scholarly journals Pendidikan Karakter Bangsa dalam Perspektif Islam (Studi Kritis Terhadap Konsep Pendidikan Karakter Kementerian Pendidikan & Kebudayaan)

2015 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Erma Pawitasari ◽  
Endin Mujahidin ◽  
Nanang Fattah
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Role Model ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Practical Applications ◽  
National Education ◽  
Legal Documents ◽  
National Education System ◽  
Keywords Education

<p>Character education is a new term intended to replace moral education in national education curricula. Moral education has failed as indicated by rising numbers of crimes committed by students. Indonesian government specifically Ministry of Education and Culture (MEC) believes that character education will provide solution to address issues of national moralities. This dissertation intended to understand underlying concepts of MEC character education in terms of its legal sources, backgrounds, aims, expected character, value sources, and practical applications. These concepts were being analyzed and viewed using prism of Islamic education principles. Moreover, historical analyses were performed to understand causes and circumstances leading to emergence of character education. Research method in this dissertation used qualitative approach of in depth literature review. Data were organized and compiled from legal documents legitimizing MEC character education as well as MEC official books serving as guidance for implementation. This study discovered following points. First, �akhlaq� instead of �character� is a term used in UUD 45 (Indonesian State Constitution) and UU No. 20/2003 (State Law stating National Education System), which bears different implications. Second, MEC endorsed value relativism and let teachers or schools to adopt different values. Third, MEC applied indoctrination method for all ages to inculcate character education. In conclusion, this study offers alternative model of character education that is aligned to principles of akhlaq as follows. First, seeking pleasure of Allah being ultimate end. Second, paying attention to thinking maturity. Third, incorporating emotional quotient. Fourth, practicing akhlaq as role model and habits. Five, fulfilling basic needs. Lastly, prioritizing values. This model may serve as input to address character education issues in Indonesia.</p><p class="keywords">Keywords� education concept, education objectives, Islamic education, character education, character, akhlaq, values, morality</p>

scholarly journals Revisiting Character Education from Islamic Perspective

ULUMUNA ◽  
2017 ◽  
Vol 21 (1) ◽  
pp. 1-33
Author(s):  
Eka Eka
Keyword(s):  
Character Education ◽  
Education System ◽  
Dual System ◽  
Islamic Education ◽  
National Education ◽  
Islamic Perspective ◽  
National Education System ◽  
Many Sources

Since it was launched in 2010, Character Education is becoming a mesmerizing framework which is assumed to bring about the changes in Indonesian national education. Especially, National Education Framework for Character Education 2010 is agreed to be a guide for national education success in building nation character of the youngsters. However, such a dual-system of education—general and Islamic education, that is embraced in the current national education system emanates various Character Education both its interpretation and implementation. The discussion in this paper highlights that from various definitions and interpretations, character education practices deals with definite values rather than relative values. Islam world has many sources of values and ethics and thus Muslim educators and teachers are suggested to base the values inculcation to students on the Islamic sources of values and ethics. Undesired changes of society’s life caused by secualrism, personalism, pluralism, etc., make character education practices as necessary to conduct in order to counter those ideologies.

scholarly journals KONTRIBUSI PENDIDIKAN AGAMA TERHADAP PENDIDIKAN MULTIKULTURAL, PENDIDIKAN KEWARGANEGARAAN, DAN PENDIDIKAN KARAKTER BANGSA: Studi Terhadap Ideologi Pendidikan Islam di Indonesia

2015 ◽  
Vol 3 (1) ◽  
pp. 63-84
Author(s):  
Mukhammad Abdullah
Keyword(s):  
Multicultural Education ◽  
Character Education ◽  
Civic Education ◽  
Education System ◽  
Religious Culture ◽  
Islamic Education ◽  
National Education ◽  
National Education System ◽  
Crucial Component ◽  
The Government

Plurality of ethnicities, religions, and cultures is Indonesian historical facts. Diversity can be a gift or a disaster. If properly managed it can enrich human lives; on the contrary, if not properly managed it can lead to disaster in the form of tension, conflict, and violence. The function Islamic Education as a subject that is still preserved in the National Education System is expected to shape the character of students, so that they become Muslims who fear (in the sense of obedience to Allah),and at the same time be a citizen of Indonesia that is tolerant, accepting the condition of multi-cultural, and reject all forms of oppression that degrades human dignity. It specifically can be seen from learning objectives, that is to realize the Indonesian people who are religious, noble, knowledgeable, diligent to worship, intelligent, productive, honest, fair, ethical, disciplined, tolerant (tasamuh), maintaining harmony and developing religious culture at school. Philosophically, Islamic education is relevant to and an integral part of the national education system. The position of Islamic education as a subsystem of national education serves not only as a supplement, but as a substantial component. It means that Islamic education is a crucial component of national educational journey. Since the government has proposed the concept of multicultural education, civic education, and character education, then it cannot get rid of Islamic education. Key words: ideology of Islamic education, multicultural education, civic education, character education of the nation.

scholarly journals Reposition of Historical Pesantren, Madrasah and Integrated Islamic School

2019 ◽  
Vol 3 (2) ◽  
pp. 75-86
Author(s):  
Hardianto Hardianto
Keyword(s):  
Character Education ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Education Standards ◽  
Islamic School ◽  
National Education ◽  
Islamic Reform ◽  
Education Experience ◽  
The Times ◽  
Curriculum Education

The aim of this study is describing history and development Islamic boarding schools, madrasa and integrated Islamic school. This research is descriptive-analytic literature research. Research concludes that Islam can be developing and be accepted by Indonesian society through existence an institution that pioneered by the scholars and character education that has spirit religion, development institution education experience install it recede in his journey. Proven by existence effort positive for developing institution Islamic education and shade Ministry of Education and Culture. Since the madrasa was developed together with the emergence of the Islamic reform movement in Indonesia, the madrasa curriculum has always been done the renovation. Initially, the madrasa curriculum only consisted of religious knowledge than experience innovation corresponding with demands the times. Effort massive do by the Ministry of Religion in developing Islamic education institutions. so as Ministry Education and Culture give away opportunity for Integrated Islamic School for designing curriculum education for meet National Education Standards.

scholarly journals DILEMMA OF FULL DAY SCHOOL IN ISLAMIC EDUCATION IN INDONESIA

2017 ◽  
Vol 5 (2) ◽  
pp. 345-360
Author(s):  
Ahmad Muzammil Kholily
Keyword(s):  
Character Education ◽  
Formal Education ◽  
Boarding School ◽  
Day School ◽  
Islamic Education ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Full Day ◽  
Basic Level

This article aims to explore the implementation of full day school in Islamic education in Indonesia. The position of Islamic education in the national education system is a kind of religious character education, so Islamic education in sisdiknas should be able to organize formal education institutions, non formal and informal, from the basic level to college, managed by the government or/and private institution. In this case, the government also creates an organizational structure in running Islamic education programs in Indonesia. Regulation of Minister of Education No. 23 of 2017 about full day school certainly contribute to the conflict of Islamic education in Indonesia because full day school is not accepted by the majority of scholars or the santri because it is realized that the regulation is problematic for Islamic education, especially madrasah diniyah , for students and teachers. Full day school (FDS) program is actually not new in education, such as boarding school education institutions. The education program at boarding school is not only Full Day School (FDS) but full years school or running for 24 hours, where the process of education is not only in formal lesson time. يهدف هذا البحث إلى اكتشاف تطبيق برنامج مدرسة يوم كامل في التربية الإسلامية بإندونيسيا. إن مكانة التربية الإسلامية في نظام التربية الوطنية كتربية الأخلاق ذات الصبغة الدينية. فلهذا، فالتربية الإسلامية في نظام التربية الوطنية تستطيع أن تدخل وتندرج في التربية الرسمية وغير الرسمية، من المرحلة الابتدائية حتى المرحلة الجامعية، منها ما تديرها الحكومة، ومنها ما تديرها الجهة الخاصة أو الأهلية. وفي هذا تضع الحكومة هيكلا تنظيميا لإجراء برنامج التربية الإسلامية بإندونيسيا. ونظام وزير التربية رقم 32 سنة 3102 عن مدرسة يوم كامل تأتي بالمشكلة في التربية الإسلامية بإندونيسيا، وذلك لأن أكثر العلماء وطلاب المعاهد الدينية لايقبلون نظام مدرسة يوم كامل، لأن هذا النظام يأتي بالمشكلة في وسط عالم التربية الإسلامية خاصة المدارس الدينية، ولم تكن المشلكة في برنامج الدراسات الدينية فحسب، وإنما مشكلة على الطلبة والمدرسين أيضا. والحديث عن نظام مدرسة يوم كامل في الحقيقة ليس أمرا جديدا في عالم التعليم، فعلى سبيل المثال نظام المعهد الديني، فالتربية فيه لم تكن يوما كاملا فحسب، وإنما سنة كاملة أو تسير طوال أربع وعشرين ساعة، حيث إن عملية التربية فيه ليست في أوقات الدراسة أو في عملية التعليم داخل الفصل فقط. Artikel ini bertujuan mengeksplorasi implementasi program full day school dalam pendidikan Islam di Indonesia. Posisi pendidikan Islam dalam system pendidikan nasional merupakan pendidikan karakter yang bersifat keagamaan, untuk itu pendidikan Islam dalam sisdiknas mampu memasuki dan menyelenggarakan lembaga pendidikan formal, non forma dan informal, baik dari tingkat dasar hingga perguruan tinggi yang kesemuanya dikelola oleh negeri dan adapula yang dikelola oleh swasta. Dalam hal ini pemerintah juga membuat struktur organisasi dalam menjalankan program pendidikan Islam di Indonesia. Peraturan menteri pendidikan Nomor 23 Tahun 2017 tentang full day school tentu menyumbang konflik pendidikan Islam di indonesia sebab full day school tersebut tidak diterima oleh mayotas kalangan ulama atapun para santri sebab disadari atau tidak peraturan menteri pendidikan tersebut hanya menjadi problem bagi dunia pendidikan Islam khususnya madrasah diniyah, tidak hanya pada program diniyahnya akan tetapi kepada para siswa dan para guru. Berbicara program full day school (FDS) sebenarnya bukan hal baru dalam dunia pendidikan, misalnya lembaga pendidikan pondok pesantren. Program pendidikan di pondok pesantren bukan hanya Full Day School (FDS) akan tetapi full years school atau berjalan selama 24 Jam, yang mana proses pendidikan tidak hanya di waktu pelajaran formal ataupun kegiatan belajar mengajar di kelas.

scholarly journals Telaah Praksis Pendidikan Agama Islam di Sekolah Dalam Pembentukan Karakter Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 165
Author(s):  
Moch Iqbal
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Islamic Education ◽  
Cognitive Domain ◽  
Literature Study ◽  
National Education ◽  
National Education System ◽  
Strategic Role ◽  
Cognitive Knowledge

This paper examines the strategic role of religious education in the national education system. In accordance with the mandate of UU Sisdiknas no 20/2003 that religious education is part of national education. Moreover, the issue of character education is getting stronger, increasingly placing religious education, in this case Islamic Education (IE) as the spearhead in guarding the implementation of character education. By using literature study, the results of this study were obtained, that the implementation of IE needs to be improved in order to produce students with character. Some obstacles in the implementation of Islamic religious education, making the PAI has not been able to produce students of character as much as expected by all parties. There are two dominant causes in the implementation of IE that are less than the maximum. First, IE puts more emphasis on the mastery of texts contained in textbooks and outer cognitive only (cognitive domain), whereas the substance of the cultivation of religious values just disappears as the cognitive knowledge accumulates. Second, the doctrinal learning process must be accepted, without growing the students' critical reason.

scholarly journals Analisis Kitab Adab Al-Mufrad Karya Imam Bukhari Tentang Pendidikan Adab dan Relevansinya terhadap Pendidikan Karakter di Indonesia

PALAPA ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 129-158
Author(s):  
Nurhadi Nurhadi ◽  
Alfen Khairi
Keyword(s):  
Character Education ◽  
Education System ◽  
Scientific Discipline ◽  
Islamic Education ◽  
Educational Goals ◽  
Human Beings ◽  
National Education ◽  
Indonesian Government ◽  
National Education System

Islamic education aims to print students into intellectuals who are both intellectually intelligent and morally good. To achieve these educational goals, the morals and manners of the spirit of education need to be revived. In addition, Islamic education must also isolate the secular-liberal view of life that exists in every modern scientific discipline. Such education will give birth to humans who are aware of their responsibilities towards their Lord, understand and carry out their obligations to themselves and others in their society, and strive continuously to develop every aspect of themselves towards advancement as moral human beings. To achieve this goal, the Indonesian government rolled out character education. Character education is expected to be able to balance between the fulfillment of cognitive needs with other needs as mandated by the 2003 National Education System Law. Similarly, Islamic education is already familiar with the concept of etiquette. This study aims to determine the concept of etiquette education according to Imam Bukhari in the book of Adab Al Mufrad and to make it relevant with character education in Indonesia. In this study it was found that the concept of education according to Imam Bukhari includes adab to parents, adab to children, adab to others, adab to Allah, and adab to the prophet Muhammad. This concept of etiquette covers the five pillars of the value of character education in Indonesia and can be used as a foothold in describing the values ​​of education that are being practiced in Indonesia.

scholarly journals Pendidikan Karakter Melalui Kuntau Seni Beladiri Masyarakat Banjar Di Kalimantan Selatan

2019 ◽  
Vol 7 (2) ◽  
pp. 101-118
Author(s):  
Rabi'ah Rabi'ah
Keyword(s):  
Character Education ◽  
Martial Arts ◽  
Role Model ◽  
Basic Education ◽  
Analysis Data ◽  
Islamic Education ◽  
National Education ◽  
Self Confidence ◽  
Teacher Students ◽  
The Government

Character education is one of the national education programs that is always promoted for the younger generation, ranging from Basic Education to Higher Education. The government thinks character education is a solution to various problems, ranging from corruption, intolerance, to environmental problems such as garbage and floods. Various methods are used in order to grow these characters. The focus of this research is how character education is in accordance with the values of Islamic teachings through the Kuntao martial arts. Kuntao is a traditional martial art that has long been practiced by the Banjar people in South Kalimantan. This research is expected to provide a new treasure about the contribution of the traditional martial arts of the banjar community in Islamic education. The research method used is a qualitative method with an ethnographic approach. The subjects of the study were the martial arts teacher, students, peers, and parents. Data analysis using miles and Huberman analysis. Data validity through source triangulation. The results of this study are that character education through martial arts has fulfilled the 3 pillars of character education in Islamic education namely morals, etiquette, and exemplary. Being obedient in carrying out the Islamic Shari'ah, respecting others, self-confidence, and humility are the characters that are formed through the teaching of martial arts in the Banjar community. In harmony with Islamic values that can not be separated from the role model of the teacher’s kuntao.  

scholarly journals Understanding Political Reform and Islamic Education Position in Indonesia

2020 ◽  
Vol 6 (2) ◽  
pp. 130-136
Author(s):  
Choirul Mahfud
Keyword(s):  
Education System ◽  
Tertiary Education ◽  
Political Reform ◽  
Islamic Education ◽  
Educational Institutions ◽  
New Order ◽  
Ministry Of Education ◽  
National Education ◽  
National Education System ◽  
Political Conditions

The political conditions in Indonesia which underwent a reformation in 1998 had an influence on position and the existence of Islamic education in Indonesia post-New order. In this era, the position of Islamic education is as a subsystem of national education. It cannot be separated from the changes in the education system regulation in this country, namely the National Education System regulation No. 2 1989 changed to Law of Sisdiknas No. 20 / 2003. These changes have a major impact on the progress and existence of Islamic education in Indonesia. This can be seen from the aspect of the authority of Islamic education which can actually be said to be the same as the policies in the previous legislation, namely in the education system, at least, there are still two ministries that manage educational institutions, namely the Ministry of Education and Culture (Kemdikbud) and the Ministry of Religious Affairs (Kemenag). Both institutions also organize education to tertiary level. In addition, there are basic, secondary, and tertiary education in the Ministry of Education and Culture, as well as the primary, intermediate, and tertiary education institutions administered by the Kemenag. This research intends to discuss the implications of political reform on the position of Islamic education in Indonesia.

scholarly journals EKSISTENSI PENDIDIKAN ISLAM PASCA REFORMASI

2018 ◽  
Vol 4 (01) ◽  
pp. 85
Author(s):  
Wasehudin Wasehudin
Keyword(s):  
Human Resources ◽  
General Education ◽  
Government Regulation ◽  
Islamic Education ◽  
Ministry Of Education ◽  
National Education ◽  
National Education System ◽  
State Apparatus ◽  
Ministry Of Finance ◽  
Agent Of Change

The money crisis is a bitter history for the Indonesian nation, but in the end it can be diverse Law of National Education System Number 20 Year 2003 and Government Regulation Number 55 Year 2007 formally there is general education with Islamic education institute. This was reinforced after the Signing of a Joint Decree (SJD) of five ministers (Ministry of Education and Culture, Ministry of State Apparatus Empowerment and Bureaucracy Reform, Ministry of Home Affairs, Ministry of Finance and Ministry of Religious Affairs) should be a bright signal for the existence of institutional education in Indonesia Islamic education institutions, but unfortunately the fate of this joint decree together with the previous joint decree. Experts agree that education has a very important role in creating human resources as a determinant of the nation's future toward a just, prosperous and prosperous society. After the monetary crisis of 1997, the leaders of the Indonesian nation realized that education is an agent of change for the progress of a nation.

scholarly journals PENINGKATAN KOMPETENSI PESERTA DIDIK MADRASAH MELALUI PENDIDIKAN KARAKTER BERBASIS PESANTREN

2012 ◽  
Vol 10 (2) ◽  
pp. 167
Author(s):  
Ahmad Salim
Keyword(s):  
Emotional Intelligence ◽  
Character Education ◽  
Education System ◽  
Spiritual Intelligence ◽  
Alternative Solution ◽  
Islamic Education ◽  
Learning Approach ◽  
National Education ◽  
Intellectual Quotient ◽  
National Education System

Abstract: An issue of character education in Indonesia has been widely discussed since the character education movement launched on May 2, 2010. Character education has become an important part of the national education system and become preventive cure on various social ills. Islamic education has some appropriate terminologies used in the character learning approach, such as: tilâwah, ta’lîm’, tarbiyah, ta’dîb, tazkiyah dan tadlrîb. Recitations (tilâwahi) is related to the ability to read; ta’lim related to the development of intelligence (intellectual quotient); tarbiyah regarding care and affection instinctively, ta'dib associated with the development of emotional intelligence (emotional quotient); tazkiyah related to the development of spiritual intelligence (spiritual quotient), and tadlrib associated with physical intelligence or skills (physical quotient or adversity quotient). The integration of character education in all subjects at the school is regarded as one way to improve the competence of cognitive, affective and psychomotor of learners equally. This study discusses the system of Islamic boarding schools with the characteristics, clerics, mosques and dormitories to be an alternative solution to implement character education in such effective, consistent and sustainable ways. The system of Pesantren will optimize the educator's role as an educator, conservator, innovators, transformers, organizers and all stakeholders of madrasah so that its value or characters can be internalized and implemented by students optimally.

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