Character Education in Islamic Perspective

Alhamuddin, Alhamuddin; Surbiantoro, Eko; Erlangga, Revan Dwi

doi:10.2991/assehr.k.220407.066

Cited by 6 publications

(6 citation statements)

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“…?without submissing to institutional power or authority (Lovat, 2016). Morals in Islam are emphasized on these following character traits: (1) Alkhairoh al-mutlaqoh (avoiding ego); (2) Al-sholahiyyah al-'aamah (good deeds can be done at any moment); (3) Al-Tsabat (being consistent); and (4) Al-Iljam al-Mustajab (being obedient in various circumstances) (Jamaluddin, 2013). Islamic morality is instilled and applied by Moslems so that they are able to consider what is lawful and unlawful to do because Allah always watches over our actions and demands responsibility in due time (Mahdavikhou & Khotanlou, 2012).…”

Section: The Moralitymentioning

confidence: 99%

The Best Strategy for Student’s Islamic Character Development Program in Public University

Suyadi¹,

Darmiatun²,

Barizi³

et al. 2023

IJRISS

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The good character of public university students contributes to anticipating the potential for nation’s moral degradation. Islamic character education, which is believed to be closely related to controlling daily moral ethics, is taught through Islamic religious as well as personality development lectures. This study aims to analyze the educational model of forming Islamic character for students in search for the best strategy to build the students’ piety in expressing Islamic character. A total of 529 undergraduate students in the second semester of the Faculty of Animal Husbandry, Brawijaya University of Malang, Indonesia became the respondents of the study. They have had the experience in attending Islamic religious lectures and involved in religious activities. WarpPLS software is used to analyze the structural model of students’ Islamic character development (IC) which involves the roles of religious lectures (RL), non-religious lectures (NRL), and mentoring programs (MP). The results showed that the highest direct correlation path coefficient was found in MP to IC (0.413; P<0.001) compared to the others: RL to IC mediated by MP (0.347; P<0.001) and NRL to IC mediated by RL and followed by MP mediation (0.254; P<0.001). The results of the study concluded that the mentoring programs (MP) had the most influence in building the students’ Islamic character (IC).

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Section: The Moralitymentioning

confidence: 99%

The Best Strategy for Student’s Islamic Character Development Program in Public University

Suyadi¹,

Darmiatun²,

Barizi³

et al. 2023

IJRISS

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“…Lickona went on to explain that good character is a psychological process that involves knowing the good (Nashihin 2019a), desiring the good, and acting in the good -a habit of the mind, habit of the heart, and habit of action. However, according to Alhamuddin, there is a shared meaning between the concepts of moral, ethical, akhlak, and manners in Indonesian culture (Alhamuddin, Surbiantoro, and Erlangga 2022a).…”

Section: The Character Conceptmentioning

confidence: 99%

Character Education between The Western Context and Islamic Perpective

Sarwadi

Nashihin²

2023

AHJE

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Character education is essential in Indonesia. The rising crime rate and other instances of moral failings are warning signs that the bulk of people's character is in a dangerous state. According to the constitution, the goal of national education is to produce people who are noble in character as well as skillful and clever. The character education policy guidelines, which comprise 18 characters that excel, mandate this (religious, honest, disciplined, tolerant, and so on). Character education and Akhlak are comparable concepts from the western context and an Islamic perspective. Islam's principal sources for moral instruction are the Qur'an and Hadith, with the Prophet Muhammad SAW serving as an example. The suggested approach to character education in Islam is based on a mental-spiritual approach through soul management, habituation, an exemplary lifestyle, and a healthy environment that involves three different educational institutions: schools, families, and communities.

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“…Beberapa produk hukum yang dilahirkan didasarkan oleh perubahan pendidikan sosial diantaranya Undang-Undang Nomor 35 Tahun 2014 tentang Perlindungan Anak dan Peraturan Pemerintah Nomor 19 Tahun 2017 tentang Standar Nasional Pendidikan menunjukkan bahwa pendidikan sosial menjadi semakin penting dalam konteks pendidikan nasional (Rahman, 2018). Selanjutnya, perubahan pendidikan sosial dari model yang hanya fokus pada pembelajaran akademik ke model yang mengintegrasikan pembelajaran sosial dan emosional serta memasukkan topik-topik yang relevan dengan isu-isu sosial dan keberlanjutan dapat membantu membentuk karakter dan mempersiapkan generasi yang memiliki kemampuan untuk berkontribusi dalam mengatasi masalah sosial yang kompleks (Amirudin, 2020). Perubahan pendidikan sosial dari model yang hanya fokus pada pembelajaran akademik ke model yang mengintegrasikan pembelajaran sosial dan emosional serta memasukkan topik-topik yang relevan dengan isu-isu sosial dan keberlanjutan dapat membantu membentuk karakter dan mempersiapkan generasi yang memiliki kemampuan untuk berkontribusi dalam mengatasi masalah sosial yang kompleks dan dalam implementasi pendidikan sosial dan produk hukum yang berkaitan dengannya masih terdapat tantangan, seperti kurangnya dukungan dan pemahaman dari masyarakat serta kebijakan yang tidak konsisten (Amirudin, 2020), sehingga Diperlukan upaya untuk memperkuat pendidikan sosial dan memastikan implementasi produk hukum yang berkaitan dengannya agar dapat mencapai tujuan yang diharapkan (Rahman, 2018).…”

Section: Hasil Dan Pembahasanunclassified

Perubahan Pendidikan Sosial Memaknai Lahirnya Produk Hukum Baru

Kurniawan

Riswanto

2023

JKPI

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Kajian ini bertujuan untuk membahas bagaimana perubahan pendidikan masyarakat mempengaruhi lahirnya produk hukum baru. Perubahan pendidikan sosial dapat dilihat dari pergeseran paradigma pendidikan dari model yang hanya berfokus pada pembelajaran akademik menjadi model yang mengintegrasikan pembelajaran sosial dan emosional. Pendidikan sosial juga memperluas cakupannya untuk memasukkan topik yang relevan dengan masalah sosial dan keberlanjutan. Hal ini berdampak pada lahirnya beberapa produk hukum baru. Produk hukum tersebut menunjukkan perhatian pemerintah terhadap pentingnya pendidikan sosial dalam membentuk karakter dan mempersiapkan generasi yang memiliki kemampuan untuk berkontribusi dalam mengatasi masalah sosial yang kompleks. Selain itu, produk hukum tersebut juga mengakui bahwa pendidikan sosial harus menjadi bagian integral dari sistem pendidikan nasional. Tantangan dalam implementasi pendidikan sosial dan produk hukum terkait dengan kurangnya dukungan dan pemahaman dari masyarakat dan kebijakan yang tidak konsisten. Oleh karena itu, perubahan pendidikan masyarakat berperan penting dalam lahirnya produk hukum baru. Produk hukum tersebut mencerminkan perlunya pendidikan sosial yang holistik dan integratif dalam pembentukan karakter dan penyiapan generasi yang dapat berkontribusi dalam mengatasi permasalahan sosial yang kompleks.

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Character Education in Islamic Perspective

Cited by 6 publications

References 0 publications

The Best Strategy for Student’s Islamic Character Development Program in Public University

The Best Strategy for Student’s Islamic Character Development Program in Public University

Character Education between The Western Context and Islamic Perpective

Perubahan Pendidikan Sosial Memaknai Lahirnya Produk Hukum Baru

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