Character Building of Integrity in Arabic Language Instruction at

Islamic Senior High School 20 Jakarta

Syamsi Setiadi

Department of Arabic Language Education, Jakarta State University, Jl. Rawamangun Muka, Jakarta, Indonesia

Keywords: Development, Integrity values, Arabic language instruction, Sincerity, Religious, Discipline, Honest,

Responsible.

Abstract: Islamic school is a place of education that is expected by many people to produce students who behave in

accordance with Islamic teachings. Thus, this study investigated the character building of integrity at Islamic

Senior High School in accordance with the 2013 curriculum and the obstacles faced in learning process. By

using qualitative descriptive methods, this paper discusses about character building of integrity in learning

Arabic at Islamic Senior High School (MAN) 20 Jakarta. The study focused on the character building of value

of integrity in the curriculum, its application during the learning process, and its application outside the

classroom after the learning process. Integrity data investigation in March-May 2018 edition showed that

character building that are in accordance with Arabic subjects, namely sincerity, religious, discipline, honesty,

responsibility, environmental and social care. Application of the value of integrity in curriculum design,

learning plans and textbooks that are in accordance with the 2013 curriculum includes the appropriate

character values. The integration of character values into learning activities by integrating, incorporating, and

applying values is considered to be good and right in order to form, develop, and foster the character or

personality of students. Application of character values outside the class which programmed activities consists

of counselling and extracurricular activities that train students to develop their talents and intentions.

1 INTRODUCTION

Character building has become a big concern of

national education to return the real essence of

education. National Education Act number 20/2003

clause 3 states that the purpose of national education

is to develop ability and build characters and a

dignified civilized nation. The Presidential

Regulation Article 18 No. 87 Year 2017 explains that

implementation of strengthening character education

at the formal level of the education unit must be

carried out in an integrated manner through intra-

curricular, co-curricular and extra-curricular

activities both within and outside the scope of formal

education. The statement implies that every school

must have a plan to implement strengthening

character building. The plan must be carried out by

defining the programs related to character values

(Nez, 2014).

The character building in education is an effort to

improve certain good or useful traits in students’

character. It is also known as character education in a

defition that it is a movement encouraging schools to

create environment fostering and caring students by

modelling and teaching good characters through

emphasising the universal values.

It is believed that good characters are reflected by

good achievements at school (Suherdi, 2016).

Schools today face enormous challenges in playing a

primary role to help society various social problems

among students. The responsibilty of both academic

and character development are to be addressed in the

curriculum. The Character Education Strengthening

has five priority values in national character

(Hendarman, 2017) namely: (1) Religious; (2)

Nationalist; (3) Independent; (4) Mutual

Cooperation; and (5) Integrity.

The problems of the character education of

students faced by the school, including Islamic

schools, are experiencing various obstacles. Such

barriers arise from the lack of control capabilities of

students outside the classroom, the participation of

parents who are still low, and strong environmental

influences that damage the character of students

(Danu Eko Agustinova, 2015).

456

Setiadi, S.

Character Building of Integrity in Arabic Language Instruction at Islamic Senior High School 20 Jakarta.

DOI: 10.5220/0009001404560459

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 456-459

ISBN: 978-989-758-405-3

The question of the current character is a growing

issue throughout the world amid advances in

technology that slowly erode the value of humanity.

A school characterized by Islam or any religion in the

view of society, is a school filled with good religious

teachings, with a universal humanitarian character

and based on a superior national value. However,

measuring the success rate of character education in

schools is often forgotten by both teachers and

parents. The development of children's character

often escapes the detailed observation and tends to be

ignored.

The issue of integrity becomes very important for

Indonesian people in the midst of preaching about the

rise of corruption cases, violations of law and human

rights, and various horizontal conflicts that occur in

society. In this context then the role of the school as a

center of good value education community since early

becomes very relevant to the evaluation of the process

that took place there.

Planting integrity value in schools integrated in

the learning process then raises its own difficulties for

the teacher, although it is technically given in the

description of the core competency of attitude. For

this reason, this research is to photograph how to form

the character education integrity in Arabic language

learning in MAN 20, which is one of high school of

Islam nuances.

This study wanted to reveal "how the character's

development of integrity in Arabic language learning

in MAN 20 includes sincerity, religious, discipline,

honest, responsible, and what obstacles exist in

implementing this character education”.

2 METHODS

The study was conducted by following the working

principles of descriptive qualitative research design.

The study employs content analysis to frame the

character building of integrity in academic document

of Islamic high school. The data of character building

of integrity in Arabic language instruction were taken

from academic documents, interview, and

observation of instructional process and activities

outside classes in the period of March-May 2018. The

technique of data collection used was the

documentation. Content analysis is utilized to analyze

the documents, starts with a sample of texts, the unit

of analysis, and the categories. Qualitative analysis

was used in order to analyzed data qualitative and

interpreting its meaning.

3 RESULTS

The analysis of the document, observation and

interview results between March and May 2018

showed the development of the integrity character of

MAN 20 Jakarta students. The integrity value

includes five values, namely religious, discipline,

honest, responsible.

Realizing that the child is not born with the value

of integrity, teachers are trying to create a condition

that is able to foster that integrity in class learning.

The development of the value of integrity is

characterized by a statement that shows explicitly to

practice, internalize the teachings of Islam, discipline

behavior in attendance, dress, and duties, academic

honesty, and responsibility.

Here is an example of a description of the integrity

character development integrated in Arabic learning

at MAN 20 Jakarta:

1. Set the integrity value in a learning plan document

2. Enter the Qur'an verses options in each subject

matter according to the theme

3. Add Arabic poetry or mahfuzhat at any end of the

material that contains the values of the character

of the example, such as "Who really is, he will

get", "you wish success but not you traveled,

(know) really ark Does not sail on land ",

4. Associate the Professional (reading) material with

values both in Islam and the divine value.

5. Adding material explanation with Hadith of

Prophet Muhammad SAW, as an example of

Muslims

6. Teach the value of honesty in exams and

assignments

7. Giving sanctions or penalties for any breach of

honesty and order in class

8. Cultivate the attitude of mutual respect and

respect for others, as in the Mahfuzhat "thou shalt

not despised others, indeed every man has merits

and privileges".

In addition to findings in classroom learning,

character coaching integrity is also found in other

activities. Such activities are as follows:

3.1 The Development of Religious Values

1. Say greetings when you meet, enter classes,

and each start the lesson

2. Read the Bismillah every time of starting any

activity

3. Handshake and greet between teachers and

students

4. Offer a prayer at the beginning and end of any

lesson or activity

Character Building of Integrity in Arabic Language Instruction at Islamic Senior High School 20 Jakarta

457

5. Teachers and students pray Dhuha before the

first lesson.

6. Teachers and students conduct prayers of

Dhuhr and Ashar in congregation

7. Muslim dress according to Islamic teaching

8. Maintain Islamic ethics in communicating

with fellow teachers and learners

9. Always advise to remain consistent in

interacting with good sexual care in school or

outside school.

10. Familiarize students with praying at the

beginning of any learning activity or other

outside class activities

11. Students must bring and read the Qur'an

before prayer Dhuha

12. Thanking God and thanks to others

3.2 The Development of Disciplinary

Values

1. Being obliged to arrive at least 15 minutes

before class begins

2. Taking and disposing of garbage in place

3. Using hoods for the students

4. Commitment to start and end the lesson

5. Prohibition of carrying a mobile phone in a

school environment

6. Smoking ban

7. Granting of sanctions and penalties for any

breach of school rules

3.3 The Development of Honesty Values

1. Teach the importance of honesty in life

2. Provide a fair assessment of students ' work

3. Provide strikes and sanctions for students who

cheat on tasks and questions,

4. Teach and model the importance of keeping

promises

5. Teach to acknowledge mistakes

6. Teach the importance of self-confidence in

every task.

3.4 Development of the Values of Social

Care and Responsibility

1. Being respect to friends and other classes by

not making noise

2. Cultivating habits of helping friends or

teachers

3. Collecting donations for any calamity, natural

disasters, and other social activities.

4. Visiting friends and teachers who are sick or

have a misfortune.

4 DISCUSSION

These findings were in line with previous related

theories and research findings (e.g. Pane & Patriana,

2016; Islami, 2016; Setiadi, 2019). This study has

revealed that teachers participated in this study have

inserted character building of integrity in their

teaching and learning process with various

frequencies. The integrity value includes five values,

namely religious, discipline, honest, responsible.

Character is not formed automatically, but it needs to

be cultivated overtime, and it could be promoted in

the teaching learning process at school through

character building (Aynur Pala, 2011). Realizing that

the child is not born with the value of integrity,

teachers are trying to create a condition that is able to

foster that integrity in class learning. The

development of the value of integrity is characterized

by a statement that shows explicitly to practice,

internalize the teachings of Islam, discipline behavior

in attendance, dress, and duties, academic honesty,

and responsibility.

The explicit method used by teachers include:

incorporating integrity values in learning plan and

learning materials; lecture on the value of integrity

and other good character; give advice to have a good

character; give brief examples of good character

values; and discuss with teacher-students on the

character values in the class. This requires a sincere

teacher commitment to these ideals, because students

can detect mock or insincere attitudes. One of the

most important factors is respect for students which

can be implemented by making learning and teaching

assignments together (Nillsen, 2016).

In addition to the findings in class learning, the

integrity of character building is also found in other

activities related to the inculcation of Islamic values

in the daily activities of students in school, both

worshiping God and also in association with school

members. However, there are several obstacles in the

process of instilling the value of integrity in schools.

Therefore, teachers need to try to find solutions to

overcome the obstacles encountered and work

collaboratively with all elements involved in student

character development becomes successful in

implementing character education program

(Kaimuddin, 2014; Özen, 2011; Pantu & Luneto,

2014; Nova, 2017).

ICELS 2019 - International Conference on Education, Language, and Society

458

5 CONCLUSION

The integrity value includes five values, namely

religious, discipline, honest, responsible. Realizing

that the child is not born with the value of integrity,

teachers are trying to create a condition that is able to

foster that integrity in class learning. The

development of the value of integrity is characterized

by a statement that shows explicitly to practice,

internalize the teachings of Islam, discipline behavior

in attendance, dress, and duties, academic honesty,

and responsibility.

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