Hubungan Strategi Pembelajaran Guru Akidah Akhlak dan Keteladanan Guru dengan Pembentukan Akhlak Tawadhu Siswa
DOI:
https://doi.org/10.24256/tunascendekia.v10i1.12998Keywords:
Akidah akhlak, keteladanan guru, karakter tawadu, strategi pembelajaranAbstract
Kondisi empiris menunjukkan bahwa pelaksanaan pendidikan karakter belum selalu menghasilkan kesesuaian antara pemahaman nilai moral dan perilaku nyata peserta didik. Tujuan penelitian ini adalah untuk menganalisis hubungan antara strategi pembelajaran guru akidah akhlak, keteladanan guru dengan pembentukan akhlak tawadhu siswa. Populasi penelitian ini mencakup 1.887 siswa yang terdaftar di 16 Madrasah Ibtidaiyah di Kota Cilegon, Indonesia. Dari 16 lembaga tersebut, 10 Madrasah Ibtidaiyah dipilih menggunakan teknik pengambilan sampel acak sederhana. Ukuran sampel ditetapkan sebanyak 330 siswa, yang ditentukan menggunakan rumus Slovin dengan tingkat kesalahan sebesar 5%. Hasil penelitian menunjukkan adanya : 1). Korelasi positif dan kuat antara strategi pembelajaran guru akidah akhlak dengan pembentukan akhlak tawadhu siswa, dengan koefisien korelasi Pearson sebesar (r = 0,439). 2). Hasil uji signifikansi parsial menunjukkan bahwa keteladanan guru berkorelasi secara signifikan dengan pembentukan akhlak tawadhu siswa. Hal ini ditunjukkan oleh nilai (r = 0,543). 3). Hasil analisis regresi menunjukkan bahwa strategi pembelajaran guru Akidah Akhlak dan keteladanan guru secara simultan memiliki hubungan yang signifikan dengan pembentukan akhlak tawadhu siswa. Tabel ringkasan model melaporkan koefisien korelasi berganda sebesar Hal ini ditunjukkan oleh nilai koefisien korelasi berganda (R) sebesar 0,763, yang mengindikasikan adanya hubungan positif yang kuat antara kedua variabel prediktor dan pembentukan karakter tawadhu dengan signifikansi p<0,001. Kontribusi penelitian ini terletak pada penempatan strategi pembelajaran guru Akidah Akhlak dan keteladanan guru dalam satu kerangka analisis untuk memahami pembentukan akhlak tawadhu secara khusus. Secara praktis, temuan tersebut dapat menjadi pertimbangan bagi guru dan pengelola madrasah untuk mengembangkan pembelajaran Akidah Akhlak yang tidak hanya menekankan pemahaman materi, tetapi juga mengintegrasikan refleksi moral, pembiasaan, dan keteladanan dalam interaksi sehari-hari.
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