there is a value of Rahmatan Lil ‘Alamin targeted for instillation in students through guidance and habituation throughout the project completion process. This applies across all grade levels and phases. These findings highlight the importance of P5RA in character building for students.

Review

This study critically examines the internalization of character within the Project Penguatan Profil Pelajar Pancasila dan Pelajar Rahmatan Lil ‘Alamin (P5RA) activities at MIN 1 Labuhanbatu. The research addresses a highly pertinent topic, given P5RA’s central role in the *kurikulum merdeka* for Islamic schools and its explicit aim to foster good character. Employing a qualitative approach, the authors sought to illustrate the effectiveness of P5RA as a mechanism for character instillation. The abstract clearly articulates the study's purpose and methodology, concluding that P5RA is instrumental not only in developing students' life skills but also in actively embedding core character values, particularly those encapsulated by *Rahmatan Lil ‘Alamin*. A significant strength of this research lies in its robust qualitative methodology, which includes observations, interviews, and document studies. This triangulation of data sources promises a comprehensive and nuanced understanding of character internalization within the P5RA framework. The findings compellingly demonstrate that P5RA activities are effective in holistic student development, effectively linking practical skill acquisition with moral and ethical character formation. The explicit focus on targeting *Rahmatan Lil ‘Alamin* values through consistent guidance and habituation across all grade levels provides valuable insight into the pedagogical strategies employed within this specific Islamic educational context, offering practical implications for educators and curriculum developers. While the abstract provides a strong overview of the study's positive findings, a full paper would benefit from deeper exploration into the specific mechanisms of "guidance and habituation" that lead to character internalization. Future research could further elaborate on the specific types of *Rahmatan Lil ‘Alamin* values targeted and provide illustrative examples of how these are integrated into P5RA projects. Additionally, examining the perceptions of various stakeholders, such as teachers and parents, regarding the observed character changes, and discussing potential challenges encountered during implementation, could enrich the findings and offer a more comprehensive understanding of P5RA's impact and its transferability to other contexts.

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