HOLISTIC VALUE EDUCATIONTO BUILD CHILDREN’S CHARACTERS IN SDIT ALAM NURUL ISLAM YOGYAKARTA by Rukiyati Faculty of Education Yogyakarta State University
The phenomena of moral degradation andviolence intensity indicate that education hasnot fully succeeded in building students’characters in order that they become goodpeople. It might be suspected that one reason is thatvalue education has not been comprehensiveand holistic enough, and still focused onindoctrination and cognition.
The goal of education is holistic and comprehensive.It supports, encourages, and facilitates thedevelopment of the students to be whole humanbeings (Armstrong, 2006: 39); in practice, however, alot of educational activities do not lead to theattainment of such a goal.Kirschenbaum (1995: 57) states that value educationor moral education has two complementary goals,namely assisting learners to lead to their satisfactorypersonal life and their constructive social life.
Thomas Lickona (1991: 2) asserts that charactereducation (which is the same as valueeducation) is an attempt to develop virtue as afoundation of useful, meaningful, andproductive life and a foundation of a just,affectionate, and advanced society.Further, Lickona (2008: 1) argues that a goodcharacter has three primary components,namely moral knowing, moral feeling, moralaction.
COMPONENTS OF GOOD CHARACTERMORAL KNOWING MORAL FEELING1. Moral awareness 1. Conscience2. Knowing moral values 2. Self-esteem3. Perspective-taking 3. Empathy4. Moral Reasoning 4. Loving the good5. Decision-making 5. Self-control6. Self-knowledge 6. Humility MORAL ACTION 1. Competence 2. Will 3. Habit
Kirschenbaum calls a comprehensive approach,which is considered capable of providing solutions toproblems more thoroughly than a single approach.The term of ‘comprehensive’ in value educationcovers the content, method, process, setting andevaluation of value education leading to theintegration of a variety of components.
By reasoning paradigms, the value of education canbe distinguished into two, namely secular andholistic.Secular value education emphasizes more onimmanent aspects than transcendent ones.The relation among human beings is emphasizedmore but that between human beings and God doesnot become the focus. As a result, secular valueeducation is not holistic.
Its development does not much lead to the formationof human beings as religious beings (homo religious).It emphasizes more on social values such as love andaffection, cooperation, trust, acceptance, joy, self-dignity, respect for diversity, compromise, truth,understanding of others, and respect (Hawley &Hawley, 1975: 13).Lickona (1991: 67) states that there are two importantuniversal moral values, namely respect andresponsibility.
On the other hand, a paradigm of value educationincorporating (Islamic) religious teachings is holisticin nature because it acknowledges human beings ascreatures possessing the horizontal dimensionattempting to actualize their humanistic values andas creatures possessing the vertical dimensionobliged to make efforts to actualize divine values inthe self.
Islam tries to accommodate a variety ofscientific approaches with a variety of types ofresulting knowledge. Islam admits all types ofscientific approaches and the results because itviews that all types of knowledge come fromAllah.
Islam wishes to develop al-akhlaqul karimah (goodmoral conduct) in which the manifestation patternsare to actualize the values of Iman (faith), Islam(submission), and Ihsan (virtue). Iman functions asan inner strength that guides one to be close to Godand to make muhasabah (introspection) on whats/he will do, is doing, and has done. Specifically, in Islamic value education there are avariety of methods to build learners’ characters so thatthey become people with good moral conduct orperfect people.
A preliminary study in Sekolah Dasar Islam Terpadu(SDIT) Alam Nurul Islam located in Mundung Village,Nogotirto, Sleman, Yogyakarta leads to a hypothesisthat there is a practice of holistic and comprehensivevalue education based on the concept of Islamiceducation.This school is the only nature-integrated school inIndonesia (as stated by its founders) so that theconceptualization of the educational philosophy thatit designs is unique and has innovative values in itspraxis.
In relation to such a background, it is necessaryto study the philosophical concept of holisticIslamic value education according to thefounders of and teachers in SDIT Alam NurulIslam and practices of holistic Islamic valueeducation implemented in SDIT Alam NurulIslam in terms of the educational scienceperspective, with the following problemformulation:
PROBLEMS FORMULATION1. What is the concept of holistic Islamic valueeducation to build students’ characters likeaccording to the founders of and teachers inSDIT Alam Nurul Islam?2. What are practices of holistic Islamic valueeducation like in SDIT Alam Nurul Islam?3. What are the students’ characters built bySDIT Alam Nurul Islam like?
R This study employed qualitative- E naturalistic method. S E The research subjects were A the students, principal, teachers, R school staff, alumni, school founders, C and students’ parents. H The research subjects were selectedMETHOD using the snow ball sampling technique. The sample size was determined by the principle of information saturation.
R The data were collected through in- E depth interviews, observations, S document study, audio visual, and E field journals. The data credibility was A enhanced through three types of R C triangulation: source, method, and H outcome. The data were analyzed through threeMETHOD stages of activities: data reduction, data display, and conclusion drawing.
The findings of the study can be concluded as follows :
1. The concept of education in SDIT Alam Nurul Islam is Islamic education integrated with nature.2. The students are made accustomed to interaction with nature in order to be aware of and think about their existence as part of the nature that God has created so that their awareness, feelings, and moral actions grow in the context of Allah’s servants and leaders in the earth.
2. The objective of Islamic value education is to develop characters ofgood people (sholih) Little scientists Leader
4. The curriculum is integrated and combines... National curriculum Islamic integrated curriculum Universe school curriculum
M The value education methodsE employed various ways include:T value modellingH value habituationOD value facilitationS and value skills
4. The interaction between teachers and students is democratic/egalitarian and open, based on strong ukhuwah (brotherhood) and mutual respect.
6. There is openness in the teachers’ attitudes towards the adoption of teaching methods for the newest values relevant to Islam.
7. There is good cooperation between parents and the school to support the value learning process.
8. The educational practices in SDIT Alam can be considered as a new idea regarding concepts and practices of value education in Indonesia.