Collaboration of Teachers and Parents in the Formation of Students’ Virtuous Morality
Mutik Nur Fadhilah¹, Muhammad Djakfar², Zulfi Mubaraq3 IAIN Madura¹, UIN Maulana Malik Ibrahim Malang²3
[email protected]², [email protected] malang.ac.id3
Abstract
Teachers and parents should be in sync and integrated in giving educational influences to learners. Especially for the formation of the morality of students in Elementary School level.At this level, learners are able to imitate whatever it sees. The purposes of this research are to describe the collaboration program between teachers and parents in the formation of students’ morality, the forms of collaboration between teachers and parents in the formation of students’ morality, the implication of teachers and parents collaboration in the formation of students’ morality. This study employs qualitative approach using case study and multisite design.The data collection is performed through interview, observation, and documents tracking. The findings of this study are: 1) there are three teachers and parents collaboration programs in the formation of students’ virtuous morality such as parenting, home visit, and self-development project program;2) there are four forms of teachers and parents collaboration in the formation of learning process development activities, talent development, mental development and cultural development; and 3) there are three implications of teachers and parents collaboration in the formation corresponds to the subject of this study.
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Keywords: collaboration, teachers and parents, the formation of virtuous morality
INTRODUCTION
Teachers and parents certainly have a great responsibility for the formation of morals of students who are religious, disciplined, and creative (Minsih et al., 2015). This of course can be realized in the education of students at home and at school with the supervision of teachers and parents (Umar, 2016). Both in learning theory and practice of commendable morals in the lives of students. Parents of students lay the foundation for education in the household, especially in terms of moral education, noble moral and religious values since their birth (Nurjannah, 2014). Then it is continued and developed with various educational materials in the form of knowledge and skills carried out by teachers in schools.
Of course, the above is in accordance with the opinion of Frestiana Irina (2016: 19) regarding the principle of education adopted by the government and the Indonesian people, namely lifelong education. (in the form of schools and other formal institutions). The responsibility of education for students lies with parents and teachers in providing examples, in facilitating the educational practice of students (Hatimah, 2016). Family and school institutions should be synchronous and integrated in providing educational influences to students (Imam, 2004:
4). Although sometimes parents have extraordinary activities, of course this is not a reason to completely surrender the responsibility of education to the teacher.
Because the interaction between teachers and students is only 6-8 hours a day, the remaining 16-18 hours are students with their parents or the community around where they live. The weakness of such teachers (schools) can be utilized by the community in influencing the morals of students. Often students are not able to distinguish commendable or despicable morals that are taught by the community around where they live, so that conflicting morals arise and tend to be negative (such as:
saying dirty things, seeing things that are not according to their age, etc.).
This is due to the lack of synchrony in the education of students at home and at school. Students are taught how to worship at school, but when they get home, sometimes parents are busy. So that students do not get appropriate examples or examples. There are also those who are more sad in the education of a student, when they begin to want to learn about the procedures for worship and good behavior according to the teacher's teaching. But when at home parents do not support this desire, instead setting a bad example by not worshiping and behaving impolitely.
This is what causes the importance of commendable moral education for elementary/MI students. It is felt that commendable moral education in Indonesia is very necessary to develop when considering the increasing behavior of teenagers who are difficult to control, naughty, stubborn, doing trouble, immorality, brawls, drunkenness, drug parties, and other deviant behavior (Abuddin, 2003: 190). There is also a phenomenon that is happening today is the occurrence of a moral crisis in Muslims. In fact, there are now many cases of crime for children and adolescents that are rampant. Cases of crime in this era of globalization reflect the increasing number of despicable morals. One example of despicable morals that exists in several educational institutions where researchers have taught, namely: there are some students who are impolite to say dirty, cheat on the results of their friends' assignments, steal teacher's belongings, bring gadgets and watch videos that are not worth watching.
The role of parents and teachers becomes very important considering the many aspects of social life that deviate from the purpose of education, both Islamic and national education as well as the influence of the community around the place of residence or mass media (such as television, internet, newspapers, etc.) (Krisnawanti, 2016). Parents have a very important role in
educating students in the formation of commendable morals, although there are some parents who are busy making a living and are unable to educate their children properly. As a result, students have less commendable morals. It can be seen from the daily life in MI Al- Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta Malang City, the students show religious, disciplined, and creative commendable morals when at school and in the family and community. There are also students who are religious, disciplined, and creative at home, but act naughty and speak badly at school.
From this, it is known that there is no close collaboration between the two schools with the parents of students. This can be seen when teachers at schools give homework to students that require parents to be involved in it, such as what are the obligations of students to do at home through a link book. Parents have an obligation to provide confirmation of student activities while at home, especially activities that must be carried out as contained in the connecting book. But in reality there are still many parents who do not confirm it, it is shown from the absence of the student's parental signature in the contact book.
Research in both formal institutions (MI Al- Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta Malang City), because it is unique in the collaboration of teachers and parents in the formation of commendable morals of their students. One of the unique features of MI Al-Marhamah Gunung Kunci Jabung, Malang Regency is that if there is something that is not good morally for students, the parents of students will immediately report to the chairman of the Al-Marhamah foundation and there is moral formation through the 3 S (smile, smile, smile). greetings, greetings) which is a characteristic of the friendliness of MI students when there are guests or meeting people who are older than their age. While the uniqueness of SDI Mohammad Hatta can be seen from the intense interaction of teachers and parents through the WA group of each grade level in the moral development of their students, both commendable and despicable morals for each religious, disciplined, and creative student. . As well as the formation of morals through the 5 S (smile, greeting, greeting, polite, courteous). However, the researcher only found a few students who did the 5S at SDI Mohammad Hatta Malang City when guests or people who were older than their age came to this formal institution.
For this reason, it is necessary to do research on
"Teachers and Parents Collaboration in Formation of Praiseworthy Morals of Students (Multisite Study at MI Al- Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta Malang City)." The purposes of this research are to describe the collaboration program between teachers and parents in the formation of students’ morality, the forms of collaboration between teachers and parents in the formation of students’
morality, the implication of teachers and parents collaboration in the formation of students’ morality.
METHODS
This collaborative research of teachers and parents in shaping the commendable character of students uses a qualitative approach. The qualitative approach is multi- method in focus, including interpretive and naturalistic approaches to the subject (John, 1988: 15). This means that qualitative researchers study things in their natural setting, seeking to interpret phenomena in terms of the meanings people give to those phenomena (Rulam, 2016:
14-15). Researchers in this case, try to analyze and describe the phenomenon of collaboration between teachers and parents in shaping the commendable character of students.
The type of research used in this research is a case study. A case study is a detailed study with a single setting, or a single subject, or a document repository, or a particular event (Robert, 1988: 54). A case may be an individual, a family, a community health center or an organization. The case studied in this study focused on the program, form, and implications of teacher and parent collaboration in the formation of students' commendable character. The research design used in this study is multi- site. This multisite requires multiple sites and studies on distant subjects rather than the case studies described previously. This study uses a different logic than the multi- case study design because it leads to more sites or subjects. This research requires that those who do it have experience in theoretical thinking and data collection skills before going into the field.
The main data sources of this research are the words and actions of the people who are observed or who will be interviewed by taking notes and recording and taking pictures. In determining the subject, there are several things that the author considers, including the experience of the informant, his participation in the organization at the school, position in the school, educational background. The sources of data for this research are: the Head of Madrasah MI Al-Marhamah
Gunung Kunci Jabung, Malang Regency and SDI Mohammad Hatta, Malang City; Deputy Head of Student Affairs, Deputy Head of Public Relations, Deputy Head of Curriculum; Teacher for grades 1-6 at MI Al-Marhamah Gunung Kunci Jabung, Malang Regency and SDI Mohammad Hatta, Malang City; parents of students; and students of class 1-6 MI Al-Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta Malang City.
Data collection techniques are adjusted to the research focus and research objectives. Data collection was carried out through several techniques, namely:
survey, observation, interview and document search. Data analysis techniques were carried out before entering the field, during the field and after finishing in the field. The analysis starts from formulating and explaining the problem, before going into the field, and continues until the writing of the research results. At the time of the interview, the researcher had analyzed the answers of the interviewees. If the answers interviewed after being analyzed are not satisfactory, the researcher will continue the next question to a certain stage, until credible data is obtained. Considering that this research uses a multi-site study, it is not enough to stop analyzing data until analyzing individual case data, but must also continue
with cross-site data analysis. As stated by Yin (2012: 61), that if the research uses a multi-site study design, then in analyzing the data, two stages of analysis are carried out, namely: case data analysis, and cross-site data.
Determining the validity of the data (data trustworthiness) requires an examination technique based on a number of certain criteria. The four criteria according to Lexy J. Moeleong (1993: 175) are: 1) the degree of trust (credibility), 2) transferability, 3) dependability, and 4) certainty (confirmability). The four tests above are the most important test of data credibility, namely by extending observations, increasing persistence, triangulation, peer discussion, member checks, and negative case analysis. Testing the credibility of the data using triangulation techniques. Triangulation can also be interpreted as a data collection technique that combines various data collection techniques from existing data sources. Testing the validity of the data in this study, using triangulation of data collection, triangulation of data sources, checking members based on research informants needed in this study, and triangulation through research colleagues to discuss relevant research results and can improve the data of this research.
DISCUSSION
Collaboration of teachers and parents in the formation of commendable morals of students at MI Al-Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta Malang City, the resultsand discussion of the research are as follows:
1. Teacher and Parents Collaboration Program in Formation of Commendable Morals of Students at MI Al-Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta Malang City
a. Parenting Program is a school program that places the role of parents in policy-making for student activities related to the commendable character of religious, disciplined, and creative students. Of course it is accommodated in a Madrasah committee or school committee. The smallest unit of the committee is the paguyuban.
b. Home Visit Program, it is a program of teacher visits to the homes of students' parents. The purpose of this visit is to improve the relationship, exchange information, share the development and problems of students, and find solutions to students' moral deviations.
c. Student Development Project Program, interaction between teachers and parents to improve the development of students in the
formation of religious, disciplined, and creative commendable morals (Fahrunnia, 2018). Through SBK subjects and extracurricular activities followed by each student, the better.
2. The form of collaboration between teachers and parents in the formation of commendable morals of students at MI Al-Marhamah Gunung Kunci Jabung, Malang Regency and SDI Mohammad Hatta, Malang City
The forms of collaboration between teachers and parents in the formation of commendable morals of students are as follows:
a. Forms of Collaboration through Learning Process Development Activities
A pattern of interaction between teachers and parents through the teaching and learning process in forming commendable morals that are religious, disciplined, and creative. The activities of developing the learning process in collaboration are through teacher and parent meetings, through circulars, teaching 5 Islamic religious subjects, discipline learning, peeping teachers, guest teachers, direct and indirect communication (via liaison books and WA
groups), empirical studies, study tours, and take lessons.
b. Forms of Collaboration through Talent Development Activities
A pattern of interaction between teachers and parents through the development of potential talents of students related to commendable morals (religious, disciplined, and creative). The pattern of interaction can be seen in the activities of the Ramadhan Islamic Boarding School, extracurricular activities (scouts, drum band, Hifdzul Qur'an, MTQ, dacil, futsal, tapak Suci, swimming pool, science club, creative development, hadrah, and dancing), joining clubs in outside of school, and take part in competitions according to the talents of students.
c. Forms of Collaboration through Mental Development Activities
A pattern of interaction between teachers and parents through mental development activities related to the psyche or motivation of students. Mental development activities can be seen from the exemplary activities that are exemplified by teachers and parents in the formation of commendable morals, as well as
religious and moral habituation activities, mabit activities, MSC activities, istighasah, and WA chain activities carried out by the VI class level community to wake up the tahajjud prayer.
d. Forms of Collaboration through Cultural Development Activities
A pattern of interaction between teachers and parents through cultural development activities that have become the hallmark of each research site. The pattern of interaction in Islamic culture can be seen from religious activities in the morning, dzhuhur, and worship when in the family environment and in the school environment. Discipline culture through socialization of 3 rules (religion, family, and school), worship on time according to the call to prayer, come on time to go to school and collect assignments.
3. Implications of Collaboration between Teachers and Parents in Formation of Praiseworthy Morals of Students
The implications of teacher and parent collaboration in the formation of students' commendable morals are as follows:
a. The implications of collaboration in the formation of commendable morals for teachers
The impact of the collaboration of teachers and parents in the formation of religious, disciplined, and creative commendable morals for a teacher is as follows:
1) The teacher understands the background of the students better. With the existence of programs and forms of collaboration between teachers and parents through several activities in the formation of commendable morals of students.
Teachers can find out the background, culture, and morals of students when they are at home.
2) Teachers are more respectful of parents' efforts in moral formation. There is collaboration in the formation of religious, disciplined, and creative commendable morals through several programs and forms of collaboration. This makes it easier for teachers to know what parents are doing in providing facilities or trying to improve the morals of their children. Teachers and parents hope that the morals instilled in students will be a provision to survive the world and the hereafter.
3) Teachers can communicate about the development of students. The form of collaboration is through several activities, both using direct and indirect communication. This causes the exchange of information between teachers and parents regarding the activities of students or the morals of students at home or at school. So that if a child has a problem, it will be easier to detect. If the collaboration between teachers and parents is well established, it will make it easier to find solutions and equalize steps in educating students.
b. The implications of collaboration in the formation of commendable morals for parents The impact of the collaboration of teachers and parents in the formation of religious, disciplined, and creative commendable morals for parents is as follows:
1) Parents better understand their role in the formation of students' commendable character.
The existence of collaboration in the formation of commendable morals of students, can increase the understanding of parents in their role in educating the morals of students. With the existence of programs and forms of collaboration in moral formation carried out by teachers and
parents, it helps parents understand their roles and responsibilities in the formation of their children's morals.
2) Parents get a new perspective on schools and teachers. The existence of collaboration has an impact on the new knowledge that parents get about school and the performance of teachers in shaping the commendable character of students.
Parents can participate in establishing a program related to the moral formation of students through school committees or associations. Both using direct communication and indirect communication through liaison books and WA groups for SDI Mohammad Hatta parents. In channeling aspirations or notification of activities that will be carried out by students in schools that are in accordance with the formation of commendable morals that are religious, disciplined, and creative.
3) Parents will appreciate the teacher's role more.
The collaboration of teachers and parents can minimize the great responsibility on each party.
Because when students are at home it is the full responsibility of parents, while at school it is the responsibility of the teacher in getting used to a
religious education. With the collaboration between the two, the responsibility in developing the potential of students can run well and go hand in hand according to the educational goals to be achieved.
4) Increase the frequency of parents. The number of programs and forms of collaboration in moral formation, increases the frequency of parents in student activities in improving religious, disciplined, and creative morals. Both activities carried out by students at home and at school, will always synergize according to the goals to be achieved by each party. So that teachers and parents can be open to each other to provide information about the morals of students at home and at school.
c. The implications of collaboration in the formation of commendable morals for students The impact of the collaboration of teachers and parents in the formation of religious, disciplined, and creative commendable morals for a student is as follows:
1) The morals of students towards parents are more focused. The existence of an intense collaboration of teachers and parents raises the commendable character of religious, disciplined,
and creative students who are more focused. So that students at MI Al-Marhamah are used to being polite 3 S (smile, greeting, greeting) to older people. Either the old man is new to him or it has been a long time. However, the morals of students are very friendly to people who are older than their age. Likewise, students at SDI Mohammad Hatta are used to being 5S (smile, greeting, greeting, polite, courteous) to teachers.
But to the older foreigners, only a few students did these 5 S's. It is the cultural differences that exist in the districts and cities that make the moral habits of students with good manners the basis for this.
2) The personality of students is more positive and qualified. Exchange of information, control and supervision that exist in the collaboration of teachers and parents in the formation of commendable morals, makes the personality of students more positive and qualified. So that bad morals, solutions can be found for better behavior change. This can be seen from the polite behavior and worship according to the rules shown by the students of each educational institution. Parents of students at MI Al-
Marhamah are more likely to communicate directly about moral deviations. Unlike the case with parents at SDI Mohammad Hatta using direct and indirect communication (WA groups) regarding the personality of students.
3) The balance of worldly and hereafter activities carried out by students in the formation of commendable morals. Based on research findings through collaboration between teachers and parents, they can know and control activities at home. Such as learning activities, morals, and problems experienced by students. Likewise, the reciprocity that will be obtained by parents, parents will obtain information on the development of students while at school, of course this can show the alignment of vision and educational patterns applied to students.
4) The attendance of students to school is better.
The collaboration of teachers and parents in the formation of commendable morals in getting religious, disciplined, and creative. Provide a positive impact for students to always behave according to Islamic religious regulations, family
regulations, and school regulations. So that students are always motivated by the existence of real examples from teachers and parents in carrying out an activity and are happy to go to school. Because school is a place for a student to gain knowledge that synergizes with religion, discipline, and creativity that has positive values.
5) Have more responsibility for the rules at home and at school. The collaboration of teachers and parents in the formation of commendable morals makes students able to imitate the example and cooperation carried out between the two in building partnership relationships that are in accordance with their goals. So that students have more responsibility for existing regulations.
CONCLUSION
Based on the results of the research conducted by the researchers, they can draw several conclusions based on the findings of this study, including:
1. There are three collaboration programs between teachers and parents in the formation of students' commendable character at each of these research sites.
Collaborative programs in the formation of commendable morals, namely: parenting programs, home visit programs, and self-development projects for students who are religious, disciplined, and creative.
2. The form of collaboration between teachers and parents in forming students' commendable character is through 4 activities, namely: activities in developing the learning process, talent development activities, mental development activities, and cultural development activities.
3. The implications obtained from the collaboration of teachers and parents in the formation of commendable morals of students at MI Al-Marhamah Gunung Kunci Jabung Malang Regency and SDI Mohammad Hatta are in accordance with their respective research subjects. For teachers, the implication is that they understand more about the background of students, respect parents' efforts in moral formation, and communicate with parents about the development of students. Likewise, the implications for parents with collaboration are that parents better understand their role in the formation of commendable morals of students, parents get a new perspective on
schools and teachers, parents will appreciate the role of teachers more and increase the frequency of parents in the process of forming students' commendable character.
educate. While the implications for students are that the morals of students towards parents are more focused, the personality of students is more positive and quality, a balance of worldly and hereafter activities carried out by students in the formation of commendable morals, the attendance of students to school is better, and has greater responsibility. more to the rules at home and at school.
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