INTERNALISASI PROFIL PELAJAR PANCASILA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN GLENMORE BANYUWANGI DAN SMAN 1 GENTENG BANYUWANGI

mashuri, imam (2025) INTERNALISASI PROFIL PELAJAR PANCASILA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN GLENMORE BANYUWANGI DAN SMAN 1 GENTENG BANYUWANGI. Doctoral thesis, UIN KHAS JEMBER.

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Abstract

ABSTRAK
Mashuri, Imam 2025. Internalisasi Profil Pelajar Pancasila dalam Pembelajaran
Pendidikan Agama Islam dan Budi Pekerti di SMAN Glenmore
Banyuwangi dan SMAN 1 Genteng Banyuwangi. Disertasi, Program
Studi Pendidikan Agama Islam Pascasarjana Universitas Islam Negeri
Kiai Haji Ahmad Shiddiq Jember. Promotor : Prof. Dr. H. Mundir,
M.Pd, Co-Promotor : Dr. Hj. St. Rodliyah, M.Pd
Kata Kunci : Internalisasi, Profil Pelajar Pancasila, Pendidikan Agama Islam
Penerapan kurikulum merdeka merupakan salah satu upaya pemerintah
membentengi generasi Indenesia agar memiliki karakter yang sesuai dengan nilai
nilai agama dan Pancasila. Hal ini tidak lepas dari keprihatinan pemerintah terhadap
degradasi moral generasi Indonesia yang semakin mengkhawatirkan. Untuk itu
diciptakannya kurikulum baru yang mengandung nilai-nilai Profil Pelajar Pancasila
yang nantinya dapat ditrasformaskan kepada peserta didik melalui pembelajaran
maupun di luar pembelajaran.
Berdasarkan latar belakang tersebut, maka fokus penelitian ini adalah
Bagaimana internalisasi dan model internalisasi Profil Pelajar Pancasila dalam
Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN Glenmore
Banyuwangi dan SMAN 1 Genteng. Tujuan penelitian ini untuk menganalisis dan
menemukan internalisasi dan model internalisasi Profil Pelajar Pancasila dalam
Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN Glenmore
Banyuwangi dan SMAN 1 Genteng Banyuwangi.
Penelitian dilakukan dengan pendekatan kualitatif jenis studi kasus type
eksploratif berdasar data primer dan sekunder. Dalam penelitian ini peneliti sebagai
partisipan dan pengamat penuh. Subyek dalam penelitian adalah Kepala
sekolah,Waka Kurikulum, guru Pendidikan Agama Islam dan Budi Pekerti, peserta
didik. Teknik pengumpulan data menggunakan wawancara secara mendalam,
observasi partisipan, dokumentasi. Teknik analisis data menggunakan analisis
interakctive model milik Miles dan Hubberman. Keabsahan data menggunakan
triangulasi sumber dan triangulasi metode.
Hasil analisis menunjukkan bahwa 1) internalisasi Profil Pelajar Pancasila
dimensi beriman, bertaqwa kepada Tuhan Yang Maha Esa, dan berakhlak mulia
dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN
Glenmore Banyuwangi dan SMAN 1 Genteng Banyuwangi dilaksanakan melalui
pembiasaan 5S (Senyum, Sapa, Salam, Sopan Santun), Membaca surat-surat
pendek dari al-Qur’an, membaca Asmaul Husna, Pembiasaan Shalat Dhuhur
berjamaah, istiqhosah, pembelajaran di dalam kelas (Intrakurikuler), Projek
Penguatan Profil Pelajar Pancasila (P5), hormat bendera, Menyanyikan Lagu
Indonesia Raya, Membaca shalawat Nariyah, Shalat Jumat,Kajian Fikih Wanita,
Kajian Keislaman bagi peserta didik berhalangan/haid, Jumat Gizi, Jumat Cerdas,
Jumat Sehat, Jumat berkah, Jumat bersih, serta Pembelajaran di luar kelas
(Kokurikuler).Model internalisasi yang digunakan model tadzkiroh yang berisi
kegiatan pemberian nasihat, motivasi, pengorganisaan dan pemberian tauladan.
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ABSTRACT
Mashuri, Imam. 2025. Internalization of Pancasila Student Profile in Islamic
Religious Education and Character Education Learning at SMAN Glenmore
Banyuwangi and SMAN 1 Genteng Banyuwangi. Dissertation, Postgraduate
Islamic Religious Education Study Program, Kiai Haji Ahmad Shiddiq State
Islamic University of Jember. Promoter: Prof. Dr. H. Mundir, M.Pd, Co
Promoter: Dr. Hj. St.Rodliyah, M.Pd
Key words: Internalization, Pancasila Student Profile, Islamic Religious
Education
The implementation of merdeka curriculum is one of the government's efforts
to fortify the Indonesian generation to have characters in accordance with religious
values and Pancasila. This is inseparable from the government's concern about the
worrying of moral degradation of the Indonesian generation. For this reason, a new
curriculum was created that contains the values of the Pancasila Student Profile
which can later be transformed to students through learning or outside of learning.
Based on the background, the focus of this study is how the internalization
and internalization model of the Pancasila Student Profile in Islamic Religious
Education and Character Education Learning at SMAN Glenmore Banyuwangi and
SMAN 1 Genteng. The purpose of this study is to analyze and find the
internalization and internalization model of the Pancasila Student Profile in Islamic
Religious Education and Character Education Learning at SMAN Glenmore
Banyuwangi and SMAN 1 Genteng Banyuwangi
This research was conducted with a qualitative approach of explorative case
study type based on primary and secondary data. In this study, the researcher was a
full participant and observer. The subjects in the study were the Principal, tge
Deputy of Curriculum, Islamic Religious Education and Character Education
teachers, and students. The data collection techniques used in-depth interviews,
participant observation, and documentation. The data analysis techniques used
Miles and Hubberman's interactive model analysis. The data validity used source
triangulation and method triangulation.
The results of the analysis show that 1) The internalization of the Pancasila
Student Profile dimensions of faith, devotion to God Almighty, and noble character
in Islamic Religious Education and Character Education learning at SMAN
Glenmore Banyuwangi and SMAN 1 Genteng Banyuwangi is carried out through
the habituation of 5S (Smile, Greet, Greeting, Politeness), reciting short chapters
from the Qur'an, reading Asmaul Husna, habit of Dhuhur congregation prayer,
istiqhosah, learning in the classroom (Intracurricular), Pancasila Student Profile
Strengthening Project (P5), saluting the flag, singing the Indonesian National
Anthem, Reading the Nariyah shalawat, Friday prayer, women's fiqh study, Islamic
study for students who are absent or menstruating, nutritious Friday, smart Friday,
healthy Friday, blessed Friday, clean Friday, and learning outside the classroom
(Co-curricular). The internalization model used is the tadzkiroh model which
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contains activities such as giving advice, motivation, organizing and providing role
models.
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ا ﳌ ﺴ ﺘ ﺨ ﻠ ﺺ ا ﻟ ﺒ ﺤ ﺚ

إ ﻣ ﺎ م ﻣ ﺸ ﻬ ﻮ ر ي ، 2025 . د ا ﺧ ﻠ ﻴ ﺔ ا ﻟ ﺼ ﻮ ر ة ا ﳉ ﺎ ﻧ ﺒ ﻴ ﺔ ا ﻟ ﻄ ﻠ ﺒ ﺔ ﻧ ﻜ ﺎ ﺳ ﻴ ﻼ ﰲ ا ﻟ ﺘ ﻌ ﻠ ﻴ ﻢ ا ﻟ ﺪ ﻳ ﲏ ا ﻹ ﺳ ﻼ ﻣ ﻲ
و ا ﻷ ﺧ ﻼ ق ا ﳊ ﺴ ﻨ ﺔ ﰲ ا ﳌ ﺪ ر ﺳ ﺔ ا ﻟ ﻌ ﺎ ﻟ ﻴ ﺔ ا ﳊ ﻜ ﻮ ﻣ ﻴ ﺔ ﺟ ﻠ ﻴ ﻨ ﻤ ﻮ ر ﺑ ﻨ ﺠ ﻮ ا ﳒ ﻲ و ا ﳌ ﺪ ر ﺳ ﺔ ا ﻟ ﻌ ﺎ ﻟ ﻴ ﺔ
ا ﳊ ﻜ ﻮ ﻣ ﻴ ﺔ 1 ﻏ ﻨ ﺘ ﻴ ﻎ ﺑ ﻨ ﺠ ﻮ ا ﳒ ﻲ . ر ﺳ ﺎ ﻟ ﺔ د ﻛ ﺘ ﻮ ر ا ﻩ . ﻗ ﺴ ﻢ د ر ا ﺳ ﺔ ا ﻟ ﱰ ﺑ ﻴ ﺔ ا ﻟ ﺪ ﻳ ﻨ ﻴ ﺔ ا ﻹ ﺳ ﻼ ﻣ ﻴ ﺔ
ا ﻟ ﺪ ر ا ﺳ ﺎ ت ا ﻟ ﻌ ﻠ ﻴ ﺎ ﲜ ﺎ ﻣ ﻌ ﺔ ﻛ ﻴ ﺎ ﻫ ﻲ ﺣ ﺎ ج أ ﲪ ﺪ ﺻ ﺪ ﻳ ﻖ ﲨ ﺒ ﲑ . ا ﳌ ﺸ ﺮ ﻳ ﻒ 1 : ا ﻟ ﱪ و ﻓ ﻴ ﺴ ﻮ ر ا ﻟ ﺪ ﻛ ﺘ ﻮ ر
ا ﳊ ﺎ ج ﻣ ﻨ ﻈ ﺮ ا ﳌ ﺎ ﺟ ﺴ ﺘ ﲑ ، 2 : ا ﻟ ﺪ ﻛ ﺘ ﻮ ر ا ﳊ ﺎ ج ﺳ ﱵ ر ﺿ ﻴ ﺔ ا ﳌ ﺎ ﺟ ﺴ ﺘ ﲑ

ا ﻟ ﻜ ﻠ ﻤ ﺎ ت ا ﻷ ﺳ ﺎ ﺳ ﻴ ﺔ : د ا ﺧ ﻠ ﻴ ﺔ ، ا ﻟ ﺼ ﻮ ر ة ا ﳉ ﺎ ﻧ ﺒ ﻴ ﺔ ا ﻟ ﻄ ﻠ ﺒ ﺔ ﻧ ﻜ ﺎ ﺳ ﻴ ﻼ ، ا ﻟ ﱰ ﺑ ﻴ ﺔ ا ﻹ ﺳ ﻼ ﻣ ﻴ ﺔ

ﻳ ُ ﻌ ﺪ ّ ﺗ ﻄ ﺒ ﻴ ﻖ ا ﳌ ﻨ ﻬ ﺞ ا ﻟ ﺪ ر ا ﺳ ﻲ ا ﳌ ﺴ ﺘ ﻘ ﻞ أ ﺣ ﺪ ﺟ ﻬ ﻮ د ا ﳊ ﻜ ﻮ ﻣ ﺔ ا ﻟ ﺮ ا ﻣ ﻴ ﺔ إ ﱃ ﲢ ﺼ ﲔ ا ﳉ ﻴ ﻞ ا ﻹ ﻧ ﺪ و ﻧ ﻴ ﺴ ﻲ
ﺑ ﺸ ﺨ ﺼ ﻴ ﺎ ت ﺗ ﺘ ﻮ ا ﻓ ﻖ ﻣ ﻊ ا ﻟ ﻘ ﻴ ﻢ ا ﻟ ﺪ ﻳ ﻨ ﻴ ﺔ و ﻧ ﻜ ﺎ ﺳ ﻴ ﻼ . و ﻻ ﻳ ﻨ ﻔ ﺼ ﻞ ﻫ ﺬ ا ﻋ ﻦ ﻗ ﻠ ﻖ ا ﳊ ﻜ ﻮ ﻣ ﺔ إ ز ا ء ا ﻟ ﺘ ﺪ ﻫ ﻮ ر
ا ﻷ ﺧ ﻼ ﻗ ﻲ ا ﳌ ﺘ ﺰ ا ﻳ ﺪ و ا ﳌ ﻘ ﻠ ﻖ ﻟ ﻠ ﺠ ﻴ ﻞ ا ﻹ ﻧ ﺪ و ﻧ ﻴ ﺴ ﻲ . و ﻟ ﺬ ﻟ ﻚ ، و ُ ﺿ ﻊ ﻣ ﻨ ﻬ ﺞ د ر ا ﺳ ﻲ ﺟ ﺪ ﻳ ﺪ ﻳ ﺘ ﻀ ﻤ ﻦ ﻗ ﻴ ﻢ
ﻧ ﻜ ﺎ ﺳ ﻴ ﻼ ، و ا ﻟ ﱵ ﳝ ﻜ ﻦ ﻧ ﻘ ﻠ ﻬ ﺎ ﻻ ﺣ ﻘ ً ﺎ إ ﱃ ا ﻟ ﻄ ﻼ ب ﻣ ﻦ ﺧ ﻼ ل ا ﻟ ﺘ ﻌ ﻠ ﻢ أ و ﺧ ﺎ ر ﺟ ﻪ .
ﻋ ﻠ ﻰ ﻫ ﺬ ﻩ ا ﳋ ﻠ ﻔ ﻴ ﺔ ، ﺗ ُ ﺮ ﻛ ّ ﺰ ﻫ ﺬ ﻩ ا ﻟ ﺒ ﺤ ﺚ ﻋ ﻠ ﻰ ﻛ ﻴ ﻔ ﻴ ﺔ ﺗ ﻄ ﺒ ﻴ ﻖ ﳕ ﻮ ذ ج د ا ﺧ ﻠ ﻴ ﺔ ا ﻟ ﺼ ﻮ ر ة ا ﳉ ﺎ ﻧ ﺒ ﻴ ﺔ ا ﻟ ﻄ ﻠ ﺒ ﺔ
ﻧ ﻜ ﺎ ﺳ ﻴ ﻼ ﰲ ا ﻟ ﺘ ﻌ ﻠ ﻴ ﻢ ا ﻟ ﺪ ﻳ ﲏ ا ﻹ ﺳ ﻼ ﻣ ﻲ و ا ﻷ ﺧ ﻼ ق ا ﳊ ﺴ ﻨ ﺔ ﰲ ا ﳌ ﺪ ر ﺳ ﺔ ا ﻟ ﻌ ﺎ ﻟ ﻴ ﺔ ا ﳊ ﻜ ﻮ ﻣ ﻴ ﺔ ﺟ ﻠ ﻴ ﻨ ﻤ ﻮ ر
ﺑ ﻨ ﺠ ﻮ ا ﳒ ﻲ و ا ﳌ ﺪ ر ﺳ ﺔ ا ﻟ ﻌ ﺎ ﻟ ﻴ ﺔ ا ﳊ ﻜ ﻮ ﻣ ﻴ ﺔ 1 ﻏ ﻨ ﺘ ﻴ ﻎ . ﺪ ف ﻫ ﺬ ﻩ ا ﻟ ﺒ ﺤ ﺚ ﻟ ﺘ ﺤ ﻠ ﻴ ﻞ د ا ﺧ ﻠ ﻴ ﺔ ا ﻟ ﺼ ﻮ ر ة ا ﳉ ﺎ ﻧ ﺒ ﻴ ﺔ
ا ﻟ ﻄ ﻠ ﺒ ﺔ ﻧ ﻜ ﺎ ﺳ ﻴ ﻼ ﰲ ا ﻟ ﺘ ﻌ ﻠ ﻴ ﻢ ا ﻟ ﺪ ﻳ ﲏ ا ﻹ ﺳ ﻼ ﻣ ﻲ و ا ﻷ ﺧ ﻼ ق ا ﳊ ﺴ ﻨ ﺔ ﰲ ا ﳌ ﺪ ر ﺳ ﺔ ا ﻟ ﻌ ﺎ ﻟ ﻴ ﺔ ا ﳊ ﻜ ﻮ ﻣ ﻴ ﺔ ﺟ ﻠ ﻴ ﻨ ﻤ ﻮ ر
ﺑ ﻨ ﺠ ﻮ ا ﳒ ﻲ و ا ﳌ ﺪ ر ﺳ ﺔ ا ﻟ ﻌ ﺎ ﻟ ﻴ ﺔ ا ﳊ ﻜ ﻮ ﻣ ﻴ ﺔ 1 ﻏ ﻨ ﺘ ﻴ ﻎ ﺑ ﻨ ﺠ ﻮ ا ﳒ ﻲ
ﰎ إ ﺟ ﺮ ا ء ا ﻟ ﺒ ﺤ ﺚ ﺳ ﺘ ﺨ ﺪ ا م ﺞ ﻧ ﻮ ﻋ ﻲ ﻣ ﻦ ﻧ ﻮ ع د ر ا ﺳ ﺔ ا ﳊ ﺎ ﻟ ﺔ ا ﻻ ﺳ ﺘ ﻜ ﺸ ﺎ ﻓ ﻴ ﺔ ا ﺳ ﺘ ﻨ ﺎ د ً ا إ ﱃ ا ﻟ ﺒ ﻴ ﺎ ت ا ﻷ و ﻟ ﻴ ﺔ و ا ﻟ ﺜ ﺎ ﻧ ﻮ ﻳ ﺔ . ﰲ
ﻫ ﺬ ﻩ ا ﻟ ﺒ ﺤ ﺚ ، ﻳ ﻜ ﻮ ن ا ﻟ ﺒ ﺎ ﺣ ﺚ ﻣ ﺸ ﺎ ر ﻛ ً ﺎ و ﻣ ﺮ ا ﻗ ﺒ ً ﺎ ﻛ ﺎ ﻣ ﻼً . ا ﳌ ﺒ ﺤ ﻮ ﺛ ﻮ ن ﰲ ا ﻟ ﺒ ﺤ ﺚ ﻫ ﻢ ﻣ ﺪ ﻳ ﺮ ا ﳌ ﺪ ر ﺳ ﺔ و ﺋ ﺐ ا ﻟ ﺮ ﺋ ﻴ ﺲ ا ﳌ ﻨ ﻬ ﺞ
و ﻣ ﻌ ﻠ ﻢ ا ﻟ ﱰ ﺑ ﻴ ﺔ ا ﻹ ﺳ ﻼ ﻣ ﻴ ﺔ و ا ﻷ ﺧ ﻼ ق و ا ﻟ ﻄ ﻼ ب . ﰎ ا ﺳ ﺘ ﺨ ﺪ ا م ﺗ ﻘ ﻨ ﻴ ﺎ ت ﲨ ﻊ ا ﻟ ﺒ ﻴ ﺎ ت ﻣ ﻦ ﺧ ﻼ ل ا ﳌ ﻘ ﺎ ﺑ ﻼ ت ا ﻟ ﻌ ﻤ ﻴ ﻘ ﺔ
و ا ﳌ ﻼ ﺣ ﻈ ﺔ ا ﳌ ﺸ ﺎ ر ﻛ ﺔ و ا ﻟ ﺘ ﻮ ﺛ ﻴ ﻖ . أ ﻣ ﺎ ﲢ ﻠ ﻴ ﻼ ت ا ﻟ ﺒ ﻴ ﺎ ت ﻓ ﻘ ﺪ ا ﺳ ﺘ ﺨ ﺪ ﻣ ﺖ ﳕ ﻮ ذ ج ا ﻟ ﺘ ﺤ ﻠ ﻴ ﻞ ا ﻟ ﺘ ﻔ ﺎ ﻋ ﻠ ﻲ ﳌ ﺎ ﻳ ﻠ ﺰ و ﻫ ﻮ ﺑ ﲑ ﻣ ﺎ ن . و ﰎ
ا ﻟ ﺘ ﺤ ﻘ ﻖ ﻣ ﻦ ﺻ ﺤ ﺔ ا ﻟ ﺒ ﻴ ﺎ ت ﻣ ﻦ ﺧ ﻼ ل ا ﺳ ﺘ ﺨ ﺪ ا م ا ﳌ ﺜ ﻠ ﺜ ﻴ ﺔ ﰲ ا ﳌ ﺼ ﺪ ر و ﻃ ﺮ ﻳ ﻘ ﺔ ا ﳌ ﺜ ﻠ ﺜ ﻴ ﺔ .

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