THE ROLE OF INTEGRATED ISLAMIC ELEMENTARY SCHOOL TEACHER IN PIONEERING SOCIAL TRANSFORMATION
Chatia Hastasari Communication Program Yogyakarta State University
Erwin Kartinawati Communication Program Sahid SurakartaUniversity
ABSTRACT
Education plays the important roles in social transformation, one of them comes from the role of the teacher. It was examined in this paper. This paper based on the research was conducted in Integrated Islamic Elementary School (SDIT) Nur Hidayah Surakarta. Election SDIT Nur Hidayah as an object is caused by the tendency of current public who tend to place their children to private school labeled Islamic religious than public elementary school. Public especially parents assume that education provided by public elementary schools is less puts forward education ethics and religion, besides the quality of the graduation. This makes public interest to SDIT bigger, although in their finances cost relatively higher compared to public school. The result showed the links between the role of teachers and the social transformation. The transformation in society is non physical (psychologically) which is done by emphasis Islamic moral values that formed attitudes and behavior in accordance with Islamic religious, value and norm in the society. The teachers have a role as an agent in transforming and inculcating value, norm and principle of Al-Qur’an to the students as a part of society. This transformation is not only in the form of an idea but also in the behavior of the teacher reflecting what in transforming to the students. This transformation is expected can be transformed back by the students. The results of education are expected to bring the community to a better condition, started from the teacher to the students until then applied in the social life.
Keywords : teacher (educator), social transformation, communication pattern
BACKGROUND
as an indicator of there were still many deficient in education sector. This point later became a conclusion that education in this country only emphasizes ability cognition of the students and overrides education ethics and religion. (Sekolah-sekolah Islam “Terpadu” (IT): http://edukasi.kompasiana.com/2012/11/12/sekolah-sekolah-islam-terpadu-it-506459.html, diakses pada 18 Mei 2014 pukul 9:00).
The reason of parents prefer SDIT than public school not only on the fulfillment of material learning that puts forward education ethics and religion, but also in the quality of graduates produced by SDIT. Seen from the quality of graduates, SDIT good enough to be compete with public elementary schools, because of elementary in the big ten based on test scores national in the last 4 years especially in Surakarta, 5 were derived from SDIT. (Peringkat Sekolah Berdasarkan Ujian Nasional Tingkat SD/MI Tahun 2013 Kota Surakarta : https://sdmuhammadiyah2solo.wordpress.com/2013/06/10/peringkat-sekolah-berdasarkan-ujian-nasional-tingkat-sdmi-tahun-2013-kota-surakarta/#more-3329, diakses pada tanggal 18 Mei 2014 pukul 8:48 WIB). This then make public interest to SDIT bigger, although in their finances cost relatively higher compared to public school.
But from to all this, who became the key successfully an educational institution especially SDIT in producing students who superior is the role of professional teachers in character development students and education. Suyatno (2013 : 356) said that role of teachers here very important because as an agent of social transformation, teachers are the ones who most responsible of teaching general studies and religious to lessons about attitude. To realize this, teachers must have pedagogy and professional competency. An indication competence of teachers is the ability to develop the communication that is effective in transfer science and religious values to students.
This paper explained about the phenomena the role of integrated islamic elementary school teacher in pioneering social transformation. The data funded by literer and field research. Literer research done by the search for literer of books, journal, bulletin, thesis and the articles on the internet. Field research was conducted in SDIT Nur Hidayah done by interview, observation and documentation.
THEORY
1. Integrated Islamic Education
Integrated term in education system is islamic that intact thorough integral not partial. It means education not only oriented in one aspect. Education system element must combine the formation of the superior education system. Islam consider education as something identical and cannot be separated from the origin of the creation of man (The body, spirit, intellectuality). Thus, education in the view of islam includes three aspects that can not be distinguished which covers the body (tarbiyah jasadiyah), spirit (tarbiyah ruhiyah), and intellectuality (tarbiyah aqliyah). (Thesis Sumaiyah, 2010). The third form of education were not possible separated in islamic education. As described, education relate directly to the composition of human life. So, separate education man means separating his life.
In forming the superior education system there are three things that must be considered. First, synergy between schools, society and family. Education must combine all elements that described the factual conditions of education. The bad education at home give heavy burden for school and add problems in a society as the occurrence of student riot, free sex, drugs and so on. At the same time, the bad society makes values that may have been infused by the family and school are not maximal. Second, structured and planned curriculum ranging from kindergarten to university. The curriculum as mentioned above can be a guarantee to education connectivity of every student based on each level. Third, oriented on establishing tsaqafah islam and mastery in science. Fundamentally, integrated islamic education trying to infuse islamic values (islamic spirit and the soul of islam) into all aspects of education in schools through a learning process (Thesis Sumaiyah, 2010).
The process of learning is communication between the student and the teacher. On it,s process, there are formation (transformation) and diversion (transfer) knowledge, skill or the attitude and the value of a communicator (teacher) to receiver (student) appropriate to a purpose that has been set. (Suranto, 2010 : 241). Learning in terms of the process can be said as the activity of communication. The process involves the components of education such as teacher as a communicator, student as the receiver, teaching material as the message, communication channels (interpersonal communication and other) and effect (the mannerisms change of student) (Ibid.,).
The same thing was also raised by Vienna Sanjaya (2014 : 90). On learning process, teachers had a role as a communicator and students as a receiver. The message was delivered through the symbols both verbal and nonverbal. The delivery of the message is called encoding, while when the students translate the codes is called non verbal. Based on it, it can be said that the study on the role of teacher and social transformation connected one another. 3. The role of teacher as a social transformation agent.
The role of teacher as a social transformation agent is very important in achieving the vision and mission of SDIT. Suyatno, (2013 :356) said that more than just convey of general studies and religious subjects, the teacher has a role as educators and moral guide (murabby) on duty to inculcate religious moral values to the students. Further, Esti Dwiwandono (2006) said that basically a teacher has some important roles such as : (1) teacher as instructional expert who has the authority to make a decision about the lesson material and the method; (2) teachers as motivator who always give advice and support to their students; (3) teachers as manager who capable of being set and managing the classroom with the good condition and positive mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the students; (5) teacher as a good model (tauladan) for their students.
4. Learning process and social transformation
Learning process not only teach knowledge but also educate and transform about the social and cultural values. To realize education that bring benefits for the development of human completely, needed educational institution that ideal, the learning process put someone based on the ability, empower the student ith change from teacher directed strategies be student directed strategies. (Suranto, Op. Cit : 246-250).
Learning is empower activity. Education is a planned activity in teaching students to establish character building and human civilization as dignified. Empowering the community to more cultured, Soedijarto (2000), said that there are some key such as the development of human including the skill development that capable of adapting to the construction, the development of education that grow historical perspective (the awareness of values which is required by the community), curriculum development based on the national cultural values and the development of education through the empower and the use of media communication.
The explanation above showed the links between educator (teacher) and social transformation. This transformation (especially in education) will occur when the communication process ran effectively. Referring to Suranto, education is a process that can change individual behavior. It can take place on the individual level and institutional level. Further, this transformation will change the social structure in a society.
Social transformation in society occur because planned and also without having been planned (usually caused by the influence of other culture) (Giddens, 1990 : 633-648). Selo Soemardjan in Soerjono Soekanto (2004) defines social change is a changing that happened to the institutions in a society affecting social system, including the values and the attitude among the social group in a society. A changing in the behavior, the value and the attitude presented by Selo Soemardjan above same as Anthony Giddens’s statement. He called it as a changing in psychic level. He gave an example of a changing in the attitude and the behavior of the people in Australia from hunting and gathering food turned at planting patterns (cultivation). The changing also could happen to politic and cultural (Giddens, Op.Cit : 639), but in this research, the writers focus on the religion, pattern of thought and awareness. 5. The function of education in social transformation.
transformation occur, as the impact of computer finding and other technology. The second function is reproduction and transmission culture. Education can be formulated as the planned process to transform knowledge, attitude, and value from one generation to the younger, such as the interaction between teacher and student (in classes and school) or between parents and child in the family. The third function is developing and steadying social relationship. This function makes student know and understand social groups in their social environment, so that education bring the community to a better condition.
DISCUSSION
The role of teacher as a social transformation agent is very important because in learning process, teacher who directly interact with student. For it, required the effective communication from the teachers in order to the learning process ran well. Esti Dwiwandono (2006) said that basically a teacher has some important roles such as : (1) teacher as instructional expert who has the authority to make a decision about the lesson material and the method; (2) teachers as motivator who always give advice and support to their students; (3) teachers as manager who capable of being set and managing the classroom with the good condition and positive mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the students; (5) teacher as a good model (tauladan) for their students.
1. Teacher as instructional expert who has the authority to make a decision about the lesson material and the method.
Every teachers has an own method in delivering a material to the students adjusted with their needs. As stated by Haryono, mathematics teacher, in delivering the lesson he divides the students into two groups and gives them a name (muhajirin and anshor). The obligation of anshor is help muhajirin understanding math. This method brings a positive impact on their level of understanding. It is seen from the increasing test score of student who joined in muhajirin. (Interviews July 1 2015).
2008 : 505). Teaching or transmitting knowledge to others was included in the category of charity (sedekah). Sedekah is providing assistance to people with needs. (Ibid., : 513).
This is where the concept about Islamic religious applied in SDIT through a method in teaching where the teacher became a social transformation agent in the society. Altering behavior or attitude of students depends on how the communication model done by the teacher in learning process. The school, however, form personality and characteristic of a student. If returned to the authority of teacher as a matter and creator a learning method, and then in social psychology this kind of thing called by the social influence. Baron and Byrne define that social influence occurs whenever our behavior, feelings, or attitude are altered by what others say or do. (Rakhmat, 2003 : 149).
Based on the explanation above can be concluded that how the students act or behave very determined by what is said and done by the teacher (follow).
2. Teachers as motivator who always give advice and support to their students.
As motivator, teachers in SDIT always motivate the students to diligent in worship (*shalat). It can be seen from the willingness of teacher in giving time in the midst of the learning process to the student who did not yet worship (shalat) subuh. This is done to accustom the students honest with themselves and others in carrying out of worship. (Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito, July 1 2015).
What is done by teacher in motivating the students to behave honest and shame when made a mistake is the role of the teacher in changing manners and customs of the students. The ability to change or accustom something into routine is not easy, hence motivation is essential in this process.
3. Teachers as manager who capable of being set and managing the classroom with the good condition and positive mannerisms.
class, the students must follow the routine guidance Islamic values given by the teacher. In these activity, students can convey all the things that are obstacles during follow the learning process. (Interviews with teacher in 5 grade, Wahyudi, June 27 2015).
4. Teacher as a counselor who has sensitivity in observe the mannerisms of the students.
The students in SDIT have a distinct family background, so strife among friends or problems in following learning process are common. As a counselor, there are many ways which are developed by the teacher to solve the problems, among other : (a) attend to the student who has a problem and meet directly with parents to find a common solution o the problems faced by the student; (b) call each student to provide solution to the problems involving them. ( Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito, July 1 2015).
5. Teacher as a good model (tauladan) for their students.
Teachers treats students not only as a student, but also as a partner in developing science and conveying dakwah. This is shown by the teacher who teach in SDIT Nur Hidayah in inculcating Islamic moral values to the students through concrete samples, such as : teachers use veil and clothing that syar’i (accordance with principles of Al’Quran); teachers do not smoking on the outside and in the school environment and behaving in accordance with the principles of Al’Quran and sunnah. ( Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito, July 1 2015).
CLOSING
what in transforming to the students. This transformation is expected can be transformed back by the students. The results of education are expected to bring the community to a better condition, started from the teacher to the students until then applied in the social life.
The changing, however, in the form of psychic including planned changing because there is a deliberate factor which is set through the education goals as a tool of moving knowledge, attitude, and value to the students. It can be seen from the process of communication which is done by the teachers in SDIT to their students, among them : (1) teacher as instructional expert who has the authority to make a decision about the lesson material and the method; (2) teachers as motivator who always give advice and support to their students; (3) teachers as manager who capable of being set and managing the classroom with the good condition and positive mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the students; (5) teacher as a good model (tauladan) for their students.
REFERENCE
Aw, Suranto. 2010. Komunikasi Sosial Budaya. Yogyakarta : GrahaIlmu. Esti Dwiwandono, Sri. Psikologi Pendidikan. Jakarta: PT Gramedia. 2006. Giddens, Anthoy. 1990. Sosiology .UK : Polity Press.
Muijs, Daniel & Reynolds, David. 2008. Effective Teaching : Evidence and Practice (Second Edition). Sage Publications.
Rakhmat, Jalaluddin. 2003. Psikologi Komunikasi. Bandung : Rosdakarya.
Rijal Hamid, Syamsul. 2008. Buku Pintar Agama Islam. Bogor : LPKAI Cahaya Salam. Sanjaya, Wina. 2014. Media Komunikasi Pembelajaran. Jakarta :Prenada Media Grup.
Soedijarto.2000. Pendidikan Nasional sebagai Wahana Mencerdaskan Kehidupan Bangsa dan Membangun Peradaban Negara Bangsa.Jakarta : Depdiknas.
Soekanto, Soerjono. 2004. Sosiologi : Suatu Pengantar. Jakarta: PT. Raja Grafindo Persada. Suyatno. 2013. Jurnal Pendidikan Islam. UIN Sunan Kalijaga. Volume 2 No. 2 Desember 2013. Tirtarahardjo, Umar. 2005. Pengantar Pendidikan. Jakarta:Rineka Cipta.
Website :
Sekolah-sekolah Islam “Terpadu” (IT): http://edukasi.kompasiana.com/2012/11/12/sekolah-sekolah-islam-terpadu-it-506459.html, diakses pada 18 Mei 2014 pukul 9:00
Peringkat Sekolah Berdasarkan Ujian Nasional Tingkat Sd/Mi Tahun 2013 Kota Surakarta :
