PELAKSANAAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM PEMBINAAN KARAKTER DISIPLIN ANAK HIPERAKTIF DI SLB PEDULI ANAK BANGSA PAYAKUMBUH

Abstrak

The background of this research is the implementation of Islamic Religious Education learning in character training for hyperactive children, which in this school has implemented Islamic Religious Education learning and character training for hyperactive children discipline, but in its implementation there are several problems. The purpose of this study is to determine the implementation of Islamic Religious Education in character training for hyperactive children in SLB Peduli Anak Bangsa Payakumbuh, to determine the supporting and inhibiting factors in the implementation of Islamic Religious Education learning in character training for hyperactive children discipline in SLB Peduli Anak Bangsa Payakumbuh. This study uses a qualitative descriptive approach. The data collection techniques in this study are interviews, observation and documentation. The author requires key informants and supporting informants to obtain data. Data analysis used in this study is data reduction, data display, and verification. Based on the research results, supporting factors for the implementation of Islamic Religious Education (ISE) in character development for hyperactive children include: a) Family environment, in the form of supportive attention, support in instilling discipline, and financial support; b) School environment, in the form of instilling discipline by teachers, such as guidance in learning, politeness, friendliness toward friends, teaching mutual cooperation, caring for others, and providing encouragement in learning through the methods used; c) The influence of friends at school, such as helping each other in mutual cooperation, cleaning duties, and so on. Supporting factors include: a) Family environment, such as not instilling discipline, not providing support and attention, and not having sufficient financial resources; b) School environment, such as instilling discipline by teachers, lack of cooperation between teachers and parents, and lack of teacher attention to each child, making it difficult to control the child; c) Peer influence: if friends are distracting, the child will lose focus in learning, and if one child is undisciplined, other children will also be undisciplined.