IMPLEMENTASI PEDAGOGI KARAKTER MODEL LICKONA DALAM PENGUATAN NILAI TANGGUNG JAWAB SISWA MADRASAH IBTIDAIYAH

Abstract

This research is motivated by the urgency of pedagogical intervention against the crisis of student responsibility in the digital age, which often remains addressed only at a cognitive level. This study aims to analyze the operationalization of Thomas Lickona's character education dimensions in strengthening the values of responsibility among Madrasah Ibtidaiyah (Islamic Elementary School) students. Employing a qualitative approach with an intrinsic case study design, data were gathered through participant observation, in-depth interviews with six key informants (headmaster, teachers, and parents), and documentation studies. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the reinforcement of responsibility is integrated through a systematic strategy encompassing: 1) Moral knowing through critical reflection; 2) Moral feeling through educator role-modeling; and 3) Moral action through social role habituation and logical consequences. Empirical evidence confirms an increase in students' discipline and academic independence as a result of the ecological synergy between the madrasah and families. Despite being hindered by digital media distractions, the implementation of Lickona’s framework proved effective in transforming values into autonomous behaviors. This study concludes that a character pedagogy that consistently engages the affective domain and practical action is the key to effective character education in Islamic elementary schools.