PENANAMAN NILAI KEJUJURAN TERHADAP PESERTA DIDIK PADA MATA PELAJARAN AKIDAH AKHLAK KELAS XII MADRASAH TA’DIB AL-MUALIMIN AL-ISLAMY TITI KUNING MEDAN JOHOR

Abstract

Education is expected to produce quality human resources, but education is also expected to be able to form strong character and belief in each student, so that each student can develop the potential that exists in themselves, find life goals and improve their morals. The decline in morals and morals needs to be immediately taken seriously, both by parents, teachers, and educational institutions who are also responsible for providing education through the learning process. One of them is a moral aqidah teacher who emphasizes the inculcation of honesty values in student behavior and is fully implemented by parents, teachers, and all components of education. Students' honesty is instilled both in the madrasa and outside the madrasa, namely at home. This type of research is a field qualitative research (field research) with a qualitative descriptive research nature, and the nature of this research is a qualitative descriptive that is jokes about situations and events in a systematic, factual, and accurate manner. Data sources are research subjects who have an important position, obtained from primary and secondary data sources. Data collection techniques by observation, interviews and documentation. Technique Checking the validity of the data by using triangulation technique. While data analysis with data reduction, presentation of data drawing conclusions. The results of this study indicate that: 1). The role of the moral aqidah teacher in instilling the value of honesty in students is by using two ways, direct and indirect. The direct method is by using exemplary methods, habituation, supervision, advice and punishment. While the indirect way is by learning in classes. 2). Meanwhile, the inhibiting factors for inculcating the value of honesty in students through Islamic spiritual extracurricular activities are; some students are graduates from public schools and family backgrounds who do not understand religious knowledge, so they need more attention from teachers in providing guidance to these students