Transformasi Pembiasaan Pagi sebagai Upaya Penguatan Nilai Tanggung Jawab Siswa SD Muhammadiyah Pati di Era Kurikulum Merdeka

Abstract

Research on the internalization of responsibility among elementary school students within the framework of character education has revealed a notable gap, particularly against the backdrop of Indonesia's Merdeka Curriculum. This study evaluates how responsibility can be concretely instilled through habituation practices at the Elementary School of Muhammadiyah Pati. Employing a descriptive qualitative approach, the research used observation, in-depth interviews, and field notes with principals, teachers, students, and parents. The analysis used Miles and Huberman's model, which involved data reduction, presentation, and conclusion drawing. Findings indicate that morning habits are implemented through four main strategies: routine activities, spontaneous activities, teacher modeling, and planned activities. Programs like 6S (Senyum, Salam, Sapa, Salim, Sopan, Santun), morning literacy and numeracy sessions, Muroja'ah-Hadits-Karakter (MHK), and communal Dhuha prayers have been instrumental in cultivating personal, social, and spiritual responsibility among students. The successful execution of these programs is attributed to collaborative efforts among schools, teachers, and parents, thus fostering a conducive character-building learning environment. The research concludes that morning routines extend beyond standard procedural activities; they serve as a transformative strategy that can enhance a school culture dedicated to character development. Ultimately, the study highlights the need for strengthened partnerships between educational institutions and families, alongside the rigorous implementation of habituation practices as essential components of the Merdeka Curriculum.