ISLAMIC RELIGIOUS EDUCATION STRATEGY IN INCLUDING THE
CHARACTER OF MORAL VALUES IN ADOLESCENTS
Sekolah Tinggi Agama Islam (STAI) Kuningan, Jawa
Barat, Indonesia
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KEYWORDS |
ABSTRACT |
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islamic religious education, moral values, islam. |
Islamic
religious education (PAI), in its implementation, requires appropriate
strategies and methods to deliver educational activities towards the desired
goals, including inculcating moral values in the form of speech, attitude and
behavior. Inaccuracy in the practical application of the method will hamper
the teaching and learning process, wasting time and energy. This study aims
to determine the strategy of Islamic Religious Education in instilling the
character of moral values. The type of research used is phenomenology with a
qualitative approach. There are two types of data used, namely primary data
and secondary data. The analytical method used is qualitative analysis. The
results of research through appropriate learning strategies can improve the
quality of learning well so that it can adapt to the differences of students,
the ability to achieve tendencies, as well as the interests and intelligence
of students well. Teachers
can develop learning theme material and convey it through demonstration methods,
inviting methods, modeling, and ignoring students if they do things that
deviate beyond moral values in the learning process, also presented by
demonstrating or demonstrating learning material. Apart from that, giving
students the opportunity to develop character in Islamic religious education
subjects will automatically affect the pattern of PAI learning strategies in
schools/madrasas. By providing opportunities to develop the character of
Islamic religious education students, it will automatically affect the
pattern of PAI learning strategies in schools/madrasas. So that the
management of learning in PAI subject matter must get a comprehensive study
both in terms of material content, to the learning model used, including
strengthening strategies so that they can be harmonious in responding to the
character development of students. |
Corresponding Author: Arif Rohman Hakim
E-mail: arifrohman5892@gmail.com
INTRODUCTION
The quality of
human resources is not only seen from the mastery of science and technology but
also from their character or behavior. To create superior human resources and
character, a good education system is needed. Education is an organized pattern
of development and completeness of all human potential, moral, intellectual,
physical, and personality and the expected use of society in order to gather
all these activities for their life goals (Arrasuli,
2022) (Suyadi
et al., 2022). Understanding religion and
moral values always get attention at every level of education, from preschool
to tertiary institutions.
Character
education in Indonesia carries a new spirit with full optimism to build a
dignified national character. Therefore, the concept of character education
must take a clear position that one's characteristics can be formed through
character education (Suyadi,
2013). Good character will make
good role models; humans can learn good habits and noble morals. Conversely, if
the role model is bad, humans will fall into bad habits and despicable morals.
If he is accustomed to goodness and is taught, he will grow up with good
morals.
However, the
problem of the moral crisis that occurs among adolescents is increasingly
apprehensive. The rise of delinquency committed by teenagers who are still in
schools, such as lack of respect for other people, cheating, truancy, brawls,
promiscuity, and various other deviant behaviors, is proof that the morale of
this nation's next generation is very damaged. Factors that cause moral damage
to the younger generation at this time are technological advances, fading
quality of faith, environmental influences, loss of honesty, loss of sense of
responsibility, not thinking far ahead, and low discipline (Jannah,
2020).
One of the
efforts that can be made by teachers in schools is the development of Islamic
Religious Education (PAI) knowledge by instilling an understanding of moral
values in children related to learning themes, especially the introduction of
values cognitively and in depth to appreciate values effectively. Because
schools are considered to have an important role in instilling and developing
good values and helping students build character and manners to become superior
human beings, according to Buchori, character development should bring students
to cognitive value recognition, affective appreciation, and finally, real value
experiences (Rohman,
2019).
Islamic religious
education (PAI), in its implementation, requires appropriate strategies and
methods to deliver educational activities toward the desired goals (Nofitayanti
et al., 2022). No matter how good and
perfect an Islamic education curriculum is, it will mean nothing if it does not
have the right strategy and method or way of transforming it for students (Tang,
2018). Inaccuracies in the
practical application of methods will hamper the teaching and learning process,
which will result in wasting time and energy in vain (Wiranto,
2012) . Therefore, strategies and
methods are a requirement for the efficiency of PAI learning activities. This
means that strategies and methods are essential issues because the goals of
Islamic education will be achieved effectively when the path taken toward these
goals is correct and appropriate (Tang,
2018).
Instilling moral
values can be in the form of speech, attitude, and behavior. With the
foundation of these moral values, life will be peaceful and peaceful, caring
for and respecting each other and helping and helping each other. So that it
aims to develop the potential of students to become human beings who believe in
and fear God Almighty, have a noble character, are healthy, knowledgeable,
capable, creative, independent, and become democratic and responsible citizens
(Khunnisaq, 2020).
Instilling moral
values in order to form good behavior in the future so as to
form a young generation with good character. Formation of behavior based on
moral values requires attention and understanding of the basics and various
conditions that influence and determine character behavior. This can be caused
by the teacher's skills in teaching or direct practice in familiarizing moral
values is still lacking. Some teachers ignore the implementation of good
habituation methods.
Referring to the
conditions stated above, the authors feel interested in studying more deeply
the cultivation of moral values through the learning of Islamic Religious
Education. So, this study aims to determine the strategy of Islamic Religious Education
in instilling the character of moral values.
METHODS
The type of research used is
phenomenology with a qualitative approach. Phenomenology aims to obtain an
explanation of the human understanding (subject) of visible and invisible
phenomena in human consciousness. The qualitative approach is contextual research
that seeks to emphasize the meaning of a phenomenon of the interaction of human
behavior in certain situations. There are two types of data used, namely
primary data and secondary data. Primary data can be obtained directly from the
respondent concerned, and secondary data sources can be obtained from the
documentation. Sources of primary data
information were obtained through interviews and observations of students and
teachers of secondary schools in Cirebon. Meanwhile, secondary information
sources were obtained through library research methods from books, journals,
and related articles. The analytical method used is qualitative analysis, which
is an analytical method that uses logical thinking, analysis with logic, with
induction, analogy/interpretation, comparison, and the like. The thinking
method used is the inductive method, namely, from data/facts to a higher level
of abstraction. From this analysis, conclusions will be drawn in
response to the existing problems.
RESULTS AND DISCUSSION
Character
development will form a good generation in building the Indonesian nation. A
good character marks someone who has good moral values as well. According to
Hurlock (Zulkifli,
2018), moral development includes
the development of thoughts, feelings and behavior according to rules or habits
regarding things that a person should do when interacting with other people.
Islamic Religious
Education (PAI) is closely related to instilling an understanding of moral
values in children related to learning themes, especially the introduction of
values cognitively and deeply to appreciate values effectively. The development
of learning strategies in conveying moral values can be applied to Islamic
religious education learning activities.
Learning
strategies are the selected ways to convey subject matter in a general teaching
environment which includes the nature, scope and sequence of activities that
can provide learning experiences to students. Copper said the learning strategy
is the selection of certain types of exercises that match the goals to be
achieved. In other words, he said a learning strategy is a plan to achieve
learning goals (Utomo, 2018). The PAI teacher's strategy in implementing
efforts to instill moral values makes the teacher must be able to develop the
ability to manage the learning material.
There
are three strategies for developing moral values, namely training and
habituation strategies, activity and play strategies, and learning strategies (Moral, 2021). According to (Purba et al., 2013), the techniques referred to
in moral values are; 1. letting, 2. ignoring, 3. giving examples (modeling ),
4. controlling direction (redirecting ), 5. praising, 6. inviting, and
7. challenging (challenging).
Teachers
can develop learning theme material and convey it through demonstration
methods. The learning process is presented by demonstrating or demonstrating
learning material related to moral values to children as a process that is
being studied so that children can behave in accordance with the behavior of
the value. Moral expectations shape character behavior. The experience and
impressions of the demonstration method are expected to increase moral values
because learning is more embedded in students.
In addition,
teachers can use strategies to invite students to do according to Islamic
teachings. Teachers can invite students to practice discipline, such as praying
five times a day. Teachers can provide students with knowledge about fiqh
learning taught by Islamic religious education teachers and are able to provide
encouragement in carrying out worship, especially the five daily prayers; this
is also supported by various strategies or methods used by Islamic Religious
Education teachers. However, this requires guidance and motivation as well as
direction from Islamic religious education teachers in instilling the
discipline of five daily prayers in students so that students are able to
practice the obligations of prayer in everyday life without feeling lazy (Yasyakur,
2017).
Furthermore, the
results of research (Sobri,
2021) related to the strategy of
Islamic religious education teachers in internalizing moral values are 1)
exemplary strategy (modeling) by a) internal exemplary (internal modeling). b)
external modeling (external modeling), 2) Strategies for inculcating Educative
Values that are contextual in the internalization of moral values, 3)
Strategies for strengthening existing values in the internalization of moral
values are carried out by advocating for the internalization of religious,
moral values through the ability and experience of teachers in giving advice
and encouraging students to always be responsible.
Therefore, the
strategy of Islamic religious education to instill the character of moral
values can be through guidance, teaching, training and the use of experience (Sumarno,
2017). Learning by using
appropriate learning strategies can improve the quality of learning well so
that it can adapt to differences in students, the ability to achieve trends and
the interests and intelligence of students well.
CONCLUSION
Islamic religious
education (PAI), in its implementation, requires appropriate strategies and
methods to deliver educational activities toward the desired goals. Inaccuracy
in the practical application of the method will hamper the teaching and
learning process, which will result in a waste of time and energy. Therefore,
strategies and methods are a requirement for the efficiency of PAI learning activities.
Instilling moral values can be in the form of speech, attitude
and behavior. With the foundation of these moral values, life will be peaceful
and peaceful, caring for and respecting each other and helping and helping each
other. So that it aims to develop the potential of students to become human
beings who believe and fear God Almighty, have a noble character, are healthy,
knowledgeable, capable, creative, independent, and become democratic and
responsible citizens.
Providing
opportunities for character development for students in Islamic religious
education subjects will automatically affect the pattern of PAI learning
strategies in schools/madrasas so that the process of managing learning in PAI
subject matter must get an in-depth and comprehensive study both in terms of
material content, to the learning model used, including strengthening
appropriate and effective strategies so that they can be harmonious in
responding to student character development.
Learning by using
appropriate learning strategies can improve the quality of learning well so
that it can adapt to differences in students, the ability to achieve trends and
the interests and intelligence of students well. Teachers can develop learning
theme material and convey it through demonstration methods, inviting methods, modeling,
and ignoring students if they do things that deviate beyond moral values in the
learning process, also presented by demonstrating or demonstrating learning
material.
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