Islamic Values Internalization in Learning at English Education

Study Program: Practical Study on the Implementation of Islamic

Academic Culture in Sultan Agung Islamic University

Nuridin

and Idha Nurhamidah

Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Sultan Agung Semarang, Indonesia

Keywords: Islamic Values, Academic Atmosphere, Teaching Strategies.

Abstract: As the name suggests, Islamic University of Sultan Agung (Unissula) Semarang has set out Islamic values

benchmarks in academic atmosphere (BudAI). The current study, therefore explored possible strategies for

obligatory internalization of Islamic values in English Study Program, Unissula as a starting point of

enforcement and implementation. Relevant lecturers were interviewed to find out their perspectives on the

subjects in relation to Islamic values implementation; their classroom activities were also observed to enhance

the data, and faculty documents were checked for further elaboration. The results point out and elaborate some

possible strategies for lecturers to implant the Islamic values in the content course and behavioral atmosphere

to comply with the university’s obligatory implementation of BudAI.

1 INTRODUCTION

Moral perfection is the mission of the Prophet

Muhammad. The Prophet Muhammad (peace and

blessings be upon him) said, "I am here on earth for

nothing but the perfection of human attitude." (HR

Bukhori) as cited in (Susilo, 2014). Morals (akhlak)

are plural of the word khulq, which means the nature,

character, habits, behavior (Hughes, 1896). Morality

is also synonymous with the meaning of manners

which means courtesy, hospitality and nobility (Al-

Atlas, 2003).

Adabba is the root of ta'dib which correlates with

the meaning of education implying the process of

acquisition of knowledge learned to prevent the

learner from misconduct (al-Jurjani, 1985). The

morally or civilized man is a good human being who

is fully aware of his responsibility to God The

Almighty, understanding and fulfilling justice

towards himself and others in society, seeks to

enhance every aspect of himself to perfection as a

civilized man (Hasibuan, 2012).

Therefore, educational genealogy begins with a

philosophy about the importance of human beings to

have adab or good behavior and develop various

potentials to create a civilized life order. This is

important because the basic purpose of Islamic

education is to introduce humans to the purpose of life

that is to know God and the way of worship to Him

(Al-Atlas, 2003).

Nevertheless, the influence of westernization

science has turned the main orientation of the

education to the goals that are mere materialist so that

the application of science is separated from God

(Khalili, 2014: 55).

Though the practitioners of higher education at

Western universities themselves have much to

complain of concern for modern Western educational

system. Prof. Harry Lewis, a professor at Harvard for

32 years and served as Dean of Harvard College for 8

years (1995-2003), for example, expressed concern

about this in his book, Excellence Without a Soul :

How a Great University Forgot Education (2006:1).

As indicated by him, the training framework has

committed a major error (moral blunders) which

lessens the ethical otherworldly side of individuals.

This mix-up is reflected obviously in a genuine loss

of good vision, which results in instruction be without

the soul (callous training).

Self-feedback has additionally been finished by

some Western researchers previously, for example,

Sir Walter Moberly in his book The Emergency in the

College, which was distributed in 1949; and

Christopher Dawson in his book, The Crisis of

Western Education, in 1961.

1154

Nuridin, . and Nurhamidah, I.

Islamic Values Internalization in Learning at English Education Study Program: Practical Study on the Implementation of Islamic Academic Culture in Sultan Agung Islamic University.

DOI: 10.5220/0009924111541161

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1154-1161

ISBN: 978-989-758-458-9

In view of the stupendous plan that was produced

in the example of improvement of understudy

undertakings, mental and socio-social character

development in the individual is a component of the

general capability of the human individual

(subjective, full of feeling, conative, and

psychomotor) with regards to social communication

of social (in the family, school and network) and

endure forever. Designing the characters with regards

to the totality of social and social mental procedures

can be gathered into four. There are heart

development, thought development, and additionally

sports and sensation however the inclination and aim

(Ministry of National Education, 2010)

The excellent plan requires continuous instructive

process that is vitally ready to build up the maximum

capacity of individuals. So training which depends on

a dream that depends on religious qualities are vital

on the grounds that instruction is a procedure of

figuring out how to live with administration

habituation-esteem to be valid. While the wellspring

of truth originates from qualities contained in

religion. (Anwar, 2010:1)

English Language Education Study Program of

Islamic University of Sultan Agung has a vision: “To

be the best leading English Education Study Program

based on Islamic values producing professional

English teachers equipped with information

technology to be capable of educating, devoting and

developing knowledge and sensitivity to global

change as part of generations of khoiro ummah in

2034”.

The consequence of the vision is the whole

process of education that goes for students must be

colored moral values, especially in the process of

teaching and learning. Internalization of moral values

becomes very important when it is realized that many

cases become problems of education in universities

such as the number of drug cases among students

(Badan Narkotika Nasional, 2012), violence in

students (Simbolon, 2012), premarital sex (Lestari,

2014), and many other cases

The importance of internationalization of moral

values is in line with the results of research on the

Evaluasi Pendidikan Nasional (Naima and Erniati,

2013). Research concluded about the need for unity

of vision and mission and strict rules in developing

the pattern of student coaching especially concerning

students’ religiosity.

While research entitled Living Values Education:

Solusi Alternatif Pembinaan Mahasiswa emphasizes

the need for exemplary (Nufus, 2014). This

exemplary is needed as students can practice the

value that can be observed directly through the values

practice. The results of those studies strengthen the

argument that moral education in universities level

through the moral values internationalization in the

learning process is very necessary, especially for

students in the English Language Education Studies

Program Sultan Agung Islamic University that is

characterized by Islam.

2 THEORETICAL FRAMEWORK

Research conducted by Suhartini (2016)

demonstrated that The disguise procedure of Islamic

qualities in cultivating profound quality of Santri in

pesantren Miftahul Muhajirin Subang done through

trans-disguise technique by making three strides, in

particular (1) The change of qualities, to be specific;

kiai educated the great and terrible qualities; and kiai

attempted to roll out the considerable improvement,

great appearance, frame, nature, capacity, innovation

or dispersion; (2) the exchange esteem, to be specific;

the procedure of two-way correspondence or

association among santri and kiai who are

complementary; kiai drew in to execute and give

models of genuine practice; and the santri reacted,

acknowledged and rehearsed its estimation; (3) trans-

disguise esteem, that is: the intrinsic procedure in

energy about Islamic qualities with the goal that it

winds up restricting wareness; the way toward

coordinating the qualities, convictions, suppositions,

understanding, trust, taken from the center lessons of

Islam and accepted by somebody and utilized as rules

for conduct and taking care of the issues experienced;

appearance in parts of mental demeanor and identity,

not simply physical; and (4) the correspondence

procedure between two identities (kiai and santri)

effectively.

Research conduct by Islami (2016) showed that

the character training had been subconciously

actualized in MAN 1 Samarinda particularly in

instructing and learning English. There were three

stages in creating character training that could be

disguised during the time spent educating and

adapting in particular arranging, applying and

assessing. In this examination the educator did the

progression of how to create character training

through arranging, and applying however not for

assessing. The character esteems were disguised by

the English educator into the way toward instructing

and adapting despite the fact that she did not

understand it.

The results by Kamal (2016) reveal that (1)

moderate Islam refers to a form of Islam that

emphasizes the values of moderation between the

Islamic Values Internalization in Learning at English Education Study Program: Practical Study on the Implementation of Islamic Academic

Culture in Sultan Agung Islamic University

1155

‘left-wing extremist group’ (liberal group) and the

‘right-wing extremist group’ (fundamental group) in

implementing Islamic teachings; (2) moderate

Islamic values include the values of tolerance in

showing attitudes, the value of tolerance in respecting

diversity, the value of inclusiveness in accepting

something new with lots of strengths, the value of

logic and flexibility in understanding texts, the value

of relevance in interpreting texts by deeming their

contexts, the value of innovation in solving problems

that the answers have not been stated in the texts yet,

and the value of social transformation; (3) the process

of internalization covers three stages, namely: the

stages of value transformation, value transaction, and

trans-internalization. The first stage copes with the

process that is carried out by teachers in informing the

values of moderation conceptualized in Islamic

teachings. The next stage promotes that the values of

moderation are interactively communicated between

teacher and students. The last stage suggests that

familiarizing behavior and actions that represent the

moderate Islamic values is performed through not

only verbal communication, but also mentality and

personality.

Research Istanto (2017), discoveries reason that

Extensive Direction is careful direction or advising

for understudies that incorporates a few projects of

Redesigning Inspiration, Character Building,

Profound Direction, Scholastic Instructing, Guiding

System, Home Visit, Tutoring, Out Entryway

Program, and All encompassing Observing. The

usage of Complete Direction program can ingrain the

estimations of transformative Islam, for example,

religious, legit, discipline, inventive, autonomous,

lover, enthusiastic, fellowship, mindful, and capable.

2.1 Student Character Development

Mandated by Law No. 20 of 2003 on National

Education System which formulate the functions and

objectives of national education as follows:

"National education serves to develop the ability

and character development and civilization of the

nation's dignity in the context of the intellectual

life of the nation, is aimed at developing students'

potentials in order to become a man of faith and

fear of God Almighty, noble, healthy,

knowledgeable, skilled, creative, independent,

and become citizens of a democratic and

responsible".

With regards to understudy direction,

commanded by Law No. 20 of 2003 is evident that

training is basically to build up the capability of

understudies that depends on confidence and

commitment, identity, character, and independence.

Accordingly, instruction has a vital job in cultivating

and building the character of understudies .

Accordingly, understudies are the subject of

understudies in advanced education , then with the

end goal to accomplish the required objectives of

national instruction understudy tutoring is directing

all exercises of understudies as students amid the

training procedure.

Understudy character improvement designs

require standards that guide the execution of

understudy advancement program. Alluded norma

can be found in the accompanying table

Norms

and

Ethics

Descriptions

The ethos

Learning

and

Teaching

a. Support opportunities for the

development of intellectual, physical,

social , moral and cultural whole man

b. Encouraging research activities

c. Encouraging creativity

The ethos

openness

a. Accommodating access to outstanding

students

b. Showing friendly behaviour

c. Showing good manners

d. Enjoyable working

Ethos as

Civil

Society

a. To be responsible

b. Fostering partnerships

c. Fighting the highest standards in

business

d. Showing respect in interacting

e. Fair treatment for all citizens of the

campus

Ethos of

Services

a. Offering academic activities were well

organized

b. Intensive and open communication

c. Change and continuous improvement

d. Offering a well-planned program and

consistent

Productive

Work

ethic

a. Creating a campus environment that is

conducive

b. Supporting the effectiveness and

efficiency

c. Looking for the best quality in all

aspects

d. Increasing commitment to support

intellectual development and produce

quality education

2.2 Learning Process

Learning as a process of behavioral change that

includes changes in human tendencies such as

attitudes, interests, or values and changes in the

ability to increase the ability to perform various types

of performance. Learning is an activity in which a

person makes or produces a behavioral change is in

ICRI 2018 - International Conference Recent Innovation

1156

himself in knowledge, attitude and skill (Suci Rina

Tykha, 2015).

Learning is a system or process of educating

subject students/learners which is planned or

designed, implemented, and evaluated systematically

so that students/learners can achieve learning

objectives effectively and efficiently. As a process of

educating the subject students, the learning process is

divided into two, namely learning as a system and

learning as a process. Learning as a learning system

consists of a number of organized components

including learning objectives, learning materials,

strategies and learning methods, learning

media/props, class organizing, learning evaluation,

and follow-up learning (remedial and enrichment).

While learning as a process has a meaning that

learning is a series of efforts or activities of teachers

in order to make students learn, including preparation,

actual classroom activity, and assessment.

Preparation means plan the annual teaching program,

semester, lesson plan, and tools such as props, and

evaluation tools, books or other print media. Actual

classroom activity means carry out learning activities

with reference to the preparation of learning that has

been made which is much influenced by the approach

or strategy and learning methods that have been

chosen and designed to apply them, as well as work

philosophy and teacher commitment, perceptions,

and attitudes towards students. Assessment means

following up on the lessons student has learned. This

post-learning activity may take the form of

enrichment it can also be a remedial teaching service

for students with learning difficulties.

Thus, learning process is a process of interaction

between students with teachers equipped by

environmental resources. Learning is a form of

assisting provided by the teacher so that there will be

process of getting knowledge, mastery of skills, the

formation of attitudes and beliefs in students. In short,

learning is a process to help students to learn well.

Learning is defined as the creation of conditions in

which teacher and student interact constructively so

that the learning process can take place optimally

2.3 Islamic Values Internalization

Internalization means: 1) appreciation: the process -

the philosophy of the state in depth takes place

through counseling, apprenticeship, and so on; 2)

appreciation of a doctrine, or value so that it is a belief

and awareness of the truth of doctrine or value

embodied in attitude and behavior. Value is

something that is believed to be true and embraced

and made as a basic reference of individuals and

society in determining something that is considered

good, true, and valuable (Muhtadi, 2007).

Suryana said that The values of Islam defined as

the rules of God which among others include rules

governing human relations with God, human

relationships among themselves, and human

relationships with nature as a whole; as cited in

(Hakim, 2012). Humans will experience discomfort,

disharmony, non-threatening, or even problems in his

life, if there is an imbalance in establishing those

relationships or not follow the rules set by God.

Islamic values consist of faith, worship and moral

values. All three are a comprehensive unity which

must be owned by every Muslim. The values of faith

teach people to believe in the existence of Almighty

God as the creator of the universe, which will always

keep an eye on and take into account all human deeds

in the world. With a heartfelt feeling that God

Almighty exists, man will be more obedient to

execute everything God has commanded and afraid to

do fraudulent or damage on this earth.

Values of worship teach mankind so that his every

act is always based on a sincere heart in order to attain

Allah's revelations. Practicing the concept of worship

values will produce fair, honest, and helpful human

beings. Moral values teach mankind to behave well

according to good norms or manners; thus leading to

a peaceful, harmonious, and balanced human life.

2.4 Teaching Strategies

Teaching strategies are various; which among others

traditional, free, reflective, and trans-internal

strategy. Each strategy however has its advantages

and disadvantages and therefore the teacher should

carefully choose which strategy suitable for their

particular classes.

A teacher may choose traditional strategy which

is known as value learning by giving advice or

indoctrination. This strategy is done by way of telling

directly which values are good and the less good. The

weakness of this strategy makes learners only know

or memorize certain types of values and not

necessarily implement them. The emphasis of this

strategy is more cognitive, while the affective aspect

is poorly developed; making it less profitable for

value learning that should develop internal awareness

among learners.

Free strategy can also be employed, which is the

opposite of traditional strategy; in the sense that the

teacher does not inform learners about good and bad

values. Learners are given full freedom to choose and

determine what value will be taken. Since, the good

value for others not necessarily good for themselves.

Islamic Values Internalization in Learning at English Education Study Program: Practical Study on the Implementation of Islamic Academic

Culture in Sultan Agung Islamic University

1157

The weakness of this strategy includes learners may

not be able to choose which values are good and less

best value for him. Therefore this strategy is more

suitable for adults and for human objects.

A reflective strategy is a value learning that goes

back and forth between using a theoretical approach

to an empirical approach; or pacing between a

deductive and inductive approach. This strategy in its

use demands consistency in the application of criteria

for conducting an analysis of empirical cases which

are then returned to their theoretical concepts, and

also the consistency of using axioms as the basis of

deduction to elaborate theoretical concepts into

applied in more specialized cases and operational.

Trans-internal strategy which is a strategy to

educate values by way of transforming values is

followed by transactions and trans-internalization. In

this strategy lecturers and students alike are involved

in an active communicative process, which involves

not only verbal and physical communication, but also

involving inner communication (personality)

between the two.

Of the four strategies mentioned above, trans-

internal strategy is the best strategy, considering the

teacher role as presenter of information, model and

source of value inherent in personality, which then

can be transmitted to learners in receiving truth values

according to what is owned by teacher.

2.5 Islamic Academic Culture

Islamic Academic Culture is civilizing the

application of Islamic values in the overall life on

campus, provided by all campus residents to achieve

educational goals in Unissula (Supadie, 2008:53). Its

execution as movement with Islamic qualities as the

premise of the general procedure of scholarly and non

scholastic grounds directed together and genuinely.

As per Unissula Organizations, Islamic Scholarly

Culture by and large covers two things, to be specific

(1) the fortifying of science and innovation and (2)

reinforcing ruhiyah. Fortifying science and

innovation is planned to be a vital piece of grounds

life. Through the Islamic Scholarly Culture, Unissula

attempts to enhance the nature of science through the

reinforcing of science and innovation. Strengthening

science and technology can be carried out through the

following four things:

(a) The spirit of Iqra '

(b) Developing Studies on Basic Values of Islam

(d) Establishing Islamic Learning Society

Fortifying ruhiyah is planned to confidence and

commitment and akhlakul karimah into the column

that underlies somebody in their investigations and

having the capacity to incorporate it to serve the

world. Strengthening ruhiyah in Islamic Academic

Culture include such things as the following:

a. Movement of prayer congregation

b. Movement of Islamic dress

c. Movement of Thaharah

d. Movement of Modeling

e. The hospitality of the Islamic Movement

f. Realizing movement of Noble Morals

3 METHOD

This article based on empirical research. The

Need of Data Respondents of this study are the

lecturers who teaches the subject of Introduction to

Educational Science, Teacher Profession, Philosophy

of Science Data collection in this research was done

through interview, observation, and to lecturers who

have relevance in learning process at English

Education Study Program.

Data Required Data Source

Literature of student

development and Islamic

Academic Culture [Budaya

Akademik Islami/ BudAI]

Articles in journals,

scientific magazines,

text books etc.

General data about UNISSULA Profile UNISSULA

Implementation of student

development program based on

Islamic Academic Culture

Documentation,

observation and in-

depth interviews with

respondents.

The data and information obtained from preliminary

studies were used in the analysis. The use of

qualitative descriptive analysis is intended to obtain

an overview of the implementation of the Islamic

values internalization in the learning process started

from the process of planning, implementation, and

learning evaluation.

4 RESULT

The implementation of internalisation of

Islamic moral values in the learning process is carried

out in the whole system of learning processes.

Conceptually Islamic moral values are formulated in

learning objectives, learning materials, strategies and

learning methods. Likewise the selection and use of

learning media / teaching aids are adjusted to the

ICRI 2018 - International Conference Recent Innovation

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material and moral values that will be invested. While

class organizing is carried out in such a way that all

students are actively involved in the learning process.

Islamic moral values also become an inseparable part

in the process of evaluating learning, and follow-up

learning (remedial and enrichment).

Operationally the internalisation of Islamic

moral values in learning as a process is carried out

through preparation by designing annual teaching

programs, semesters, and preparation of teaching

preparation (lesson plans) and preparing tools such as

teaching aids, evaluation tools, books or other print

media.

Then the implementation of learning

activities refers to the preparation of learning that has

been made with several approaches or strategies and

learning methods that have been selected and

designed for application. While the follow-up to

learning refers to the evaluation plan, evaluation

process and results as a reference for improving

students' Islamic moral values. This post-learning

activity can take the form of enrichment, it can also

be in the form of remedial teaching services for

students who are learning difficulties.

The implementation of the internalisation of

Islamic moral values in the learning process both

systemically and in the process will be going

continuously. Planning aspects, organizing material,

class, and students, implementing learning,

evaluation and follow-up take place in a coherent

manner. Evaluation and follow-up will be a reference

in the next planning process. Likewise, the

organization and implementation of learning will tbe

running dynamically in constructive and meaningful

lecturer interaction. The picture of the model of

internalisation of Islamic moral values in the learning

process in English Language Study Program of

Sultan Agung Islamic University (Unissula) as

follows:

Step 1 Step 2 Step 3 Step 4

Figure 1: Model of Internalization of Islamic Moral

Values in Learning

The first step, the lecturer has a strong

commitment that the learning process is not merely a

process of transfer of knowledge, but it is understood

that the true learning process is a comprehensive

process that will enhance the cognitive, affective and

psychomotor potential of students. This commitment

is operationally manifested in the preparation of the

syllabus and learning planning which includes

Islamic moral values that will be applied in the

learning process. This first step is operationally

applied at the initial meeting of the lecture through a

learning contract. The lecturer communicates the

design of the lecture process for one semester with all

the plans that have been prepared, while building

commitment between lecturers and students in the

contract in internalizing Islamic moral values in

learning.

The second step, the lecturer includes

Islamic moral values in the content of the course. The

arguments originating from the Qur'an and hadith that

have relevance to the subject matter in the taught

subject become an inseparable part of the material

content taught. These moral values are internalized in

the course so that students have an understanding that

the lecture material is inseparable from Islamic moral

values so that the course has meaning in student life.

The third step, the lecturer chooses the right

learning strategies and teaching methods, including

choosing media and teaching aids that are adapted to

the material / subject matter. In this step, the creativity

of the lecturer is needed so that the learning process

will be going interactively while still emphasizing the

student center approach, through a dynamic process.

The fourth step, the lecturer evaluates the

learning process not only on the aspects of cognition

but also the whole learning process becomes an

inseparable part of the evaluation process. Attitude,

practice and understanding of the course into one unit

that will be evaluated. This evaluation result is a

reference for the lecturer in designing the next

learning plan.

The advantage of this model is that the

learning process will be going dynamically,

Komitmen

(Kontrak

Kuliah)

Content/Isi/Mat

eri Mata Kuliah

Strategi

Pembelajaran

Evaluasi Proses

dan Hasil

belajar

Islamic Values Internalization in Learning at English Education Study Program: Practical Study on the Implementation of Islamic Academic

Culture in Sultan Agung Islamic University

1159

integrated moral values in the entire learning process

from planning, organizing, implementing and

evaluating. Students are also the center of the

concentration of the learning process because the

strategies and methods are designed interactively and

have meaning in the life process of students

(contextual teaching learning).

5 CONCLUSION

Based on data analysis and discussion in this

research, some conclusions can be drawn as follows:

English Language Education Study Program,

Unissula has been committed to one of its mission by

integrating Islamic values in the learning process.

Islamic values based on analysis, has been

implemented in the learning and teaching process

starting from the curriculum design to classroom

manifestation which includes among others lesson

planning, actual teaching and evaluation.Islamic

values internalization in the learning process is

implemented through four steps; firstly, build a

commitment of lecturers and students who are

operationally embodied in the preparation of syllabus

and lesson plan in which already contains Islamic

moral values that will be applied in learning process.

This step is operationally applied at the beginning of

the lecture through a learning contract.

Secondly, the lecturers include Islamic values in

the course content. The arguments derived from the

Qur'an and hadith that have relevance to the subject

matter in the taught course become an inseparable

part of the material content taught.

Thirdly, choose appropriate learning strategies

and teaching methods, including selecting media and

props tailored to the subject matter/subject matter.

Lastly, the lecturer evaluates the whole learning

process into all aspects; namely attitude, practice and

understanding of the course.

The fourth step, the lecturer evaluates the learning

process not only on the aspect of cognition;

nevertheless the whole learning process. The

Behavior/attitude, practice and understanding of the

course then will be unitedly evaluated. Lastly, the

results of this evaluation become the lecturer's

reference in designing the next lesson plan.

The advantages of this model are a continuous

dynamic learning process. Moral values integrated in

the overall process of learning from planning,

organizing, implementation to evaluation. Students

also become the center of learning process because

the strategy and method is designed interactively and

has meaningfulness in the process of student life

(contextual teaching learning).

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