INTRODUCTION
The National Police of the Republic of Indonesia (Polri)
as law enforcers as well as protectors, servants and protectors of the
community have a heavy responsibility along with the development and progress
of civilization that continues to change. The position of the Police in law
enforcement shows how big the role of the Police is in being able to stand up
to enforce the laws that apply in Indonesia, both in the form of black and
white regulations and legislation, and not infrequently they also have to deal
with regulations or legislation that are considered to be still 'gray'. ' or
'rubber chapter'. Meanwhile, as servants, protectors and public servants, Polri
members must be able and willing to adapt to the situation and position they
are in.
Devina Halim in www.kompas.com on July 2, 2019 released
the results of the Kompas R&D survey showing the level of public
satisfaction with the National Police Institution in 2016 from 63.3 percent
increased to 70.2 percent in 2017 then in 2018 there was an increase to 82.9
percent. This increase cannot be separated from the hard work of the Police in
improving security and order in the midst of the community during the
implementation of Eid and Christmas activities. 10 percent based on data
released by Kompolnas in 2019. Sapto Pramono in the same daily said that the
ethics and morals of a policeman sometimes become a frightening specter when he
meets the Traffic Police who are stationed or on patrol in every corner of the
city or area, as well as related to violations of law enforcement when several
police officers were found who became mafias and were involved in activities
that violate state law.
Haryadi Mukhtas in his research stated that 88.3% of the
respondents who were the object of his research described the field of guidance
and law as not going well, and if viewed from organizational posture, most of
the members of the National Police were at the Non-Commissioned Officer level,
followed by the First Officer level, Intermediate Officer level and High
Officers
Qualified abilities and a strong desire are needed to deal
with the conditions and situations of society that continue to develop, not
only academic skills are needed, but must be supported by abilities and
excellence in the field of faith and piety so as to avoid various violations
and disobedience to existing regulations. The pattern of coaching for Polri
members begins with formation through education that is different from civil
servants, for civil servants it begins with Capeg which is followed by
Pre-service Training, every education carried out and taken by Polri members
must meet academic values, personality and or abilities. So that the
cultivation of values including religion is also expected to be
obtained through educational institutions.
The presence of religion for Polri personnel is expected
to give color to the personal lives of Polri members as ordinary people as well
as law enforcement officers who do not side with one particular community
group. Police officers are expected to be aware of the existence of various
layers of Indonesian society consisting of various religions, cultures and
races. Religion is also expected not only as a routine but must be included in
the practice of daily life which will have an impact on public trust in Polri
members starting with a moral system
Understanding these values can be started from educational
institutions as craters of candra up front in the formation of attitudes and
behavior of Polri members who are educated and trained in a non-discriminatory,
equal and balanced manner and are better known as tolerance.
Religious moderation can be seen from the form of
tolerance between religious communities or fellow religious communities can be
fostered and developed through educational institutions by teaching religious
values in all aspects of students' lives both when dealing with
fellow students and with all stakeholders who are directly or indirectly
directly, especially for a candidate for Polri officers who will serve as the
foremost leaders and are stationed throughout the territory of Indonesia.
Nurbaeti et al in their research concluded that religious education taught in
educational institutions can have a significant influence on the formation of a
person's religious character
Individually, this activity also provides a role in shaping and growing
attitudes and personality for students
Knowledge and experience of implementing moderate
religious values for Polri members will also have an impact on
their perspective on differences that exist within and/or between religions so
that they are not easily contaminated by sectarian, anti-religious, radicalism
or even intolerance ideas. A complete understanding of the importance of
togetherness in differences will also have an impact on the handling of cases
related to terrorism, radicalism or other cases involving ethnicity, religion
and race. The formation of character into a complete personality can be
realized in the form of an attitude of respect for differences, for that in the
world of education it is manifested in the form of harmony
In the world of education students relate to other students
who have different social status backgrounds, learn to respect existing
differences and learn to accept the presence of other people and the existing
environment and are different from those found in the scope of their residence
Religious education is basically carried out not much
different from educational activities in general. The series of activities
includes stages in accordance with management principles such as planning or
planning principles, organizing principles, implementing or actuating
principles, controlling or controlling
principles, as well as motivating activities which some others mention as part
of organizing activities. Understanding in terms of actual language management
is an understanding of efforts to organize, manage, implement and treat an
activity
There are also those who call it the activity of coordinating work in order to
achieve goals to be effective and efficient through other people by using man,
money, materials, machines, methods and markets
The planning function has a very decisive role in the
management process or activity, this is because an activity objective will be
determined in the planning process, as well as the needs and collection of data
needed to achieve the goal so as to facilitate decision making
Werang specifically outlines planning activities including the goals to be
achieved, who will do what, how long it will take and how to do it, who is
responsible for and who is responsible, how to fulfill the budget and how to
get it and the control system needed
Included in planning activities are activities to evaluate the implementation
that has been carried out if the activity is a repetitive activity or has
similarities with the activities to be carried out. This is in accordance with
the Word of God in the letter al Hasyr : 18
The next stage in management and education is organizing,
this function is related to the regulation/empowerment of all the main elements
of man in management activities. Activities in this function include dividing
tasks, creating and establishing relationships between superiors, subordinates,
equals or vice versa so that there is no duplication of work or people in an
activity so that there is a need for equal communication between individuals
and organizations and the need for cooperation
Activities that have been well planned and organized will
not produce results if they are not implemented, organised, monitored and/ or
evaluated. Terms that are often associated with this activity are directing,
commanding, leading, and coordinating and some mention motivating activities
included in it. The activities in it include explaining/ordering activities,
providing opportunities and opportunities for subordinates to participate in
the organization as well as activities to provide opportunities for all
personnel or members to be able to carry out their duties properly, effectively
and efficiently
The last stage in is the evaluation or assessment related
to the process and the achievement of goals. Assessment activities can function
as ishlah, if they are carried out to provide input and improvements to all
educational activities and components, tazkiyah, if purification or correction
is made to the process so that it returns to predetermined principles, tajdid,
if modernization or changes are carried out that are appropriate and current
and as ad Dakhiil if the assessment is a report for users of student outcomes.
The description of management of Islamic education in
learning can be seen from the content of the values of sincerity,
trustworthiness, honesty, fairness, responsibility, dynamic, practical and
flexible
Langgulung added the values of faith, equality, morals, justice,
deliberation, division of labor and duties, adhering to management functions,
and association in the specific characteristics of management of Islamic
religious education
Saefullah sees that the elements of management in Islamic
education include leaders, people who are led, goals to be achieved,
cooperation in achieving these goals, management tools or equipment consisting
of humans, money, materials, machines, methods and markets
Meanwhile Qomar outlines the various implications of the existence of Islamic
education management which can be seen from the process of Islamic education,
Islamic educational objects, Islamic learning resources, Islamic management
methods, strategies implemented by Islamic educational institutions, learning
resources in Islamic educational institutions, objectives Islamic education,
effectiveness and efficiency as well as procedures for achieving Islamic goals
The study of Islamic education in general is relatively
the same as education in general, the characteristics that emerge and appear
can be seen from the existence of texts of revelation and hadith, the words of
friends, the development of Islamic educational institutions and employees of
Islamic educational institutions and various rules relating to the management
of Islamic education itself. It is hoped that educational institutions must
also be able to raise human awareness as a complete being from a biological and
psychological point of view
It is recognized that the conception of Islamic education
in Indonesia has changed a lot since the reformation began, the presence of
state and private Islamic universities such as Muhammadiyah which has more than
50 large campuses throughout the archipelago is considered capable of balancing
traditional Islam with democratic pluralism and citizenship
Although it must be admitted that understanding of the separation of religion
and state for Indonesian people is still widely found among Muslims
Indonesian society, consisting of various tribes,
religions, customs and cultures, must consciously acknowledge the existence of
cultural differences caused by social, cultural and religious differences. In
various circles there is still an assumption that Islamic religious education
fails in efforts to create tolerance and awareness in building cultural
differences
In educational activities themselves, students are instilled with an
understanding not only of the religion they adhere to, but must acknowledge the
existence of other different religions and try to be involved in understanding
the consequences that arise from these differences
Accepting differences between religions, ethnicities,
cultures and customs is known as "tolerance". The word tolerance
linguistically comes from the Latin tolerantia which means loose, gentleness of
day, lightness and patience which was originally a slogan for freedom,
brotherhood and equality for the French people
This word is also found in Dutch, namely tolerere, which is defined as
allowing, allowing, and in it is the meaning of respecting other people's
principles without sacrificing one's own principles
While in English the word 'tolerance' means letting, respecting other people's
beliefs without requiring approval, if in Arabic this word is adopted from the
meaning of the word 'tasamuh' which means the word allows or facilitates each
other
Tolerance does not mean equating all religions so as to
allow people to easily change religions. A broader understanding of religion
will direct individual adherents of a religion to an open view of other
individuals, because adherents of that religion will place religion not only as
a way of life and weltanscaung, but must also function as a mental and
spiritual agent in carrying out revivalism and community reconstruction.
Religion does not appear only as a doctrine but also in human attitudes and
convictions which cannot stand alone
The index for measuring the life of religious people published by the Research
and Development Center for Islamic Religious Guidance and the Religious
Services of the Ministry of Religion in 2019 shows that tolerance is an indicator
that can create harmony in the life of religious people
Research conducted by Harung et al, shows that the process
of religious values in some cases can affect training capacity
building
Charles, Travis & Smith also found that religious values
possessed by Police Members affect their mindset in acting well
in doing work and can influence stress levels and other deviant acts
The process of internalizing these values in the world of
education should be carried out with educational management.
Abdul Fatah's research at SMA Negeri 1 Tangerang concluded
that instilling tolerance values for students can be done using a
student-centered learning model approach
Similar findings were also concluded by Mochammad Ariep in research conducted
at Geeta School Cirebon by adding the concept of active learning (active
learning)
A. Jauhar Fuad conducted research on the efforts of
Islamic religious education teachers to build tolerance learning in schools in
order to ward off radicalism and found that tolerance learning in schools can
be built using constructivist theory. This attitude of tolerance can prevent
students from claiming the truth of their own religion by denying the truth of
other religions
Fadli Subhan in his research stated that an attitude of tolerance based on
religious freedom will more easily develop psychologically, physically and
mentally, as well as values that are believed in and respected
and exalted by the people of the nation will undoubtedly provide a positive
role for the life of the nation and society
Ni Nyoman Ayu found in her research found that the
multicultural approach that has been applied in the learning process to
students who are culturally different will lead students to experience positive
feelings and this applies vice versa, so that they will be able to develop
self-concepts and be willing to accept others
Research conducted by U. Abdullah Mumin states that in the Perspective of
Islamic Education several elements such as curriculum, teacher abilities/ competencies,
inclusive approaches and methods have a very important role in tolerance
education
Lely Nisvilyah in her research found that human values,
nationalism, history, exemplary and patience were the basis for the formation
of tolerance values in Mojokerto Regency
while Yuni Maya Sari stated in her research that the cultivation of civic
values (civic disposition) related to tolerance values
can be instilled. in students both personally and universally
Education should no longer separate nationalist science,
science or other general material from religious education which will only make
humans who stand as empty human beings without religion or only make religion
by forgetting other fields
As befits a process in management, the management of education is inseparable
from various obstacles. Tjabolo said that obstacles in the management of
Islamic education usually consist of: first, ideological barriers and pressure.
Obstacles and challenges in this field will be very visible in the policy
making that will apply to Islamic educational institutions. Second, the
socio-economic conditions of the community and the financial interest of the
institution. This obstacle will certainly greatly affect the sustainability of
educational institutions and tends to become a classic problem for educational
institutions and the community who use educational institutions. Third, the
composition of institutional status and government policy discrimination which
will significantly affect the budget requirements prepared by the government
for Islamic educational institutions.
Next are the obstacles that arise from the limited
abilities and limited potential of students, the intellectual potential of
students in Islamic educational institutions tends to come from the lower
middle class. The fifth obstacle stems from the motive for establishing Islamic
educational institutions (usually in the form of private educational
institutions) which will greatly affect the sustainability of Islamic educational
institutions
Meanwhile, Miller said that the cause of the delay in tolerance education is
because the world of education tends to be more directed at developing skills
and fulfilling the economy
Muhammad Usman and Anton Widyanto when conducting research
at SMA Negeri 1 Lhokseumawe found the competency factors of teaching staff and
the positive support provided by the school principal to be supporting factors
for internalizing the values of tolerance in Islamic Religious
education and mentioned the absence of special modules and special training as
weaknesses
The same factors were also found by Andi Fitriani D and Anwar Akbar in their
research with the difference in the limited number of hours of study being an
inhibiting factor
Achmad Nur Salim in his research conducted in the Sleman
area found that cultural elements were a supporting factor in instilling
tolerance values in the area and the inhibiting factor was
individual perspectives that were not balanced with social values
the same thing was found by Babay Barmawie and Fadhila Humaira in terms of the
supporting factors with the difference in the inhibiting factors being the
closed communication factor
Imam Jazuli said that the introduction of religious symbols, ethnicity,
cultural differences from an early age for students can be a potential for the
development of tolerance
METHOD
This research uses
qualitative methods and is included in the type of descriptive research. This
method and type of research are used in describing the religious education
management process carried out at Setukpa Lemdiklat Polri because it relates to
behavior, perceptions, motivations and actions holistically
as a single variable or in the form of a relationship pattern between two or
more variables
so that it is easier to understand and more applicable
Meanwhile, according to the type of research, this research is included in the
case study research
because it only takes one location as the object of research.
RESULTS AND DISCUSSION
The Police Officer Formation
School (abbreviated Setukpa) is a Work Unit under the Police Education and
Education Institute located at Jalan Bhayangkara No. 166 Gunung Quail District,
Sukabumi City, West Java. In accordance with Presidential Regulation number 52
of 2010 concerning the Organization and Work Procedure of the Indonesian
National Police Setukpa Education and Training Institute, the National Police
has the main task of educating National Police Officers who are elected as
National Police Officers. This was later strengthened by the Regulation of the
Head of the Indonesian National Police (Perkap) number 21 of 2010 concerning
the Organizational Structure and Work Procedures of the National Police
Headquarters Environmental Work Unit which explains that the task is carried
out in the form of education and training with a philosophy of proficient,
commendable, law-abiding and superior. professional, modern and trusted
(Promoter).
Polri
members who study at this institution are expected to have the ability as
first-line supervisors as well as function as first-level managers who will
bridge between superiors and subordinates. In this regard, members who attend
education at this institution besides having to master the technical skills of
the police must also have the ability to train subordinates as well as interpret
the policies of their superiors into activities or orders that are applicable.
To
obtain these objectives, a curriculum was formulated which was directed at
producing cognitive, affective and psychomotor abilities. The achievement
indicators are then compiled in the form of a Sillabus, Main Lesson Framework
(RPP), Unraveled Lesson Framework (RPT) and then applied in a weekly lesson
schedule to be operationalized either in the form of class lessons, fieldwork
or in the form of other activities that support the achievement of these
competencies.
Students
who carry out their own Officer Education Education Formation of Officers from
Regular Officer Education which is carried out for 7 months and Class Transfer
Officer Education with an education period of 1 month. For 2019 the Education
for the Formation of Regular Police Officers was held from March 4 2019 to
October 2 2019 consisting of 1,364 Male Police and 136 Female Police.
Table
1
Student
data based on religiom
|
Religion
|
Gender
|
Percent
|
|
M
|
W
|
|
Islam
|
1.065
|
107
|
78,13
|
|
Protestant
|
186
|
18
|
13,60
|
|
Katholic
|
56
|
8
|
4,27
|
|
Hindu
|
1
|
0
|
0,07
|
|
Budha
|
1
|
0
|
0,07
|
|
Konghutcu
|
1
|
0
|
0,07
|
Table
2
Student
data based on religiom
|
Educational level
|
Gender
|
Percent
|
|
M
|
W
|
|
SMU
|
453
|
52
|
33,73
|
|
D3/D4
|
21
|
6
|
1,80
|
|
S1
|
702
|
60
|
50,80
|
|
S2
|
187
|
15
|
13,47
|
|
S3
|
1
|
0
|
0,07
|
Besides
having differences in gender, religion, rank and general education possessed by
students, there are still differences in terms of origin, Customs, ethnicity
and culture as well as background marital status owned by each student.
A. Religious moderation in
Setukpa Lemdiklat Polri
In
the 2019 Police Inspector School Education Operational Plan Document, it was
found that the educational components in Setukpa Polri include:
1. Graduate Profiles and
Competencies
Students
who complete education and are declared to have graduated from SIP education in
2019 will be given the rank of competent Police Inspector Two with the
following qualifications:
a) As
a Supervisor in carrying out police duties that are professional and have
integrity.
b) First line supervisor capable of managing
resources.
c) Analysis of the problem of maintaining public
order and security, as well as law enforcement in accordance with the scope of
their duties.
2. Curriculum
The
curriculum used in the implementation of educational operations approved by the
National Police Education and Training Institute consists of 33 Subjects with 3
groups divided into introductory activity groups, core learning groups and
evaluation and closing activity groups. Based on interviews with the Head of
Renmindik Subdivision, it was stated that almost every year the names of
subjects and learning materials change every year due to changes in the current
situation and conditions and usually only occur in the core learning group. The
2019 core learning groups consist of lecture and work practice groups,
personality groups, methods and essay writing groups, management and technical
support groups, social knowledge groups, parenting activity groups and
extra-curricular activity groups
Based
on a search of existing documents, it was found that in the attitude and value
group, some material is closely related to the formation of religious harmony,
such as in the subject of the Professional Code of Ethics and Government
Regulations number 1, 2 and 3 which relate to procedures for enforcing rules
against code violations. ethics. Officer Behavior Ethics subject related to the
behavior of an officer in good life towards superiors, subordinates or fellow
officers. The ideology of Pancasila, the Mental Revolution which relates to the
material integrity and personality as a society and the national insights and
values contained therein. In the social knowledge group, it was
found that Anthropology and Human Rights subjects were closely related to the
understanding of conflict as well as steps to anticipate and resolve conflicts.
In the Anthropology subject, it was found in Chapter IV relating to social
conflict resolution material caused by differences in ethnicity, religion, race
and customs (SARA), while in the Human Rights subject, researchers found an
understanding of law enforcement that does not distinguish between groups or
groups.
In
the parenting material group, it was found that there was material about
instilling the application of the values of faith and piety which
was reflected in the implementation of Spiritual coaching activities listed in
the composition of the lecture materials by the Islamic Religious Spiritual
Advisors about the importance of ukhuwan wathaniyah, the principle of equality
and gratitude for favors as contained in the material for the evening lecture
Friday in the Plan for Islamic spiritual development activities. The results of
the observations made also found that there was an inculcation of the value of
differences in the implementation of the dawn prayer between students who
performed the dawn prayer and qunut or not. One of the aspects or dimensions of
spiritual assessment is tolerance
3. Learning Process
The
49th Regular Police Inspector School class of 2019 is carried out in three
educational stages, the first stage is the basic stage where students make
behavioral adjustments from a Police Officer to an Officer, followed by the
second stage which is the stage of strengthening and developing knowledge of
capabilities including managerial skills, mastery of development management and
knowledge of operational technical management. The last stage or the third
stage is the rounding stage as well as the application of knowledge and skills
in the form of simulations and technical training or job training.
Based
on the document listing the names of students, it was found that there were
various differences in one study group both in terms of origin, gender,
religion or ethnicity and there were also differences in assignment backgrounds
and age differences. One class consists of 15-20 students with compositions
from several platoons or companies and even different detachments.
A
search of the learning schedule distributed by the Education and Training
Section of the Setukpa Lemdiklat Polri found that students were given
sufficient time to worship according to their respective religions, especially
for those who are Muslim, a prayer timetable for the Sukabumi area is included
which applies within one week according to the schedule distributed lessons. In
addition to the prayer schedule listed there is a sentence that recommends or
calls for each class leader to remind the teaching staff in the class or
instructors in the field 5 minutes before the schedule or prayer time arrives.
The
availability of prayer schedules and appeals to remind educators to carry out
prayer services shows the leadership's concern for the importance of instilling
the values of faith and piety in students as well as teaching the
value of respecting differences to students, given the background of students
who enable class leaders to be carried by adherents of religions other than
Islam .
In
the parenting activity plan document issued by the Student Guidance Section
(Bag Bimsis), researchers found that there was an obligation for students to
carry out worship activities every day in places of worship. Especially for
Muslims it is carried out in the mosque, while other religions adjust it except
for the implementation of the Maghrib and Isha prayers. Specifically for
Thursday night, the Isya Prayer is held in the mosque and adherents of other
religions are also required to carry out worship in their respective places of
worship under the supervision of caretakers (counselors) and instructors from
each religion.
4. Evaluatioan
In
implementing the educational operational activities of the 2019 Police
Inspector School, Setukpa uses Kalemdiklat Polri (Perkal) regulation No. 2 of
2017 concerning the standards for evaluating Polri education in general,
specifically for mental assessment, there is still the Police Kalemdiklat
Regulation number 6 of 2009 concerning Mental Assessment. Both of these
regulations relate to the procedures for assessing students which include the
mental aspect of personality with a weight of 4, for the academic aspect it has
a weight of 4 and the aspect of fitness/physical health has a weight of 2.
The
researcher found that the academic aspects of the assessment were carried out
in the form of grades/numbers which were then included in the grade
transcripts, while the researchers did not find any specific assessment
standards for spiritual development implementation activities which were
implementation activities and were not included in the grade transcripts.
Based
on the data contained in the student assessment component, the researcher found
that there were indicators of tolerance in the spiritual dimension listed in
the mental assessment of students with indicators of religion & faith,
honesty and sincerity as well as tolerance with technical assessments carried
out by the Supervisory apparatus through Danton Students/Danki Students and or
Student Danki
5. Educator/ Instructors
Educators
or instructors who are involved in religious activities receive a written order
from the Kasetukpa Lemdiklat Polri to carry out spiritual development
activities. For 2017 an order has been issued from the Head of Setukpa number:
85/II/DIK.2.1/2019 with the following composition:
Table
3
Instructor
based on religion
|
Religion
|
Instructor
|
|
Islam
|
7
|
|
Katholic
|
3
|
|
Protestant
|
5
|
|
Hindu
|
3
|
When
compared with data on students based on religion, the data on students was
found to be Buddhist and Confucian, while for the data of instructors/spiritual
coaches there were no Buddhist and Confucian spiritual coaches, both male and
female. Based on interviews with the Bagrenmin Setukpa Human Resources
Subdivision, information was obtained that currently there are no Setukpa
personnel who share this religion.
As a form of service in obtaining religious
guidance according to the religion adhered to by students (Buddhism and
Confucianism), the officer in charge of the spiritual field of students (Paur
Bintal Subbag Bimsuh Bag Renmin) stated that with the approval and direction of
the leaders who strongly support the religious activities of students, they
have coordinated with religious organizations around the city of Sukabumi to be
able to provide guidance to Buddhist and Confucian students according to a
predetermined time
6.
Infrastucture
While
participating in officer formation education, all students are placed in their
respective knighthoods consisting of the Sangga Buana knights, Cakra manggala,
Dharma Hartono, Trisula which are intended for male students and Dwikora
Knights for female students who are in the form of flats or barracks. As for
worship facilities, the following data was found:
a) Islam
: 1 Masjid, 3 Musholla
b) Katholic:
1 Kapel
c) Protestant
: 1 Gereja
d) Hindu
: 1 Pura
Tha
data for places of worship above shows that in Setukpa Lemdiklat Polri there
are indeed no places of worship for Buddhism and Confucianism, so that it
becomes an obstacle for adherents of Buddhism and Confucianism in carrying out
religious ritual activities. To anticipate this, for the sake of realizing
equality in obtaining opportunities to worship and for the concern of the
leadership, a separate place is provided for adherents of that religion by
providing a special room located adjacent to a temple (Hindu religious place of
worship) in accordance with the wishes of students who adhere to Buddhism and
Confucianism
7. Management of learning
process
The teaching and learning process and other
activities are carried out in the form of classroom and field lessons which are
carried out in a total of 1,400 hours of lessons for 7 months. For the
implementation of spiritual implementation activities and religious learning
applications carried out in places of worship of each religion in accordance
with existing provisions, as well as in interactions between students which are
carried out in every activity of parenting activities, ceremonial activities or
other activities such as in the dining room, class and others regardless of the
differences.
Technically the implementation of the learning
process is arranged by the Lakdik Bagdiklat subdivision. Scheduled learning
starts before the dawn prayer for parenting activities which consist of worship
according to each religion, sports or other physical activities then followed
by apple activities which are carried out in the form of regimental, company or
platoon applets.
Observations made in every student activity in
class and in the field always involve direct supervisors (student danki/student
danyon/student danyon and student bamin) who are in charge of supervising and
controlling and shifting students, especially for learning in class supervisors
are also carried out by picket officers education that records and records
every scheduled learning process
Worship for students as a part of implementing
the teaching and learning process and mental formation activities for
prospective officer students. Observations made on the Asr prayer activities
for Muslim students were carried out in the mosque in congregation, while for
Christian students even though there was no obligation to worship at the same
time they continued to carry out worship activities which took place in the
music hall, while those who were Hindus carried out worship activities at the
temple as a place of worship for Hinduism. The selection of the location of
worship based on interviews with the supervisor is in order to facilitate the
shift of students from class to place of worship and vice versa as well as to
facilitate supervision and control of students considering the three locations
are close together, as well as a form of leadership's concern for the religious
needs of students.
Scheduled religious worship activities are
carried out every Thursday night in the respective places of worship below with
the material presented under the control of the spiritual advisors of each
religion, while the desired theme is determined by the institution through the
Bagbimsis. While shifting and supervision as well as individual and group
assessments are carried out by the Guidance Unit, this at the same time shows
the leadership's concern and the togetherness of all relevant elements in
increasing the knowledge and abilities of students towards their religion and
increasing faith and piety towards God Almighty.
During the implementation of Islamic religious
holidays such as Eid al-Fitr, Maulid Nabi, Nuzul Qur'an or Nyepi, each adherent
of the religion who does not carry out religious activities is still involved
in security activities and guarding the equipment of students who are
participating in religious activities. Especially for the implementation of
Friday Prayer activities, each student continues to carry out worship
activities in accordance with their respective religions and in a predetermined
place of worship.
8. Financing
The implementation of educational operational
activities for the Police Inspector School which was carried out at the Setukpa
Lemdiklat Polri received support from the State Revenue and Expenditure Budget
listed in the DIPA Setukpa Lemdiklat Polri.
The availability of funding from the state
budget and in accordance with laws and regulations is one of the supporters of
the implementation of the educational process which supports the creation of a
learning process in order to realize religious education management for
students that is in line with educational goals.
CONCLUSION
The inculcation of religious moderation values
for Polri officer candidates who carry out their education at
Setukpa Lemdiklat Polri is carried out in the form of Spiritual Guidance
Implementation and Religious Character Implementation activities. Apart from
this form of activity, material related to the importance of tolerance which is
part of religious moderation is also found in other sub-subjects which are
included in the personality group and are applied in individual and group activities
that are planned, organized and driven and supervised by the administrator.
education.
Availability of sufficient time, adequate facilities for
worship as well as support from the leadership and awareness of the importance
of faith and piety as the basis for instilling the value of religious
moderation for students is a supporting factor for the implementation of
management of religious education in forming an attitude of temporary
tolerance. Facilities for worship and instructors for Buddhists and Confucianism
became an obstacle in the implementation of Buddhist and Confucian worship
rituals even though this has been resolved by cooperating with religious
institutions around the city of Sukabumi.
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RELIGIOUS MODERATION FOR POLICE
OFFICER EDUCATION