Introduction
The splendor of cases of brawls between students
and even students between campuses fights between villages, adultery, rape
committed by students adorn the news on social media, corrupt behavior that
occurs in various institutions, waning honesty, legal uncertainty with bribery
performances shown by pictures. certain figures become a spectacle in the news
on the screen. These figures should be role models, instead, they become
perpetrators of moral crimes, injuring the civility and dignity of the
Indonesian nation. This issue came to the attention of the President of the
Republic of Indonesia with his Mental Revolution Movement, which later gave
birth to the Character Education Strengthening Program (PPK) movement.
The Character Education Strengthening Program
(PPK) was established by the government and its implementation in 2017, as a
priority program for the Ministry of Education and Culture because it is
considered capable of being the hope of building superior, competitive human
beings according to the vision of the new ideals of the President of the
Republic of Indonesia Joko Widodo (Ratuloli, 2019).
Character education is one of the efforts to
improve the quality of education continuously, both conventionally and
innovatively. The government's efforts since 2002 have focused on the movement
to improve the quality of education. As a continuation of the government's
efforts, the character education strengthening program (PPK) is designed for
the benefit of Indonesia's future to win the global competition in various
aspects of national life. The quality of Indonesian human resources is expected
to be able to have high competitiveness at the international level. This
Education Strengthening Program (PPK) is to prepare the next generation to have
a strong good character. If a good character is instilled in Indonesian
children from an early age until adulthood this character will be attached so
that it can determine the success of the younger generation in the future.
The implementation of Islamic values-based
character education at SMPN I Garut with the 'Morning
Dew' program and SMPIT Al-Khoiriyyah with the
'Islamic Personal Development (BPI)' program located in Garut
Regency has been carried out concerning their respective school habituation
programs. However, in the realization that the implementation of Islamic
value-based character education in the two institutions is still not fully
running as desired. This is shown in the information obtained in the field
which shows that these things include: there are still some students who are
not disciplined, are not polite to teachers, speak rudely, skip class during
study hours and there are still students who date after school and there are
still students who are not polite to their parents at home (Results of
interviews with PAI teachers, 2019).
Many previous researchers have researched
character education, such as what has been done by Ahmad Sulham.
2015. Management of character education in realizing the quality of graduates
(multi-case study at MA Da'wah Islamiah daughter of
Kediri Lombok and SMA 2 Mataram) Post-graduate
dissertation for the doctoral program at UIN Malang. In his research concluded
that the management system is systemic and integrative; the quality of
graduates with excellent academic character and awareness: having awareness of
realizing the values of quality characters: having faith and
piety, loving science, doing good deeds, being confident with noble character
and contributing to society, according to expectations, satisfaction, pride and
trust in the community.
Meanwhile, research conducted by Suyadi, 2004. Character Education of Students through
Integrated Islamic Education. Dissertation of Postgraduate Educational
Psychology study program, University of Malang. In his research, he concluded
that the character building of SDIT Lukmanul Hakim
students who excel academically and spiritually are contained in 10 characters
(muwashafat) consisting of 1) Having the right aqidah, 2) Doing the right worship, 3) Having a straight
and commendable character. 4) Have good independence, 5) Have broad thinking
insight and critical power, 6) Have a healthy and strong body, 7) have
sincerity, 8) Live regularly, 9) Careful in time and 10) Beneficial for others.
The studies above are research in the field of
character education. While the purpose of this study is to find out how
character education is based on Islamic values at SMPN I Garut and SMP Islam Terpadu Al-Khoiriyyah Garut Regency, which
is focused on goals, programs, processes, evaluations, supporting and
inhibiting factors and their impacts as findings from This research are based
on the values of Islamic religious teachings.
Based on the results of preliminary observations
of the implementation of Islamic values-based character education at SMPN 1 Garut, which is divided into 3 programs, namely learning
activities, extracurricular activities, and civilizing and habituation
activities. SMPN 1 Garut is improving itself to make several
breakthroughs related to the character education of students. One of the
breakthroughs made in the implementation of the congregational Duha prayer every Tuesday and Friday (Semester 2 Lesson
Schedule for the 2019/2020 Academic Year of SMPN 1 Garut).
It's not enough that another breakthrough is the morning dew program in the
SMPN 1 Garut school environment on Monday-Friday
(Morning Dew Schedule for the 2019/2020 Academic Year). This duha prayer program is included in the KBM (Teaching and
Learning Activities) counting one hour of lessons every week, precisely on
Wednesdays. Every
Wednesday, students and all teachers are involved in the implementation of the Duha prayer. Furthermore, in the morning dew program,
namely, all teachers arrive earlier than students to give greetings and morning
enthusiasm to students which is the essence of the value of giving good
examples (discipline) to students (Results of observations at SMPN 1 Garut on January 23, 2019, at 9:00 a.m.).
Furthermore, based on the results of
preliminary observations of the implementation of Islamic values-based
character education at SMP-IT Al-Khoiriyah, Garut Regency, character education is compiled in three
programs, namely learning activities such as reading the Qur'an before
learning, extracurricular activities such as archery, swimming, and horse
riding and other activities. cultivation and habituation such as congregational
Duha prayers which are held every day and
Monday-Thursday fasting which must be followed by all students. Furthermore,
there are many other activities such as congregational midday prayers which are
held in each class (Results of observations at SMP IT Al-Khoiriyah
Garut on January 23, 2019, at 09.00 WIB).
From the description above, the implementation
of Islamic values-based character education in SMPN I and SMPIT Al-Khoiriyyah located in Garut
district has been implemented concerning the respective school programs.
However, in the realization that the implementation of Islamic value-based
character education in the two institutions is still not fully running as
desired. This is shown in the information obtained in the field which shows
that these things include: there are still some students who are not
disciplined, are not polite to teachers, speak rudely, skip class during study
hours and there are still students who date after school and there are still
students who are not polite to their parents at home (Results of interviews
with PAI teachers, 2019).
Method
This
study uses a qualitative approach, according to Bodgan
and Taylor (1975) cited by Lexy J. Moelong,
qualitative methodology is a research procedure that produces descriptive data
in the form of written words or observed behavior (Moleong, 2021).
while the method with analytical descriptive method. The location of this
research is SMPN I Garut and SMP Islam Terpadu Al-Khoiriyyah, Garut Regency. Data collection with the interview,
observation, and documentation techniques. While the data sources consist of
Principals, teachers, and students. And the data analysis technique refers to
the Miles and Huberman model, which is carried out through three steps, namely
data reduction, data display, and conclusion drawing (Dr. Sugiyono, 2013).
Research
and development method or Research and Development (R & D) is a process or
steps to develop a new product or improve an existing product, which can be
accounted for. Sedanekan according to Sugiyono Research R&D, research methods used to produce
certain products, and test the effectiveness of these products (P. D. Sugiyono, 2015).
Educational
Research and development (R&D) in this study is the Civics Education
Curriculum at the Junior High School Level which is allegedly still necessary
to integrate old products (which have formal legitimacy) with prototypes of new
product development so that there is added value. The added value, in this
case, is the Islamic values that are the basis and are believed
to be the lives of teachers and students in implementing the Islamic-based
Civics Curriculum.
Results And Discussion
About the definition
of character, there are two approaches used to find out. The first approach is
linguistic (linguistic) and the second approach is a term (terminological). Linguistically,
the actual character comes from the Latin "Character", "Khararasasein" "thorax" in English:
character, in Indonesian "character", and Greek: character, from harassing
which means to make sharp (Majid,
Wardan, & Andayani, 2011). Hendro Darmawan defines character
as character, character, disposition, habit (Hendro,
2010).
In Arabic, the character
is defined as Kahului, jizyah, thabu'u
(character, character, or character), sometimes it is also interpreted as syakhshiyyah which means more to personality (personality) (Boang,
2011).
The term character comes from the Latin "character", which among
other things means: character, character, psychological traits, character,
personality, or morals. Meanwhile, in terms, the character is defined as human
nature in general where humans have many characteristics that depend on their
life factors (Buchori,
2007).
character in another source is mentioned �Character is the sum of all the
qualities that make you who you are. It's your values, your thoughts, your
word, your actions.
Meanwhile, Victoria
Neufeld & David B. Guralink defines character as
a distinctive tait, distinctive quality, moral
strength, the pattern of behavior found in an individual or group (Muslich,
2011).
Meanwhile, according to Ratna Megawati, this
character is similar to morality which comes from the word Huluq,
namely the habit or habit of doing good things. Imam al-Ghazali described that
character (morals) is the behavior of a person who comes from a good heart (Megawangi,
2004).
Al-Ghazali also held the view that character (morality) is something that
resides in the soul with which actions arise easily without thinking (Muvid,
2021).
Dharma Kesuma also stated that the meaning of a character is
character, character, morals, affection, morality, character, and character
have the same meaning (Herenawati,
Sujana, & Kusuma, 2020).
Character is influenced by genetic factors and environmental factors of a
person. In terms of environmental factors, a person's character is largely
shaped by other people who are often close to him or who often influence him,
then he begins to imitate to do so.
Character is formed
from the process of imitation, namely, through the process of seeing, hearing,
and following, the real character can be taught or internalized intentionally
through educational activities by developing a character-based curriculum.
Thus, it can be concluded that character is an empirical potential that then
interacts with the surrounding environment through learning activities (Sholekhah,
2019).
According to ASCD
for language learning: ACuide to Education Terms, by
J.L McBrien and RS. Brand, Alexandria, VA:
Association for Supervision and Curriculum Department, that the notion of
character has been tried to be explained in various terms of use, including in
the context of education, a character often refers to how "good" a person
is. In other words, someone who is considered to have a good character good and
able to show as a personal quality that is appropriate and appropriate and by
what is desired in people's lives.
Character education
is understood as an effort to instill awareness in thinking, appreciation in
the form of attitudes, and experience in the form of behavior that is by the
noble values that become his identity manifested in interactions
with God, oneself, between others and their environment. These values, among
others: honesty, independence, politeness, then social, thinking intelligence,
including intellectual sensitivity and logical thinking.
While hill says
character determines someone's private thought and someone's action done. Good
character is the inward motivation to what is right, according to the highest
standard of behavior, in every situation (Muslich,
2011).
That character education teaches habits of thinking and behavior that help
individuals to live and work together as a family, community, and state and
help make responsible decisions.
Indeed, character
education is an essential thing that is the task of schools/madrasas, but so
far it has received less attention so that it has led to the development of
various social diseases in society. Therefore, schools are not only obliged to
improve academic achievement but are also responsible for the formation of good
character, two things being an integral mission that the school must pay
attention to (Zubaedi,
2015).
Character education
is character education that involves aspects of knowledge (cognitive), feelings
(feeling), and action (action) tied to values and norms (Azzet,
2011).
Character education can be done through three things, namely: (1) integrating
the points of character values into all subjects, local content
and self-development activities, (2) habituation in everyday life at
school/madrasah (service, management, and teaching), and (3) increasing
cooperation between schools/madrasah parents of students, and the community in
terms of cultivating/familiarizing character values in the
school/madrasah environment, home environment, and community environment.
The basis for
implementing character education is based on the goals of national education
and the message of the 2003 National Education System Law which hopes that
education will not only form intelligent human beings but also personality
(character) so that later on there will be a young generation that grows and
develops with a personality that breathes. noble values of
religion and Pancasila (Mulyasa,
2013).
Likewise in Islamic
treasures, that most of the learning outcomes are the formation of good
character values in students, such as the character of faith and
piety to God Almighty, responsibility, and discipline.
However, the
strategy for implementing character education has not been implemented well in
several schools and madrasas. This is because the focus of some educational
institutions today is still on providing knowledge and skills to work so that
students can compete and maintain their lives. While the formation of
character, character or morals, is almost not considered and this is education
that has been forgotten, even though it is this character that determines the
direction of a brighter and better future. A school/madrasah will experience a
downturn because it does not have good character. This has caused this nation
to sink and not get out of the multidimensional crisis.
On this basis, our
education must be managed properly and correctly to produce graduates who are
more qualified and ready to face the "world" of the future which is
full of problems and challenges and can produce graduates who have noble
characters, namely: having intelligence as well as intelligence, having high
creativity as well as polite in communication, as well as having honesty and
discipline as well as having a high responsibility. In other words, education
must be able to carry out the mission of character building so that students
and graduates can participate in filling development well and successfully
without abandoning noble character values.
On that basis,
character education is not just teaching what is right and what is wrong, more
than that character education instills habits (capitalization) about which
things are good so that students become cognitive (cognitive) about what is
right and wrong, can feel (cognitive) about what is right and wrong. affective)
good value and habit of doing it (psychomotor). In other words, good character
education must involve not only aspects of "good knowledge (moral
knowing), but also "feeling well - loving good (moral feeling), and good
behavior (moral action). Character education determines the habits or habits
that are continuously practiced and carried out. Thus, it is clear that the basis
and reasons for implementing character education in Indonesia are clear.
Based on the results
of a study on "Islamic values-based character education (Studies at SMPN I
Garut and SMP Islam Terpadu
Al-Khoiriyyah Garut
Regency)", the results of the research and discussion are as follows:
A. Objectives of Islamic-Based
Character Education
The
main purpose of education in this case Islamic education is to foster noble
character so that it can produce a person who has good morals. The most basic
purpose of character education is to make someone good and smart. In the
history of Islam, the Prophet Muhammad also emphasized that his main mission in
educating humans is to seek the formation of a good character (Majid
et al., 2011).
The
purpose of character education based on Islamic values in these
two schools generally refers to the vision and mission of their respective
schools, namely that SMPN I Garut aims to assist
students in realizing superior human beings with character, intelligence, and
cultured environment in facing global challenges, whose implementation refers
to the �Morning Dew� habituation program. Meanwhile, at the Integrated Islamic
Junior High School Al-Khoiriyyah Garut,
it aims to foster Islamic habits and good morals according to the guidance of
Islamic teachings for students continuously in daily life so that later
students are ready to enter the community as a superior generation who is
intelligent, independent, and religious, who its implementation refers to the
daily habituation program of BPI (Islamic Personal Development).
The
purpose of this program of Islamic character education activities for students
at SMPN I Garut and SMP Islam Terpadu
Al-Khoiriyyah, Garut
Regency, is in the context of Aan Hasanah's
research. He took this model to develop a conceptual model of character
education because it would be easier and simpler to develop different model
variants in the future (Hasanah,
2013).
And the author also took this model as well. This model is described in the
diagram below:
Goals
are directions or guidelines in carrying out activities in a process, goals
serve to guide, as well as give meaning to programs and subsequent processes.
In the goal there is a value that becomes an identity,
thus it is important to formulate a goal that contains values
that have Islamic, Indonesian dimensions and practical learning
objectives. So the purpose of character education will
serve as a guide in determining the scope of education and its dynamics.
B. Islamic-Based Character
Education Program.
A
program is a projection of what is needed to achieve a valued goal. The program
is concerned with determining what will be done. The program precedes
implementation, considering that the program is a process to determine where to
go and identify the requirements most effectively and efficiently. The program
is a planned and measurable design that prepares several activities intended to
achieve predetermined educational goals.
The
program will determine the quality of educational attainment in real terms. A
well-defined program based on analysis and study then creates an agreement with
stakeholders of an educational unit appropriately to be carried out together in
a systematic and integrated manner according to the objectives, then the
program can be run well too. To realize a character education strengthening
program according to Muhadzir Efendi, it is necessary
strengthening the roles and functions of teachers, principals, school
committees, and alignment with the school ecosystem by strengthening the five
main character values, namely; 1) Religious, 2) Nationalist, 3) Independent, 4)
cooperation and 5) Integrity (Muhajir Effebdi, 2017).
The
character education program based on Islamic values at SMPN 1 Garut is realized through a habituation program consisting
of 1) Daily program, 2) Weekly program, 3) Annual program, and 4) Incidental
program, while at SMPIT Al-Khoiriyyah through 1)
Daily Program, 2) Weekly Program, 3) Monthly Program, 4) Annual Program, and 5)
Featured Program. At this stage, the character education program based on
Islamic values at SMPN 1 Garut and SMP
Al-Khoriyah Garut is by the
school's vision and mission, this dimension includes worship, obedience, and
things people do to show commitment to their religion.
According
to (Ancok,
Suroso, & Ardani, 2000),
these religious practices fall into two important classes, namely:
a)
Ritual,
refers to a set of rituals of formal religious actions and sacred practices all
expect adherents to carry out.
b) Obedience, obedience, and ritual are like fish with
water. Although there are important differences. If the ritual aspect of
commitment is very formal and public, all known religions also have a set of
acts of offering and personal contemplation that are relatively spontaneous,
informal, and uniquely personal (Ancok
et al., 2000).
In
Islam, worship or religious practice is aligned with Shari'ah,
that is, how far is the level of Muslim compliance in carrying out ritual
activities as instructed and recommended by their religion.
1) Islamic-Based Character
Education Process
The
process in education has a strategic meaning because good goals and programs
are not necessarily good if the process is not right. The process is an
activity that intentionally directs a program that has been designed to achieve
the goals to be achieved. The process can be interpreted as a sequence of
implementations or interrelated events that together change inputs into the
educational process into post-process educational outputs that are by the
objectives. In an educational process, there is processing, formation, and even
making as expected, through activities in a program as an elaboration of the
program. In the process of all components devoting all their abilities, both
human resources, concepts, or curriculum, methods with relevant media occur
intensive interactions to produce educational goals.
The
process of character education based on Islamic values at SMPN 1 Garut and SMP IT Al Khoiriyah, is
an implementation process to familiarize students to think, behave and act
according to Islamic teachings. However, it will not be optimal if it is not
supported by planning, implementation, and evaluation that continues to be
carried out by the school. However, the school is not the only party that has
the right and influence in improving the ability of students in community
Islamic activities. Schools as formal education providers have a great
responsibility for the ongoing education process, including the area of
education services in terms of extra-curricular. This is a form
of school responsibility in terms of formal responsibility, scientific
responsibility, and functional responsibility.
As
a structured institution, of course, the process of character education based
on Islamic values at SMPN 1 Garut and
SMP IT Al Khoiriyah is more manageable, regulated and
its success measured. So that the following explanation is a discussion of
research results about the process of character education based on Islamic
values at SMPN 1 Garut and SMP IT Al Khoiriyah.
The
process of character education based on Islamic values at SMPN 1 Garut and SMP IT Al Khoiriyah,
aims to prepare students to have intellectual, emotional, spiritual, and social
abilities. The forms of the character education process based on Islamic values
at SMPN 1 Garut and SMP IT Al Khoiriyah the process of character education based on
Islamic values at SMPN 1 Garut and SMP
IT Al Khoiriyah, we can see from the implementation
of several programs that have been implemented including habituation in faith,
habituation in worship and habituation in morals through daily, weekly,
monthly, yearly and incidental and superior programs.
The
success of the character education process based on Islamic values
at SMPN 1 Garut and SMP IT Al Khoiriyah is a manifestation of the role of the school
community that cannot run without the role of a teacher who is in direct
contact with students. The role of the teacher automatically becomes a
religious guide in the process of character education based on Islamic values.
This is summarized in several important roles, namely: as a motivator, creator
or innovator, integrator, and sublimation.
Sardinian,
AM revealed that teachers are those who have competence in the field of
extracurricular activities-sports, arts, and spirituality. That is, they must
not only have professional abilities as educators with all the requirements but
are also required to be able to foster and develop the character of students to
become individuals who have and practice noble moral values (Febianti,
2018).
Considering the role of religious extracurricular coaches is quite large, it is
necessary to make efforts to improve organizational performance so that they can
develop their activity programs, schools need to provide wide space for
religious activities to realize their programs, as well as support from parents
to their children to develop their abilities. organize by providing confidence
that the organization will form a good and useful attitude. In short, religious
extracurricular coaches are individuals who have a depth of insight, knowledge,
decorated with noble character behaviors that should be role models for
students.
2) Evaluation of Islamic-Based
Character Education
Evaluation
is very important in the educational process because the purpose of educational
evaluation is not only to measure the success of educational programs but also
as a corrective step to continue to improve and develop education towards a
better direction. The results of the evaluation can also be used by teachers
and education supervisors to assess the effectiveness of the learning
experience, learning activities, and learning methods used.
The
evaluation stage is the last stage carried out in the implementation of Islamic
Values-Based Character Education at SMPN 1 Garut and
SMP IT Al-Khoiriyyah Garut.
Evaluation is very important to measure the extent of success in the
habituation process. Evaluation generally aims to develop and improve the
quality of the program by the predetermined plan. The focus of evaluation or
monitoring activities is on the suitability of the habituation program
implementation process. Evaluation tends to be done to find out how far the
effectiveness of the habituation program is going. The results of the evaluation
are used as feedback to improve the process of implementing the character
habituation program.
Evaluation
of character education is aimed at a) Knowing the progress of learning outcomes
in the form of ownership of several certain character indicators in students
within a certain period; b) Knowing the advantages and disadvantages of
learning designs made by teachers; c) Knowing the level of effectiveness of the
learning process experienced by children, both in the classroom, school, and
home settings (Febianti,
2018).
Based
on the results of interviews and observations as well as documentation studies,
the evaluation of Islamic values-based character education programs in schools
as a strengthening of character education for students at SMPN I Garut and SMP IT Al-Khoiriyyah Garut has been carried out to the maximum, through tests and
non-tests. If the test consists of oral and written tests, while non-tests both
use a student control book, in SMP 1 Garut it is
called a point book. Meanwhile, at SMP IT Al-Khoriyah,
the name is a pocketbook for Mutabaah Yaumiyah students. So that with this evaluation an honest,
sporty, independent character is formed and full of responsibility for
students.
3) Supporting and Inhibiting
Factors of Islamic-Based Character Education
In
the process of Character Education based on Islamic values in
schools in strengthening the character education of students, some factors
support and hinder these habituation activities. Two factors influence the
habituation of noble character in this school, namely internal and external
factors: These two factors mutually support the creation of noble character
habituation in schools which can create a product, namely strengthening the
character of students.
Push
factors are things that affect something to develop, advance, add to, and
become better than before. In carrying out the habituation of noble character
in schools, several strengths support the implementation of these activities.
The process of Character Education based on Islamic values at
SMPN 1 Garut and SMP Al-Khoiriyyah
will be successful when it is supported by various factors, namely: 1)
educators, 2) students, 3) environment.
Based
on the results of interviews and observations, several factors support the
character education process in these two schools including that: The inhibiting
factors for Islamic value-based character education at SMP Negeri 1 Garut, namely: Lack of knowledge and understanding of
parents about school rules, understanding of teachers who do not uniform
regarding the implementation of KDP, the lack of book facilities for Literacy
Activities. While the supporting factors
Educators
and education staff who support school programs, Enthusiastic Students in
participating in school programs, a conducive school environment so that
students are motivated and inspired to always do good. The Inhibiting Factors
at SMP IT Al-Khoiriyyah include: The example of some
teachers is still not stable, Handling student problems is sometimes still
generalized by the teacher, Handling student problems is sometimes still
generalized by the teacher, not maximal cooperation and concern for parents
even though there are school programs parent, and child input which is quite
varied and constraint mapping. While the supporting factors include: Educators
who are still young, the attitude of commendable students, comfortable schools.
Educators
as the main role holders in the educational process in schools should be able
to emphasize character education to promote positive values to
the younger generation. The educational process is said to be successful, not
only in terms of cognitive success. The main goal in education is not only to
help students become smart but to help students become good (Lickona,
1991). A
teacher does not only try to help students become cognitively smart, but must
be able to instill good behavior that becomes the character of students.
Habituation
in addition to using orders, role models, and experiences, also uses
punishments and rewards. The goal is that students acquire attitudes and habits
of action that are more appropriate and positive in the sense of being in
harmony with the needs of space and time, in harmony with the norms and moral
values that apply, both religious, as well as traditional and
cultural. 1995).
4) Impact of Islamic-Based
Character Education
The
impact of Islamic value-based character education in these two schools does not
just appear but has a reason, from there it is hoped that the activities that
have been implemented in the school have a good impact on all school members
without exception, along with the impact of all activities that researchers get
from the field. , that with the implementation of character education in these
two schools, the level of student violations will decrease, both their daily
behavior, religious behavior is better at home and at school, so that students
are formed who have a leadership spirit through extracurricular activities
LDKS, KIR, Scouts, PMR, etc., obedient spirit through habituation of dhuha prayer, dhuhr and Friday prayers
in congregation, disciplined spirit through flag ceremony activities, literacy,
wall magazines and SABER (breakfast together), spirit of responsibility through
Al matsuri activities, memorizing tahfid, and
religious studies, spirit of sportsmanship through events art performances,
sports competitions, Olympic competitions in the field of subjects, the spirit
of love for the environment and help through PHBI activities, Eid prayers and
Eid al-Adha, slaughtering sacrificial animals and visiting the sick and Rabi'ah if a student dies.
This
is by the theory written by Achmad Mubarok (Mukhibat,
n.d.),
that the characteristics of human behavior that distinguish it from other
creatures are:
a.
Humans
have social sensitivity
Social
sensitivity means the ability to adapt behavior to the expectations and views
of others. Because humans are social creatures and always need cooperation with
others, humans always pay attention to the hopes and desires of others. A
person's behavior in front of parents is different from his behavior in front
of young people or children. Likewise, his behavior in front of sad people is
different from what he does in front of people who are having fun.
b.
Continuous
behavior
What
humans do every day is not a sporadic act (arising and disappearing at certain
times), but there is always continuity or continuity. What is done today is a
continuation of yesterday or the beginning of a long-term plan.
c.
Have
a task orientation
Every
human being has work to do, which will be oriented to the tasks to be done in
the morning, so sleep is not just because you are sleepy, but oriented to
tomorrow's tasks because you have to go to school early in the morning, and so
on.
d.
Has
a fighting nature
That
human has behavior that describes the business they choose or the aspirations
and values they strive for, and not only capture but also choose
according to their respective aspirations.
e.
Have
Uniqueness
Human
behavior is unique, meaning that he is alone, different from the others.
Because human experiences are different, their aspirations, tastes, and
inclinations are also different. This results in different behavioral
differences as well.
From
the results of the analysis of the research findings and also the theory that
the impact of character education in these two schools is a decrease in the
level of student violations, good daily behavior, religious behavior is better
at home and school so that students are formed who have the spirit of
leadership, obedience, discipline, responsibility, sportsmanship, love for the
environment and please help.
Conclusion
Based on the results
of research and discussion on "Islamic values-based character education
(Studies at SMPN I Garut and SMP Islam Terpadu Al-Khoiriyyah Garut Regency)", the conclusions are:1) The purpose of
character education based on Islamic values in these two schools
generally refers to the vision and mission of each school,2) The character
education program based on Islamic values at SMPN 1 Garut is realized through the "morning dew"
habituation program, while at SMPIT Al-Khoiriyah
through the BPI (Bina Pribadi Islami)
habituation program.3) The process of character education based on Islamic
values in these two schools is carried out through daily, weekly,
annual, incidental and superior habits, as an effort to familiarize the
behavior of students to think, behave and act according to Islamic teachings.4)
The inhibiting and supporting factors in these two schools are in the aspects
of teachers, students, and the school environment.5) Evaluation of character
habituation based on Islamic values in these two schools was carried
out through thorough tests and non-tests.6) The impact of character education
in these two schools is a decrease in the level of student violations, good in
their daily worship practices, religious behavior is more dominant both at home
and at school so that students are formed who have the spirit of leadership,
obedience, discipline, responsibility, sportsmanship, love for the environment
and please help.
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Character
Education Based on Islamic Values
