T SEJ 1302619 Abstract

ABSTRAK
PEMBELAJARAN SEJARAH BERBASIS NILAI RELIGI UNTUK
MENGEMBANGKAN SOLIDARITAS SOSIALPESERTA DIDIK
(StudiEtnografi di SMA TerpaduRiyadlulU’lumCondong Kota Tasikmalaya)
Oleh :ViddyNoerShaleh (1302619)
Pendidikandan
agama
merupakanduakomponenpentinguntukmengembangkansolidaritassosial
di
kalangangenerasimudakhususnyadanmasyarakatumumnya
yang
sudahterkikisolehadanyaarusglobalisasidanmenyebabkansemakinmeningkatnyasif
atindividualistiksertamenjadiancamandisintegrasibagi
Indonesia
sehinggadiperlukansebuahusahauntuktetapmempertahankankeutuhan
NKRI.Pembelajaransejarahberbasisnilaireligimenjadisalahsatualternatifuntukmen
gatasihaltersebutdiataskarenadidalamnyaterkandungpengintegrasianantarakompon
enpendidikandan agama seperti yang diimplementasikan di SMA
TerpaduRiyadlulU’lumCondong
Kota
Tasikmalaya.Dalampenelitianinidirumuskantigapertanyaanyaitu:

bagaimanarancanganpembelajaransejarahberbasisnilaireligi
di
SMA
TerpaduRiyadlulU’lumCondongKota
Tasikmalaya,
bagaimanaimplementasipembelajaransejarahberbasisnilaireligiuntukmengembang
kansolidaritassosial
di
SMA
TerpaduRiyadlulU’lumCondongKota
Tasikmalayasertabagaimanaaktualisasisolidaritassosialpesertadidik
di
SMA
TerpaduRiyadlulU’lumCondongKota
Tasikmalaya.
Pendekatan
yang
digunakandalampenelitianiniadalahkualitatifdenganmetodeetnografisertamenggun
akanwawancara,
observasidanstudidokumentasidalampengumpulan

data
penelitian.Hasilpenelitianinimenunjukkanbahwapembelajaransejarahberbasisnilair
eligitelahdilaksanakandenganbaikkarenaadanyasinergiantara guru danpesertadidik
yang
dituntutuntukseimbangdalammemahamiilmuumumdanilmu
agama,
terlebihdalamKurikulum 2013 aspek spiritual menjadisalahsatukompetensiinti
(KI) yang harusdimilikiolehpesertadidik. Disampingitukebijakanstrategissekolah
yang tertuangdalamvisi, misi, tujuandanfalsafah yang dianutsertaadanyasintesa 3
kurikulum (Depdiknas, PondokPesantren Modern Gontor, PesantrenSalafi)
menjadilandasanbagi
guru
dalammerancangdanmengimplementasikanpembelajaransejarahberbasisnilaireligi
untukmengembangkansolidaritassosialpesertadidik.
Adapunnilaireligi
yang
berkaitandengansolidaritassosialadalahta’awun (tolong-menolong), ukhuwah
(persaudaraan) danittihad (persatuan) terbentukdengansendirinyaolehrutinitas
yang
dilaluioleh

para
pesertadidik.Faktorshalatberjamaah
5
waktu,
OrganisasiSantriPesantrenCondong (OSPC), kegiatanharian, mingguan, bulanan,
semesterandantahunansertakegiatanekstrakurikulermenjadisebuahwahanaaktualisa
sisolidaritassosialbagipesertadidik.Hubunganantaranilaireligidansolidaritassosialte

Viddy noer shaleh, 2015
PEMBELAJARAN SEJARAH BERBASIS NILAI RELIGI UNTUK MENYEIMBANGKAN SOLIDARITAS
SOSIAL PESERTA DIDIK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

rletakketikaseorangpesertadidiksudahmemilikipemahaman
yang
tinggimengenainilaireligimakatinggi pula rasa solidaritassosial yang merekamiliki
Kata Kunci: PembelajaranSejarah, NilaiReligi, SolidaritasSosial.
ABSTRACT
RELIGION-BASED HISTORY INSTRUCTION TO DEVELOP SOCIAL
SOLIDARITY AMONG STUDENTS

(Ethnography Study in SMA RiyadlulU’lumCondongTasikmalaya)
By
ViddyNoerShaleh (1302619)
Education and religion are the important components to develop social solidarity
for particularly young generations, and generally for the citizens, that has been
threatened by the globalization. In addition, it raises individualistic trait and
becomes disintegrated threat for Indonesia. Hence, the effort to maintain NKRI is
needed. Religion-based history instruction is one of the alternative ways to
overcome that problem, because there is the integration process between
education components and religion as what is implemented by SMA
TerpaduRiyadlulU’lumCondongTasikmalaya. The research questions are
formulated as: how the design of religion-based history instruction in SMA
TerpaduRiyadlulU’lumCondongTasikmalaya is, how the implementation of
religion-based history instruction to develop social solidarity in SMA
TerpaduRiyadlulU’lumCondongTasikmalaya is, and how the actualization of
students’ social solidarity in SMA TerpaduRiyadlulU’lumCondongTasikmalaya is.
This research uses qualitative approach and ethnography as the method of the
research. The data are collected by using interview, observation, and
documentation study. The result of this research shows that religion-based history
instruction has been implemented effectively as there is a synergy between the

teacher and the students that are obliged to have well-balanced comprehension
dealing with both general and religion knowledge. Notably, in Curriculum 2013,
spiritual aspect is one of core competences that must be possessed by learners.
Besides, strategic-school policy on the vision, mission, aim, and philosophy and
3-curriculum synthesis (Depdiknas, PondokPesantren Modern Gontor,
PesantrenSalafi) become the principles for the teachers to design and to
implement religion-based history instruction to develop the students’ social
solidarity. Additionally, religion values related to social solidarity are
ta’awun(assistance), ukhuwah (relationship), and ittihad (unity) formed naturally
by the routine of the students. 5-time-together pray factor,
OrganisasiSantriPesantrenCondong(OSPC), daily, weekly, monthly, in-term, and
annual activities, and extracurricular activities are the media of the students to
actualize social solidarity. The relationship between religion value and social
solidarity is shown if the students has possessed high comprehension about
religion values, the social solidarity they possessed will get increased.
Key words:History Instruction, Religion Values, Social Solidarity

Viddy noer shaleh, 2015
PEMBELAJARAN SEJARAH BERBASIS NILAI RELIGI UNTUK MENYEIMBANGKAN SOLIDARITAS
SOSIAL PESERTA DIDIK

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Viddy noer shaleh, 2015
PEMBELAJARAN SEJARAH BERBASIS NILAI RELIGI UNTUK MENYEIMBANGKAN SOLIDARITAS
SOSIAL PESERTA DIDIK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu