Al-Zarnuji’s Character Concept in Strengthening Character Education in Indonesia

Hulawa, Djeprin E.

doi:10.15575/jpi.v4i2.2395

Cited by 22 publications

(21 citation statements)

References 6 publications

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“…So that the culture remains attached to the madrasah and has never been eroded by time. So that the environment with a strong character has been formed as the identity of Madrasah, as well as Lickona's theory in Hulawa which states that the environment is an important factor in character formation (Hulawa, 2018).…”

Section: Figure 1 Character Building Through Prophetic Education Constructionmentioning

confidence: 86%

Building Students’ Character through Prophetic Education at Madrasa

2020

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Several cases of juveniles have to some extent dominated mass media news recently and this worrying reality is contradictory to the purpose of education that teenagers are expected to achieve. In an attempt to solve this problem, various efforts have been made by educators and one of them is to promote prophetic-based education. This study was aimed at investigating prophetic education at Madrasa Muallimin/Muallimat (MMA) Bahrul Ulum Tambak Beras, Jombang. This research is qualitative descriptive using models of Miles and Huberman analyses. The data collected were analyzed through several steps namely reduction, presentation, and data verification. The results showed that the prophetic education was applied in MMA through internalizing Islamic values for students in their learning process. When it comes to internalizing values, MMA referred and addressed the local culture to cultivate for students. This process has been built since the establishment of MMA so that it has built students’ character which in turn gradually form the identity of the MMA among the society where it exists.

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Section: Figure 1 Character Building Through Prophetic Education Constructionmentioning

confidence: 86%

Building Students’ Character through Prophetic Education at Madrasa

2020

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“…All these components must be combined and seized to the fullest so that they can develop all the potential nature of children. Other Islamic scholar, Al-Jarnuzi, the author of kitab Ta'lim muta'alim, has paid great attention on character education for children (Hulawa, 2018). Teaching material must be in accordance with the children's level of child development, both in terms of age, integration, as well as their interests and talents.…”

Section: Character Education For Children In Islamic Perspectivementioning

confidence: 99%

Exploring “Kaulinan Barudak” to Develop Children’s Character Values in Islamic Early Childhood Education

2020

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In RA (Raudhatul Athfal/Islamic Early Childhood Education) context, since many teachers relied heavily on standard learning guidelines, most of them didn’t have the power of creativity to make learning for children fun. As a result, children were likely to experience burn out and this calls for a solution to apply like kaulinan barudak to develop children’s character values. This study was aimed at determining the effectiveness of the implementation of kaulinan barudak, Sundanese traditional games in developing character values for children in RA (Raudhatul Athfal/Islamic Early Childhood Education). This research applied a quasi-experimental method with Nonequivalent Pretest-Posttest design. This research was conducted in two RA schools namely RA Al Muqadasah 1 and RA Al-Muqadasah 2 with 36 children involved. The test result for average difference on the post-test showed that children’s character values of the experimental class and the control class at the 0.05 significance level was obtained p (sig. (2-tailed) = 0,000. This indicated that there was a significant difference between the average score of the experimental class and control class in their post-test in terms of their character values scores at a level of confidence of 95%. Applying kaulinan barudak provided the experimental class a fun learning experience, potential growth, fun game, peer interaction, and a pleasant atmosphere. The process allowed character values to occur and children learned those values and realized them in kaulinan barudak.

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“…The achievement of the school's vision and mission will bring students to the school's educational goals. In an effort to build the character of students, of course, must be supported by a good environment [13]. The environment usually emphasizes the desired moral values.…”

Section: Introductionmentioning

confidence: 99%

Principal Management in Strengthening Character Education

Yulianti¹,

Usman²

2021

Advances in Social Science, Education and Humanities Research

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The principal who acts as a leader in forming and managing character education strengthening should be carried out to the maximum, which is full of responsibility and sustainable. The purpose of this research is to determine the planning, implementation, monitoring, and evaluation in the application of strengthening character education. This research uses qualitative methods with descriptive analysis. The data collection techniques used were: interviews, observation, and documentation studies. The research subjects were principals, teachers and students. The results of the study indicate that: 1) planning for strengthening character education is planned in school meetings, there are special programs related to religious events, group schedules for clean Fridays, homeroom notes sheets, there are rewards and punishments for carrying out and not carrying out, 2) the implementation by providing motivation to students, support, commitment and cooperation with all school apparatus so that it can be carried out properly, 3). Supervision is carried out jointly such as the presence of deputy principals who help, teachers, homeroom teachers and this supervision is carried out every day, and 4) the results of the evaluation carried out are obtained by the awareness of students in carrying out character education strengthening in schools, and also obtained there are still students who violate and have not fully implemented the application of character education. commitment and cooperation with all school officials so that it can be carried out properly, 3). Supervision is carried out jointly such as the presence of deputy principals who help, teachers, homeroom teachers and this supervision is carried out every day, and 4) the results of the evaluation carried out are obtained by the awareness of students in carrying out character education strengthening in schools, and also obtained there are still students who violate and have not fully implemented the application of character education. commitment and cooperation with all school officials so that it can be carried out properly, 3). Supervision is carried out jointly such as the presence of deputy principals who help, teachers, homeroom teachers and this supervision is carried out every day, and 4) the results of the evaluation carried out show that there is awareness of students in carrying out character education strengthening in schools, and also obtained there are still students who violate and have not fully implemented the application of character education.

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Al-Zarnuji’s Character Concept in Strengthening Character Education in Indonesia

Cited by 22 publications

References 6 publications

Building Students’ Character through Prophetic Education at Madrasa

Building Students’ Character through Prophetic Education at Madrasa

Exploring “Kaulinan Barudak” to Develop Children’s Character Values in Islamic Early Childhood Education

Principal Management in Strengthening Character Education

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