INTERNALISASI NILAI-NILAI RELIGIUSITAS PADA PESERTA DIDIK DI MTS NEGERI 2 MAGELANG

This research is motivated by: 1) changes in behavior at the age of students from childhood to early adolescence who tend to be curios on anything and try new things, 2) delivery of learning material on Islamic Education which still tends to be dogmatic, and 3) the advance of globalization that affects the environment and the interaction between students. This internalization was carried out at MTs Negeri 2 Magelang to increase students‟ understanding on religious values so that these values become a part of themselves and built awareness to be applied in their daily lives. The objective of this research is to describe the internalization of religiosity values on students at MTs Negeri 2 Magelang and to determine the results of the internalization of religiosity values on students at MTs Negeri 2 Magelang. This research is a qualitative study that utilizes MTs Negeri 2 Magelang students as the research subjects. The data collection was conducted through observation, interview, and documentation. The validity checking was conducted through triangulation. Moreover, this research applies Glock and Stark‟s theory of the dimensions of diversity or religiosity. The research results showed that: 1) the religiosity values internalized to MTs Negeri 2 Magelang a. students refer to three values related to god, b. value of connection with yourself, c. value towards others, d. character values in relation to the environment, e. the love of homeland. 2) Efforts to the internalization of religiosity values at MTs Negeri 2 Magelang include habituation, direct example or exemplary, giving motivation and guidance conducted inside or outside the classroom coordinated by the Guidance and Counseling teacher. 3) The access of internalization of religiosity values on students at MTs Negeri 2 Magelang includes a) increasing students‟ understanding on the religiosity values, b) increasing better changes in students‟ religious behavior which is in accordance with what is taught in school, and c) increasing imtaq value of students who are more diligent in worshiping such as performing prayers on time and in congregation