Internalization Values of Islamic Education at University
DOI:
https://doi.org/10.61841/y35m1k11Keywords:
Internalization, Value, Islamic EducationAbstract
--Islamic education learning in university is not only deducing the end result of human intelligence and human skills, which does not necessarily produce intelligent humans and skilled humans. This means that learning is not only limited to the transfer of knowledge, but at the same time transform of value and transform of attitude by discovering the essential values behind theoretical subject matter. Learning is done in depth (deep learning) and comprehensive, by exploring the values of meaningfulness in each subject matter delivered, through the stages: Receiving, awareness, responding, valuing, organization, and characterization with the process: moral information level, moral belief level, moral attitude level, moral value level, moral character/personality level, and moral dignity level.
Downloads
References
1. M. N. Musharraf, Islamic Education in Europe Islamic Education in Europe. .
2. F. Hidayatullah, Character Education: Building the Nation’s Civilization. Surakarta: Yuma Reader, 2010.
3. C. Tan, ‘Reforms in Islamic education: International perspectives’. Nanyang Technological University, Nanyang Ave, Singapoore, pp. 1–8, 2015.
4. I. Martínez and J. F. García, ‘Internalization of values and self-esteem among Brazilian teenagers from authoritative, indulgent, authoritarian, and neglectful homes’, Adolescence, vol. 43, no. 169, pp. 13–29, 2008.
5. H. H. Rivera, ‘Development in Communities, Development of Communities: A Study of values, Beliefs, and Opinions on Education in a Traditional Community’, University of California, 2001.
6. McGraw-Hill Computing Essentials: Annual Edition (1991-1992), 3rd ed. Ed. .
7. A. F. Qashmer, ‘Character Education And Adolescents’ Moral Identity Development (Actual and Ideal)’, University of Missouri-Saint Louis, 2016.
8. J. P. Chaplin, Dictionary of Psychology. New York, USA: Dell Publishing Co. Inc, 2002.
9. D. Sudirman, ‘Internalisasi Nilai Kerjasama pada Kuliah Kerja Nyata Mahasiswa berbasis Participatory Action Research sebagai upaya Mewujudkan Kepedulian Sosial (Studi Kasus Pengembangan Model di IAIN Syekh Nurjati Cirebon)’, UPI Bandung, 2010. still in the extern area
10. Koentjaraningrat, Manusia dan Kebudayaan. Jakarta: PT Balai Pustaka, 1989.
11. S. Pukdeewut, C. Chantarasombat, and P. Satapornwong, ‘Creative thinking development program for learning activity management of secondary school teachers’, Int. Educ. Stud., vol. 6, no. 12, p. 82, 2013, doi: http://doi.org/10.5539/ies.v6n12p82.
12. K. Hakam, ‘Internalisasi Pendidikan Karakter di Sekolah Dasar’, in Seminar Nasional di Universitas Indonesia tahun 2015, Disajikan di Balai Besar Pelatihan Kesehatan Jakarta 2016, dan Seminar Nasional di Institut Hindu Dharma Negeri (IHDN), 2016.
13. Syihabuddin, Pendidikan Dan Bahasa Dalam Persepektif Islam. Bandung, Indonesia: Rizqi Press, 2011.
14. K. Kartono, Hygiene Mental. Jakarta, Indonesia: CV. Mandar Maju, 2000.
15. W. J. S. Poerwadarminta, Kamus Umum Bahasa Indonesia. Jakarta, Indonesia: Balai Pustaka, 2002.
16. K. C. Schroder, Encyclopedia of Communication Theory. Jakarta, Indonesia: Kencana, 2016.
17. A. Tafsir, Ilmu Pendidikan dalam Perspektif Islam. Bandung, Indonesia: PT Remaja Rosdakarya, 2001.
18. A. Karim and W. Hartati, ‘Spiritual tasks of teachers in higher order thinking skills-oriented learning’, Int. J. Psychosoc. Rehabil., vol. 24, no. 08, pp. 4568–4580, 2020, doi: 10.37200/IJPR/V24I8/PR280474.
19. I. Martínez and J. F. García, ‘Internalization of values and self-esteem among Brazilian teenagers from authoritative, indulgent, authoritarian, and neglectful homes’, Adolescence, vol. 43, no. 169, pp. 13–29, 2008.
20. A. Nasrulloh and Rozi, ‘Physical Education in Darul Ulum Islamic Boarding School’, J. Educ. Health Sport, vol. 9, no. 6, pp. 308–312, 2019.
21. R. Andolina, P. O. Peralta, O. Kaltmeier, C. Büschges, S. Guggenheim, and E. Olson, ‘The values of water: Development cultures and indigenous cultures in Highland Ecuador’, Lat. Am. Res. Rev., vol. 47, no. 2, pp. 3–26, 2012, doi: 10.1353/lar.2012.0015.
22. L. Parks and R. P. Guay, ‘Personality, values, and motivation’, Personal. Individ. Differ., vol. 47, no. 7, pp. 675–684, 2009, doi: 10.1016/j.paid.2009.06.002.
23. S. L. Qodriah, W. Hartati, and A. Karim, ‘Self-leadership and career success: Motivation of college lecturers’, J. Leadersh. Organ., vol. 1, no. 2, pp. 79–95, 2019, doi: https://doi.org/10.22146/jlo.47772.
24. S. M. Supriyanto, Filsafat Ilmu. Jakarta, Indonesia: Prestasi Pustaka Publiser, 2013.
25. A. Banasuru, Filsafat dan Filsafat Ilmu dari Hakikat ke Tanggung Jawab. Bandung: Alfabeta, 2013.
26. Afifuddin, Administrasi Pendidikan. Bandung: CV. Insani Mandiri, 2005.
27. J. D. Butler, ‘The Public School and Spiritual Values’, Theol. Today, vol. 2, no. 2, pp. 280–282, 1945.
28. F. & S. Magnis, Etika Dasar; Masalah-Masalah Pokok Filsafat Moral. Yogyakarta: Kanisius, 1987.
29. A. K. Djahiri, Pendidikan Nilai Moral; Hand Out Perkuliahan S-2 Program Studi Pendidikan Umum. Bandung: PPS UPI, 2002.
30. J. R. Frankel, How to teach about values: an analytic approach. New Jersey: Prentice Hall, 1977.
31. S. Sauri, Pendidikan Karakter dalam Perspektif Islam. Bandung, Indonesia: Rizqi Press, 2012.
32. D. Barni, S. Ranieri, E. Scabini, and R. Rosnati, ‘Value transmission in the family: Do adolescents accept the values their parents want to transmit?’, J. Moral Educ., vol. 40, no. 1, pp. 105–121, 2011, doi: doi: 10. 1080/03057240. 2011.553797.
33. K. Djahiri, Dasar-dasar umum metodologi dan pengajaran nilai moral VCT. Bandung: Lab PMPKN IKIP, 1996.
34. W. Shaver, J.P & Strong, Facing Value Decisions. New York, USA: Teachers College Press, 1982.
35. N. T. Feather, ‘Values, national identification and favouritism towards the in-group’, vol. 33, no. 4, 1994.
36. M. Rokeach, The Nature of Human Value. New York, USA: The Free Press, 1973.
37. Z. Elmubarok, Membumikan Pendidikan Nilai mengumpulkan yang Terserak, menyambung yang terputus dan menyatukan yang tercerai. Bandung: Alfabeta, 2008.
38. A. Karim, N. F. Mardhotillah, and M. I. Samadi, ‘Ethical leadership transforms into ethnic: Exploring new leaders’s style of Indonesia’, J. Leadersh. Organ., vol. 1, no. 2, pp. 146–157, 2019, doi: https://doi.org/10.22146/jlo.44625.
39. A. Hawi, Kompetensi Guru Pendidikan Agama Islam. Jakarta, Indonesia: PT. Raja Grapindo Persada, 2013.
40. H. Salim and S. Kurniawan, Studi Ilmu Pendidikan Islam. Jogjakarta: Ar-Ruzz Media, 2012.
41. Sukring, Pendidik dan Peserta Didik dalam Pendidikan Islam. Yogyakarta, Indonesia: Graha Ilmu, 2013.
42. Ramayulis, Ilmu Pendidikan Islam. Jakarta, Indonesia: Kalam Mulia, 2012.
43. Z. Daradjat, Ilmu Pendidikan Islam, Edisi I Ce. Jakarta, Indonesia: Bumi Aksara, 2012.
44. Muhaimin, Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah, Madrasah, dan Perguruan Tinggi. Jakarta, Indonesia: PT Raja Grapindo Persada, 2012.
45. D. R. Krathwohl, ‘The myth of value-free evaluation’, Educ. Eval. Policy Anal., vol. 2, no. 1, pp. 37–45, 1980.
46. A. Karim, H. Purnomo, F. Fikriyah, and E. N. Kardiyati, ‘A charismatic relationship: How a Kyai’s charismatic leadership and society’s compliance are constructed?’, J. Indones. Econ. Bus., vol. 35, no. 2, pp. 129–143, 2020.
47. A. F. Vasconcelos, ‘Intuition, prayer, and managerial decision-making processes: a religion-based framework’, Manag. Decis., vol. 47, no. 6, pp. 930–949, 2009, doi: 10.1108/00251740910966668.
48. J. S. Dreyer et al., ‘Spiritual character traits and leadership in the school workplace : An exploration of the relationship between spirituality and school leadership in some private and religiously affiliated schools in South Africa’, pp. 1–10, doi: 10.4102/koers.v79i2.2136.
49. P. H. Phenix, Realms of Meaning, Philosophy of the Curriculum for General Education. New York, USA: Mc Graw Hill, 1964.
50. M. van Manen, The tact of teaching: The meaning of pedagogical thoughtfulness, vol. null. 1991.
51. M. R. Fairholm and T. W. Gronau, ‘Spiritual leadership in the work of public administrators’, J. Manag. Spiritual. Relig., vol. 12, no. 4, pp. 354–373, Oct. 2015, doi: 10.1080/14766086.2015.1060516.
52. P. H. Phenix, ‘Esthetic meaning’, J. Aesthetic Educ., vol. 1, no. 1, pp. 101–104, 1966.
53. M. Uhl-Bien, ‘Relational leadership theory: Exploring the social processes of leadership and organizing’, Leadersh. Q., vol. 17, no. 6, pp. 654–676, 2006, doi: https://doi.org/10.1016/j.leaqua.2006.10.007.
54. B. M. Bass and P. Steidlmeier, ‘Ethics, character, and authentic transformational leadership behavior’, Leadersh. Q., vol. 10, no. 2, pp. 181–217, 1999, doi: https://doi.org/10.1016/S1048-9843(99)00016-8.
55. G. Böhm and W. Brun, ‘Intuition and affect in risk perception and decision making’, Judgm. Decis. Mak., vol. 3, no. 1,
pp. 1–4, 2008.
56. D. Blazar and M. A. Kraft, ‘Teacher and teaching effects on students’ attitudes and behaviors’, Educ. Eval. Policy Anal., vol. 39, no. 1, pp. 146–170, 2017, doi: 10.3102/0162373716670260.Teacher.
57. Z. Arifin, M. Nurtanto, A. Priatna, N. Kholifah, and M. Fawaid, ‘Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model’, TEM J., vol. 9, no. 2, pp. 786–791, 2020, doi: 10.18421/TEM92-48.
58. Z. Arifin, M. Nurtanto, W. Warju, R. Rabiman, and N. Kholifah, ‘The TAWOCK Conceptual Model at Content Knowledge for Professional Teaching in Vocational Education’, Int. J. Eval. Res. Educ. IJERE, vol. 9, no. 3, Sep. 2020, doi: 10.11591/ijere.v9i3.20561.
59. M. Nurtanto, P. Pardjono, Widarto -, and S. D. Ramdani̇, ‘The Effect of STEM-EDP in Professional Learning on Automotive Engineering Competence in Vocational High School’, J. Educ. Gift. Young Sci., vol. 8, no. 2, pp. 633–649, Jun. 2020, doi: 10.17478/jegys.645047.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
