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Pembelajaran Aqidah Akhlak sangatlah penting bagi remaja dalam berprilaku di masyarakat, pembelajaran Aqidah Akhlak mengharapkan remaja memiliki pengetahuan, penghayatan, dan keinginan yang kuat untuk mengamalkan akhlak yang baik dan berusaha sekuat tenaga untuk meninggalkan akhlak yang buruk, baik dalam hubungannya dengan Allah SWT, diri sendiri, dan masyarakat sosial antar manusia maupun hubungannya dengan alam lingkungan. Metode yang digunakan dalam penelitian kali ini adalah penelitian kualitatif. Menurut Saryono (2010), Penelitian kualitatif merupakan penelitian yang digunakan untuk menyelidiki, menemukan, menggambarkan, dan menjelaskan kualitas atau keistimewaan dari pengaruh sosial yang tidak dapat dijelaskan, diukur atau digambarkan melalui pendekatan kuantitatif. Dalam kegiatan pembelajaran guru menggunakan metode pembelajaran ceramah, pemberian tugas dan tanya jawab. Langkah pertama guru memberikan penjelasan kepada siswa tentang materi “Akhlak Terpuji” dengan jelas dan saksama sehingga peserta didik dapat memahami apa yang dipelajari. Dalam penjelasan yang disampaikan, guru mengaitkannya dengan kehidupan sehari-hari yang dekat dengan lingkungan siswa dan mencontohkannya dari peristiwa yang terjadi secara nyata. Berdasarkan hasil observasi di atas dapat disimpulkan bahwa proses pembelajaran Akidah Akhlak di MTs An Nur sudah mendapatkan predikat baik mulai dari penyusunan RPP dan Silabus serta penentuan strategi, model, pendekatan, teknik dan taktik dalam proses pembelajaran Akidah Akhlak di madrasah.

Penelitian ini menggunakan metode penelitian kualitatif untuk mengeksplorasi dan memahami implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) di MTs. Rahmat Said Bongkot Peterongan Kab. Jombang. KTSP dikembangkan dengan berpusat pada potensi, perkembangan, kebutuhan, dan kepentingan peserta didik serta melibatkan berbagai pemangku kepentingan. Penelitian menyoroti keberhasilan MTs. Rahmat Said dalam membentuk karakter siswa melalui pembelajaran akidah akhlak sebagai bagian integral dari kurikulum. Hasil wawancara dan observasi menunjukkan bahwa pembelajaran tersebut berhasil membentuk karakter siswa, termasuk nilai-nilai seperti kejujuran, sopan santun, disiplin, toleransi, percaya diri, dan religiusitas. Guru berperan sebagai contoh yang baik, menciptakan suasana belajar yang positif, dan menerapkan berbagai metode pembelajaran efektif.

Metode penelitian yang digunakan adalah deskriptif dengan tujuan menguji dan mengembangkan teori implementasi pendidikan karakter pada mata pelajaran aqidah akhlak di MTs Al-Hikmah Klitih. Hasil penelitian menunjukkan bahwa pelaksanaan pendidikan karakter di madrasah ini mengutamakan pendekatan pembiasaan dan kegiatan keagamaan pra kegiatan belajar mengajar (KBM). Guru yang profesional dan partisipasi orang tua juga menjadi faktor pendukung, sementara kurangnya minat belajar siswa, sarana prasarana yang kurang memadai, pengaruh media sosial, dan teman sebaya menjadi faktor penghambat implementasi.

The background for writing this thesis is that the implementation of the Tahfidz Qur'an in the Madrasah Diniyah Takmiliyah Wustha Program at SMP Negeri 4 Tualang is held on Monday-Thursday, the implementation time is 15.00-16.30. In this Tahfidz Qur'an activity, the Wahdah method is used. The Wahdah method is a way to memorize the Al-Qur'an one by one for the verses you want to memorize by reading them 10 to 20 times to form a pattern in the image. This research aims to see how the wahdah method is implemented in tahfidz Qur'an in the Madrasah Diniyah Takmiliyah Wustha Program. The approach used in this research is a qualitative approach, meaning that the researcher looks at the implementation of the wahdah method used by Tahfidz teachers. This research uses qualitative descriptive research. The key informant in this research was the Tahfidz teacher at SMP Negeri 4 Tualang, while the supporting informants were class VIII students at SMP Negeri 4 Tualang. Observation, Interview and Documentation data collection techniques. Data validation technique: triangulation technique. data analysis techniques: data presentation, data selection, and conclusion drawing. Based on the findings of research conducted by the author, the results show that: in the 2023/2024 academic year, teachers changed the system with the first 3 months focusing on Tahfidz Qur'an only to achieve the target of Siak, namely a minimum of students memorizing 1 juz. After the initial 3 months ended, students returned to studying as before, namely studying the subjects of Fiqh, Aqidah Akhlak, Al-Qur'an Hadith, Tarekh and Arabic. The steps for implementing the Wahdah Method at SMP Negeri 4 Tualang are, memorizing verse by verse and confirming the reading. In carrying out tahfidz Qur'an activities using the wahdah method, it has several benefits, namely making it easier for students to memorize, their memorization memory is stronger, some students get the letters correct. At the beginning of the first month it went well using this method. Then students feel bored in using this method. Because there are some students whose memorization is quite far, because using this method students feel they cannot increase their memorization deposit, because this method memorizes surahs together. The solution is to exchange or combine the wahdah method with another method. Or change the method in tahfidz Qur'an.

The learning strategies used by moral aqidah teachers in developing character include efforts and training as well as habits. be an example for students by displaying good behavior, good speech, neat dressing, honesty, respect and firmness in all things. Moral belief teachers also play an active role in encouraging students to do good deeds. Moral aqidah teachers also provide direction, guidance and advice to students to always do good and have commendable morals. The methods used by moral aqidah teachers in developing students' character are the method of example or modeling, exemplifying, giving advice, habituation, and punishment. So in this article using qualitative descriptive research, this article will explain the learning strategies of teachers of moral beliefs in developing student character at MTsS Yati Kamang Mudik.

Penelitian ini bertujuan untuk mengkaji antara lain: (1) penanaman nilai-nilai pendidikan karakter pada mata pelajaran aqidah, (2) nilai-nilai pendidikan karakter yang diterapkan pada pembelajaran aqidah akhlak, (3) metode yang digunakan guru dalam menanamkan nilai-nilai pendidikan karakter melalui pembelajaran aqidah akhlak. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif yang bersifat deskriptif. dengan tujuan untuk memeriksa dan memahami fenomena sosial dan masalah manusia untuk mengumpulkan informasi deskriptif dari partisipan dalam bentuk tindakan verbal dan nonverbal mereka serta perilaku mereka yang diamati. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Hasil penelitian ini diperoleh program sekolah yang mendukung terlaksananya pendidikan karakter adalah kegiatan subuh call (membangunkan sholat subuh dengan menggunakan telepon), masuk gerbang dengan menuntun sepeda dan memarkirkan pada tempatnya, bersalaman dan mencium tangan bapak atau ibu guru ketika sampai di sekolah, adzan dan iqomah bergilir ketika akan memulai sholat berjamaah, sholat dhuha dan dhuhur berjamaah, sedekah lingkungan, dll. Kemudian MTS Ar-Rosyidin Desa Pulogedang juga menerapkan pendidikan karakter melalui pembelajaran di kelas, salah satunya adalah pada mata pelajaran Aqidah Akhlak.

Keperihatinan peneliti atas menyusutnya akhlak terpuji siswa di lingkungan sekolah menengah atas, sehingga penerapan pendidikan karakter melalui pelajaran Akidah Akhlak diharapkan mampu membentuk kepribadian peserta didik menjadi manusia yang bermoral, beretika, sesuai ajaran yang diwariskan oleh Rosululloh saw, dimanapun ia berada. Oleh sebab itu, penelitian ini bertujuan mengkaji, menganalisis, mendeskripsikan Implementasi Pendidikan Karakter Pada Mata Pelajaran Akidah Akhlak. Penelitian ini merupakan jenis penelitian kualitatif dengan mengambil lokasi di Madrasah Tsanawiyah Negeri 3 Dusun Tambakberas Desa Tambakrejo Kecamatan Jombang Kabupaten Jombang Provinsi Jawa Timur. Pengumpulan data dilakukan dengan cara observasi, wawancara dan dokumentasi. Adapun analisis data menggunakan teknik deskriptif melalui tiga alur kegiatan, yakni reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pendidikan karakter membiasakan akhlak terpuji melalui pelajaran Akidah Akhlak yaitu: (1) Guru telah merencanakan implementasi pendidikan karakter melalui tata tertib siswa, kegiatan pembiasaan dan metode. (2) Pelaksanaan pendidikan karakter dilakukan didalam pembelajaran Akidah Akhlak dengan menggunakan metode pembelajaran yang bervariasi dan inovatif, juga kegiatan diluar kelas seperti lathifatul qolbi, dan (3) evaluasi dilakukan 3 bulan sekali kemudian di tindaklanjuti sesegera mungkin agar permasalahan tidak berlarut-larut.

Pendidikan agama Islam sangat penting bagi masyarakat. Dampak terhadap akhlak yang baik adalah melalui pendidikan dan pengajaran. Ajaran agama melampaui ritual sederhana untuk mengaktualisasikan prinsip dan cita-cita agama dalam kehidupan sehari-hari. Tujuan penulisan ini adalah untuk mengkaji pertumbuhan pendidikan agama Islam di masyarakat. Gaya penulisan deskriptif dan eksploratif digunakan dalam tinjauan pustaka ini. Dapat disimpulkan bahwa untuk meningkatkan kualitas keimanan, nilai-nilai pendidikan agama Islam perlu dikembangkan atau ditanamkan pada masyarakat. Nilai-nilai tersebut antara lain: (1) akhlakul-karimah; (2) pendidikan ibadah; dan (3) pendidikan aqidah/iman. Pendidikan ibadah meliputi pengajaran kepada anak untuk melakukan ibadah seperti shalat, puasa, dan membaca Al-Qur'an.

Education is important, to make himself a human being with good character In this day and age, children are lacking in moral values, ethics and morals, for example, the child is wrong in choosing a relationship, lack of courtesy towards parents and teachers, and so on, With the existence of aqidah akhlak education in character building, it will definitely make one's aqidah and morals better because everyone has morals, we just have to develop their aqidah and morals, moral education is a means that gives humans concrete instructions on how they act to become good human beings, and how they avoid maskiat, The data collection technique used is through three stages, the first stage is the process of checking and reviewing. The second stage is compiling, arranging, and organizing data acquisition with the needs or needs of the research framework. The third stage is finding answers and conclusions, with the rapid development of technology causing changes in all sectors, including the education sector. Because in the current era a variety of information can be accessed easily and quickly through data search sites, without Akidah Akhlak the world will contain bad behavior carried out by humans.

This research was motivated by the fact that the learning process of moral aqidah was less enjoyable for students, it was found that students were not focused on learning, chatting with friends and sleeping in class and also the values ​​contained in learning Aqidah Morals had not been implemented in the students' daily lives. Based on this background, the author formulates the problem, namely how teachers teach moral aqidah methods for class VIII and the supporting and inhibiting factors for implementing class VIII learning methods at Mti Tarusan Kamang. This research uses a qualitative approach, to collect data by means of interviews and observations. The results of the research show that there are five learning methods used by teachers in learning moral aqidah in class VIII, namely the lecture method implemented by the teacher by starting to formulate learning objectives, preparing material and assessment techniques. However, teachers do not have good strategies and communication in delivering material so that there are students who are not enthusiastic about the teacher's explanation. The question and answer method is only used by teachers as a complementary method in implementing the lecture method. The teacher implements the exemplary method by providing examples in accordance with the values ​​contained in the material, but in some circumstances there are some teacher behaviors that cannot be used as examples. The habituation method often occurs outside of class hours and is carried out by routinizing several positive activities, but in some situations it becomes neglected due to busy school activities and this habituation seems to force students. And finally, the story method is implemented by the teacher as a complement to the lecture method. The supporting factor for implementing the Aqidah Akhlak class VIII learning method is because this method is seen as capable of achieving the objectives of learning Aqidah Akhlak. Meanwhile, the inhibiting factors are the lack of teacher preparation before teaching in the form of learning equipment and media, as well as the lack of communication and cooperation between teachers and students' parents.

This research was conducted at MAS Bonjol, the low learning outcomes of students in the field of study of moral beliefs even though the teacher's level of creativity is already high is the background to the problem that must be investigated. The aim of this research is to examine the creativity of Aqidah Akhlak teachers at MAS Bonjol, the learning outcomes of Aqidah Akhlak at MAS Bonjol, and to find out the important relationship between teacher creativity and the learning outcomes of Akidah Akhlak students at MAS Bonjol. This problem was researched using quantitative research methods which are correlative in nature. Data was collected using questionnaire research instruments and documentation. The population and sample in this research were female students in classes X and XI of MAS Bonjol. Based on the research conducted, the results obtained showed that there was a relationship between variables X and Y with a low level of correlation. So, teacher creativity is not the main factor causing low learning outcomes for moral beliefs at MAS Bonjol.

  Dalam  pendidikan Islam, pendidik adalah orang yang bertanggung jawab terhadap perkembangan peserta didik dengan upaya mengembangkan seluruh potensi peserta didik, baik potensi afektif (rasa),kognitif (cipta), maupun psikomotorik (karsa). Aspek pendidikan di PAUD mencakup pengasuhan, pembiasaan, dan pengenalan belajar.Pengasuhan bertujuan untuk menjaga anak dari dampak negatif perbuatan anak, seperti tindakan berbahaya, maupun pelecehan dari orang yang lebih dewasa; baik fisik, oral, maupun psikologis. Pembiasaan  merupakan perangkat adaptasi anak terhadap lingkungan sosialnya, lebih luas dengan hidup dan kehidupan.. Metode Pendidikan Anak Usia Dini (PAUD) dalam perspektif pendidikan Islam sangat bervariasi,diantaranya metode keteladanan, metode pendidikan dengan latihan dan pengamalan, mendidik melalui, permainan, nyanyian dan cerita, mendidik dengan (targhib) dan (tarhib), pujian dan sanjungan, serta menanamkan kebiasaan yang baik.Pendidikan Anak Usia Dini (PAUD) menurut perspektif Islam mencakup prinsip mendahulukan  penanaman aqidah, menuntun dan menuntut aktualisasi ibadah, pembinaan akhlak mulia dan melatih kemandirian serta prinsip keseimbangan antara dunia dan akhirat serta prinsip keseimbangan antara ilmu dan amal.

This study is based on the phenomena experienced by social studies students in class X MAN 1 West Pasaman. The researcher saw that at the research site there were still some students who did not live up to the moral creed material. This can be proven when students talk to their friends using impolite words, even heard when talking to their teacher. Then there are students who don't attend congregational prayers, students who don't want to read the Koran, and some are even hostile to their classmates, it's not uncommon for teachers to greet students without answering them. .and there are many other things behind the change or decline in a student's religious behavior. This research is a correlational research with quantitative data orientation. The sample of this research is students of class X IPS MAN 1 Pasaman Barat. There were a total of 80 people. The results showed that the analysis and discussion of the research data took the sig value from the results of hypothesis testing in the coefficient table. 0.000 <0.05, so it can be concluded that the learning variable of morals and faith (X) influences religious behavior. (Y ).

This study aims to find aind about the efforts of Aqidah Moral teachers in instilling studets moral values, and what moral values are instilled by Aqidah Akhlak teachers in their students, and also what factors are the constraints of moral aqidah teachers in instilling moral values. Towards fifth grade students Mis Al Fikri, Kamama Mekar Village, Gu District, Central Buton Regency The method used in this study is a qualitative research method with a descriptive approach, namely describing various events and information obtained during the research. The subjects in this study were aqidah akhlak teachers and fifth grade students Mis Al Fikri, Kamama Mekar Village, as for data collection, namely observation, documentation, and interviews. The results obtained in this study are the way in which the teacher`s aqidah akhlak instills moral values, namely through effective learning. The teacher becomes a role model for studets and the teacher familiarizes students with good things. The moral values that are instilled by the teacher of aqeedah morals are about being honest, politeness and discipline, while the factors faced by teachers off aqeedah morals are technological factors that are developing rapidly at this time the awareness students own as well as environmental factors.

The background of this research is the low student learning outcomes of aqidah akhlah, because educators still use methods that make students bored and unenthusiastic in participating in learning, such as still using lecture, question and answer and assignment methods. So that there are still students who have less motivation in learning, as evidenced by the lack of students who are active in class, such as actively asking, answering and being active in expressing opinions, so that many students have not achieved predetermined learning outcomes. This study aims to describe: (1) Application of Information Search Methods for Class XI Man 2 Payakumbuh City, (2) Learning Outcomes of Aqidah Akhlak Class XI Man 2 Students in Payakumbuh City, (3) Effect of Information Search Methods on Learning Outcomes of Aqidah Akhlak Class XI Students Man 2 Payakumbuh City. This study uses a quantitative approach with a korean type. The population in this study was students of class XI Man 2 Payakumbuh City with a total of 137 students. The data collection technique is in the form of a questionnaire in the analysis using the r product moment formula, the correlation coefficient, and the coefficient of determination. But before the data is tested, the research is first tested using the normality test, linearity, and homogeneity test. Sampling using simple random sampling technique, by taking 25% of the population of 137 students. And the sample in this study were 34 students. The results of the Research Information Search Method for class XI students are in the high category with a percentage of 53%. While the results of research on the influence of information seeking methods on student learning outcomes of aqidah morals obtained results of 0.562. The results of the determination test were (0.5622)  100  = 31.58%. Then the perception of students' learning outcomes of aqeedah morals is 31.58% influenced by the application of information seeking methods, the remaining 68.42% is influenced by other factors not examined in this study. There is a significant influence between the Information Search Method and the learning outcomes of class XI student morals based on the coefficient of determination, the figure is 31.58%.

This article aims to find out how Akidah Akhlak teachers internalize disciplinary values ​​in students, find out the methods used in the process of internalizing disciplinary values, and what factors hinder the process of internalizing disciplinary values ​​at MTs Mu'allimin Muhammadiyah Alabio Hulu Sungai Utara District. The subjects in this study were 2 teachers of the Akidah Akhlak subject, namely men and women. While the object of this research is the internalization of disciplinary values ​​in students. Data collection techniques in this study used descriptive and qualitative analysis. The results of this study indicate that educators internalize disciplinary values ​​by taking a humanism approach, a negotiation approach and a behavior modification approach. The methods used include: the exemplary method, the habituation method, the method of giving advice, the method of giving promises and threats. the teacher's educational background is not appropriate, the teacher's teaching experience is relatively small, and learning Aqidah Akhlak is less desirable.

Pengajaran Pendidikan agama islam termasuk bagian dari kurikulum nasional. Mata Pelajaran Pendidikan Agama Islam(PAI) meliputi Aqidah Akhlak, al-Qur’an al-hadis, Fikih, dan SKI. Pelaksanaan berupa pengajaran, bimbingan dan asuhan supaya anak didik dapat memahami, menghayati dan mengamalkan nilai-nilai ajaran agam islam. Tujuan pembelajaran PAI akan berhasil apabila terkelola dengan baik, khususnya pada proses pembelajaran di kelas. Tentang kegiatan seorang guru mengelola kelas yang efektif. Penelitian ini berjenis kepustakaan (Library Research) dengan mengumpulkan informasi berdasarkan fokus penelitian. Sumber data menggunakan studi literatur berupa artikel ilmiah, catatan dan internet. Adapun tehnik pengumpulan data dengan menyelaraskan makna antara satu dengan yang lain. Analisis data dengan menginterpretasikan makna ke dalam makna normatif. Simpulan penelitian yaitu, Pertama, Pengelolaan kelas efektif yakni kegiatan terdiri dari perencanaan pengajaran, pengorganisasian pengajaran, pengarahan pengajaran, pengkoordinasian dan penilaian pengajaran. Kedua, Pengajaran Pendidikan agama islam yakni pengajaran, bimbingan dan asuhan terhadap peserta didik agar memahami, menghayati dan mengamalkan nilai-nilai ajaran agama islam. Ketiga, Pengembangan pengajaran pendidikan agama islam yang efektif memuat beberapa komponen antara lain silabus, RPP dan LKPD. Keempat, Spiritual Teaching yakni strategi pendekatan dalam pengajaran Pendidikan agama islam dengan pendekatan keteladanan atau akhlak yang mulia.  

Learning strategies can be interpreted as an outline of a course or general patterns of activities carried out by an educator and students in the embodiment of teaching and learning activities to achieve the goals outlined. There are several problems found by researchers in research locations, especially in the learning process of Akidah Akhlak at MTsS Miftahul Huda Silikuan Hulu Village, Ukui District, namely, students are not able to directly absorb the material presented by the teacher, lack of enthusiasm of students in class when learning Akidah Akhlak which causes some students to not care about the material presented by the teacher, and the teacher's lack of understanding of the application of learning strategies which can be seen from the learning process the teacher only uses monotonous learning strategies so that it does not increase the learning enthusiasm of students in the classroom. This research includes qualitative research, the data collected is in the form of words and pictures, in this case it is explaining how teachers use learning strategies. Researchers collected data through interviews, documentation, and field notes. Data were analyzed in three stages, namely data reduction, data presentation, and data verification. Techniques for guaranteeing the validity of the data are source triangulation, technical triangulation, and time triangulation. Based on the results of the research that the researchers conducted, it can be concluded that: (1) The strategies used by the aqidah moral teachers in class VIII semester 2 of MTsS Miftahul Huda Siliuan Hulu Village, Ukui District, namely problem-based strategies, discovery learning strategies, and cooperative learning strategies (2) Steps -Steps for implementing learning strategies in the subject of Aqidah Akhlak a. Opening learning activities, b. Explain the competence to be achieved, c. Educators help students define organizing tasks. d. Educators and students arrange tasks together. e. Students collect information according to the problem being discussed. f. Educators supervise the course of learning activities g. The teacher gives an explanation of the material. (3) Obstacles faced in implementing the implementation of the learning strategy of aqidah morals at MTsS Miftahul Huda Silikuan Hulu Village, namely the lack of teacher preparation in implementing learning, for the learning process to be carried out suddenly.

In the learning process there will definitely be problems, both problems from the delivery of material by the teacher, problems from students, or inadequate facilities. There are many problems in learning the moral creed at MTsN 4 Fifty Cities, starting from a lack of enthusiasm for learning the moral creed. There are still students who are less active, feel bored in participating in the learning process and do not pay attention to what is conveyed by the teacher, children are indifferent to the assignments and notes given. This research is a descriptive qualitative research, the data collected is in the form of words, in this case it is explaining the problems of learning aqidah morals. Researchers collected data through interviews, documentation, and field notes. Data were analyzed in three stages, namely data reduction, data presentation, and data verification. Techniques for guaranteeing the validity of the data are source triangulation, technical triangulation, and time triangulation. Based on the results of the research that the researchers conducted, it can be concluded that: (1) The learning process of Aqidah Akhlak at MTsN 4 Fifty Kota is still in the development stage and is trying to achieve the best. By providing facilities and infrastructure to support the learning of aqidah morals, (2) The problems of learning Akidah Akhlak Class 7 at MTsN 4 Fifty Kota can be seen from two factors, namely, first, internal factors, namely problems that generally occur in teachers and students. The problem of the teacher's aqidah morals is how to convince children of the unseen and convince them to adhere to true Islamic beliefs, from students, namely they often don't focus when studying, feel bored, sleepy in class. Problems from external factors, namely the incompatibility between learning materials of the moral creed and its application in the school, family and community environment. (3) In overcoming problems related to internal factors, namely the efforts made by the teacher to overcome these problems by continuing to improve competence, MGMP activities, continuing to actively communicate with students.

Penelitian ini bertujuan menjelaskan tentang Etika, Moral, dan Akhlak Penelitian ini menggunakan jenis penelitian kualitatif melalui studi pustaka dengan analisis isi. Hasil dan pembahasan penelitian ini meliputi pandangan umum tentang moral, etika, dan akhlak. Akhlak adalah sikap atau perilaku yang dilakukan oleh seseorang secara tidak sengaja dan dilakukan secara berulang-ulang. Itu perilaku terkadang menjadi karakter yang baik dan disisi lain dapat menjadi karakter buruk. Dalam Islam, akhlak harus berkedudukan demikian sentral sebagai pendukung aqidah dan syariah. Aqidah sebagai dasar Islam dan syariah sebagai aturan dalam kaitannya dengan Allah dan makhluk tidak akan berjalan dengan baik jika tidak didukung oleh akhlak itu sendiri. Temuan penelitian ini dapat menjadi referensi untuk penelitian serupa selanjutnya tentang Etika, Moral, dan Akhlak.