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Implementation
of Full Day School in Cultivating The Religious Character
of Students at SDN Sabang City and SMPN Sabang City Rosdiar,
Bahrun, Khairuddin Universitas Syiah
Kuala, Indonesia Email: [email protected] |
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Abstract |
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Implementation
of full day school and religious character Growth, Waste Management. |
The implementation of full-day school is an alternative program to foster the religious character of students because full-day school means that students are at school from 07:15 AM to 4:30 PM or after the Asr prayer. Religious character is essential for students to face changing times and moral degradation. In this context, students are expected to possess and behave according to the standards of good and bad based on religious teachings and principles. The purpose of this research is to investigate how the implementation of full-day school fosters the religious character of students at SDN Sabang City and SMPN Sabang City. This research uses a qualitative approach with descriptive research type. Data collection techniques include observation, interviews, and documentation. The data analysis technique used is qualitative descriptive analysis, involving data reduction, data presentation, and drawing conclusions. Based on the research findings, it was found that: 1) The full-day school program for fostering students' religious character includes activities such as congregational prayers (Dhuha, Dhuhr, Asr), Quran reading, Quran memorization (Tahfiz), remembrance (morning and evening), and supplication. 2) The strategies for implementing full-day school to foster students' religious character are integrated through various means, including learning activities, Diniyah class activities, extracurricular activities, and habituation activities. 3) Several challenges in the implementation of full-day school to foster students' religious character, including Educational orientation that still prioritizes cognitive aspects, Lack of awareness and motivation among students to initiate activities on their own, Insufficient supervision and support from parents and the surrounding environment, Influence of culture and customs outside of school or the local environment, Insufficient facilities and infrastructure, especially in SDN 6 Sabang City.
� 2023 by the authors. Submitted for possible open access publication under the terms and conditions of the Creative Commons
Attribution (CC BY SA) license (https://creativecommons.org/licenses/by-sa/4.0/). |
1.
Introduction
Education is an important and determining factor in the life of a nation.
The progress of a country greatly depends on the level of education of its
population. Quality education creates individuals with good personal and social
qualities, contributing positively to the nation. Educational innovation is
essential to improve the quality of education in a country. Education itself is
a crucial aspect in developing the full potential and personality of
individuals. One significant educational program aimed at shaping individuals
with good personal and social qualities is character education. Character
education, as defined by Alkrienciechie (Kusumawardhani, 2018), is a form of education that aims to develop an individual's personality
through values education. This character education is expected to improve a
person's ethics and moral behavior, resulting in positive actions such as
honesty, responsibility, respect for others' rights, hard work, and more.
Character education is vital both within and outside the school
environment, especially in the era of Industry 5.0. Schools are not only
expected to educate students academically and skill-wise but also to instill
good character traits. Recognizing the importance of character development, the
government has made it a priority in the national development agenda, as stated
in the Long-Term National Development Plan (RPJPN) for 2010-2025, aiming to
create a society with noble character, morals, ethics, culture, and civility
based on the Pancasila philosophy (Alifuddin, 2018).
Education, as outlined in the National Education System Law No. 20 of
2003, serves to develop the abilities and form the character and dignity of the
nation in order to improve the quality of life and aims to cultivate
individuals who are faithful and devoted to God, have noble character, are
healthy, knowledgeable, skilled, creative, independent, and responsible
citizens (Daradjat, 2017). However, character education, despite being an integral part of
religious and civic education, has not been a primary focus in the national
education system, as it is often overshadowed by knowledge and skills
acquisition. Furthermore, character education is more profound than moral
education because it goes beyond right and wrong; it involves instilling good
habits in life. Therefore, character education aims to raise awareness,
understanding, commitment, and the ability to apply virtues in daily life. To
ensure the success of character education, it requires serious attention from
all educational stakeholders, particularly schools as formal education
institutions. A nation thrives when its citizens possess good character, and it
falters when its inhabitants lack character. Character education is crucial,
and without it, human civilization is at risk of decline (Hamalik, 2019).
Essentially, research on the managerial competence of school principals
has been extensively studied by previous researchers. In the context of the
implementation of Full-Day School to foster students' religious character, the
researcher found relevant studies as follows:
- (Setyawan, 2021)
on "Model Pengelolaan Full-Day School for Fostering Islamic Character
in High School Students in Surakarta." The study reveals that in
managing the Full-Day School system, there are several stages, including
planning, the preparation of annual work programs, and classroom
management. The planning process begins with evaluating the ongoing
academic activities and reviewing the school's vision and mission. The
program is then formulated during a program development meeting attended
by all school members to outline the programs for the coming year.
Classroom management in the Full-Day School system includes scheduling
classes, managing break times, conducting ice-breaking activities, and
managing religious activities and flagship programs.
- (Siregar, 2017)
discusses "Full-Day School as Strengthening Character
Education." The research demonstrates that the Full-Day School system
is widely adopted in religious-based schools, offering advantages such as:
(1) providing students with general knowledge to anticipate scientific
developments; (2) offering proper and proportional Islamic education; (3)
providing character education that is anticipatory of socio-cultural
developments marked by the rapid flow of information and globalization,
requiring value filtering; (4) allowing students' potential to be
channeled through extracurricular activities; and (5) monitoring students'
interests, talents, and intelligence from an early age through counseling
programs.
- (Nurmilah, 2019)
examines "The Implementation of the Full-Day School System in
Improving Learning Quality at SMP Negeri 15 Palu." The study reveals
that the implementation of the Full-Day School system in enhancing
learning quality at SMP Negeri 15 Palu involves using the 2013 curriculum,
which aligns with the school's policies. Efforts to improve learning
quality go beyond just focusing on outcomes; they emphasize the active
role of teachers in the learning process. Within the Full-Day School
system, several changes occur in educational institutions, including
improved facilities and infrastructure, an increase in the number of
teachers, and improved learning outcomes. Some obstacles in implementing
Full-Day School learning to enhance learning quality at SMP Negeri 15 Palu
include students' reduced concentration during the last hours of study and
a slight sense of boredom due to the extended hours of study and school
hours. To address these challenges, teachers use creative and varied
teaching methods, such as scientific learning methods, window shopping,
and matching cards. The role of Full-Day School policies in improving
students' learning quality at SMP Negeri 15 Palu is evident in the
increased grades of students every semester. Thus, the implementation of
Full-Day School policies plays a crucial role in enhancing students'
learning outcomes.
In conclusion, Full-Day School is an educational system where learning
takes place throughout the day by intensively dedicating additional time for
deepening knowledge over five days, while Saturdays are filled with relaxation
or creative activities (Haryanto, 2020). The key difference between previous research and the current study is
the focus. Previous research primarily aimed to improve the overall quality of
teaching and learning. In the Full-Day School system, significant changes occur
within educational institutions, including improved facilities and
infrastructure, an increased number of teachers, and better learning outcomes.
In contrast, this study primarily focuses on the implementation of Full-Day
School in fostering religious character at SDN Sabang City and SMPN Sabang City
(Wulandari & Kristiawan, 2017).
Based on the background provided above, the research questions that can
be identified in this study are: "How is the implementation of full-day
school in fostering religious character among students at SDN Sabang City and
SMPN Sabang City?" Referring to the research questions outlined above, the
objectives to be achieved in this study are as follows: a. To describe the
full-day school program's role in nurturing religious character among students
at SDN Sabang City and SMPN Sabang City. b. To describe the strategies for
implementing full-day school to foster religious character among students at
SDN Sabang City and SMPN Sabang City. c. To describe the obstacles faced in the
implementation of full-day school for fostering religious character among
students at SDN Sabang City and SMPN Sabang City (Lickona, 2012).
Regarding character education in schools, it is closely tied to the
management of character education within those schools. Management is a
strategic alternative for improving the quality of education. Enhancing
education quality is not a straightforward task; it involves complex issues.
The success or failure of education is determined by the effectiveness of its
management (Munandar, 2021). The way character education is planned, organized, implemented, and
controlled within a school is crucial for its success. Effective school
management plays a significant role in the implementation of character
education. Character education should engage all school stakeholders, including
teachers, staff, parents, students, and the surrounding community. The character-based activities include smiles, greetings, greetings when
meeting with teachers or friends, congregational dhuhur prayers and others.
Based on this, researchers are interested in conducting research entitled
"Implementation of Full Day School in Cultivating the Religious Character
of Students at SDN Sabang City and SMPN Sabang City'�.
2.
Materials and Methods
Qualitative research is a
research procedure that produces descriptive data, which is the direct
interaction between the researcher and the data source. Sukmadinata (Mahara,
2017:60) states that "Qualitative research is research aimed at describing
and analyzing phenomena, social activities, attitudes, beliefs, perceptions,
thoughts, both individually and collectively, all descriptions leading to
conclusions." Qualitative descriptive research aims to describe, depict,
explain, elucidate, and provide more detailed answers to the issues under study
by studying an individual, a group, or an event as extensively as possible. In
qualitative research, humans are the research instruments, and the results are
in the form of words or statements that correspond to reality. Therefore, this
research is expected to provide a comprehensive and well-organized overview of
specific components, thus yielding valid results.
This research was conducted
at SD Negeri Sabang City and SMP Negeri Sabang City, Aceh Province. The
research was conducted from March 1st to June 1st, 2023. The choice of research
location and time is based on three considerations: Firstly, the researcher has
conducted observations and is interested in researching at SD Negeri Sabang
City and SMP Negeri Sabang City. Secondly, SD Negeri Sabang City and SMP Negeri
Sabang City are educational institutions under the Department of Education and
Culture of Sabang City, which are among the preferred educational institutions
for parents of prospective students. Thirdly, the researcher considered factors
such as time, cost, and logistics because the location is accessible.
Research subjects are the
data sources that provide clarity on the research questions. In qualitative
research, only sources that provide complete and accurate information about
certain events, individuals, and situations observed are considered subjects. (Creswell & Creswell, 2017) states, "Qualitative
researchers strive to create a complex picture of an issue or subject under
investigation." This involves efforts to report perspectives, identify
factors related to specific situations, and generally create a sketch of the
emerging big picture. The research subjects play a crucial role as informants
for data collection to complete the study. The subjects in this research are
the school principals and teachers at SD Negeri Sabang City and SMP Negeri Sabang
City. The selection of research subjects is based on several considerations,
including that school principals and teachers are essential elements in
educational institutions related to the implementation of full-day schools,
which are all part of the process of character education for students to
improve the quality of graduates at SD Negeri Sabang City and SMP Negeri Sabang
City.
In qualitative research, the
research instrument or tool is the researcher themselves. Therefore, the
researcher as the instrument must also be "validated" to the extent
that the qualitative researcher is prepared to conduct research in the field.
Validation of the researcher as an instrument includes validation of the
understanding of qualitative research methods, mastery of insights into the
researched field, readiness to enter the research object, both academically and
logistically.
�The instruments used in this research to
collect all data related to the implementation of full-day schools in fostering
students' religious character are through interview guides, observation guides,
and documentary studies by asking questions formulated according to the
research objectives to obtain answers that can be used as accountable
qualitative data. In connection with the above objectives, data validity tests
are required in this research. Data validity tests in qualitative research
include credibility testing (internal validity), transferability testing
(external validity), dependability testing (reliability), and confirmability
testing (objectivity).
Data collection techniques
are the most strategic step in research because the primary goal of research is
to obtain data. According to (Sugiyono, 2019), "Data collection
techniques include interviews, questionnaires, observations, and a combination
of all three." In qualitative research, the findings or data are
considered valid if there is no difference between what the researcher reports
and what actually happens with the research subject. The truth of reality in
qualitative research is not singular but multiple and depends on the
researcher's ability to construct the observed phenomenon, shaped within each
individual's mental process with their background.
3.
Results and Discussions
Full Day School Program in
Cultivating the Religious Character of Students at SDN Sabang City and SMPN Sabang
City.
Data on religious character education programs at SDN Sabang City and
SMPN Sabang City were obtained through interviews, observation, and direct
documentation. Religious character education can be interpreted by attitudes
and behaviors in carrying out the teachings of the religion they follow, being
tolerant of the implementation of worship of other religions, and living in
harmony with followers of other religions (Mustari, 2019).
Religious character education programs are activities that will be
carried out in order to achieve the objectives of religious character
education, in accordance with established educational strategies and policies.
Schools are responsible for the preparation of school programs as a form of
education in accordance with the direction of education determined by the
government. Religious character education programs have been implemented with
clear, systematic, and efficient planning, organizing, implementing, and
supervising (Syarbini, 2014).
Based on the opinion of the Head of SDN 1 Sabang City to researchers
that:
The religious character education program at this school includes prayer
(dhuha, dhuhur, asr), reading the Qur'an, tahfiz Qur'an, dhikr (morning and
evening), and prayer. The program is planned and prepared at the annual working
meeting (at the beginning of each new school year). During the working meeting
with the internal school, of course, the programs that will be carried out will
be discussed. At the time of the raker (work meeting) has also been appointed
the person in charge of each field and the duties of each teacher or school
staff are outlined to be more organized. These programs are adjusted to the
vision and mission of the school, then implemented in an integrated manner
through learning activities, diniyah (religion) activities, extracurricular
activities and through habituation activities. Then, our school has produced
students who have succeeded in becoming hafizh Qur'an and excel in other
fields. This proves that the full day school program in cultivating
religious character in our school has been successful, but we still have to
maintain or be consistent so that these good things can continue to be
implemented in the future.
In addition, the Head of SDN 6 Sabang City also gave a similar statement
related to the character education program in this school. He told the
researcher that:
That's right, there are several programs that we have compiled in
accordance with the decree of the Sabang City education office. These programs
include reading the Qur'an every morning before the start of lessons, praying
(dhuha, dhuhur, asr), tahfiz Qur'an, and morning and evening dhikr, as well as
prayer. The religious character education program in this school is carried out
according to planning at the beginning of the new school year and has been
integrated into learning, extracurricular, and habituation. So in every
learning meeting will be inserted / provided learning about religious character
education.
Furthermore, the researcher also interviewed the Head of SMPN 1 Sabang
City related to the religious character education program, who said that:
Of course, as for the religious character education program that we
compile, namely: the program of reading the Qur'an every morning, this must be
carried out by all classes and controlled by the teacher who teaches the class
in the first hour. Then there is the congregational prayer program namely
dhuha, dhuhur, asr, all school residents must follow it without exception. Then
the next program is the Qur'an tahfiz, morning and evening prayers or dhikr.
Regarding the suitability of the religious character education program
with the vision, mission and goals of the school, the researcher confirmed to
the deputy head of curriculum at SMPN 1 Sabang City regarding the correctness
of the research data above. To the researcher he explained as follows:
As the principal has said that, in creating a religious character
education program, we integrate in school programs that aim to realize the
vision and mission of the school in accordance with educational goals. Then we
also adjust it to the full day school program which aims to foster
religious character in students. The programs are reading the Qur'an, praying
(dhuha, dhuhur, asr), tahfiz Qur'an, and morning and evening prayers/dhikr.
Based on the statement above, it shows that SDN Sabang City and SMPN Sabang
City always carry out program socialization through internal school work
meetings before the education is implemented, namely before entering the new
school year. This is done so that all authorities, especially teachers /
educators can prepare educational planning, supervision, and evaluation
designs, especially the implementation of full day school programs in
cultivating religious character. Then it can also prepare educational programs
as well as possible and this program can be integrated into the curriculum and
lesson plans, extracurriculars, and making full day school lesson schedules
that are socialized to students and parents.
Then to prove the truth of the research data above, the researcher again
interviewed the teacher of Islamic education subjects at SDN 1 Sabang City, to
the researcher he confirmed these statements by saying that:
Each of our programs must be socialized in advance by the principal, so
that every program we plan is moredirected and clear. Religious character
education programs already exist in RPP, extracurricular, and other habituation
activities. So the program is like congregational prayer (dhuha, dhuhur, asr),
reading the Qur'an, tahfiz Qur'an, dhikr (morning and evening), and prayer.
This is all done because we run a full day school to foster religious
character and this is inserted in every student activity.
In RPP, teachers plan an attitude assessment, namely if students show
behavior like reciting, praying, remembrance, prayer, honesty, discipline, and
responsibility, courtesy and confidence. While attitude assessment is a
competency test of student understanding through the results of work on
worksheets that have been done.
Thus, we obtained the results that there are several full day school programs
in cultivating religious character in SDN Sabang City and SMPN Sabang City,
namely: congregational prayer (dhuha, dhuhur, asr), reading the Qur'an, tahfiz
Qur'an, dhikr (morning and evening), and prayer. The full day school
program in cultivating religious character must also follow the stages in the
management system in the school starting from planning, organizing,
implementing, to evaluating, which includes things such as: instilled values;
curriculum content; learning, assessment, teachers, and other components
involved. This program must be implemented consistently in order to form a
culture of character, especially religious or Islamic character.
Full Day School Implementation Strategy
in Cultivating the Religious Character of Students at SDN Sabang City and
SMPN Sabang City.
Strategy as planning contains a series of activities designed to achieve
certain educational goals, in this case to achieve the success of full day
school in cultivating religious character effectively and efficiently. The
strategy for implementing student character education can be done through:
integrating religious values and ethics in subjects, internalizing positive
values instilled by all school residents, habituation and training, setting
examples and examples, creating an atmosphere with religious character in
schools, and allocating special time to carry out Qur'an reading programs or
Qur'an tahfizh. As conveyed by the Deputy Head of Curriculum of SDN 1 Sabang
City to researchers that:
The strategy of implementing character education is integrated through
learning, extracurricular activities, habituation activities, and early
activities at 14.00 WIB to 16.00 WIB, so this is called our full day school
program. In class, we get used to it before and after learning to pray first.
Then, when in class the teacher as a mentor sets a good example by speaking
softly or politely, encouraging all students, motivating students to memorize
the Qur'an, so that students are able to emulate positive things from their
teachers. And Alhamdulillah, we succeeded in doing this strategy. As for
outside the classroom, teachers provide examples and educate students to greet
each other by greeting, helping each other, and others. In the school we also
attach school rules and some religious character values that children must have.
This strategy is an effective strategy to be implemented by the
principal, teacher council, and all school residents in general to support the full
day school program in cultivating religious character. So that with a clear
strategy, it will be able to produce a culture with Islamic (religious)
character in the school.
Then the Deputy Head of Curriculum at SDN 6 Sabang City also gave a
statement regarding the strategy of implementing the full day school
program, to the researcher he said that:
Yes, that's right, the strategy of implementing character education in
schools can be done through learning, extracurricular activities, and through
early classes. As learned (RPP) it has been written that before learning the
teacher invites students to recite and pray together, then get used to shaking
hands, accustom students to be able to pray in congregation when the time
comes, motivate students to become hafizh Qur'an and others. Other
implementation strategies can also be done with habituation activities, for
example teachers become examples and invite children to recite, memorize the
Qur'an, and pray in congregation. Then we also hold routine activities every
week such as reading yasin every Friday morning.
Almost the same statement was conveyed by the Deputy Head of Curriculum
of SMPN 1 Sabang City to researchers that:
There are routine activities that have become a habit, including reading
prayers and the Qur'an every day, especially Friday morning reading yasin, then
praying in congregation, saying greetings and shaking hands when meeting
teachers / friends, rohis members who diligently collect donations, and others.
In particular, the strategy we do is through formal learning in morning to
afternoon classes, extracurricular activities, and through early classes from
noon to afternoon.
To prove the validity of the above data, the researcher also interviewed
a PAI teacher and also Diniyah at SDN 1 Sabang City, to the researcher he
confirmed that:
True, Every day teachers exemplify Islamic (religious) character to
children by praying on time. Alhamdulillah, only less than 10 students are late
for prayer every day and for various different reasons. For children who are
late, of course, there will be advice delivered by picket teachers so that
these children are not late anymore. Every day I and other teachers accustom
students and teachers to shake hands with each other, as well as me personally.
I also directly reprimanded children who did not attend early classes. Of
course, there are various ways we do to create religious or religious
characters, yes. Therefore, I support the implementation of full day school
in cultivating religious character in this school.
Furthermore, to prove the truth of the data above, the researcher
confirmed the data by interviewing a PAI teacher and also the person in charge
of the early class at SMPN 1 Sabang City, to the researcher he confirmed that:
"Yes, it is true that it is a strategy that we use to support full day
schools in cultivating religious character in this school. The strategy we
do is through formal learning in morning to afternoon classes, extracurricular
activities, and through early classes from noon to evening, habituation
activities".
Thus, the strategy for implementing the full day school program in
cultivating religious character in SDN Sabang City and SMPN Sabang City is
carried out in an integrated manner through learning activities, Diniyah class
activities, extracurricular activities, through habituation activities.
The strategy is very effective and efficient in instilling character values, so
as to achieve our expectations to build a culture of character in every
student, and all school residents in general.
Inhibiting Factors for the Implementation
of Full Day School to Foster the Religious Character of Students at SDN Sabang
City and SMPN Sabang City.
The implementation of full day school in cultivating religious
character is a very important program in shaping the character / personality of
Islamic individuals. There are still many obstacles in the implementation of
character education programs. As we know that obstacles are obstacles, obstacles
with circumstances that limit, hinder or prevent the achievement of goals.
Therefore, there are obstacles faced in the implementation of religious
character education. As the Deputy Head of Curriculum of SDN 1 Sabang City told
researchers, that:
When it comes to obstacles, of course there are, for example because of
the environment; The home environment and the social environment of children
who are far from Islamic values, will gradually be able to dissolve religious
education, especially moral education that has been instilled in schools. Mass
media; The advancement of science and technology has had a lot of negative
impacts on children's development, especially in the formation of the
personality and character of Islamic children.
Then the researcher also confirmed the Deputy Head of Curriculum at SDN 6
Sabang City regarding the obstacles in the character education program, to the
researcher he confirmed that:
True, there are several obstacles that we experience related to full
day school in cultivating religious character in Sabang City. Such as lack
of support from parents due to busy work and not being able to supervise
children in reciting and praying on time, this results in less attention from
parents to children. This will certainly be an obstacle for us, because only
schools carry out and control religious character education for children, while
the home and surrounding environment do not provide that support. Then also
other obstacles are the lack of completeness of facilities and infrastructure,
then the lack of socialization about religious character education to parents
of students / students, so that the lack of understanding of parents of
students about the importance of the full day school program in
cultivating this religious character.
Then to prove the truth or validity of the data above, the researcher
also interviewed the Deputy Head of Curriculum of SMPN 1 Sabang City regarding
the obstacles in the character education program, to the researcher he said
that:
That's right, of course I and the principal and teachers experienced
obstacles in implementing a full day school in cultivating religious
character in Sabang Elementary and Junior High School. These obstacles can come
from the environment, because the home environment and the social environment
of children are far from Islamic values even though we live in areas that apply
Islamic law, but gradually will be able to dissolve religious education,
especially moral education that has been instilled in schools. Then also the
influence of social media (Instagram, YouTube, Facebook, TikTok, WhatsApp,
and various kinds of game applications) because of the progress of
science and technology which has a negative impact on child development
(without the supervision of parents / teachers / other adults), especially in
the formation of Islamic children's character.
From the results of the interview above, it can be concluded that,
parents and teachers as direct educators of students still need further
socialization about the full day school program in cultivating religious
character, so that the understanding of religious / religious character
education is more widely open. Then, although most programs are successful,
there are certainly some things that hinder the character education process.
Such as lack of family and environmental support. Then also the development of
science and technology that is not controlled by parents.
Then teachers have difficulty educating, observing, and controlling
students, especially in religious character education. As a result, the culture
with Islamic character that has been formed in schools has only become a
habituation activity in schools. The achievement of reciting and memorizing the
Qur'an is only limited to school, if they have graduated then very few children
continue the habits that have been formed. Finally, unlike SDN 1 Sabang City
and SMPN 1 Sabang City, other obstacles that are actually felt by SDN 6 Sabang
City are the absence of an organizational structure in early activities, and
the lack of infrastructure that supports the implementation of full day
schools in cultivating religious character in the school.
After the researcher collects data from the results of the study obtained
from direct observation or observation and interviews with school principals,
deputy heads of curriculum, PAI teachers, and documentation at SDN 1 Sabang
City, SDN 6 Sabang City and SMPN 1 Sabang City, the next step is for
researchers to analyze data from the results of the study to explain further
from the research that has been done.
According to the analysis chosen by the researcher, qualitative
descriptive data analysis techniques or exposure of the results of data
analysis obtained from observations, interviews, field notes, and other
documentation that has been collected by researchers to be reported.
Researchers process data that has been collected through interviews,
observation, and documentation. Then the data is analyzed in such a way that it
becomes an easy-to-understand data exposure and then processed with a
qualitative approach. Below are the results of the analysis that has been
carried out by researchers, namely:
Full Day School Program in
Cultivating the Religious Character of Students at SDN Sabang City and SMPN Sabang
City.
Challenges in the world of education are dynamic along with the times.
For this reason, education is expected to contribute in order to achieve
physical and mental well-being. Menurt Malik (2018: 10) that: "Education
is expected to develop creative, productive, efficient and dynamic behavior and
foster understanding and awareness of the importance of social roles in
community life".
Education has strategic potential. Where Lyas (Nasucha & Moenawar, 2020) explained that:
"Education programs must meet several categories such as: first having
dynamics, responsiveness to socio-culture, and accompanying demands. Second,
quality in the services of the programs offered. Third, it is
relevant, to the needs of society and the idealistic values it carries".
In education, there must be such a thing as learning where learning
itself is a series of ways or rules that have been set by an institution or
institution for learning activities in order to achieve the desired learning
objectives where the environment of students is deliberately managed to allow
them to participate in daily behavior, noble character and noble ethics.
Furthermore, (Wicaksono, 2017) suggests that:
Full day school learning as an alternative form in an effort to
improve education management, especially in learning management, is also a
demand for community needs that want children to be able to learn well in
school with longer learning time. The full day school system is a
learning model with the addition of student learning time from morning to
evening.
Professionalism in education must indeed be applied, educators must be
able to arouse the interest and willingness of students to learn, understand
how to learn, and enjoy learning. Education emphasizes on learning activities.
Students are learning subjects, therefore learning activities are focused on
empowering students (student learning).
Learning effectiveness is an effort made to help facilitate the learning
of others. In particular, learning is an effort made by teachers to help
students learn easily, learning activities require thorough preparation,
starting from teaching staff, subject matter, tools used, facilities and
infrastructure, and a supportive environment. Therefore, learning activities
need to be managed professionally in order to obtain good results, quality
student graduates and never back down in the face of all obstacles that come
their way. Learning achievement as a result of the assessment of student
learning effort which serves to measure success in other words to find out the
extent of success of the program that has been implemented.
Talking about learning problems is definitely inseparable from the name
character, where character is a very important and basic thing. Character is a
living thing that distinguishes humans from other living things (animals).
People with strong character and both individually and socially are those who
have good morals, morals and ethics. Given the urgency of a character,
educational institutions have the responsibility to instill it through the
learning process.
Currently, there are many educational institutions that deepen religious
material, especially Islam, so that students can become a generation of nations
that have good characteristics. All of this is done to keep its students from
moral decline and moral degradation of the nation. While today juvenile
delinquency is growing so widely that many immoral acts occur such as school
children's fights, theft, murder, drug use, free sex and others. As a result,
these actions cause unrest in families, schools and communities. And the
dominating factor of the above decline is due to lack of understanding and
appreciation of morals, the loss of religious values in life and the rapid flow
of moral decadence that occurs among society in general and the loss of loyalty
to Islam.
In this case, character building for every human being is an obligation
that must be carried out continuously without stopping both through coaching,
habituation and things that can improve one's character improvement. Morality
is an essential factor. Therefore, you can imagine how damaged the nation's
generation will be when the morality or character of the younger generation is
declining.
Thus, efforts are needed to build character from an early age so that
later children can know which is good behavior and bad behavior. So the active
and creative role of teachers is highly demanded to be able to support PAI
learning, especially the formation of student character. All of that can be
done through example and real practice in the environment.
Through the full day education system, it is expected to be able to
shape the religious character of students because full day school itself
aims to; First, fostering morals and forming good character in students. The
program not only provides knowledge but also includes character building so
that students are accustomed to carrying out good behaviors and noble morals in
everyday life. Second, educational institutions that still have great
concern about moral decline and erosion of existing character in students by
increasing learning hours through the full day school system in cultivating
religious character in students from an early age. Third, public unrest
about the behavior of the younger generation who increasingly do not show good
morals or character, so that educational institutions are the beginning of
character building and preventing moral decline.
Based on the findings in the field, researchers found that there are
several programs related to full day school in cultivating religious
character, namely: congregational prayer (dhuha, dhuhur, asr), reading the
Qur'an, tahfiz (memorizing) the Qur'an, prayer or dhikr (morning and evening).
Each of these programs does not stand and develop independently, but is continuous
with each other, developing dynamically and forming a personal wholeness.
Religious character values, according to the general guidelines for the
implementation of character education of the Ministry of Education and Culture
(2017: 31) which explains that: "Religious values reflect faith in God
Almighty which is manifested in the behavior of carrying out religious
teachings and beliefs they profess". In addition, it must also respect
religious differences, uphold a tolerant attitude towards the implementation of
religious worship and other beliefs, live in harmony and peace with followers
of other religions. The implementation of religious character values is shown
in peace-loving, tolerance, respect for differences in religion and belief,
firm stance, confidence, cooperation between followers of religions and
beliefs, anti-bullying and violence, friendship, sincerity, not imposing one's
own will, loving the environment, protecting the small and marginalized.
Thus, the full day school program in cultivating religious
character at SDN Sabang City, and SMPN Sabang City is also aligned in the
vision, mission, goals, structure and content of the curriculum, and learning
implementation plan (RPP). The development of religious character education
programs at SDN Sabang City, and SMPN Sabang City is disseminated to all school
residents such as the teacher council, all staff, students, and guardians of
students and the general public, but in particular, socialization is still
lacking at SDN 6 Sabang City.
This religious character education program is also listed in school rules
and information boards in schools. This is a manifestation of the habituation
plan for students to become a separate culture at school. This is also a shared
commitment for the success of religious character education programs
implemented in schools.
a)
Character Education Planning
The planning of religious character education programs integrated in
school planning is carried out at the beginning of the school year, involving
the Principal, Vice Principals, School Superintendents, Board of Committees,
and Teacher Councils, as well as all school staff. The planning of religious
character education programs for SDN Sabang City, and SMPN Sabang City is
carried out at the beginning of each new school year together with policy
makers, supervisors, committees, teacher councils, and all school staff. At the
annual work meeting, the duties of each teacher or other staff will also be
determined for the implementation of these tasks. Planning is also divided
through character education planning in learning, in extracurricular
activities, and in habituation or culture activities.
Based on the findings in the field, researchers can explain that the
learning planning that has been prepared by teachers of SDN Sabang City, and
SMPN Sabang City to make syllabi, lesson plans, and teaching materials with
religious character education insight by adding/adapting learning activities
that facilitate the recognition of religious values, and realize the importance
of religious values, as well as the internalization of all religious values.
All teachers prepare lesson plans in the form of syllabi, and lesson plans
(RPP), including early learning plans that are carried out at the beginning of
each new school year.
The types of activities planned in developing religious school character
are carried out through self-development activities, namely: (1) routine
activities, such as shaking hands with teachers every morning and at school
hours, praying before and after studying, flag ceremonies every Monday, reading
yasin every Friday, congregational prayers (dhuha, dhuhur, asr); (2)
spontaneous activities, such as praying for others; (3) exemplary, such as
punctual attendance, neatness, courtesy, must be friendly, respect each other;
and (4) conditioning, such as conditioning by planning the provision of various
learning facilities and fun learning resource facilities, and creating a
conducive environment, both physical and non-physical to support the
implementation of full day schools in cultivating religious character at
SDN Sabang City, and SMPN Sabang City.
b)
Organizing Character Education
The organization of religious character education at SDN Sabang City, and
SMPN Sabang City is carried out by distributing teacher duties in learning
activities and appointing the person in charge for early classes, the
distribution of employee duties in extracurricular activities, the distribution
of teacher and employee duties in carrying out programs of cultural activities
and habituation of students. For example, the distribution of picket duties,
educators, documentation, person in charge of activities, supervisors, and
others who can support every activity of teachers, other staff, and students.
c)
Supervision of character education in
shaping school culture
Supervision of religious character education in shaping school culture
can be directly carried out by all school residents, especially principals and
teachers. School principals and teachers as the person in charge of all
learning activities, early activities, extracurricular activities, as well as
culture and habituation, play a very strategic role, especially in supervising
the course of activities to be as planned. Therefore, character education
programs must be equally supervised by all school residents so that the program
can be implemented effectively and efficiently.
Thus, researchers can conclude that the supervision of religious
character education at SDN Sabang City, and SMPN Sabang City involves all
school residents. When students behave deviantly, the teacher or staff who
knows spontaneously will reprimand or give coaching directly.
If the problem recurs and requires special handling, coaching is carried
out in stages, starting from calling students by the homeroom teacher to get
direction, if the problem cannot be resolved, it can be coordinated with the
Guidance Counseling (BK) teacher, but if the behavior caused cannot be
resolved, it can be resolved to the student section to the call of parents of
students.
d)
Evaluation of character education in
shaping school culture
After the supervision is carried out, the next stage is evaluation, in
order to improve the previous program, so that in the future it can be better.
The evaluation activities include: preparing an evaluation plan; During the
activity, the principal must supervise to collect data; processing and
analyzing data; and hold meetings, to find solutions to these problems, so that
further activities can be carried out better.
Then in the classroom, teachers also evaluate attitude assessments using
various assessment instruments and through direct observation to students, in
order to find out the success of character education in students. The
management of the full day school implementation program in
strengthening character education must be carried out from planning to
evaluation in order to achieve the goals of students with Islamic character who
implement religious character education strengthening programs.
Based on the researchers' observations about the full day school program
in cultivating religious character at SDN Sabang City, and SMPN Sabang City
include: Congregational prayer (dhuha, dhuhur, asr), reading the Qur'an, tahfiz
(memorizing) the Qur'an, prayer or dhikr (morning and evening). The educational
program is carried out effectively, efficiently, actively, creatively,
innovatively, fun, and educates students. Learning objectives can be achieved
by students, not only mastering cognitive competencies, but also affective, and
psychomotor competencies. Teachers actively monitor, guide, and direct all
educational activities in order to achieve a culture of Islamic character at
SDN Sabang City, and SMPN Sabang City.
Full Day School Implementation Strategy
in Cultivating the Religious Character of Students at SDN Sabang City and
SMPN Sabang City.
The strategy of implementing full day school in cultivating
religious character at SDN Sabang City, and SMPN Sabang City is integrated
through: through learning activities and diniyah activities, through
extracurricular activities, and through habituation activities. The
learning strategy of religious character education can be explained in the
following integration:
a)
Integration Through Learning Activities
and Early Activities
Based on observations and findings in the field, researchers will explain
the implementation of religious character education in learning at SDN Sabang
City, and SMPN Sabang City. The implementation of religious character education
in the two schools is in accordance with the Regulation of the Minister of
Education and Culture, Number 81a of 2013 Annex IV concerning Curriculum
Implementation, which states that: "The learning process consists of five
main learning experiences, namely: observing; questioning; collect information;
associate; and communicate".
The characteristics of full day school learning at SDN Sabang
City, and SMPN Sabang City are carried out effectively, efficiently, actively,
creatively, innovatively, fun, and intelligently. Learning objectives can be
achieved by students as expected. Students not only master cognitive competencies,
but also affectionate and psychomotor competencies. Learning activities are
learner-focused and dominated. Teachers actively monitor, guide, and direct the
learning activities of learners.
Then, the implementation of religious character education in learning and
diniyah activities is also in accordance with the general guidelines for the
implementation of character education of the Ministry of Education and Culture
(2017: 31), which states that: "Learning activities from the stages of
introduction, core, and closing activities, are selected and implemented so
that students practice targeted character values".
We can know that the stages of the full day school learning
process at SDN Sabang City, and SMPN Sabang City consist of introduction, core,
and closing activities. Character values instilled in the preliminary
activities include: The teacher arrives on time, the value instilled is
discipline; Teachers greet students kindly when entering the classroom, the
values instilled are polite and caring; Praying and reciting before opening the
lesson, the value instilled is religious; Praying for students who are absent
due to illness or due to other obstacles, the values instilled are religious
and caring; Reprimanding late learners politely, the values instilled are
discipline, courtesy, and caring. Then pray at the end of the lesson. The value
instilled is religious.
b)
Integration through extracurricular
activities
Based on the findings in the field, researchers can explain that the
implementation of character education in extracurricular activities at SDN
Sabang City, and SMPN Sabang City is in accordance with the guidelines for the
implementation of character education of the Ministry of Education and Culture,
which states that: "Extracurricular is part of the student development
program, which includes the group of areas for improving the quality of
education". This means, extracurricular activities are designed in order
to improve the quality of education in schools, which strengthens the mastery
of competencies and enriches the learning experience of students through
activities outside class hours.
Extracurricular activities at SDN Sabang City, and SMPN Sabang City that
support the improvement of religious character such as: student council, youth
red cross (PMR), rohis (religious), guidance and counseling, as well as
guidance on reciting and memorizing the Qur'an. In youth red cross (PMR)
activities, it is expected to be able to foster a sense of concern for others
as well as train social conversations and social spirit. Through sports
activities can teach the value of sportsmanship in playing, winning or losing
is not the main goal but the value of hard work and high fighting spirit. For
outbound activities, which are activities outside the classroom by emphasizing
physical activities that are full of challenges and adventures. Various
extracurricular activities can foster enthusiasm, honesty, an attitude of
responsibility, mutual respect, and others.
Thus, the implementation of character education in this school can be
said to be effective, because it has met the standards of character education
management, such as integrating the values of character education through
subjects, self-development, and conditioning. So that the continuous
implementation of education can foster religious (religious / Islamic)
character in the school.
c)
Integration through habituation
Based on the findings in the field, researchers can explain that
integration through habituation in developing religious character at SDN Sabang
City, and SMPN Sabang City can be done by: Getting used to greetings, greetings
and smiles when starting teaching and learning; Praying and reciting before and
after learning to instill the value of gratitude; Habituation of giving
opportunities to others (friends) to talk to the end before making comments;
Habituation of smiling, greeting, and shaking hands when meeting teachers; and
Performing congregational prayers at school.
The implementation of habituation activities at SDN Sabang City, and SMPN
Sabang City is also in accordance with the guidelines for the implementation of
character education of the Ministry of Education and Culture. The guidelines
state that: "The development of school culture and learning activities is
carried out through routine activities, spontaneous activities, example, and
conditioning".
The routine activities carried out by SMAN 1 and SMAN 4 include: praying
and reciting together, commemorating religious holidays (mawlid nabi), and
clean Friday activities. Furthermore, spontaneous activities carried out
include: social service or fundraising for disasters / disasters, sports
competitions between classes, planting 100 trees, speech competitions,
cleanliness competitions between classes, religious workshops.
Thus, the implementation of full day school in cultivating
religious character at SDN Sabang City, and SMPN Sabang City still requires a
strong intention and desire from the school, government, community, parents and
students to consistently control and run every program that has been prepared.
Without it, every positive habit will only last for a moment and rules are just
rules. It will not reach the expected goal, which is the formation of a culture
of character.
Thus, we can conclude that all full day school programs in
cultivating religious character at SDN Sabang City, and SMPN Sabang City have
been implemented in accordance with existing planning. Full day school
education program in cultivating religious character in the school, in
accordance with the vision and mission of the school. However, there also needs
to be more serious attention from policy makers in schools so that the
implementation of faith-based character education integrated through learning
and diniyah, extracurriculars, and habituation can continue to run and can
continue to be corrected for shortcomings in previous years.
Inhibiting Factors for the Implementation
of Full Day School to Foster the Religious Character of Students at SDN
Sabang City and SMPN Sabang City.
The formation of religious character through educational channels in
schools will face obstacles that are not light. Internal barriers include:
Educational orientation that still prioritizes success in cognitive aspects;
School culture and living environment are less supportive; Personal education
and educational software (mind set, education policy and curriculum);
The lack of attention and ability of some teachers in implementing faith-based
character education in schools, as well as the tendency of teachers' duties to
only teach, but actually the teacher's job is not only to teach but also to
educate.
While the challenges are external, namely: The influence of
globalization; Social development of society; Changes in the global social
environment that change the values, norms of a nation to be more open; The
influence of the development of information and communication technology that
has changed the social order of society, the development of information and
communication technology (IPTEK) causes information to be easily obtained. But
the information obtained is not all positive but tends to be negative
information. For example, in Indonesian films that still show violence,
disrespect towards parents, artists who wear clothes that are not suitable for
use can be easily accessed on television and the internet.
In fact, both media are often used by children and adolescents in finding
and obtaining information. As a result, there are now many inappropriate
behaviors of minors, such as bullying, brawling, following inappropriate
actions or words, imitating inappropriate artist styles, early dating, and
fighting parents
4.
Conclusion
Based on the results of research and data analysis
conducted by the author regarding the implementation of full day schools in cultivating
the religious character of students of SDN Sabang City and SMPN Sabang City, it
can be concluded that: 1. The full day school program in cultivating the
religious character of students at SDN Sabang City and SMPN Sabang City,
consists of: Congregational prayer (dhuha, dhuhur, asr), reading the Qur'an,
tahfiz (memorizing) the Qur'an, dhikr (morning and evening), and praying. 2.
The strategy for implementing full day school in cultivating the religious
character of students at SDN Sabang City and SMPN Sabang City, namely
integrated through: learning activities, Diniyah class activities,
extracurricular activities, and through habituation activities. 3. Obstacles in
the implementation of full day school to foster the religious character of
students at SDN Sabang City and SMPN Sabang City include: Educational
orientation that still prioritizes success in cognitive aspects, lack of
awareness and motivation of students to start something from themselves; lack
of parental and environmental supervision and support; the influence of culture
and culture of the school or neighborhood; then personal education and
educational tools (mind set, education policy and curriculum), as well as
teachers' understanding of the concept of religious character education which
is still not comprehensive; and the lack of complete infrastructure facilities
at SDN 6 Sabang City.
5.
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