PENGUATAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM PENGEMBANGAN KARAKTER KEMANDIRIAN DI LEMBAGA KESEJAHTERAAN SOSIAL ANAK (LKSA) NYAI AHMAD DAHLAN PONOROGO

This research aims to describe in depth why it is necessary to strengthen the values
of Islamic Religious Education in developing the character of independence and its
implementation as well as the implications for developing the independence of
foster children at LKSA Nyai Ahmad Dahlan Ponorogo. This research uses a
constructivist paradigm with a qualitative approach and a case study type of
research. The location of this research is LKSA Nyai Ahmad Dahlan Ponorogo
which is under the auspices of the Leadership of the Ponorogo Muhammadiyah
Youth Branch. The informants for this research were the administrators, caregivers
and foster children of LKSA Nyai Ahmad Dahlan Ponorogo. Data collection uses
observation, interview and documentation techniques. Data analysis in this research
was carried out through four streams of data analysis activities in the Miles
interactive model, namely data collection, data condensation, data presentation and
conclusion drawing and verification. The findings or results of this research are; (a)
Strengthening PAI values is able to develop independent character well, because
receiving positive reinforcement during the learning process, foster children give
positive responses and they participate more actively in teaching and learning
interactions; (b) Strengthening PAI values in developing the independent character
of foster children can be implemented using Edward Lee Thorndike's behavioristic
learning theory which contains four laws, namely: Law of radiance (law of
readiness), Law of exercise (law of training), Law of effect (law of consequences)
and Law of attitude (law of attitude); (c) Strengthening PAI values, which has
implications for the independence of foster children to become more controlled and
directed. They are able to interpret a set of principles of right and wrong based on
the values of Islamic teachings. This can be observed with Steinberg's theory of
independence, namely changes in the emotional bond between foster children and
caregivers (emotional autonomy), being able to make decisions freely and being
consistent with those decisions (behavioral autonomy) and they are able to interpret
a set of principles about right and wrong and what is important. and not important
(values autonomy).