KONSEP PENDIDIKAN KARAKTER KI HAJAR DEWANTARA DAN KH IMAM ZARKASYI BESERTA RELEVANSINYA DENGAN PENDIDIKAN AGAMA ISLAM

Shofwan Almuzani, NIM.: 19204010036 (2021) KONSEP PENDIDIKAN KARAKTER KI HAJAR DEWANTARA DAN KH IMAM ZARKASYI BESERTA RELEVANSINYA DENGAN PENDIDIKAN AGAMA ISLAM. Masters thesis, SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The development of the nation's character is faced with complex problems, including high school students who were caught carrying sharp weapons such as machetes when they were about to fight between gangs and the beating of Agung Setyobudi by klitih youths in the Sleman area. Character education is present and forces all parties to implement it in education. Ki Hajar Dewantara and KH Imam Zarkasyi as influential character education shops in Indonesia are interested in conducting comparative studies to produce a concept of character education relevant to Islamic education. This study aims to describe the concept of character education of Ki Hajar Dewantara and KH Imam Zarkasyi and its implementation and relevance to Islamic education. The researcher uses a type of literature study to reveal and compare the concept of character education from the perspective of Ki Hajar Dewantara and KH Imam Zarkasyi, with qualitative research methods, and the subjects are Ki Hajar Dewantara, and KH Imam Zarkasyi. The analysis technique uses content analysis techniques. The results of the research are presented according to the formulation and objectives of the problem as follows: first, the concept of Ki Hajar Dewantara's character education education is based on the noble values of culture and customs as the nature of society in developing the potential of students, in the form of the student garden principle. Second, Character Education makes Islam the basis for its foothold, and the concept of morality becomes the main basis of its teaching. Third, the results of the implementation of the character education of Ki Hajar Dewantara and KH Imam Zarkasyi are divided into three dimensions, cognitive, affective, and psychomotor. Ki Hajar Dewantara in the Cognitive dimension. Teach lessons that build knowledge, and social life. In the affective dimension, teaching is directed at the realization of inner sanctity, and a sense of love for fellow humans and as servants of God. Psychomotor dimension. includes sports lessons, Pencak, dance accompanied by folk songs. Ki Hajar Dewantara in the cognitive dimension balances the subject matter of Islamic boarding schools with the subject matter of madrasas. In the affective dimension, the aspects of personality are taught to be virtuous, able-bodied, knowledgeable, and free-thinking. The psychomotor dimension is taught through the discipline of santri activities at Pondok Modern and utilizes it to develop potential. Fourth. The results of the analysis of the concept of Ki Hajar Dewantara's character education are relevant to Islamic education due to similarities in terms of objectives and teaching methods but still based on cultural values. The results of the analysis of the concept of character education of KH Imam Zarkasyi are more relevant to Islamic education, with some similarities in educational concepts, teaching methods, teaching content, and teaching resources.

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