FORMATION OF CHARACTER EDUCATION ISLAMIC

FORMATION OF CHARACTER EDUCATION ISLAMIC

Here are some examples of strengthening character education that can be seen in the

example of the Prophet Muhammad: First, the cultivation of character values must be based on

knowledge. So character values must be introduced to students before these values are instilled

in them. As a non-Muslim who urinated in 38 mosques, the Prophet (saw) was not treated harshly

because the person did not know that it was forbidden to urinate in mosques. Thus, after

receiving knowledge first, after knowledge it is expected to be able to do something good. If you

already know, but you are violating the good, then you can only act. Second, character values

must be developed gradually. For example, when the Prophet PBUH ordered his people to instill

rl, namely her granddaughter named Amama bint Zainab, then she takes the child and

holds her, then continues her prayer. So in prayer, when a child stands up, when a child

prostrates himself to the ground, a child is placed who is being carried. The behavior of the

Prophet Muhammad PBUH clearly shows an attitude or nature of caring for children, women and

others, as well as for the environment. The behavior given by the Prophet CAB above clearly

belongs to the category of noble behavior, morals or morals and shows noble morals. Muslims

must develop noble or good morals or morals. Noble or good morals or ethics must be possessed

by everyone, because this noble morality is good for oneself, one's family and the nation. Lewis

(2014:5) argues that morals/characters such as love, caring, respect for life, honesty,

responsibility, and justice are positive morals or characters. The development of positive human

to the moral values that a group of people be

lieve to be true. Moral values can be seen as behaviors when they take a form of action

that reflects a person's attitude. Likona (2016: 87) adds that knowledge of moral values alone is

not enough to become a person of character. However, moral values must be accompanied by

moral character with the intention that people can understand, feel and at the same time work

on virtuous values. Including moral character—this is the knowledge of morality (moral

knowledge), the feeling of morality (moral feeling) and moral action (moral action). Thus, the

concept of character building conveyed by the Prophet to his companions and followers through

his hadith, is in line with the theory of character building theory put forward by modern scholars.

The Prophet PBUH how the mualim educate their ummah with a noble personality, and the

understand his teachings. He would always teach anyone who wanted to try to learn about Islam,

people by becoming a figure or figure who understood the psychological state of his students

very well. Some of the teaching methods used by the Prophet Muhammad PBUH are in

accordance with the character development method in general, namely: habituation method,

exemplary method, advice method, method of instilling curiosity, method of displaying noble

morals, and several other teaching methods. other. similar methods. C. The Relevance of

Character Education in Islam with Character Education in the 21st Century It can be said that the

cultivation of character values in Islam, namely character in relation to God, in relation to

oneself, in relation to neighbors, in relation to the environment, in accordance with or in

accordance with the current concept of character education. Meanwhile, character education is

very effective in shaping emotional intelligence. Unlike most traditional views, emotions are no

does not have enough feelings. Emotional intelligence requires learning to recognize and

appreciate the feelings of oneself and others. To respond adequately to something, it is

necessary to apply information and emotional energy effectively in daily life. Emotional

intelligence works synergistically with cognitive skills. The best performers have both. The more

difficult the job, the more important emotional intelligence is. Lack of emotional intelligence can

result in people getting in the way of using any skills or intelligence they may have. Emotional

intelligence can be defined as the ability to understand one's own feelings and the feelings of

others, the ability to motivate oneself and manage well the emotions that arise in oneself and in

communicating with others. Emotional intelligence (EQ) describes abilities that, although

different, function alongside cognitive intelligence (IQ). There are at least five (5) core

calm in the classroom, taking good care of library books, maintaining school equipment (desks,

chairs, whiteboards, computers, etc.), etc. Responsibility (sense of responsibility) in the field of

education is manifested in relation to the implementation of the tasks given by the teacher well,

diligent study, not cheating in exams, etc. Respect is manifested in respect and maintenance of

manners (ethics) in relation to teachers, school workers, friends, parents and others, in

understanding others, developing others, being service-oriented and respecting all differences.

Work and work productively, which is characterized by an attitude towards the production of a

product through optimal functioning of the mind and imagination, as well as other abilities, in the

field of education this is manifested in a communicative way, namely the ability to give and

receive effectively, to deal with the problems of North Sulawesi without delay and to be ready to

solutions; leadership positions, i.e. the ability to formulate and arouse enthusiasm for a common

example. It is important to note that emotional intelligence is actually more of a skill than just

knowledge. Therefore, the relevance of the interpretation of the hadith regarding the fulfillment

of prayers, emotional intelligence and character formation is more focused on "know how not to

know what" which means that through the development of emotional intelligence, students are

trained to be able to regulate their emotions in such a way that they can produce a positive

character, and do not teach certain moral values or norms that need to be known cognitively.

Thus, the teachings on character formation values conveyed by the Prophet Muhammad PBUH

are relevant to modern theories about character formation. Many teachings in Islam contain

character traits such as honesty, discipline, humility, love of God, love of oneself, love of others,

love of the environment, tolerance, responsibility and other positive traits. Here are some

PARED BY THE RESEARCHED SCHOOLS IS MOSTLY IN LINE WITH THE VISION AND

MISSION OF NATIONAL EDUCATION THAT THE VISION AND MISSION MUST BE ORIENTED, ONE

OF WHICH IS TO DEVELOP THE CAPACITY OF STUDENTS TO CREATE LEARNING. community.

From some of the visions that the author sees, the development of this potential also leads to a

form of excellence that schools try to show, such as excellence in one area of knowledge or

cognition developed by schools, such as science. or religion. No less important is how schools

support government programs in optimizing the formation of moral personalities or, in current

trends, the formation of students' character. The integration of Islamic values with the school's

compassion). 44 2. "Excellent achievements, experienced in work and manners" Religious,

honest, literate, independent, national spirit, environmental care, social concern, discipline,

perseverance, friendliness/friendliness (translated into five souls, namely: honesty, sincerity,

responsibility, hard work and devotion). 3. "To be the best school to develop students with noble

character, discipline and achievement" Religious, Honest, Competent, Independent,

Nationalistic, Environmental Care, Curiosity

, Discipline, Diligence, Friendly/Communication. 4. "Preparing the next generation who

believe in God Almighty, have faith, have noble character, are knowledgeable, independent, and

responsible for religion, nation, and state." Religious, honest, independent, hardworking,

disciplined and nationalistic. 5. "The implementation of quality human resources in faith and

piety, mastery of science and technology, the ability to manifest oneself in people's lives"

and nationality, so it can be said that the network of character education values is a learning

from the aspect of character education, starting from process materials to assessments, so it is

necessary to bring character education as part of the values and culture of the nation's young

generation. Indonesia, so that it becomes a model of attitude and culture in the development of

the nation's civilization. Based on the form of integrating character values in schools, it can be

understood that the process runs thanks to the support of various parties, for example, the

director has a policy for the implementation of character education programs, then teachers and

students interact. in class about the application of these character values. This is done in order

to create order and a sense of justice among all school residents, especially teachers and

students who teach in the classroom, in order to o

prayers before class, get used to praying every time you want to start studying, and then read

Asmaul Husna, congregational prayer. 2. Be honest Don't cheat, announce if you find an item or

Conducting activities to study or analyze a case from the perspective of Islam, Fishing with

questions that are packaged as learning strategies/models, Students are asked to record the

affairs of the people around them. and answered it using an Islamic point of view. 4.

Communication Culture of friendship between students and teachers, Use of question and

answer methods, Use of dialogical teaching strategies, Development of open attitudes, Culture

of discussion, Culture of providing information or sharing opinions. 5. Social care Likes to give

alms/gifts, easily helps people in distress, maintains harmony in the classroom, respects each

other, is willing to lend school supplies to friends. 6. Caring for the environment Maintaining

classroom cleanliness, Maintaining school cleanliness, Throwing garbage in its place, Making

cleanliness slogans, reading the Qur'an and Hadith, Maintaining the beauty of the classroom. 7.

learning. 8. Discipline Come on time, complete tasks on time. B. Strengthening Character

Education in Schools Strengthening Character Education (PPK) is an education policy whose

education system. This PPK policy is integrated into the National Movement for Mental

Revolution (GNRM), which is a change in the way of thinking, acting, and acting for the better. The

core values of the PPK are religious, nationalist, independent, mutual cooperation and honesty.

These values want to be instilled and practiced through the national education system so that

they are known, understood and applied in all aspects of school and community life. PPK was

born from an awareness of the challenges ahead that are increasingly complex and uncertain,

but at the same time sees great hopes for the future of the nation. This requires educational

institutions to prepare students scientifically and personally, in the form of individuals who are

firm in moral, spiritual and scientific values. Understanding the background, relevance and core

concepts of PPK is very important for school principals to be able to apply it according to the

sense) and moral action. The development of character education in schools is divided into four

development, (3) extracurricular activities, and (4) daily activities. involving MSM. 48 The Ministry

of Education established various rules, gathered opinions from various practitioners, and

revitalized programs at the national level. The activity was followed by socialization activities, the

development of additional operational rules, capacity building for teachers and teaching staff,

followed by implementation at the school level. The school collaborates with related parties,

including school committees, community leaders, and other community components, in

implementing the program. Evaluation needs to be carried out to find out the implementation of

the program, obstacles in order to improve the program further. In order to develop good

character education, schools can imitate, adopt and adapt character education best practices

from other schools. In particular, the implementation of character education development in

Carrying out daily habituation activities in elementary schools through the development of

school culture/culture for the development of character education. (3) Implementation of

extracurricular activities by integrating character values into extracurricular activities such as

Scout education, sports, art, religion and others. (4) Daily habituation activities at school and at

home are supported by parents and the community. Character education in teaching and

education activities in the classroom is carried out using an integrated approach in all subjects.

Especially for religious education and civic education materials, because the mission is to

develop values and attitudes. Therefore, character development should be the core mission

where 49 different character building strategies/methods can be used. For both subjects,

character develops as a direct impact and as an accompanying impact through specific learning

activities that reflect the manifestation of the character they want to achieve. This model is

implemented through habituation by developing character aspects in daily life at school with

teachers as role models. Extra-curricular activities are school-wide activities and relate to a

variety of subjects. Extra-curricular activities, including Scouts, Little Doctors, Youth Red Cross

(YRCR), nature lovers, sports clubs and cultural arts must be developed programmatically and

sustainably. The activity is carried out through a process of habituation and strengthening in the

context of character building. Extra-curricular activities in the fields of sports, arts and crafts are

carried out in the form of education, training, competitions or festivals. Various sports and arts

activities are mainly focused on cultivating and developing the right attitudes, behaviors and

personalities of people so that they become Indonesian people with good character, such as:

developed in schools. The strengthening process continues to be carried out so that it becomes

committees, student meetings, student visits/activities, which are related to a combination of

school and family activities that aim to equalize in fostering noble morals in schools, homes, and

communities.

The Role of Teachers in the Integration of Islamic Values and Strengthening Character

Education Teachers play a role in 3 (three) roles, namely: First, teachers as partners in learning,

community developers and drivers. As partners in learning, teachers develop people skills,

personal productivity and self-orientation. Second, teachers as community developers.

meet the characteristics of skills needed by t

eachers in the 21st century, as outlined by the International Society for Technology in

Education (Daryanto and Karim 2017), namely teachers must be able to facilitate and inspire

students to learn and create, develop and develop learning experiences, become models for

learning and working in the digital era, to be a model of responsibility in the digital age, and to

engage in professional development and leadership. In fulfilling their role, teachers must be able

to develop the character of students in accordance with the needs of 21st century character.

Aspects of character and behavior that are needed by society in the 21st century, namely

leadership, personal responsibility, social responsibility, ethics, accountability, adaptability,

operational skills, self-management and personal productivity. Regarding the theory used,

setting examples, and reprimands for students. deviant behavior carried out by students.

Nadirah (2016: 28) also explained that if character formation increases, the prevention of

o (2019: 54) shows that in shaping the character of a child-friendly school there are 3

stages, namely strengthening the nature of responsibility, strengthening the nature of discipline

and strengthening the nature of responsibility. of the nature of tolerance. 1. As a partner in

learning, teachers play a role in developing students' communication skills. The National

Standards Agency for Education (2016: 45) explains that human skills are the possession of a set

of basic skills necessary to carry out their functions as individual beings and social beings. This

is due to the author's conclusion in this field, identified by several informants regarding the role

solve problems through critical thinking. 53 The 21st century competencies mentioned by the

and creative. Prayogi (2020: 21) explained that as a partner in learning, teachers become a model

of lifelong learning and empowerment for students to explore their interests and interests by

applying skills and focus in the 21st century. combination. skills, namely critical, collaborative,

creative and communicative. In this case, teachers teach students to develop their skills through

cooperation and communication as well as the use of technology in practical activities. In

addition, as a partner in learning in developing personal productivity characters, teachers have a

role in creating role models and role models for students. The National Education Standards

Agency (2010: 45) explained that as a learning partner or learning partner who is a role model for

students, informant teachers strive to be disciplined. Teachers also provide motivation in

learning activities to become productive individuals. Prayogi (2020: 25) explained that as a

o learn and work in the digital era as well as to encourage and become a model of

responsibility and a digital society". As partners in learning, teachers also play a role in

developing students' independence skills. When giving instruction to students, teachers should

use the recommendations they receive as a result of their emotional closeness with the 54

students so that the instructions given are more in line with the student's abilities and potential.

However, in setting their goals and ideals, teachers still give full freedom to students in

determining their goals. Prayogi (2020: 28) explained that teachers explore students' passions

and interests when teachers guide students based on emotional closeness in exploring students'

passions and interests, as well as interests in determining their goals and ideals. 2. The role of

ethical values. In addition, he taught students to respect and appreciate each other in life. This

is done in learning activities where teachers form learning groups where students will

communicate and collaborate with each other. Through these group activities, students will get

to know and understand each other better through frequent communication and collaboration.

Prayogi (2020: 31) explained that teachers as community developers play a role in developing

relationships between students, stud

ents and teachers, as well as students and the general public. Teachers as community

developers teach ethical values to students and introduce students to respect and appreciate

each other in life. Nadirah (2016: 20) explained that if character formation increases, the

prevention of deviations can also increase. In order to develop character education, teachers

can instill discipline in students and give assignments. The assignment of 55 assignments to

assignments so that students can be more disciplined and responsible and can use their time

to no longer leave the responsibilities given. Prayogi (2020: 18) explained that teachers as

community developers can empower students to work together, help students understand

different points of view, solve problems, and communicate effectively with each other. Torro

(2019: 25) explained that the character of responsibility is instilled in students and the character

of discipline is instilled in students through habituation such as following school rules,

completing assigned tasks, and coming to school". in time. 3. As a motivator, teachers connect

students with communities and resources and enable their institutions to develop skills,

knowledge, and problem-solving tendencies. The National Education Standards Agency (2010:

45) explains that teachers must introduce students to the cause and effect of each action.

Teachers warn students to think about each action before acting. In providing education,

the cause and effect to students. This is followed by the role of teachers as a driving force in the

development of leadership qualities in students. As a motivator, teachers must be able to create

responsibility for the assigned tasks and provide opportunities for students to express their

opinions. Teaching students to be responsible is a way that is considered to be able to prioritize

student leadership because teachers believe that the most important attitude for leaders is

responsibility, so teachers emphasize that students must be responsible for the tasks given.

Prayogi (2019: 147) explained that teachers as drivers play a role in creating experiences. By

creating this experience, teachers teach students to take responsibility for the tasks given to

them so that they can become responsible leaders. This is in line with the view of the International

Society for Technology in Education (Daryanto and Karim, 2017) that the characteristics of the

skills needed by teachers in the 21st century are the design and development of learning and

assessment experiences in the digital era. In addition, the role of teachers as a driver in character

education, teachers create different situations and conditions in the classroom at each meeting.

Teachers use different learning models in each meeting, in addition to teachers forming different

communicate and collaborate with different people. Often students will encounter various

events or events that will force students to familiarize themselves with their circumstances and

try to adapt to them so that students can have the adaptability traits needed in the 21st century.

As a driving force, the teacher plays a role in creating an experience for students, in this case the

teacher introduces students to 57 different changes that occur in the classroom by using a

different learning model at each meeting. In addition, teachers also introduce students to

cooperate with different groups, so that students are familiar with the various changes that occur

and can have adaptive characters. This is in line with the opinion of the International Society for

Technology in Education (Daryanto and Karim, 2017) about the characteristics of skills needed

by teachers in the 21st century, namely the design and development of learning experiences and

students' character according to their needs in the 21st century. Soewarno (2016: 17) explained

to achieving a desire. Based on a field survey, it was found that teachers are constrained by

several things in realizing 21st century character education for students. The first obstacle is the

use of teaching aids. However, when using teaching aids in educational activities, teachers face

obstacles. The obstacle faced by teachers is the lack of skills in the use of teaching aids by

students. This is an obstacle in learning activities, so teachers need more time to teach students

to develop skills in using learning tools, so that the nature of people skills in students takes longer

to develop. Krissandi (2015: 464) explained that the use of teaching aids is one of the obstacles

for teachers to carry out their roles. The next obstacle faced by teachers is the implementation

of an independent curriculum. The independent curriculum is a study program that emphasizes

aspects of character, skills, and knowledge. Meanwhile, the students met by teachers still have

another obstacle is related to the skill aspect, where students' skills are still not in accordance

with expectations, so they still need to be improved. Another obstacle is also the nature of

contrary to what is the main assessment of the independent curriculum and the nature

demanded in the 21st century so that the goals that should be achieved cannot be achieved.

Krissandi (2015: 465) explained that the goals of the independent curriculum cannot be achieved

due to the lack of character quality of students, lack of student skills and lack of skills. the ability

of students to analyze problems. In addition, the obstacles faced by teachers in realizing the

reality of 21st century education are related to the use of learning models. The use of the learning

model is indeed necessary for teachers to

of adaptability in students. Krissandi (2015: 267) explained that the use of the teaching model is

an obstacle for teachers to fulfill their roles. Due to these limitations, teachers need more time

program