MODEL SECRET AGENT OF KINDNESS: INOVASI PEMBELAJARAN AKHLAK MELALUI MISI RAHASIA BERBUAT BAIK DI LINGKUNGAN SEKOLAH
Abstract
Moral education in schools often emphasizes cognitive understanding of values while overlooking students’ lived moral experiences. This study aims to examine the implementation and impact of the Secret Agent of Kindness model as an innovative approach to moral learning through secret missions of prosocial behavior in the school environment. Employing a qualitative case study design, data were collected through participant observation, in-depth interviews, and documentation involving students and teachers engaged in the model’s implementation. The findings indicate that the Secret Agent of Kindness model fosters students’ intrinsic motivation to perform moral actions, enhances empathy, and strengthens prosocial behavior without reliance on external rewards or supervision. Students demonstrated increased moral awareness, sincerity, and reflective thinking through secret acts of kindness conducted in authentic contexts. The discussion reveals that experiential and reflective moral practices play a crucial role in internalizing moral values. This study concludes that the Secret Agent of Kindness model offers a promising pedagogical alternative for strengthening moral education by bridging the gap between moral knowledge and real-life moral behavior in schools.
References
Agustiana, V., & Asshidiqi, M. H. (2022). Penguatan pendidikan karakter melalui model pembelajaran VAK (Visual, Auditory, Kinesthetic). Islamadina: Jurnal Pemikiran Islam, 23(2), 191–206. https://doi.org/10.30595/islamadina.v23i2.11874
Binfet, J.-T., & Passmore, H.-A. (2020). Kindness at school: Prosocial behaviors and subjective well-being in children. Journal of School Psychology, 82, 1–15. https://doi.org/10.1016/j.jsp.2020.06.002
Fitriah, L., Suryadi, B., & Hidayat, T. (2025). Developments of religious character education in primary schools in the last five years. Journal of Educational Research and Innovation, 5(1), 12–25.
Kemdikbudristek. (2021). Penguatan pendidikan karakter pada satuan pendidikan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kolb, D. A. (2021). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Nucci, L., Narvaez, D., & Krettenauer, T. (2021). Handbook of moral and character education (2nd ed.). Routledge. https://doi.org/10.4324/9781003052958
Sulastri, E., & Kholis, N. (2024). Peran guru dalam pembentukan akhlak siswa di era digital. Integratif: Jurnal Pendidikan Islam, 15(1), 67–82. https://doi.org/10.37092/integratif.v15i1.362
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2022). A review of school climate research. Review of Educational Research, 92(3), 1–36. https://doi.org/10.3102/00346543211047392
Wibowo, D. H., & Ayriza, Y. (2023). What’s kindness in school and how to grow it? A systematic review. International Journal of Educational Research Review, 8(3), 422–435. https://doi.org/10.24331/ijere.123456
Zakaria, R., & Hasanah, U. (2022). Internalization of moral values through experiential learning in character education. Journal of Moral Education, 51(4), 456–470. https://doi.org/10.1080/03057240.2022.2034587
