Tarbiyah Syahshiyah fi Indonesia (Diraasah min Ithaar Al-Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat)
Sembodo Ardi Widodo
UIN Sunan Kalijaga Yogyakarta
sembodoaw@yahoo.co.id
Abstract
This article aims to describe the phenomena of character education in Indonesia. The study covers aspects of the philosophical outline about the importance of character education, the rudiments of law used as the basis, the implementation of character education at schools, and problems appeared in the field. Many cases such as corruption, juvenile delinquency, drugs miss-use, social conflict, and environmental damage occurred in Indonesia are among important factors of the implementation of character education. In this case, the government already set up the 18 character values that implanted through education, namely religiousness, honesty, tolerance, discipline, hard working, creativity, independence, democracy, curiosity, nationalism, patriotism, achievement, friendship and communication, peace-loving, reading, environmental care, social care, and accountability. Nonetheless, there are still many obstacles in the implementation of character education in the field. Those problems are analyzed comprehensively in this paper.
Artikel ini dimaksudkan untuk menggambarkan fenomena pendidikan karakter di Indonesia. Kajian mencakup aspek kerangka filosofis tentang pentingnya pendidikan karakter, dasar-dasar hukum yang dijadikan landansan, implementasi pendidikan karakter di sekolah, dan problem-problem yang muncul di lapangan. Banyaknya kasus korupsi, kenakalan remaja, narkoba, konflik sosial, dan kerusakan lingkungan yang terjadi di Indonesia menjadi faktor yang penting diterapkannya pendidikan karakter. Dalam hal ini, pemerintah sudah menetapkan 18 nilai-nilai karakter yang ditanamkan melalui pendidikan, yaitureligius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Namun demikian dalam realitasnya masih banyak dijumpai kendala dalam implementasinya di lapangan. Permasalahan-permasalahan inilah yang perlu dianalisis secara lebih mendalam dalam tulisan ini.
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4Nurla Isna Aunillah, Panduan Menerapkan Pendidikan Karakter di Sekolah,
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12Saptono, Dimensi-Dimensi Pendidikan Karakter (Wawasan, Strategi, dan
Langkah Praktis), (Yogyakarta: Penerbit Erlangga, 2011), h. 21.
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h. 8-11.
14Terri Akin, et.al., Character Education in America’s School, (California:
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15Doni Koesoema A., Pendidikan Karakter: Strategi Mendidik Anak di Zaman
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16Thomas Lickona, The Return of Character Education, Educational
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21http://himcyoo.wordpress.com/2011/12/01/landasan-yuridis-pendidikan/
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26Imam Suprayogo, Pengembangan Pendidikan Karakter, (Malang:
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27Kompas, 2012.
28N. Zuriah, Pendidikan Moral dan Budi Pekerti Dalam Perspektif Perubahan,
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29Suyadi, Strategi Pembelajaran Pendidikan Karakter, (Bandung: PT Remaja
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Karakter Berbasis Pancasila (Negara Pancasila: Agama atau Sekuler; sosialis atau Kapitalis, (Yogyakarta: Ampera Utama, 2012), h. 38-39.
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32Ibid., hlm. 39-40.
33Marzuki, Jurnal pendidikan Karakter: Pengintegrasian Pendidikan Karakter
dalam Pembelajaran di Sekolah, 2012, h. 34.
34Betty Kurniaty dalam
http://bettykurniaty.wordpress.com/2013/03/23/problematika-pendidikan-karakter-antara-konsep-dan-realita/ diakses pada 03-11-14, jam 12.45.
35Sartono, Makalah Disertasi: Pengintegrasian Pendidikan Karakter dalam
Pengembangan Kurikulum Tingkat Satuan Pendidikan, 2011, h. 6.
36Sembodo Ardi Widodo (Ed), Potret Ujian Nasional di Indonesia antara
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37Kemdiknas, Desain Induk Pendidikan Karakter, (Jakarta: Kementerian
Pendidikan Nasional, 2010).
38B. P. Kemdiknas, Panduan Pelaksanaan Pendidikan Karakter, (Jakarta:
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39Marzuki, Jurnal Pendidikan Karakter: Pengintegrasian Pendidikan Karakter
dalam Pembelajaran di Sekolah. Jurnal pendidikan Karakter, 2012, h. 34.
40Sartono, Makalah Disertasi: Pengintegrasian Pendidikan Karakter dalam
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