INTERNALISASI NILAI-NILAI RELIGIUS-SOSIAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN PENDIDIKAN AGAMA KRISTEN DI SMA NEGERI 1 TELADAN YOGYAKARTA

The problems that will be examined in this research are related to the implementation, achievements, supporting and inhibiting factors in internalizing religious-social values in Islamic education and PAKR learning at SMA Negeri 1 Teladan Yogyakarta . This study set out based on the reality of learning in SMAN 1 Exemplary of Yogyakarta as formal education institutions inculcate the values of the religious-social learning an effective impact on learners through the learning undertaken at the school. This study aims to describe and analyze the internalization of religious-social values in Islamic education and PAKR learning at SMA Negeri 1 Teladan Yogyakarta. The data of this study were collected from the residents of SMA Negeri 1 Teladan Yogyakarta using a qualitative approach to the field research method . Data collection was carried out through observation, documentation and interviews with respondents. The results of this study indicate that (1) internalization of religious-social values in both PAI and PAKR learning at SMA Negeri 1 Teladan Yogyakarta is carried out in several stages, including: preliminary activities in internalizing values, carried out by conditioning and socializing to students. in learning; core activities in learning, carried out by delivering material by educators and students are given the opportunity to convey the results of the discussion; activities cover value internalization, task evaluation and reflection. In the process of internalization there are several approaches to the participant students include exemplary , habituation , directive or instruction . (2) The achievement of internalizing the values of the religious-social well in learning PAI and PAKR to the participant students in the class is the participant students have the knowledge , the feeling of behaving religious and social skills appropriate material SKKD . (3) Supporting actors for the internalization of religious-social values in PAI and PAKR learning include the school environment, family, students. While the inhibiting factors include the implementation of the zoning system, the Covid-19 pandemic, the family