Islamic Education Management Innovation in Forming Youth

Characteristics for State Defense in Jakarta

Much Mualim

, Abduh Almanar

,Syahrullah

and Sulistiyanto

Jakarta Islamic University, Jakarta, Indonesia

Keywords: Islamic education management, youth, state defense, learning model, innovation.

Abstract: A good education is education that frees his students. The key word of freedom here means that every student

has a great sense of creativity to maximize his potential and contribute to his environment and family. In this

paper the authors do research on educational innovation associated with Islamic religious education, because

a priori majority of the Indonesian population is Muslim, as well as in the millennial era as today, Islamic

religious education needs to be rethought into a liberation learning to guide children teenagers to love

Indonesia more and more. This study uses the definition of education based on Law No. 20 of 2003, Holton's

concept of innovation, Coyce & Well teaching model, and Dick & Carey's learning design model. This

research uses research and development method that aims to find innovation of Islamic religious education

which is one of the learning value that go hand in hand or sync with the spirit of state defending. Therefore,

the emphasis of innovation here is very important, because the target of research is adolescents in the capital.

Analysis of Islamic learning based on educational innovations developed in this study is a model of

instructional innovation that is based on current conditions in the field and the needs or needs of students and

teachers. Therefore, this study recommends the need for Islamic education innovations that have certain

characteristics to support the smooth application of it to adolescents in the capital.

1 INTRODUCTION

Education in Indonesia is now busy discussing the

character of defending the country as this becomes a

bright spot for education that has more character in

each individual. The emergence of the education

curriculum character of the State defenses are always

integrated into each subject of course cannot be

separated from various problems. The government's

concern about the character of the young generation

which has indicated that mental decline is a major

factor in the development of this curriculum.

The growing sense of the nationalism of the

younger generation is becoming the main focus.

With the innovation of Islamic education is expected

to restore a sense of nationalism in each individual

learners (Hariwibowo, 1999).

In other way, a sense of nationalism that has

recently faded became one of the impact of declining

education of the nation's nation defending characters

(Cahyadi, 2008). Cultivating a sense of nationalism

defending the State in the frame of character

education will restore the love of young people to

their homeland. Various efforts can be made to instill

a sense of nationalism defending the State, especially

in the young generation who still have the status of

students. This is a difficulty in reestablishing the

nationalism defensive spirit of the State in the minds

of the young generation in the current era of

globalization.

The degradation of character in the younger

generation resulted in the declining sense of

nationalism defending the State. The current tendency

is not to understand the younger generation about the

difficulty of seizing independence from the invaders.

They seem to be indifferent to the hero's struggle by

not understanding the nature of his own people. One

of the essence of human beings as a nation and a

nation is a loving nation and its own country, because

as a good citizen should not have any reason not to

love his people, proud to be part of the Indonesian

nation is one mild example in the struggle of the State

(Sukoco, 2001).

Today, Indonesian Muslims seem to be placed

face-to-face with nationalism, for example students

who love their religion (Islam), then express the

symbols of Islam, are immediately considered radical

and run contrary to the sense of nationalism and

Mualim, M., Almanar, A., Syahrullah, . and Sulistiyanto, .

Islamic Education Management Innovation in Forming Youth Characteristics for State Defense in Jakarta.

DOI: 10.5220/0009917407870793

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 787-793

ISBN: 978-989-758-458-9

787

defending the state. Moreover, acts of terrorism in the

name of religion appear, so that the religious students

are getting cornered.

Yet historically, Islamic figures have proven that

living Islam and running the duty of the state can go

hand in hand without sacrificing any aspect. In the

colonial period, the spirit of Islam became the state

defending spirit, because the kyai and ulama were

able to unite the people to fight the invaders who

happen to have different beliefs.

It certainly does not happen by chance. According

to Muhammadiyah (an islamic mass organization),

the Pancasila State is "Darul ahdi" meaning the state

is a place where we conduct national consensus. The

state of Indonesia itself can stand because of the

existence of togetherness in pluralism, or like advices

of Sinta Nuriyah, wife of the late president,

Abdurrachman Wahid, that "the country of Indonesia

is like a house with many flowers of various colors

and types, yet beautiful, and beautiful, serene"

The Indonesian state is also a "darul syahadah",

meaning the country where we fill and contribute.

The meaning of independence certainly did not stop

in 1945, but the hardest thing happened after 1945

until now, where many challenges and struggles that

must be done by young people to fulfill

independence, one of them is to find innovation of

Islamic learning method, in order to support the spirit

of state defenses and nationalism.

2 LITERATURE REVIEW

2.1 State Defense

State Defense is an attitude, determination, and

comprehensive action, integrated and sustainable

based on the love of the homeland, the awareness of

the nation and state of Indonesia and the belief in the

willingness to sacrifice to eliminate any threats,

obstacles and challenges both emerging from within

and coming from outside which endanger the

independence and sovereignty of the State, the unity

and unity of the nation, territorial integrity and

national jurisdiction and the values of Pancasila (the

foundational philosophical theory and national

principal of Republic of Indonesia) and the 1945

Constitution, provided for in article 30, paragraph 1

and article 27, paragraph 3 "Every citizen shall have

the right and obligation to participate in the defense

of the State“(Ministry of Defense, 2014).

Definition of education according to Law no.

20/2003 on the national education system is a

conscious effort to prepare learners through

counseling, teaching and or training for their future

role “(Ambary, 1998).

2.2 Innovation

The word "innovation" is often translated into new

things or renewal. The term Innovation has several

meanings, the model can be interpreted as a simple

representation of a more complex form of functional

processes and phenomena or ideas to describe the

overly complex reality. The model can be interpreted

also as a pattern of something to be created or

produced. The model can also be interpreted as a

small imitation of the form as imitated. Holton (2010)

defines the following: "a model is a representation of

a physical or conceptual system" model is a

representation of a physical or conceptual system.

The learning model, which is a plan or a pattern is

used as a guide in planning the learning in the

classroom or learning in the tutorial and to determine

the learning tools including books, computer movies,

curriculum and others. In line with that opinion (Seels

and Glasgow, 1998). It is may also be pointed out as

"Models are visual or verbal representations of the

instructional design process that are used to guide and

complete design in many training and educational

settings."

The learning model is the concept of helping

students to obtain information, ideas, skills, values,

ways of thinking and how to express themselves

about how to learn. Long-term outcomes are

increased student abilities and more effective student

learning (Dick and Carey, 2001). Learning design

model has long been used to create effective, efficient

and engaging learning programs. This model was

developed based on the system approach to the basic

components of the design of the learning system

(Seels and Glasgow, 1998).

The system approach is a procedure used by the

designer of learning to create an effective and

efficient learning. In using the system approach,

every step taken should get input from the previous

step. With this concept we can perform a step or

process systematic and systemic (Dick and Carey,

2001). The designer system approach has three

advantages:

 The designer focuses on the goal to be achieved

 Able to see the inter-subsystem or component

relationships within a system,

 The empirical process can be repeated over and

over caused by learning, its use as much as

possible with the opportunity and the number of

learners.

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3 METHODOLOGY

3.1 Research Methodology

The method used in this research is to use research

and development or R & D. The definition of research

and development according to Borg and Gall

"applications used to develop and validate

educational products". The quote states that

innovation development research is a process for

developing and validating educational products. The

intended educational products are syllabi, teaching

materials, textbooks, learning methods and so on,

which are carried out in a cycle of research and

development.

Gay said that this material was not to test theory,

but to develop products that were effective for use in

schools to meet specific needs that had been set. For

example training materials, teaching materials, media

and management systems. Based on this opinion, it

can be stated that the method of research and

development of innovation is the choice of

researchers because the process is easy, clear in stages

and accommodates various interests.

To produce a product that suits the needs of

students in school, it is necessary to have data about

student needs and the data analyzed and then

analyzed analytically to obtain a more in-depth view

of aspects or factors related to students' needs in (PAI)

learning innovation.

Innovation research must be based on reality in the

field, therefore in this study the author applied to the

learning of Islamic education management in Junior

High School Lab School DKI. Giving questionnaires

to students and teachers, interviews to students,

teachers, principals and literature review. Data

analysis is done at the school in Jakarta. The exercise

selection of schools is done by considering that the

school implements discipline by training students in

mountainous area of Bogor by the Army troops, as an

initial step for educators to defend the State.

3.2 Steps for developing innovation

According to Roger, the process of innovation steps

has five stages, namely (1) the knowledge stage (2)

the persuasion stage (3) the decision stage (4) the

implementation phase (5) the confirmation phase.

1. Knowledge Phase (Knowledge)

The process of innovation decisions begins with the

stage of knowledge that is the stage of a person or

organization aware of an innovation and its function,

understanding that in this case is not just

understanding, but opening up to know the

innovation, then activeness to meet the curiosity

needs about innovation is not going on knowledge

only, but also in the next stage even until the

confirmation stage there is still a desire to know

certain aspects of the innovation.

2. Persuasion Stage

At the persuasion stage of the innovation decision

process, a person forms a happy or unhappy attitude

towards innovation. If at the knowledge stage the

mental activity process is the main cognitive field,

then the stage of persuasion that plays an affective or

feeling field. A person cannot experience innovation

before he knows in advance about innovation.

In this stage of persuasion, more mental activity

plays a role. Someone will try to find out more about

innovation and interpret the information it receives.

At this stage information selection takes place in

accordance with the conditions and personal

characteristics. Here is the role of the characteristics

of innovation in influencing the innovation decision

process.

The result of the main stage of persuasion is the

determination of likes or dislikes of innovation. It is

hoped that the results of the persuasion stage will

direct the innovation decision process and realize it.

3. Decision Phase

The decision stage of the innovation process, takes

place if someone does an activity that leads to

establish accepting or rejecting innovation, usually

someone will accept innovation if they try first, or

maybe try a new small part and then proceed as a

whole, if it has proven to be as expected. Though not

all innovations can be tried by being broken down

into several parts. Innovations that can be tried part

by part will be more quickly accepted.

It should be noted that in fact at each stage in the

innovation decision process there can be rejection, for

example rejection at the beginning of the knowledge

stage, or the stage of persuasion, may also occur

rejection at the stage after confirmation and so on.

There are two kinds of rejection of innovation,

namely: (a) active rejection means refusal of

innovation after going through the process of

considering accepting innovation or maybe already

trying it first, but the final messenger rejects

innovation. (b) passive rejection means rejection of

innovation with no consideration at all. In the

implementation of defeating innovation between:

knowledge, persuasion and innovation decisions

often go together. One with the other is interrelated.

Even for certain types of innovation and under certain

conditions can be a sequence: knowledge-new

innovation decisions persuasion.

4. Implementation phase

The implementation phase of the innovation

decision process occurs when someone applies

Islamic Education Management Innovation in Forming Youth Characteristics for State Defense in Jakarta

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innovation. In this implementation phase, both mental

and physical activities take place. The decision to

accept new ideas or ideas is proven in practice. In

general, implementation certainly follows the results

of the innovation decision, but can also occur because

something has already decided to accept innovation,

not followed by implementation. Usually this

happens because application facilities are not

available.

When will this implementation phase end?

Maybe this stage takes place for a very long time,

depending on the state of the innovation itself, but

usually a sign that the level of implementation of the

innovation ends if the application of the innovation is

institutionalized or has become a routine.

The things that make possible the re-invention

between innovations that are very complex and

difficult to understand, recipients of innovation can

not understand innovation, because it is difficult to

meet with reform agents, innovations that enable

various communication possibilities, If innovation is

applied to solve a very broad problem, pride the

innovation that is owned by a particular institution

can also lead to reinvention.

5. Confirmation Stage.

In this confirmation stage a person seeks

reinforcement of the decision he takes, and he can

withdraw his decision he has taken, and he can

withdraw his decision if it is obtained information

that is contrary to the original information. This

confirmation phase actually took place continuously

since it took place accepting or rejecting innovations

that were invoked indefinitely. During the

confirmation someone tries to avoid the occurrence of

dissonance at least trying to reduce it.

4 RESEARCH OBJECTIVES

The research that the author is doing is research and

development which generally aims to find

innovations in Islamic religious education that can be

used as a planting of values of the State's defense

character with a concept that is fun, meaningful and

conceptual. The innovation of Islamic religious

education is expected to replace the traditional

Islamic learning model that has been used by Islamic

religious teachers. In detail, the objectives of this

study are as follows:

1. Knowing the objective conditions of the teaching

and learning process of Islam that is currently at the

Lab School Middle School of the UNJ Rawamangun

Jakarta complex in Jakarta.

2. Discovering forms of innovation in Islamic

religious education needed by students at the UNJ

Rawamangun Junior High School Lab School in

Jakarta.

3. Finding the design of the Innovation of Islamic

Education in Forming the State's Bela Character with

the CTL approach?

4. The design of Islamic learning models in shaping

State defense behavior with the CTL approach in

teaching and learning in DKI Jakarta Middle School.

5 PLACE AND TIME RESEARCH

This research was conducted at SMP Lab School

Rawamangun UNJ Complex in Rawamangun East

Jakarta street. Before conducting research activities,

the first step taken was to conduct a needs analysis

aimed at assessing the real conditions in the field. The

things that were done in the needs analysis included

field observations about PAI learning in DKI SMP.

Providing questionnaires to students and teachers,

interviews with students, teachers, principals and

literature review. Needs analysis is done at the UNJ

Rawamangun Complex School Junior High School in

Jakarta

The selection of schools was carried out taking into

account that the school applied discipline by training

its students on Mount Sangga Buana Bogor by

Kostrad members, as an initial step in educating the

State.

The research time starts from January 2017 to

September 2018 with 4 stages as follows: The first

phase starts with preliminary studies, Both innovation

development planning, Third Validation, Evaluation,

and revision of innovation, Fourth Implementation of

innovation. And the fifth report preparation. The

research stages are outlined in the following table.

No. Stages of Activity Type of Time Activity

1 Preliminary Study - Theoretical Study

- Empirical research results

- Evaluation of the learning process, document

analysis

- Analysis of learning process needs

- Analysis of PMB conditions and learning

models November 14, 2017 17 February 2017

2 Model Development Planning - Determination

of model criteria

- Drafting the model

- Assessment by peers

- Revision 1

- Limited trial

- Revision February 20, 20 June 2017

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790

3 Validation, Evaluation, and Model Revision -

Expert assessment

- Revision 3

- Extensive trials

- Revised 4 July 17, 2017 September 25, 2017

4 Model Implementation - Experimentation

October 2, 2017 until December 20, 2017

5 Report Preparation - Checking data and writing

report on January 9, d. March 26, 2018

6 ANALYSIS AND DISCUSSIONS

Education is a very important thing in the intellectual

life of human beings, because cultured human beings

are people who have knowledge, skills and attitudes

so that they are able to think rationally, critically, and

have the character and personality that love the

harmony of life. Educating children to become

humanists should start with the creation of a humane

and child-friendly learning climate (school culture).

For that reason, it is necessary to formulate a national

education curriculum that is able to form a "unity"

mindset in Indonesia's diversity. The curriculum is

able to form a harmonious dynamic of life in

difference. Therefore the education needed by the

Indonesian nation, is education that understands and

makes modernization not as westernization. For this

reason the Ministry of Education and Culture has

launched character education for all levels of

education, from elementary school to university level

(Nagazumi, 1989).

The task and role of Islamic education is to make

the basic values of Islam functional in a Muslim,

including in answering the opportunities and

challenges of globalization problems, because one of

the functions of religious education in schools is as a

moral foundation, namely the establishment of the

value system (value system) in the learner who

derived from the teachings of his religion so as to

have endurance in facing every challenge and change.

Thus it can be understood that the function of Islamic

educational institutions such as boarding schools,

madrassas, or public education institutions that

breathe Islam, should be oriented to achieve the

Muslim person who aspired by this nation (Ambary,

1998). Institution of this Islamic school may also

become main media influence of Islam in moral

development of Indonesia nation.

In its history, Islamic education institutions in

Indonesia consist of boarding school education,

madrasah education, Islamic public education, and

Islamic religious lessons held in public education

institutions. One of the most common Islamic

educational institutions that sprang up in the early

Nineties was the Integrated Islamic School

which included education ranging from

kindergarten to high school (Senior High School). If

traced back, the term Integrated Islamic School, in

essence has a point in common with the idea of one

of Indonesia’s founding fathers: Mohammad Natsir

(1908-1993) on integral Islamic education, which is

an integrated or integrated Islamic education

especially in the material and methodology (Luth,

1999). Mohammad Natsir's idea of integral Islamic

education resulted from the unrest that was created by

the Dutch colonial government where during the

Dutch colonialism there was a separation between the

general education system and the religious education

system, which ultimately gave birth to the

purification group, the movement against the secular

system and the westernization of movement which

supports and adopts Western systems (Rahman,

1995). The idea of Mohammad Natsir gave birth to an

integral Islamic education innovation aimed at

awakening Muslims from adversity by teaching

religious education and general education integrally

with no separation between the two models of

education. Integrated Islamic School (SIT) is

essentially a school that implements the concept of

Islamic education based on Al-Qur'an and As-Sunnah

(Nasution, 1995).

Reviewing in the contemporary context in the

development of nationalism attitude in the life of

students, of course, efforts in the formation of state

defending characters in schools cannot be taught

stand alone in the form of subjects, or the formation

of defensive character This country is given

integrated in certain subjects such as Education

Pancasila and Citizenship, religious education as well

as extra-curricular education. According to Cohen,

the establishment of national character in school can

be carried out in a progressive educational

environment that includes an integrated curriculum,

integrated day, and integrated learning. Based on

Cohen's opinion, it can be understood that the

establishment of national character in schools is the

responsibility of all teachers and all components in

the school.

Indonesia actually has had National Workshop on

Cultural Education and National Character as

National Agreement of Development of Culture

Education and Character of Nation on 14 January

2010.20 The workshop has agreed on the following

matters; first, the cultural education and character of

the nation is an integral part that is inseparable from

the national education as a whole. Second, the

cultural education and character of the nation must be

Islamic Education Management Innovation in Forming Youth Characteristics for State Defense in Jakarta

791

developed comprehensively as a cultural process.

Therefore, institutional education and culture need to

be fully accommodated. Third, cultural education and

character of the nation is a shared responsibility

between government, society, schools and parents.

Therefore the implementation of cultural education

and the character of defending the State must involve

the four elements. Fourth, in an effort to revitalize the

education and culture of the nation's defending

characters, it is necessary for the national movement

to arouse the spirit of togetherness in the field.

Based on the framework of the Workshop above,

the researcher is interested in the basic concept of

Contextual Teaching and Learning Contextual

Learning (CTL) strategy, because CTL is a learning

strategy that emphasizes the full process of student

involvement in order to find the material learned and

relate it to real life situations, thus encouraging

students to apply it in everyday life (Sanjaya, 2006).

The study of Islam by using CTL and integrate

with the values of the defendant character of the State

get results include the ability of religious practice

which consists of aqidah, syariah and morals plus the

mechanical values of the State defending characters

in integration into the ability of religion and

spirituality. The learning process uses a CTL

approach consisting of constructivism, inquiring, and

inquiry, learning societies, modeling, reflection and

actual assessment. The values of the nation's

defending characters include religious, creative,

independent, disciplined, hard work, responsibility,

love of the homeland, national and state

consciousness, convinced Pancasila as the State's

ideology, willing to sacrifice for nation and State, Of

the three components, namely from the religious

aspect, Contextual Teaching Learning (CTL), and

character education defend the State synergized in

creating learning process will produce students who

are competent and having defensive State cafes.

Principles of Islamic learning innovation

development based on the education of State

defending character with CTL approach as follows:

 Focusing on the potential, development, needs

and interests of students and their environment.

 Able to provide direction and thought to the

teacher or implementer in the field so that

students are more creative, fun and meaningful

for students.

 Relevant to the school's condition, environment

and student needs.

 Meaningful for student life.

 Easy implementation in the field.

 Using various learning resources.

 Able to provide understanding to students about

the cultivation of the values of defending the

State.

 Use authentic scoring.

 Can be used as a means to cultivate the values

of State defensive characters.

In relation to the Islamic education management

method in the capital city, Jakarta is chosen to be a

learning model, since educational decision making is

still centralized and being a viable state defense

center in school, and curriculum learning will be

easier to pilot in the capital first. This paper therefore

becomes the formula of Islamic education

management innovation in schools in the capital.

7 CONCLUSIONS

The author agrees with one of the prominent Muslim

scholar: Azyumardi Azra that Islam is normatively

and historically has no significant problems with

nationalism because Islam never contradicts Islam

with ethnicity (Fadjar, 2011). Therefore, Islamic

schools need to instill the values of defending the

country early on, among others through the

formulation of subjects of State defensive characters

that stand alone such as character lessons, through the

integration of the values of characters in subjects that

have been there for example in the eyes the education

of Pancasila and Civil Education (PPKn), history,

religion and can also be through extra-curricular

activities that support the formation of State defensive

characters, such as the Boy scout and Paskibraka

(National Flag Hoisting Troop) training.

The educational innovation that is proposed in

this research model of instructional innovation based

on field conditions and the needs of students and

teachers, need to be developed innovation of Islamic

religious education which has the following

characteristics:

 Islamic education management learning process

needs to be mastered by students as a whole.

 Islamic education management learning process

that can motivate students to do activities.

 The learning process that spur students to

activity.

 Learning process that can be implemented

inside or outside the classroom.

 Utilization as a learning resource including the

natural surroundings

 Learning that gives the concept what students

learn can be meaningful for their life.

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792

 The learning that gives the atmosphere is fun

and challenging.

 Learning process that is able to develop useful

life values.

 Assessment of learning that includes process

and learning outcomes as well as the cognitive,

affective and psychomotor aspects.

 Education that can be used as a means of

planting the values of the State defensive

characters.

Thus this study yields a tentative conclusion that

Islamic education management in Jakarta still needs

learning innovation so that students understand the

full Islamic context, start to recognize the history of

Islam entry in Indonesia, to the appreciation of

Pancasila which can be in the same line with the belief

of Islam itself.

ACKNOWLEDGMENT

We would like to thank Aries Susanto for his valuable

comments and directions during the writing process

of this manuscript.

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