Al-Tarbiyah Al-Syahshiyah fi Indonesia (Diraasah min Al-Ithaar Al- Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat)

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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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1_{Asmaun Sahlan dan Angga Teguh Prastyo, Desain Pembelajaran Berbasis}

Pendidikan Karakter, (Yogyakarta: Ar-Ruzz Media, 2012), h. 13.

2_{Zainal Aqib, Pendidikan Karakter Membangun Perilaku Positif Anak Bangsa,}

(Bandung: Yrama Widya, 2011), h. 1.

3_{Heri Gunawan, Pendidikan Karakter Konsep dan Implementasi, (Bandung:}

Alfabeta, 2012), h. 192-193.

4_{Nurla Isna Aunillah, Panduan Menerapkan Pendidikan Karakter di Sekolah,}

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5_{Agus Zainal Fitri, Pendidikan Karakter Berbasis Nilai dan Etika di Sekolah,}

(Jogjakarta: Ar-Ruzz Media, 2012), h. 40.

6_{Kementerian Pendidikan Nasional, Buku Pedoman Pendidikan Karakter di}

Sekolah Menengah Pertama, (Jakarta: Direktorat Jendral Mandikdasmen, Direktorat Pembinaan Sekolah Menengah Pertama, 2010).

7_{Das Salirawati, Percaya Diri, Keingintahuan, dan Berjiwa Wirausaha: Tiga}

Karakter Penting Bagi Peserta Didik, Jurnal Pendidikan Karakter, Tahun II, Nomor 2, Juni 2012, h. 216-217.

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8_{Masnur Muslich, Pendidikan Karakter: Menjawab Tantangan Krisis}

Multidimensional, (Jakarta: Bumi Aksara, 2011), h. 37.

9_{Marvin W. Berkowitz & Melinda C. Bier, What Works In Character}

Education: A Research-Driven Guide For Educators, (Washington DC: Character Education Partnership, 2005), h. 2.

10_{Thomas Lickona, Educating For Character, (New York: Bantam Books,}

1991), h. 43.

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12_Saptono,_{Dimensi-Dimensi Pendidikan Karakter (Wawasan, Strategi, dan}

Langkah Praktis), (Yogyakarta: Penerbit Erlangga, 2011), h. 21.

13_{Thomas Lickona, Character Matters, (New York: Somon & Schuster, 2004),}

h. 8-11.

14_{Terri Akin, et.al., Character Education in America’s School, (California:}

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15_{Doni Koesoema A., Pendidikan Karakter: Strategi Mendidik Anak di Zaman}

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16_{Thomas Lickona, The Return of Character Education, Educational}

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17_{Thomas Lickona, Character.., h. 12-14.} 18_{Ibid., h. 12.}

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24_{Thomas Lickona,“Eleven Principles of Effective Character Education”,}

Journal of Moral Education, 25 (1), 1996, hlm. 93-100. Sebagaimana dimuat dalam James Arthur “Traditional Approaches to character Education in Britain and America” dalam Larry P. Nucci & Darcia Narvaez [ed],Handbook of Moral and Character Education,(New York: Routledge, 2008), h. 94.

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26_{Imam Suprayogo, Pengembangan Pendidikan Karakter, (Malang:}

UIN-Maliki Press, 2013), h. xix.

27_{Kompas, 2012.}

28

N. Zuriah, Pendidikan Moral dan Budi Pekerti Dalam Perspektif Perubahan, (Jakarta: Bumi Aksara, 2007).

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29_Suyadi,_{Strategi Pembelajaran Pendidikan Karakter, (Bandung: PT Remaja}

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30_{Gede Raka dalam Djoko Dwiyanto dan Ign. Gatut Saksono, Pendidikan}

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32_{Ibid., hlm. 39-40.}

33_{Marzuki, Jurnal pendidikan Karakter: Pengintegrasian Pendidikan Karakter}

dalam Pembelajaran di Sekolah, 2012, h. 34.

34

Betty Kurniaty dalam

http://bettykurniaty.wordpress.com/2013/03/23/problematika-pendidikan-karakter-antara-konsep-dan-realita/ diakses pada 03-11-14, jam 12.45.

35_Sartono,_{Makalah Disertasi: Pengintegrasian Pendidikan Karakter dalam}

Pengembangan Kurikulum Tingkat Satuan Pendidikan, 2011, h. 6.

36_{Sembodo Ardi Widodo (Ed), Potret Ujian Nasional di Indonesia antara}

Harapan dan Realita, (Yogyakarta: Tim Peneliti Program DPP Fakutas Tarbiyah UIN Sunan Kalijaga, 2009), h. 61.

(21)

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37

Kemdiknas, Desain Induk Pendidikan Karakter, (Jakarta: Kementerian Pendidikan Nasional, 2010).

38

B. P. Kemdiknas, Panduan Pelaksanaan Pendidikan Karakter, (Jakarta: Kemdiknas, 2011), h. 5.

(22)

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39_{Marzuki, Jurnal Pendidikan Karakter: Pengintegrasian Pendidikan Karakter}

dalam Pembelajaran di Sekolah. Jurnal pendidikan Karakter, 2012, h. 34.

40_Sartono,_{Makalah Disertasi: Pengintegrasian Pendidikan Karakter dalam}

(23)

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(24)

$% &'

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