EDITORIAL TEAM
PROCEEDING INTERNATIONAL CONFERENCE ON ISLAMIC STUDIES FAKULTAS USHULUDDIN ADAB DAN DAKWAH
INSTITUT AGAMA ISLAM NEGERI PALANGKA RAYA 2021
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DAFTAR ISI
DAFTAR ISI……….... ii ACCULTURATION OF BATUMBANG APAM TRADITION VALUES IN HULU SUNGAI SELATAN……… 1 ISLAMIC HARMONIZATION MODEL IN SOCIAL LIFE GENERATION Z IN SOUTH KALIMANTAN………. 7 PEMAKNAAN HADIS WABAH PENYAKIT MASA PANDEMI COVID-19 MELALUI ANALISIS WACANA DAN KUASA PERSPEKTIF FOUCAULT…... 20 PERSEPSI MAHASISWA TERHADAP INDIVIDU BERKEBUTUHAN KHUSUS………. 30
DESENTRALISASI PERAN PEREMPUAN DALAM TRADISI
“PENGAGUNGAN” TERHADAP ROH LELUHUR: SEBUAH POTRET DI DUSUN GAMPINGAN, WONOKERTO, MALANG………. 44 UPAYA ORANGTUA DALAM MENGENALKAN AURAT BAGI ANAK USIA DINI………... 54 PERSEPSI MAHASANTRI MA’HAD AL JAMI’AH IAIN PALANGKA RAYA TERHADAP MODERASI BERAGAMA………... 67 ANALYSIS OF RELIGIOUS-BASED CHARACTER EDUCATION IN HIGHER EDUCATION IN INDONESIA………... 76
ANALYSIS OF RELIGIOUS-BASED CHARACTER EDUCATION IN HIGHER EDUCATION IN INDONESIA
M. Zainul Umam1*
1Islamic University of Jakarta, Jakarta, Indonesia
Keywords : Character Building
Based on Religion Higher Education
Abstract
The education system in Indonesia has not effectively built students to have a noble character or morals in accordance with national educational goals. This is shown by the number of students who behave in accordance with the prevailing norms, such as drug abuse, fighting, pornography, and decreasing the value of national and state pride. Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang is a study program that has implemented appliying character building. These programs of character building is implementating from their own religion. This research uses descriptive qualitative. Subject of these researchs are lecturer and students. And informan of these researchs are deans, employees, and parents of the students. The results of this research shows that the information program of the characters in Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang applied intensively (daily, weekly, monthly). The programs include 1. integrated in the leraning process, 2. any other programs: Habituation Week, Disciplinary Week, Mentoring, Diary. The purpose of these programs is intended to build characters of the students. These programs are not only comprehensive, but also very unique. Students are very enjoyable and enthusiastic in running various characters, and what is expected is that they have strong character basics.
Kata Kunci : Pembangunan Karakter berbasis Keagamaan Perguruan Tinggi
Abstrak
Sistem pendidikan di Indonesia belum secara efektif membangun mahasiswa memiliki karakter atau akhlak mulia sesuai tujuan pendidikan nasional. Hal ini ditunjukkan dengan masih cukup banyaknya mahasiswa yang berperilaku tidak sesuai dengan norma- norma yang berlaku, antara lain penyalahgunaan narkoba, tawuran, pornografi, serta menurunnya nilai kebanggaan berbangsa dan bernegara. Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Agama Islam Universitas Wahid Hasyim Semarang adalah program studi yang telah menerapkan appliying character building. Program-program pembangunan karakter ini dilaksanakan berbasis keagamaan. Penelitian ini menggunakan deskriptif kualitatif. Subjek penelitian ini adalah dosen dan mahasiswa. Dan informan dari penelitian ini adalah Dekan, karyawan, dan orang tua dari mahasiswa. Hasil penelitian ini menunjukkan bahwa program pendidikan karakter dalam Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Agama Islam Universitas Wahid Hasyim Semarang diterapkan secara intensif (harian, mingguan, bulanan). Program-program tersebut meliputi 1. terintegrasi dalam proses pembelajaran, 2. program lainnya: Pekan Pembiasaan, Pekan Kedisiplinan, Pendampingan, buku catatan harian. Tujuan dari program-program ini dimaksudkan untuk membangun karakter mahasiswa. Program-program ini tidak hanya komprehensif, tetapi juga sangat unik. Mahasiswa sangat menikmati dan antusias dalam menjalankan berbagai karakter, dan yang diharapkan adalah mereka memiliki dasar- dasar karakter yang kuat
INTRODUCTION
Why does character education need to be developed and implemented in universities?. First, the Indonesian government through the Minister of
National Education has issued a policy to integrate character education into the curriculum, ranging from preschool, primary education, secondary education both in formal and nonformal education
pathways, to universities. Second, character education equips learners with various values that are beneficial for their present and future lives(Umam, 2021). The importance of character education is expressed by the Minister of Education that character education becomes a necessity because education not only makes learners smart, also has ethics and manners so that its existence as a member of society becomes meaningful both for itself and others(Mendiknas, 2010).
Education is one of the aspects that greatly affect the level of progress of a society and nation. Progress in this field is what every nation always wants to achieve and which will ultimately make the field of education still exist in this era of rapid development of science and technology.
The rapid development of this era also raises a variety of new problems that must be solved immediately(Umam, 2019a).
Therefore, the issue of education is a very crucial and urgent issue to always be discussed intensively and continuously.
Because only through quality education, civilization of a society and nation will continue to advance.
Character education becomes a corridor for the realization of a strong and positive mental attitude. Mental attitude as a driving element of various types and forms of behavior of learners can be interpreted as a mental state in the soul of the self to give a reaction to the environment, both the social environment and the natural environment. Mental attitude itself is not yet a tangible concept but is still a predisposition of various behaviors or actions called learner mentality. The behavior of the learner is directly influenced by the overall content and ability of their mind or soul in
responding to their environment. The mentality of learners is a value of character education that should be developed in individuals, and guided by the value orientation of character education that is bound by a rooted and institutionalized value structure in society.
Value orientation is values that are used as a reference for students to think and act both individually and collectively.
The orientation of character education values essentially describes six main problems in public life, namely values related to the problem of the nature of life, work, position in space and time, relationship with God, relationship with nature and its surroundings, and relationships with others(Umam, 2013).
Character values in educational phrases lead to the formation of a college culture, namely values that underlie the behaviors, traditions, daily habits, and symbols practiced by all college communities, and the community around the college. Thus, the culture of the college is a characteristic, character or moral, and image of the college in the eyes of the public at large.
Until now, the education system in universities in our country still emphasizes more cognitive/academic aspects, such as theoretical exams rather than character education (Hidayatullah, 2010b).
Meanwhile, the wave of global era change in the 21st century has given rise to the phenomenon of free trade, dependence on science and technology (ICT, Bio- technology, Nano-technology), global life (Speed, Conectivity, Intangable, and Compatibility), issues of democratization, human rights, environment, gender, and multiculturalism(Kemdiknas, 2011).
Whereas if observed more deeply that to advance the education of a nation,
in addition to the need for intelligent human resources, but also moral intelligence(Umam, 2021). Intellectual intelligence alone is not enough without being accompanied by a solid moral intelligence. Individuals who have high intellectual intelligence but are immoral will have fatal consequences and can harm others.
Today's educational challenges to produce quality and resilient human resources are getting tougher. Education not only stops at providing the most up-to-date knowledge, but also must be able to form and build a system of beliefs and strong character of each learner so as to develop his or her potential and find his or her life goals(Umam, 2019b). Education on campus is no longer enough just to teach students to read, write, and count, then pass the exam and later get a good job.
Campuses must be able to decide what is right and what is wrong(Hidayatullah, 2010a).
To overcome that, education is needed that can develop the potential of individuals while forming a generation of morals and noble character(Umam, 2020c).
In short, that the purpose of education should lead to the development of various human characters of Indonesia, not academic education alone(Kesuma, 2011).
There are three areas of educational purposes that can be inversioned from the meaning contained in article 1 (3) and article 3 of Law No. 20 of 2003 on Sisdiknas, one of the areas of educational purpose is: "The character and civilization of a dignified nation and based on the values of pancasila and religion as the existential purpose of education that underlies the dissemination of national life as a collective goal in which it contains
cultural intelligence , because the intelligence of the nation's life is not the agredation of individual or individual intelligence". The above article shows and makes a formal legal basis for having to build the character of the nation through educational efforts(Umam, 2013).
Meanwhile, through the Ministry of National Education has announced the application of character education for all levels of education, from elementary schools to universities. According to the Minister of Education, character formation needs to be done from an early age. If the character has been formed from an early age until adulthood, then it will become a positive habit in the future. He also hopes that character education can build the personality of the nation.
In essence, character education that has been intended above is actually not much different from the educational model that has been initiated and developed by Fourster (1869-1966) which is a model of education based on values. Religion is one of the sources of values agreed if we refer to the philosophy of the state Pancasila(Umam, 2011), Pancasila puts the God almighty on the First Sila, this means religious values, godly values coloring for the next principles and in all aspects of national and state life.
Meanwhile, in Islam, character education is the main mission of The Prophet Muhammad Sollalohu alaihi wasalam when sent to be a Prophet or in other words is to perfect human morality.
ﺎﻤى ٳ ﺖﺜﻌﺑ مﻤﺗﻷ ﺎﻜﻣ مر ا ﻼخﻷ ق ور(
ا ﻩ ﺰﺒﻟ را )
It means: indeed I was sent only to perfect morals. HR Al Bazzar.(Al-Asqolani, n.d.)
Al-Quran is a textbook in the face of learners (Arab society) who when it
used to be very jahiliyah. In the Qur'an Allah Subahanahu wata’ala encourages people to educate with wisdom and good lessons(Umam, 2020b).
عد ٱ ىَلِإ ِلوِﺒ َس َكِّﺑَر ِب ِةَﻤﻜِلح ٱ َو ِةَظِعوَد ٱ ِةَن َسَلح ٱ
ۖ
م لهِدىَجَو ْيِتّﻟﺎِﺑ
َيِه ن َسحَأ نِإ ۖ
َك ﺑَر َو ه مَلعَأ نَﻤِﺑ
ل َض ِهِلوِﺒ َس نَع
َو ه َو ۦ مَلعَأ ِب َني ِدَته د ٱ
It means: Invite to the way of your Lord with wisdom and good instruction, and argue with them in a way that is best.
Indeed, your Lord is most knowing of who has strayed from His way, and He is most knowing of who is [rightly] guided. Q.S.
An-Nahl: 125 (H.A Hafidz Dasuki, 1992) Starting from the command of reading, the character of Islam is formed then slowly reminded to wake up from the blanket, live the turn of the universe, appreciate something by its nature and clean up behavior(Umam, 2020a). Even the ritual commands of worship (prayer, zakat, fasting, hajj) are associated with the growth of good character(Hambali, 2008).
Moral education above is described again into character details, namely sidiq, amanah, fathonah, tabligh, and others. The characters exemplified by the Prophet Muhammad Sollalohu alaihi wasalam like this can ultimately change the state of the jahiliyah era towards a brightly lit age(Umam, 2020c).
Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang is a study program that has implemented religious-based character education. From his vision-mission is very clear, buzzing characters and morals that must be instilled from the beginning. This paper seeks to describe the process of
character education at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang.
The problem formulation in this study is how to apply religious-based character education at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang? The purpose of the research is to know the application of religious-based character education and give a general picture to educational practitioners and to the public at large about the application of religious- based character education.
Character Education
According to T. Ramli (Ramli, 2003), character education has the same essence and meaning as moral education and moral education. The goal is to form the person of the child, in order to be a good human being, a citizen, and a good citizen. As for the criteria of a good human being, a good citizen, and a good citizen for a society or nation, in general are certain social values, which are heavily influenced by the culture of society and its people. Therefore, the nature of character education in the context of education in Indonesia is the pedidikan of values, namely the education of noble values derived from the culture of the Indonesian nation itself, in order to foster the personality of the younger generation.
Meanwhile, according to Ahmad Sudrajad(Sudrajat, 2008) character education is a system of planting character values to campus residents which includes components of knowledge, awareness or willingness, and actions to implement these values. Character education can be
interpreted as "the deliberate use of all dimensions of school life to foster optimal character development".
The same is also expressed by Yahya Khan(Khan, 2010) that character education teaches habits of thinking and behavior that help individuals to live and work together as families, communities, and countries and help them to make accountable decisions.
In character education on campus, all components (stakeholders) must be involved, including the components of education itself, namely the content of the curriculum, the learning and assessment process, the handling or management of courses, campus management, the implementation of extracurricular activities and activities, empowerment of infrastructure facilities, financing, and work ethos of all campus residents / environment. In addition, character education is defined as a behavior of campus residents who in organizing education must have character.
From some of these opinions, it can be concluded that character education is a system of planting the values of thinking and morality in daily life that aims to form the child's person in order to be able to cooperate with all components of society. Further affirmed by Ratna Megawangi(Megawangi, 2003) "Character education is the most effective way of shaping one's behavior, i.e. according to or referring to the standard of moral values by which all groups of society recognize the values of truth".
Aspects of Character Education
According to Lickona in (Megawangi, 2003) emphasizes the three components of good character, namely
knowledge about moral or moral knowing, feelings about moral or moral feeling and moral action. This is necessary so that learners are able to understand, feel and at the same time work on the values of virtue.
Moral Knowing is an important thing to teach, it consists of six things, namely: 1) Moral Awareness, 2) Knowing Moral Values, 3) Perspective Taking, 4) Moral Reasoning, 5) Decision Making, 6) Self-Knowledge. Moral Feeling is another aspect that must be instilled in the child which is the source of energy from the human being to act in accordance with moral principles. There are six aspects of emotion that must be felt by a person to be human character, namely: 1) Conscience (conscience), 2) Self-esteem (confidence), 3) Empathy (feeling the suffering of others), 4) Loving the good (loving the truth), 5) Self-control (able to control themselves), 6) Humility (humility). Moral Action is how to make moral knowledge can be manifested into real action. This moral act or action is the result of two other character components. To understand who encourages a person in a good deed, it must be seen three other aspects of the character, namely competence, desire, and habits.
A person of character is a person who is consistent between thoughts and actions, as in Islam is mentioned that is spoken in his mouth, justified in his heart, and done with real action. According to Yahya Khan(Khan, 2010) there are four types of character education that have been known and implemented in the educational process, as follows: 1) Religious value- based character education, which is the truth of god's revelation (moral conservation). In this case there are several things contained in religious values, such
as: a) Teaching to always think, b) Strengthening self-worth that rests on god's rules contained in scripture, c) Mastering feelings, both against the self and towards others, d) Opening up to caring relationships with each other, e) Developing themselves to serve and lead.
2) Character education based on cultural values, among others in the form of ethics, pancasila, literary appreciation, the existence of historical figures and leaders of the nation (environmental conservation). 3) Character education based on the environment (environmental conservation). 4) Character education based on self-potential, namely personal attitude resulting from the process of self- potential empowerment awareness directed to improve the quality of education (humanist conservation).
Research Methods
This study uses a descriptive qualitative approach. Descriptive qualitative approach is research that uses data collection / information as much as possible about the symptoms in the research site. Descriptive contains an overview of the background of people's observations, actions and conversations(Moleong, 2002).
The place of this research is at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang. The subjects in this study were lecturers and students of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang, while the informants were the dean, security guard, and parents of student guardians.
Data collection methods in the form of
observations, in-depth interviews, and documentation.
The analysis of this research data using non-statictic method using interactive method developed by Miles and Huberman(Miles, 1992) this model means that the process of organizing and performing data in patterns, categories and units of basic description so that themes can be found. These analytical steps and interactive models can be described as follows:
Data collection. Data obtained in the field are recorded or recorded in the form of narrative discrete, i.e. data description obtained from interviews, observations, and documents related to the system of character education implementation by campus institutions. 1) Data Reduction. Data reduction is the prose of selection, concentration, on simplification, abstraction and transformation of rough data emerging from field records. 2) Presentation of Data (display data). At this stage, the data of field findings are presented in the form of narrative text, namely a written description of the process and habituation activities of the way of thinking and developing the character of students in behaving. 3) Conclusion and verification. Withdrawal of conclusions and verification is an effort to find the meaning of the data components presented by looking at patterns of regularity, clarity, configuration and causal relationships. In conducting conclusions and verification about the process and activities of familiarizing the way students think and character building in students in behaving.
DISCUSSION
Temuan Hasil Penelitian
The forms of character education at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang are not directly written, but the description of the mission of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang illustrates that the institution has implemented religious-based character education. As has also been revealed by the rector Mr. Noor Achmad "real education must touch three aspects, namely cognitive, affective and psychomotor".
Therefore we include the values of character education in all campus activities including in the extracurricular(Umam, 2010g).
For all lecturers and employees in the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang, character education is not something foreign to them, because basically every activity whatever it is they are required to realize forms of character education as well as clean living, waste in its place, say polite and friendly, on time, discipline, honesty, and other aspects.
According to Mr. Asro'i Thohir as dean of the Faculty of Islamic Religion, Wahid Hasyim University Semarang explained that "Mentoring programs, habituation weeks, study of desperation, funeral prayers and occult prayers when there are people who die, SPSL (Socialization of Parents of Students and Lecturers) and other activities that are daily and weekly are activities that are carried out intensively and structuredly."
The description above is a number of programs owned by the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang to foster students in accordance with the agreed mission vision. To further focus the assessment of religious-based character education development, it can be grouped into two ways, namely:
a) Integrated in the learning process One of the character education coaching at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang is implemented by integrating in every course delivered to students. The teaching model at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang for the first and second semesters uses discussion methods. By using the discussion method, lecturers are easier and flexible in integrating character education in each learning.
For example, when discussing
"citizenship", lecturers can explain by including and combining the values taught in the learning of citizenship and religious values. For example, when explaining the theme, lecturers convey about harmony, mutual respect and respect and mutual mutual cooperation in the family (the value of citizenship). Then lecturers can also correlate with religious lessons, for example a child must be devoted to parents and pray for both parents. Here lecturers can also teach students about the importance of prayer for both parents.
Character education integrated in each learning material is not only a theory
without meaningful action, but also implemented in everyday life on campus.
This is seen in the daily life of students in school for example every time they enter the building they have to smile, greeting, greeting, manners and manners. Every time before entering the student who picket cleaned the classroom and every time they saw there was garbage, they picked it up and put it in the trash can. In addition to the daily life of students, it can also be seen from the state of clean areas, plants are well maintained and beautifully arranged(Umam, 2010h).
On another occasion when the lecturer explained about "citizenship", the lecturer conveyed to the student how adab a student against the lecturer, adab against employees, and the surrounding community. In addition, lecturers also delivered material about adab associating with fellow students, and compassion towards friends and mutual tolerance. As explained by Mrs. Asma'ul Husna who at that time was the head of the study program (Madrasah Ibtidaiyah Teacher Education): "Indeed character education for the education program of madrasah ibtidaiyah teachers is habituation, for example "cleanliness", in which we as the head of the study program guide students to maintain the campus environment.
From maintaining cleanliness, discipline, and a sense of responsibility to maintain the campus environment."(Umam, 2010i) b) Character education programs outside of subjects
(a) Habituation Week
This program is carried out in accordance with the predetermined habituation of the student. The habituation includes discipline, diligent
worship, cleanliness, adab eating and drinking, spreading greetings, and saving. In its implementation, first, from the field of student affairs see the condition directly the state of students and determine one of the habituation that is considered appropriate in the formation of student character. Then made a circular that is directly addressed to the students and followed up its implementation together with lecturers.
Because the head office of the study program is in a room close to the lecture hall, at any time can monitor students during the lecture, then the head of the study program will easily control the implementation.
For example, in two weeks about cleanliness, lecturers should always remind and guide students to maintain cleanliness, both body hygiene and the environment. For example, lecturers must teach and familiarize their students to wash their hands before entering the room, throw garbage in their place, and others. If it is about saving money, then lecturers should educate and familiarize students to save money, for example saving water in the toilet, saving snacks on campus, and saving students with snack money. So when you want snacks just as necessary is not excessive(Umam, 2010j).
The above presentation is an overview of habituation week at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang. The Program of Habituation Week in detail is divided into several themes, namely:
About cleanliness
Cleanliness is the first thing that is very noticed before entering the room, and cleanliness is part of the faith, this theme of cleanliness is very noticed by the campus to instill a clean lifestyle of students in daily life. Another form in this hygiene week is lecturers given a circular from the student to convey the theme of cleanliness, in addition this week can also be carried out conditionally looking at the situation of students who experience slackness in terms of cleanliness, as a control of lecturers to the good habits of students(Umam, 2010k). As for the initiatives created to increase the spirit of students in maintaining clean living, the campus for some period of time held a hygiene competition between rooms, starting from the first semester to the end. In the room has also been formed a cleaning team every day.
In addition, there is a discipline that educates students to maintain cleanliness, for example the obligation to clean shoes when entering the campus area. If there are students who violate it will get sanctions from the campus. One student named Irfani said: "the rules of cleaning shoes have been since the first semester, so it is used, so that the floor remains clean, and if there are stubborn friends later can be sanctioned".
About Discipline.
Discipline is an important character that must be instilled in students as early as possible. Therefore, in teaching and educating the
discipline of students of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang, the student party held a habituation week program which one of the themes is discipline (Umam, 2010k).
Programs of the disciplinary theme include SIDAK (Sudden Inspection), checking the neatness of dress, disciplinary discipline.
Inspection mendandak or often abbreviated to SIDAK aims to control the discipline of students.
The inspection is carried out at least once in two months. In this inspection the officer in charge of order carrying out the raid abruptly. When a student carries items that are not allowed to be brought to campus (e.g. knives, clurit, magazines or porn tabloids, etc.), then the officer will confiscate and give punishment according to the provisions set by the campus(Umam, 2010a).
Diligent Worship.
Every day students of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang are built from compulsory worship to sunnah worship. Therefore, to foster each student with a different level, there are programs for each semester: In semesters one and two, students are more emphasized on worship training in the form of a program called "conscious prayer" which is the program is carried out every day at dzuhur time. The program in
which each student performs prayers in the campus mosque and who serves as a muadzin is a student who gets a turn, in addition the imam of prayer is also led by one of the students in charge(Umam, 2010b).
This was also completed by the head of the study program, namely Mrs. Asma'ul Husna, he explained that every implementation of congregational prayers has been scheduled, who gets a part in becoming a muadzin and who gets a turn to be a prayer imam. Thus, this prayer awareness program aims to make students have awareness in worship, especially prayer. For the habituation program as a continuation of the second semester, then for the third and fourth semesters there are things that are slightly different from the previous habituation, judging by the systematics of prayer arrangements, students of men and women praying in mosques, students as muadzin and imam(Umam, 2010c). For fifth and sixth semester students, they all perform prayers in the mosque.
After finishing the prayer, students pray together and after that are given a little tausiyah and motivation.
Adab Eat.
Students before and after meals are used to washing their hands, praying, and cleaning the place after eating(Umam, 2010d).
(b) Mentoring,
It is an activity that is familiar to all of us. If we go back
to ancient times, the word used is not mentoring, but halaqoh. This system has been used since ancient times with the understanding that lecturers become Lecture Center.
In this case the lecturer acts as the speaker and the full holder of the activity. Halaqoh consists of several people who sit in a circle with one lecturer who also sits in the place.
This system is very good to implement, because a lecturer can control students directly.
Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang is a higher education study program that seeks to combine various learning systems, learning methods, and others. In this case Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University
Semarang adopted
halaqoh/mentoring. This model is implemented using the latest innovations that have not been done before.
At ten o'clock in the morning, there were 9 students sitting in a circle, one of whom was a lecturer. All students hold the Quran and after that read together and continued various activities that make the child feel close to his mentor lecturer. Activities programmed with such innovations make students comfortable, although there are some sub- activities that they do not like(Umam, 2010d).
All fifth and sixth semester
students are required to participate in mentoring activities, because the activity is an activity that has been incorporated into the Intensive Student Development Program at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang. The position of lecturer mentoring varies, sometimes as a lecturer, sometimes as a friend of students or as a means of sharing, sometimes as a evaluation. This is what is needed by all students in this time, because students do not feel depressed and make students feel comfortable in participating in a series of mentoring sub events.
One of the sixth semester students of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang named Irfani said that he always participated in programs organized by the campus including mentoring, the activity he deposited hadith, given motivation, evaluated every lecturer mentoring about his daily life. The most felt is given responsibility for memorizing prayers, short letters, and filling out daily activities (Umam, 2010d).
This statement was supported by Mr. Asro'i as dean of the Faculty of Islamic Religion, explaining that there are various programs on the campus.
Especially for the mentoring program carried out by one lecturer in charge of mentoring activities that accompanied nine students.
This activity is held once a week with various sub-discussions that have been structured in it. For example, sub-sections include:
memorization deposit, sharing, discussion, motivational giving(Umam, 2010e).
(c) Diary
This program is intended for all students of semesters one to six, therefore this program is included in the Intensive Coaching Program. This diary is implemented in a special book brought by students with direct coordination with lecturers. For the fifth and sixth semesters, diary special books are also brought and filled directly by the students themselves about their daily activities. To control these activities, first and second semester students and parents are fully responsible and co-ordinated.
Mr. Latief as a parent of students said that the activities at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang are very good, quality and make children responsible. He said that his son has improved in several aspects including discipline, manners to parents, cleanliness, and he is often told to listen to his children in memorization of prayers and memorization of short letters(Umam, 2010f).
Most of the lecturers of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim
University Semarang are aware of the importance of character education, although their campus is not directly on behalf of character education, but they define character education as everything they do when teaching or not teaching, at home or not at home, etc. And it has become the first obligation of a lecturer in instilling noble morality to students with maximum design / programs and controlled.
CONCLUSION
Based on the data from the research obtained, it can be concluded about moral and character education at the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, Wahid Hasyim University Semarang in the form of programs that are directly integrated and internalized into every learning in the classroom and outside the classroom. Although it looks very simple, but from habituation, discipline, small responsibility with accurate control makes students have a strong character.
The program can be classified into 2 of them: 1) Character education that is integrated in the learning process. In the process of learning character education instilled not only written theory, but more focused on conscientiousness, advice and motivation.
2) The existence of programs outside the learning process are: a)
Habituation Week. This program is a development in which there are themes that have Islamic character values, such as programs with the theme of discipline, diligent worship, cleanliness, adab eating and drinking, and saving. In its implementation, the head of the study program looked at the condition of the students, after that determined one of the themes that was considered appropriate and in accordance with the conditions that were happening at that time. Then work with lecturers to follow up on the theme through direct action or through materials.
b) Mentoring and Diary. Mentoring and Diary is a program that serves as a controller and continuation of character education that is more focused on moral coaching. For mentoring semester 1-4 is carried out every day in the morning by their respective lecturers. But for semesters 5 and 6 held once a week by forming halaqoh which consists of 9-10 students.
While Diary more on checking the routine of worship in the form of books.
The suggestions that can be submitted to improve the quality in the future are as follows: 1) Deans and lecturers must describe character values in detail, or each character value must have indicators in order to be easier in its control and evaluation. 2) For researchers should develop more research on religious- based campuses, because it is undeniable that it is a source of values that must be raised and developed in shaping human character.
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