INTRODUCTION
The
indonesian education world responds to the major changes that are being struck,
by continuing to make improvements and develop an educational curriculum that
prioritizes the development of the nation's character. The revised 2013
curriculum currently includes character education; in the sense that the
curriculum itself has character, and at the same time is oriented for the formation
of noble morals of learners. Since 2020 UN has been abolished, and starting in
2021 it will be replaced with a Minimum Competency Assessment (AKM) and
Character Survey.
The
process of character building is in accordance with article 3, National Education
System Law No. 20, Year 2003, which reads:
�National
education aims to develop the potential of learners to become human beings who
believe, trust in God Almighty, noble, healthy, knowledgeable, capable,
creative, independent, and become democratic citizens and responsible�.
This article became important after research on The Management of Noble
Moral Education in Biology Learning in High School. Studies or results of
research on character education and noble morals show that so far the management of character education carried out has
not referred to the development of noble morals.
to
build soft skills that are relevant to the needs through the right learning
design. Based on the description above, the author conducted a study with the
title "Management of Noble Moral Education to Build Soft Skills of
Learners through Inquiry Discovery Approach in Biology Learning in High School�
The
research began with the problem of character education management that was
carried out has not referred to the development of noble morals to build soft
skills that are relevant to the needs. Educators do not understand the nature
of character education so it must be implemented separately, because educators
consider noble moral education is only taught through religious lessons only.
Meanwhile, there has not been found a model of noble moral education in
building soft skills through learning in the classroom using the right learning
design.
The
practical benefit for educational institutions is to obtain an overview of the
management of noble moral education that can build the soft skills of learners
through the application of inquiry discovery learning model in biology lessons
in high school. Theoretically, the results of this study are expected to develop
scientific characteristics related to the management of noble moral education
to build the soft skills of learners through an inquiry discovery approach in
biology learning at SMA Negeri 3 Bandung, and MA Darul Arqam Garut. While the
practical benefits of this research can be used as a basis for teachers to
improve their competence regarding the management of noble moral education to
build soft skills of learners using the inquiry discovery learning model in
biological learning.
METHOD
Data
collection techniques with triangulation techniques are done by observation,
interview and documentation. Data collection is conducted with interviews and
observations in the field, which is reinforced by the study of written
documents.
RESULTS
AND DISCUSSION
1.
Noble Moral Education Planning to Build Student Soft Skills through
Inquiry Discoveri Approach in Biology Learning
Determination of
learning models in the implementation of biological learning pays attention to
five things, namely: (1) the four pillars of education. (2) incugate. (3)
constructivism. (4) science, environment, technology, and society. (5)
value-laden biological learning (Musahir, 2003).
The syllabus used is
based on the BNSP format. syllabus components include, identity, competency
standards (SK), basic competencies (KD), subject matter, learning activities,
indicators, time allocation, resources / tools / learning materials and
assessment. The use of the learning implementation plan (RPP) developed refers
to the format issued by BNSP. Rpp components include,
competency standards, basic competencies, indicators, learning materials,
learning steps, learning resources, and evaluation. Teaching materials
developed unsuk empowerment of high-level thinking
contains: basic competencies, indicators, material descriptions, material
summaries and practice questions. The development of student worksheets or LKPD
aims to empower high-level thinking and reduce the gap between lower
academically capable students and upper academically capable students.
2.
Organizing Noble Moral Education To Build Soft Skills Of Discoveri
Participants in Learning Biology Didik Through Inquiry Approach
At SMA Negeri 3
Bandung, before learning in the observable classroom, teachers divided a group
of 4 people. To each group then teachers distributed LKPD in preparation for
practical activities. In the formation of groups and division of tasks,
teachers are not involved. Furthermore, teachers use the group during
observation of online self-practicum activities as well as class discussions
while in MA Darul Arqam Garut, one week before the observation is carried out,
teachers divide the group of 3 people. The division of the group is left to the
class leader, who will report the results to the teacher. The class observed by
learning and practicum amounted to 30 students, while the number of students
involved in the same learning was class XI MIPA numbered 104 people, from 74
students and 30 students son. Learning materials are
provided during online learning lkpd is given one
week before the next meeting. At the next meeting, a class discussion was held
to discuss the results of practicum held in each student's house.
3. Implementation of Noble Moral Education Using
Inquiry Discoveri Approach in Biology Learning
In the research at SMA
Negeri 3 Bandung, the implementation of learning was fully conducted online.
Teachers use learning management system applications such as Edmodo and Google
Meet. While as a daily communication tool unstuck coordination of classes,
groups, and learning preparation, using Whatsapp. The
implementation of learning at the 1st meeting, conducted with Edmodo media.
While the 2nd meeting using Google meet. The 1st meeting, there is no
face-to-face so it can not carry out observation of
learning, but the learning steps in rpp are still
implemented by teachers. While in MA Darul Arqam Garut After obtained an
agreement to observe the biological learning process on the material transport
mechanism on cell membranes, the learning took place using RPP modified by teachers. The approach used by inquiri, and the learning model of disclosure (Discoveri). Learning is carried out in 2 meetings, the
first meeting discusses cell organelle material and its functions, while at the
2nd meeting through zoom meeting is used to discuss the results of practicum.
4. Evaluation of Moral Education Management
Begins to Build Soft Skills of Learners Through Inclusive Inquiry Approach in
Biology Learning
a.
Planning management of noble moral education
to build the soft skills of students through an inquiry discovery approach in
biology learning at SMA Negeri 3 Bandung:�
The preparation of learning planning is adapted to the principles of sks embraced, namely (1) flexible: provide a choice of
subjects and the time of completion of the learning period that allows learners
to determine and organize learning strategies independently; (2) advantages:
enable learners to obtain learning opportunities and achieve optimal levels of
ability in accordance with their talents, interests, and learning
abilities/abilities/speeds; (3) continuous progress: learners may directly
follow the content, subjects or further programs without being constrained by
other learners; (4) justice: students get the opportunity to get treatment in
accordance with the learning capacity owned and learning achievements achieved
individually.
b.
Planning of
noble moral education management to build the soft skills of learners through
an inquiry discovery approach in biological learning at MA Darul
Arqam Garut: Learning
planning is prepared based on the kurikululum reference
by paying attention to the Principles and Actualization of Islamic values,
namely: integrating education and comprehensive teaching between religious
science (Al-'Ulum An-Naqliyah)
and rational science (Al-'Ulum Al-'Aqliyah),; moral, behavioral and intellectual accuracy
based on the teachings of the Quran and sunnah of the apostle; responsible
academic freedom; apply appropriate technology, to support the improvement of
the quality of managerial operations; fair, transparent and responsible
governance and management; continuously improve quality based on
self-evaluation.
c.
Organizing the management of noble moral
education to build the soft skills of learners through an inquiry discovery
approach in biology learning at SMA Negeri 3 Bandung: organizing learning at
SMA Negeri 3 is tailored to the learning system it adopts (SKS) so that
students can determine the number of learning burdens and subjects followed
each semester in the education unit in accordance with the talents, interests,
and abilities / speed of learning. Educators are more flexible, providing
choice of lesson execution time and task completion time that allows learners
to determine and organize learning strategies independently. Organizing
learning by educators can bring up behaviors and attitudes that are in
accordance with certain indicators of noble morals and soft skills.
d.
Organizing management of
noble moral education to build the soft skills of learners through an inquiry
discovery approach in biology learning at MA Darul Arqam Garut: the
organization of learning in MA Darul Arqam developed based on the principle
that learners have a central position to develop their competence in order to
become human beings who believe and fear god almighty, noble, healthy,
knowledgeable , capable, creative, independent and become a democratic and
responsible citizen. In addition, it is also adapted to the
development of student competence, potential, development, needs, and interests
of learners as well as environmental guidance. That is because students have a
central position as the center of learning process activities. The way of
organizing groups of students, shows that students are accustomed to
collaborating in teams, and this is one of the emerging soft skill incubators.
Soft skills collaboration of students seen in carrying out activities
downloading and copying LKPD, creating groups, and dividing tasks in groups.
e.
Implementation of noble moral education
management to build the soft skills of learners through an inquiry discovery
approach in biology learning at SMA Negeri 3 Bandung: The implementation of
learning is fully implemented online (online). Master uses Whatsapp
app. as a means of daily communication in coordinating classes, groups, and
learning preparation.
f.
Implementation of noble moral education
management to build the soft skills of learners through an inquiry discovery
approach in biology learning at MA Darul Arqam Garut: roses of biology
learning with transport mechanism materials on membranes according to their
respective duties and roles, and collecting, using RPP modified by teachers.
The approach used inquiri, and the learning model of
disclosure (discoveri). All stages in the learning
process with a discoveri inquiry approach can be
implemented by students, in accordance with rpp where
students can conclude about the mechanism of diffusion and osmosis by asking
questions about the differences in diffusion mechanisms with osmosis.
g.
Evaluation of noble moral education management
to build the soft skills of learners through an inquiry discovery approach in
biology learning at SMA Negeri 3 Bandung:
1)
Assessment of the learning outcomes in this
study includes three aspects of assessment, namely; affective domain (attitude
aspect), cognitive domain (knowledge aspect, and psychomotor domain (skill
aspect). Assessment of affective and psychomotor domains is carried out both
during the learning process, as well as from the results of the learning
process.
2)
The results of the
Observation of Student Attitudes at the time of Diffusion and Osmosis Practicum
students showed a tendency to noble attitudes that are "very high" on
aspects: religiously humble, honest to data and facts, willing to sacrifice,
responsibility, care, independent, confident, disciplined using time, and
willing to cooperate. While in terms of appreciating the opinions of others
shows a "high" tendency. But on the proactive and initiative aspects,
students show a "very low" tendency. The very high percentage and
high tendency in the aspects of noble morality above, shows that learning using
a discrete inquiry approach to diffusion and osmosis material can be used to
encourage the growth of such attitudes.
3)
The results of noble
moral self-assessment to students are obtained from the response to questions
that include 20 indicators, namely: the approval category is "strongly
agreed" and "agrees", which is between 90% and 98%; approval
categories" strongly agree" and "agree", high between 80%
to 89%; the lowest category of "strongly agreed" and
"agree" approvals (69%), while the highest number of "disagreers" was 31%.
h.
Results of Affective
Domain Evaluation (Attitude Aspects) in MA Darul Arqam Garut;
1)
Affective domains in the form of attitudes
with noble moral indicators are observed and appear in learning by practicum
methods. The noble moral indicators are aspects that will build the students'
soft skills. Of the 14 aspects observed only 2 aspects that do not appear
optimally, namely aspect no 8, namely the initiative only 20% and aspect no 9
that can lead the group only appears 27%. While the aspects that appear with a
high category between 80% to 89% are proactive aspects, disciplined using time,
and willing to cooperate.
i.
Evaluation of noble moral education management
to build the soft skills of learners through an inquiry discovery approach in
biology learning at MA Darul Arqam
Garut:
1)
Observation of Noble Morals From
Fellow Students MA Darul Arqam
Garut; indicators of the shidiq
aspect, and tablighs show a high and very high
tendency. It ranges from 80% to 98%. aspects of the trust. Only the indicators
"tawadhu", "carry out tasks and
obligations well", and "willing to listen", which shows a
moderate trend of antaar 71% to 78%, while other
indicators appear with high catechism, and very high.� In the indicators of aspects of fathonah there is a tendency to appear "very low"
ie on the indicator "do
not do sis-sia" which is 69%. Adapaun very low indicator of emergence is the indicator
"has tolerance and empathy " that is 59% only. While the other
indicators appear with a high category and very high.
2)
Results of Self-Assessment in Response to the
Implementation of Learning Students MA Darul Arqam Garut; that of the 20
questions containing 20 aspects of noble morality, all answered with the
category of 'strongly agree" and "agree" ,
which is very high. Only in aspect no 14 students answered "disagree"
with the highest category of 20%.
j.
Learning Outcomes in Implementing Practicum
and Student Discussion at SMA Negeri 3 Bandung; preparation of tools and
materials 61%, conformity of planning with the way of work 68%, skills in
individual skills in carrying out practicum and discussion, activities of
learners who often appear with the category "High' make observations74%,
skills in expressing opinions 72%, and practicum reports (writing / social
media) 61%, activities that appear with the category "moderate " is
contribution and collaboration activities in the group 61%, and skills in
asking / answering questions 58%. While the activity that appears with the
category " low" is the activity of skill in asking / answering
questions is 2%. no activity found that appeared in category " very
low".
k.
Learning
Outcomes in Implementing Practicum And Discussion at
MA Darul Arqam Garut; activities that appear with the category
"Medium" are skill activities in asking / answering questions 80%,
skills in expressing opinions 73%, and practicum reports (writing /social
media) 73%. While the activities that appeared in the category of
"low" is contribution and collaboration activities in the group as
much as 17%, but not found activities that appear with a very low category.
Thus, all practicum activities appear with a moderate and high category with a
very high percentage, only one activity appears with a "low" category
of 17%.
5. Obstacles and constraints of noble moral
education management to build the soft skills of learners through an inquiry
discovery approach in biology learning at SMA Negeri 3 Bandung.
(1)
The implementation of the
PPK Program has not been optimally implemented with the full support of all
elements, because the existence of this PPK program causes the addition of the
burden / duration of teaching hours of teachers.
(2)
The unstoppable effects
of globalization are beyond the reach of schools and families. The school
environment located in the area near the shopping center (mall) is one of the
inhibitory factors that do not support the formation of a culture of superior
character.
(3)
Some character building
activities require a very large budget, while during the covid-19 pandemic,
schools have difficulty raising public funds due to the deteriorating condition
of the community.
6. Obstacles and Constraints
of Noble Moral Education Management in MA Darul Arqam Garut.
(1)
Large-scale restrictions
due to the Covid 19 pandemic resulted in the release of ministerial regulations
on the implementation of distance learning or home learning (BDR) resulting in
learning activities and pesantren activities becoming an online form.
(2)
The condition of the
students is very diverse because the students are also students of Pesantren Darul
Arqam which has a significant difference between the situation and the
condition of the city or village where the students live is very heterogeneous.
This has an impact on the participation of online learning conducted by
teachers such as zoom meetings to be limited.
7. Solutions in Facing Obstacles and Obstacles of
Noble Moral Education at SMA Negeri 3 Bandung
(1)
To compensate for the
lack of optimal implementation of the program, the most important thing is the
accuracy and approach of educators / educational personnel with students become
the focus of the school. Therefore, the school prepares to be an example for
its students, through steps to establish integrity zones, child-friendly
schools, environmentally friendly schools, and other programs to support the
realization of superior character.
(2)
To overcome obstacles in
the form of a lack of full support of all elements, the Character Education
Improvement program (PPK) is implemented in an integrated manner with every
school program both academic, and non-academic.
(3)
In overcoming the
influence of globalization, the school program was created by collaborating
with parents and teachers to foster the character of students, both in school
and outside the school.
(4)
For future innovations
the school seeks to improve services through 6 Quality Policies, namely (1)
improving the quality of educators and education; (2) improving the quality of
learners; (3) improving the quality of educational facilities and school
environment; (4) improving the quality of graduates; (5) improve the school
management system; (6) improving the quality of service.
8. Solutions Facing
Obstacles and Obstacles in Noble Moral Education MA Darul Arqam Garut.
(1)
Preparation of Emergency
Curriculum Supplement MA Darul Arqam, which was developed in accordance with the
external and internal environmental conditions of madrasah which includes
infrastructure facilities, teachers, students, mapping the zone of residence of
students and teachers during the emergency pandemic covid 19.
(2)
The development of Emergency
Curriculum Supplement MA Darul Arqam refers to the appropriate regulations and
guidelines, as well as paying attention to the consideration of madrasah
committees and developed based on the foundations and principles that have been
embraced by the Pesantren Muhammadiyah Darul Arqam Garut. These principles are
both philosophical foundations, Sociological foundations, and
Psycho-pedagogical foundations:
(3)
The concept of emergency
learning conducted guided by the Madrasah Education Calendar for the 2020/2021
school year, which is determined by the Directorate General of Islamic
Education of the Ministry of Religious Affairs of the Republic of Indonesia, is
carried out not only to achieve the completion of basic competencies (KD)
curriculum, but rather focus on strengthening character, worship practice,
caring for the environment and other social piety.
(4)
Learning is developed
creatively and innovatively in optimizing the growth of critical, creative,
communicative, and collaborative abilities of learners by applying the principle
that anyone is a teacher, anyone is a student, and anywhere is a class.
(5)
Learning conducted from home focuses more on
life skills education, such as understanding overcoming the Covid-19 pandemic,
strengthening character or moral values, and the skills of worshiping learners
in the family with the use of information and communication technology to
improve the efficiency and effectiveness of learning.
9. Character Education Approach in An Educational
Environment
Ki Hajar Dewantara in (Mulyana, 2004) divide the educational environment into three
so-called Tri Education Centers, namely schools, families and communities.
National Education System Law (UU SPN) No. 20 of 2003 mentions it as an
educational pathway.
Schools are
educational institutions that are managed in a structured manner by involving
educational components such as management, costs, facilities and
infrastructure, curriculum, students, and educators. The school was built as a
vehicle for formal education in order to improve the knowledge, skills,
attitudes and values of students. As a social system, schools can be seen as an
interactive and dynamic organization, because there are a number of people who
have the same interests (educational interests), but each individual's ability
in that community has different potentials and backgrounds.
10.
Integration
of Character and Moral Education
(Muhaimin, 2004) modifying the concept of the Ministry of
Education provides the concept of noble moral development strategy (for the
beginning of Sufism) to students through integrated schools (schools and pesantren) among others can be done in ways - ways of
integrating in daily activities and integrating in programmed activities. This
activity is an activity that if it will be carried out in advance made planning
or programmed by the teacher. This is done if the teacher considers it
necessary to provide the necessary understanding or principles of religious
moral values. The integration of noble moral values in activities programmed in
schools can also be realized in various forms of activities aimed at building
the religious attitudes of learners.
11.
Building
Soft Skills
In principle, the
skills or abilities owned by the graduates are divided into two, namely hard
skills and soft skills. Hard skills also called technical skills (technical
skills) are types of skills that can be immediately seen and practiced, for
example are foreign language proficiency, numeracy skills, fast typing, design,
and so on. While soft skills are skills that tend to be abstract, in a new
sense will be seen over time and when faced with certain situations. Examples
include adaptability in new places and environments, leadership traits,
managing time efficiently, communicating well, and the like. Based on LinkedIn
research on 2,000 business owners there are 4 soft skills that are most sought
after today, namely skills in leadership, time management, communication and
collaboration.
12.
Designing
Learning in the Context of the 2013 Curriculum with a Discovey
Inquiry Approach
According to Borich in
(Said, 2017) Inquiry-based learning is a type of learning that is achieved through the
process of seeking information, knowledge and truth by asking questions. It can
be used in any discipline, and can be used to solve authentic and challenging
problems using a combination of lectures/presentations, self-study, practicum,
small group collaborative activities and large group discussions.
(Purwati et al., 2014) explained that inquiry learning is learning that requires students to carry
out activities such as planning investigations, observing, analyzing, interpreting
data, proposing answers, formulating conclusions and communicating, in essence
students play an active role in following the learning process.
According
to (Johanna A. Joyce & Pollard, 2009) The inquiry learning model is a training designed to bring students
directly into the scientific process, through training in obtaining and
obtaining information by conducting observations and experiments to reach
answers or solve problems to questions or problem formulations using critical
and logical thinking. Gulo (Trianto & Pd, 2007) inquiry means a series of learning activities that involve maximally all
students' abilities to search and investigate systematically, critically, logically,
analytically so that they can formulate their own findings with confidence.
According
to (Sanjaya, 2019) inquiry is a series of learning activities that emphasize critical and
analytical thinking processes to seek and find their own answers to a question
in question.
Suchman (Richard Joyce, 2007) suggest that the purpose of the inquiry model
is to develop cognitive skills in tracking and processing data. Sound and
Trowbridge (Mulyasa, Iskandar, & Aryani, 2016) put forward three kinds of inquiry models, namely guided inquiry (guide inquiry),
free inquiry (free inquiry), modified free inquiry (modified free inquiry).
According to (Al-Tabany, 2014) inquiry is a core part of contextual-based learning activities. It is hoped
that the knowledge and skills acquired by students are not the result of
remembering a set of facts, but rather the result of finding out for themselves.
CONCLUSION
It is possible for all teachers to carry out noble
character education through learning management in the subjects they teach
because there is a clear and strong legal umbrella. The noble character
educators who are designed through learning management using the
inquiry-discovery approach direct the attitudes and behavior of students to
show or reveal these indicators of noble character. a discovery inquiry
approach to biology lessons on osmosis diffusion material, can build life
skills and scientific skills which are very relevant soft skills. Indicators of attitudes and
behaviors of noble character which are the affective domain of students appear
naturally. Through the practical method, the indicators that often appear are;
religious, humble, honest with data and facts, willing to sacrifice,
responsibility, initiative, can lead a group, caring, independent, confident,
disciplined in using time, willing to work together. The soft skills of the
students that emerged were; leadership, time management, communication, and
collaboration, while scientific skills which are the emerging psychomotor
domains are preparation
of tools and materials, suitability of planning with working methods, skills in
making observations, contributions and collaboration in groups, skills in
asking/answering questions, skills in expressing opinions, and practicum
reports (writing/social media).
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Management of Noble Morals Education To Build The Soft Skill of Students Through Inquiry Discovery Approach In Biology
Learning