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PENDIDIKAN KARAKTER BISRI MUSTOFA BERBASIS KEARIFAN LOKAL DAN RELEVANSINYA DENGAN PENGEMBANGAN PENDIDIKAN KARAKTER DI INDONESIA
This research is motivated by the increasing influence of technology and the flow of globalization, which bring new cultural values. These values often differ from, and may even threaten, the existence of local wisdom and moral values. Such conditions emphasize the need to elevate local wisdom as the foundation for character development, particularly in the context of Islamic Education. One pesantren (Islamic boarding school) scholar who proposed a concept of character education rooted in local wisdom is Bisri Mustofa, a prominent cleric whose monumental works include Tafsir al-Ibriz li Ma‘rifati Tafsir al-Qur’an al-‘Aziz, Ngudi Susilo, Wasoya al-Aba li al-Abna, Syi‘ir Mitero Sejati, and al-Azwad al-Mustofawiyah. This study aims to reveal Bisri Mustofa’s concept of character education based on values of local wisdom found in his works and to analyze its relevance to the development of character education in Indonesia, particularly its dimensions, environments, and processes, so as to propose a conceptual model of character education. This study employed a qualitative method focusing its analysis on literature review with hermeneutical, historical, and pedagogical approaches. Data collection was conducted through documentation and interviews. The primary data sources were the works of Bisri Mustofa and interviews with his family members. Data analysis was carried out in three stages: data condensation, data display, and conclusion drawing/verification. The theoretical framework combined the concept of local wisdom with Thomas Lickona’s character education theory, which includes three dimensions or stages of character education: moral knowing, moral feeling, and moral action. The findings of this study reveal three main points. First, there are seven values of local wisdom in Bisri Mustofa’s works: devotion to parents, empathy (tepo seliro), humility (andhap asor), submission and trust in God (sumeleh), mutual help (tulung-tinulung), patience, gentleness, and acceptance (sabar-sareh-nerimo), and role modeling expressed through proverbs (keteladanan dalam paribasan). Bisri Mustofa used these values to preserve Javanese identity (njawani). Second, his concept of character education, when based on local wisdom, includes three main stages: knowing, feeling, and doing good, with emphasis on the family environment supported by formal education and community contexts. Another emphasis from Bisri Mustofa is the internalization of divine values that are transcendental. From this perspective, his model of character education may be characterized as integrative and transcendental. Third, the relevance of this integrative–transcendental model to character education in Indonesia can be seen in its contributions to dimensions, environments, and processes of education. Theoretically, this model not only adopts Lickona’s framework but also expands it with transcendental and local wisdom dimensions. The contribution of this study is to offer a new framework of character education rooted in family, infused with spirituality, and yet still relevant for a modern and plural national education system.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
PENDIDIKAN KARAKTER BISRI MUSTOFA BERBASIS KEARIFAN LOKAL DAN RELEVANSINYA DENGAN PENGEMBANGAN PENDIDIKAN KARAKTER DI INDONESIA (Text)
PENDIDIKAN KARAKTER BISRI MUSTOFA BERBASIS KEARIFAN LOKAL DAN RELEVANSINYA DENGAN PENGEMBANGAN PENDIDIKAN KARAKTER DI INDONESIA (Other)
HTML Summary of #74364 PENDIDIKAN KARAKTER BISRI MUSTOFA BERBASIS KEARIFAN LOKAL DAN RELEVANSINYA DENGAN PENGEMBANGAN PENDIDIKAN KARAKTER DI INDONESIA
370. 114 Pendidikan Moral, Pendidikan Karakter