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VALUE EDUCATION WITH BOARDING SCHOOL SYSTEM IN ABUBAKAR ISLAMIC INTEGRATED JUNIOR HIGH SCHOOL,YOGYAKARTA
The core matter in education lies in values. Values pose as the spirit of each process and educational result. Therefore, without any value, education has left its spirit. Philosophically, values lie behind an empirical phenomenon. Values are neutral and are not bound to any actor, space, and time. Each educational process is an empirical phenomenon wherein value is included. It is an appropriate means to plant a moral value to students. Generally, every teacher and parent knows well the importance of moral values for students or children; however, most of them do not know the way how to plant or develop the values to their students or children. The gap is one of problems that should be overcome by boarding school system. The problems in this study were as follows: (1) why did moral values become the basic principles of education in Abu Bakar Islamic integrated junior high school (SMP Islam Terpadu), Yogyakarta?; (2) what values were planted and developed in the school and how is the implementation?; (3) how was the appropriateness of boarding school system for value education? This study was done and designed in a line with principles of field research using naturalistic approach. Therefore, the object was placed within a double construction and was seen in the natural context holistically. The source was determined in a way of snowball and purposive. For the understanding of meaning, follow your nose was used. Data were collected through in-depth interview, observation, dialog, and documentation. Various techniques were used in order to do check and recheck of data so that reliable data were obtained. Besides, additional time for data collection was done to get more convincing information, especially toward those unconvincing ones. Observation, cross-check of peer’s data through discussion, and member check were performed as triangulation steps. Data gathered were then followed by steps of description, reduction, and selection. Data analysis was done using descriptive-qualitative analysis. The results of the study can be presented as follows: first, SMP Islam Terpadu Abu Bakar made values as the basic principle of education because the school prioritizes the education of character (akhlak) for the students, prioritizes academic achievement and develops students’ skills in accordance with students’ talent and interest. Basic principle of education is written in the school vision, mission and goals. Second, moral values planted and developed within students’ mental were values contained in guide book theoretically covered in 67 moral values integrated incurricular activity, co-curricular, and extra-curricular in school, dormitory, and the surrounding. Practically, there are 40 moral values done by students in their daily life at school. Third. pattern of value education done in the school were in a line with the concept of basic value education constructed in this study that included goals of value education, basis, approach, strategy, and the way the students received values and value awareness. Pattern of value education developed in the school covered six components: (i) educational guide for moral values, (ii) curriculum of integrated value education, (iii) specific materials of value education, (iv) principles of moral value education, (v) implementation exercises of morals and akhlak building, and mental transformation. Fourth, theoretical and practical implementation of value education as a study finding included things as follows: (1) theoretically components of educational guide and analysis of moral values consisted of basis and goals of value education, while practically moral values planted and developed to students were based on moral values contained in guide book and were adjusted with mission, vision, and goals as well as basis of value education, (2) theoretically components of principles of value education ethic included approach of value education, while practically value education was executed though examples, guidance, aids, development, and making of moral decision, (3) theoretically components of value implementation exercises and akhlak building as well as mental transformation included identification dynamics and internalization of value education, while practically value education was conducted in real activities such as praying together, zikir ma’surat together, and night reflection (muhasabah), and (4) theoretically components of curriculum and material included strategy, method, and technique as well as the way ho to receive values while practically value education could be chosen and programmed in a line with the expected output and output. Fifth, implementation of boarding school system was appropriate with implementation of value education as follows: (i) boarding school as an institution of value education, (ii) tradition and history of boarding school posed as a guidance of character education in many schools and gave positive impacts for those schools, (iii) generally community understood boarding school system as independence education, (iv) education of boarding school system strived to avoid scientific dichotomy and prevent students from being split personality, and (v) educational service and guidance given to students were generally better and were full of moral value teaching. Theoretically, the results of this study can give contribution toward the emergence of theory or new concept that is believed to enrich theory in Islamic education, especially in moral education relevant with moral of Indonesian culture. Practically, these study results can be an alternative reference of current educational system problems and as an offer methodologically of value education with boarding school system.
PERPUSTAKAAN, UIN SUNAN KALIJAGA YOGYAKARTA
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