Core Ethical Values of Character Education Based on Islamic Values in Islamic Boarding Schools

This research was motivated by the spread of radicalism ideology that’s carried out by leaders of some boarding schools (Islamic school of Qur’anic studies), the degradation of society moral, and the immoral behavior in education institutions. This research aims to investigate the core ethical values of character education based on Islamic values in Islamic boarding schools to facilitate the embedding of those values in Indonesian society so that the radicalism ideology, moral degradation, and immoral behavior can be eliminated. This research uses a qualitative approach and method. The type of research is library research; data were obtained from books, journals, and other relevant references. Then the data were analyzed by using content analysis techniques. The result of this research shows that the core ethical values of character education based on Islamic values in Islamic boarding schools are divided into four core teachings of Islamic studies, namely al-fiqh (fiqh), al-tauhid (monotheism), al-tasawuf (Sufism), and al-akhlaq (moral). Values consist in those four core teachings are cleanliness, health, neatness, faith, piety, belief toward blessing (baraka), moderate, benignity, simplicity, self-attitude of accepting and feeling sufficient for the results of his efforts (qonaah), sincerity, humility, religious culture, respect for older people, and hard work. Keywords: Education Character, Islamic Values, Ethical Value

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Exploring Education Character Thought of Ki Hajar Dewantara and Thomas Lickona

International Journal on Advanced Science Education and Religion ◽

10.33648/ijoaser.v3i3.83 ◽

2020 ◽

Vol 3 (3) ◽

pp. 164-174

Author(s):

Asnawan Asnawan

Keyword(s):

Character Education ◽

Moral Values ◽

Moral Knowledge ◽

Educational Goals ◽

Moral Awareness ◽

Library Research ◽

Moral Problems ◽

Real Behavior ◽

Keywords Education

This article aimed to describe the idea of Ki Hajar Deantara and Thomas Lichona about the moral problems of today's society. Where the children’ experience moral degradation which seems increasingly out of control. This article used library research. Documentation and observation was used in collecting data. The research reveals that Ki Hajar Dewantara’s concept of education is to realize the achievement of educational goals through the Education Tripusat. According to Thomas Lickona, there are three kinds of moral knowledge that can be used when dealing with moral challenges, including moral awareness, knowing moral values, and determining perspective. Ki Hajar Dewantara argues that in order to carry out character education, understanding must be embedded, feeling something that is learned and then implementing it in real behavior. While, Thomas Lickona stated that the emotional side of character is the same as the intellectual side, open to the development of schools and families. Three moral aspects to teach about character include conscience, empathy, and humility. Keywords: Education Character, Degradation Moral in Society

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MODEL PENDIDIKAN KARAKTER BERBASIS NILAI-NILAI ISLAM UNTUK MEMBENTUK KARAKTER SISWA YANG TOLERAN

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v8i2.751 ◽

2013 ◽

Vol 8 (2) ◽

Author(s):

Muhsinin Muhsinin

Keyword(s):

Character Education ◽

Moral Knowledge ◽

Moral Sense ◽

Model Based ◽

Library Research ◽

Education Model ◽

Education Needs ◽

Islamic Values

Fokus dari tulisan ini adalah penerapan pendidikan karakter yang didasarkan pada nilai-nilai Islam. Pendidikan karakter berdasarkan Islam artinya pendidikan karakter yang mana komponennya mencakup pengetahuan moral, perasaan tentang moral, dan perbuatan moral. Moral-moral tersebut dijajaki dan dikembangkan berdasarkan nilai-nilai Islam. Penerapan pendidikan karakter ini bertujuan untuk membentuk karakter siswa yang islami dan toleran. Penelitian ini menggunakan studi kepustakaan. Hasil dari penelitian ini adalah penerapan pendidikan karakter membutuhkan keseriusan, pembiasaan, dan pembudayaan tentang nilai-nilai.Kata kunci: pendidikan, karakter, nilai-nilai, Islam, akhlak, Islami<div class="Section1">Abstract CHARACTER EDUCATION MODEL BASED ON ISLAMIC VALUES TO CREATE THE ISLAMIC AND TOLERANT STUDENTS’ CHARACTER. The focus of this writing is the implementation of character education that is based on Islamic values. Character education based on Islam means character education which their components include moral knowledge, moral sense and moral action. Those morals are explored and developed based on Islam values. The implementation of character education aims to establish an Islamic students’ character and tolerant. This study uses library research. The result of this study is the implementation of character education needs seriousness, habituation, and civilizing the values.</div>Keywords: character, education, Islami, values, Islamic, character

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MODEL INTEGRASI STUDI ISLAM: SAINS DAN BUDAYA NUSANTARA DI PESANTREN KHOLAF

Jurnal Penelitian Agama ◽

10.24090/jpa.v19i1.2018.pp106-116 ◽

2018 ◽

Vol 19 (1) ◽

pp. 106-116

Author(s):

Salman Al Farisi

Keyword(s):

Boarding School ◽

Boarding Schools ◽

Islamic Education ◽

Educational Institutions ◽

Islamic Studies ◽

Global Era ◽

The People ◽

Science And Culture ◽

Islamic Values

Abstract: Modern Islamic boarding schools are also called pesantren kholaf (modern) as acronyms of salaf or ashriyah. The model of integration of Islam, science and culture is contained in the conditions of the Islamic boarding school, the methods, traditions and intellectual spirit of the santri in the pesantren Khalaf with all the combination of Islamic values and culture, having challenges that must be overcome in facing challenges in the global era. With its very integrated the slogan, al muhafadhah 'ala al qadim al shalih wa al-ahdz bi al-jadid allashlah (holding good old things and taking new things better. This slogan can be the key to reconciling tradition and modernization: Modernization in Islamic education is a renewal that occurs in Islamic boarding schools, at least it can erase the image of some people who consider Islamic boarding schools to be traditional educational institutions, now they want to produce true scientists who are able to produce ulama. protect the people and advance the nation and state. Keywords: integration, Islamic studies, Science, Nusantara Culture, and Pesantren Kholaf.

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Sufism as The Core of Islam: A Review of Imam Junayd Al-Baghdadi’s Concept of Tasawwuf

Teosofia ◽

10.21580/tos.v9i2.6170 ◽

2020 ◽

Vol 9 (2) ◽

pp. 171-192

Author(s):

Cucu Setiawan ◽

Maulani Maulani ◽

Busro Busro

Keyword(s):

Early Development ◽

Research Method ◽

Primary Data ◽

Islamic Studies ◽

Knock Down ◽

The Core ◽

Primary Data Source ◽

Library Research ◽

Data Source

This paper studies the thoughts of Abu ‘l-Qasim al-Junaid ibn Muhamad ibn Al-Junayd al-Khazzaz al-Qawariri Nihawandi al-Baghdadi, one of the prominent figures during the early development of Sufism, or also known in Arabic as tasawwuf. This study attempts to find a confluence between tasawwuf and Islam, on the basis that Islamic teachings are going through degradation in meanings and tasawwuf is often considered as a bid’ah (heresy) in Islamic studies. This research used a library research method and Junayd al-Baghdadi’s treatise, Rasail Junaid, as the primary data source. This study concludes that tasawwuf is not only an aspect or a segment of Islamic teachings, but it is the core of Islam itself as a religion. There are three central theories of tasawwuf by Junayd al-Baghdadi: mitsaq (covenant), fana (annihilation of self), and tawhid (unification). Based on these three theories, we can conclude that Junayd al-Baghdadi succeeded in conciliating the debate among tasawwuf and fiqh scholars. He also managed to knock down the stigma of tasawwuf as a heresy. His thoughts redefine tasawwuf into a simple and acceptable teaching for Muslims.

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THE PERSONALITY OF ‘IBADURRAHMAN IN QUR’AN (Character Education Construction in Building Civilization)

Jurnal Ushuluddin ◽

10.24014/jush.v26i2.4899 ◽

2018 ◽

Vol 26 (2) ◽

pp. 154

Author(s):

Yundri Akhyar ◽

Wilaela Wilaela

Keyword(s):

Character Education ◽

Islamic Education ◽

Human Beings ◽

True Believer ◽

Human Personality ◽

The Core ◽

Library Research

Education should lead to creating human beings who believe in the Divine. Here, their personality in the characteristics of ‘Ibadurrahman is to become true believers, as mentioned in the Holy Qur’an. Such characteristics as the faithful servants of God are necessarily taught in Islamic education. The word ‘Ibadurrahman as stated in the Qur’an (Surah al-Furqan, verse 63-77) is indeed the core of character education. This article describes what and how the character of ‘Ibadurrahman works and how it constructs the objectives of Islamic education. Methodically, this article is a library research considering the data examined and analyzed are based on library references. The result shows the Holy Qur’an has set an example of human personality, a true believer who owns the character of ‘Ibadurrahman, the loving servant of God. To this end, the millennial character education must refer to constructing the personality of ‘Ibadurrahman to build civilization

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THE LIVING MUSLIM ETHICS IN CHARACTER EDUCATION

Epistemé Jurnal Pengembangan Ilmu Keislaman ◽

10.21274/epis.2019.14.1.101-115 ◽

2019 ◽

Vol 14 (1) ◽

pp. 101-115

Author(s):

Muhammad Muntahibun Nafis

Keyword(s):

Character Education ◽

Core Values ◽

The Core ◽

Nahdlatul Ulama ◽

Islamic Values

This paper examines character education as discussed through Kitab Adab al-‘Alim wa al-Muta’allim by the founder of the largest Muslim organization in Indonesia, Nahdlatul Ulama, Kiai Hasyim Asy’ari (1871-1947). It tries to locates character education as the transformation of Muslim subjects as the foundation of social piety. The article further argues that Kiai Hasyim Asy’ari through his work had laid a comprehensive Islamic values that are parallel to principles of character education. The core values of Islamic character education centers on the notions of rabbaniyah (godness), insaniyah (humanity), wasathiyyah (moderateness) and waqi’iyyah (reality). Therefore, Kitab Adab al-‘Alim wa al-Muta’allim reserves as a pesantren-based character education with a particular reference of creating a Muslim subject with social-piety element.

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The Characteristics of Pesantren in the Development of Islamic Education in West Sumatra

ULUMUNA ◽

10.20414/ujis.v24i1.382 ◽

2020 ◽

Vol 24 (1) ◽

pp. 132-154

Author(s):

Zulmuqim Zulmuqim ◽

Zainimal Zainimal ◽

Martin Kustati ◽

Besral Besral ◽

Refinaldi Refinaldi ◽

...

Keyword(s):

Group Discussion ◽

Boarding Schools ◽

School Curriculum ◽

Learning System ◽

Islamic Education ◽

Islamic School ◽

Islamic Studies ◽

The Family ◽

West Sumatra ◽

History Of

The aim of the study is to investigate the characteristics of pesantren in the development of Islamic education in West Sumatra. This region is well known for the early history of Islamic education in Indonesia. This is a qualitative study where the data were gathered through observation, interview, focus group discussion, and documentation in eleven pesantrens in the province of West Sumatra. This study reveals three main characters of the Islamic boarding schools, namely institutional system, curriculum and learning system and typology. Institutionally, Islamic boarding schools is under the auspices of a foundation. However, leadership and regeneration are still closely linked to the family of the pesantren founders. The curriculum and learning system are integrated from general/state school curriculum, classical pesantren curriculum, and modern Islamic school curriculum. Various classical-medieval literature in Islamic studies, commonly known as kitab kuning, are to a great extent also still used, especially in the institutions that only run traditional Islamic boarding schools (pesantren salaf). Keywords: Characteristics, Islamic boarding schools, Islamic education

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Konstribusi Pondok Pesantren dalam Menanamkan Karakter Washatiyah di Yayasan Pondok Pesantren Qamarul Huda Bagu (YP2QH)

PALAPA ◽

10.36088/palapa.v8i2.936 ◽

2020 ◽

Vol 8 (2) ◽

pp. 428-444

Author(s):

Badrun Badrun

Keyword(s):

Character Education ◽

Driving Force ◽

Educational Institution ◽

Boarding Schools ◽

Moral Values ◽

Ethical Values ◽

Level Of Education ◽

The Future ◽

The Government

Islamic boarding schools basically have a distinctive soul and philosophy. This spirit and philosophy guarantees the existence of the pesantren, and even becomes the driving force in educating students and maintaining the continuity of the institution towards progress in the future. The pesantren has five souls or it can be called five souls, namely sincerity, simplicity, independence, ukhuwah / brotherhood, and freedom in determining the field of struggle. As an educational institution, Islamic boarding schools have a big role as a fortress to defend the nation's moral values. However, the decline in moral and ethical values will affect the integrity of the nation and state. Therefore, the government has determined character education as a content that must be present at every level of education, including in Islamic boarding schools.

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Implementasi Kurikulum 2013 Pada Pemebalajaran Pendidikan Agama Islam Dalam Penguatan Karakter Relegius Siswa

Fenomena ◽

10.35719/fenomena.v19i2.41 ◽

2020 ◽

Vol 19 (2) ◽

pp. 197-213

Author(s):

Subakri Subakri

Keyword(s):

Character Education ◽

Core Competencies ◽

Social Attitudes ◽

Ethical Values ◽

Human Beings ◽

Education Students ◽

The Core ◽

Critical Success ◽

School Based ◽

Future Challenges

The phenomenon of character education in Indonesia has existed along with the realization of the 2013 Curriculum. Character education was implemented even before the 2013 curriculum was implemented in schools. Character education is a school-based effort that helps a person or group of people care, understand, act seriously to apply ethical values. The purpose of character education is to help students develop optimal potential in various matters related to morality, citizenship, courtesy and ethics, behavior, being healthy, critical, success that will meet social norms and can be accepted in society both at home and globally. . Which one day the nation's children will become human beings with quality and noble character. With character education, students can apply character values such as religious, responsible, democratic, honest, trustworthy, leadership, fair and polite in their attitude. Character education that is integrated in the 2013 Curriculum creates the next generation who is ready to face future challenges whose goal is that students have better abilities in the ability to observe, ask (interview), reason, and communicate (present) what they get or know after receive subject matter. The 2013 curriculum which is based on character and competence lies in the core competencies of K-I 1 which includes spiritual attitudes; K-I 2 includes social attitudes; KI-3 includes knowledge, and KI-4 skills

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AKTUALISASI PENDIDIKAN MODERASI BERAGAMA DI MADRASAH

Jurnal PROGRESS Wahana Kreativitas dan Intelektualitas ◽

10.31942/pgrs.v9i2.5719 ◽

2021 ◽

Vol 9 (2) ◽

pp. 263

Author(s):

Muhamad Syaikhul Alim ◽

Achmad Munib

Keyword(s):

Educational Institutions ◽

Library Research ◽

Problem Library ◽

Educational Praxis ◽

Comprehensive Curriculum ◽

Keywords Education ◽

Islamic Values

Abstract: This article describes Religious Moderation Education in Islam, especially about the portrait and development of religious moderation education in madrasas. The crucial issues to be answered regarding moderation education in Islam in Madrasahs are (1) What is meant by religious moderation? (2) What are the characteristics of religious moderation in Islam? (3) and how is the portrait and development of religious moderation education in madrasas? To answer this problem, library research is carried out by exploring various literatures in the form of books, articles, journals, scientific opinions related to Islamic moderation to then be analyzed descriptively . The findings of this study include: Islamic moderation is understood as a balance between strong beliefs and tolerance in which there are Islamic values that are built on the basis of a straight and moderate mindset and not excessive. Madrasas are seen as one of the Islamic educational institutions that have succeeded in bringing moderate Islam in their educational praxis, therefore they deserve to be examples of religious moderation education for other educational institutions. To strengthen madrasas, they can develop mainstreaming of Islamic moderation, among others through: formulating a vision and mission oriented towards Islamic moderation, developing a comprehensive curriculum that incorporates Islamic moderation values, optimizing habituation and madrasa culture as a strategy for internalizing Islamic moderation character values, and developing programs strengthening Islamic moderation. Keywords: Education, Religious Moderation, Madrasah. Abstrak: Artikel ini memaparkan Pendidikan Moderasi Beragama dalam Islam khususnya tentang potret dan pengembangan pendidikan moderasi beragama di madrasah. Adapun permasalahan krusial yang hendak dijawab terkait pendidikan moderasi dalam Islam di Madrasah yakni (1) Apa yang dimaksud moderasi beragama? (2) Bagaimanakah karakteristik moderasi beragama dalam Islam? (3) dan bagaimanakah potret dan pengembangan pendidikan moderasi beragama di madrasah?Untuk menjawab masalah tersebut ditempuh penelitian kepustakaan (library research) dengan melakukan eksplorasi berbagai literatur baik berupa buku- buku, artikel, jurnal, opini ilmiah terkait moderasi Islam untuk kemudian dianalisis secara deskriptif. Temuan dari kajian ini antara lain: Moderasi Islam dipahami sebagai keseimbangan antara keyakinan yang kokoh dengan toleransi yang di dalamnya terdapat nilai-nilai Islam yang dibangun atas dasar pola pikir yang lurus dan pertengahan serta tidak berlebihan. Madrasah dipandang sebagai salah satu institusi pendidikan Islam yang berhasilmembawakan Islam moderat dalam praksis pendidikannyakarenanya layak menjadi contoh pendidikan moderasi beragama bagi institusi pendidikan lainnya. Untuk memantapkan madrasah dapat mengembangkan pengarusutamaan moderasi islam antara lain melalui: perumusan visi dan misi berorientasi moderasi Islam, pengembangan kurikulum yang komprehensif yang menginsersi nilai-nilai moderasi Islam, Optimalisasi habituasi dan budaya madrasah sebagai strategi internalisasi nilai-nilai karakter moderasi Islam, dan mengembangkan program penguatan moderasi Islam. Kata Kunci : Pendidikan, Moderasi beragama, Madrasah.

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