KnE Social Sciences

ISSN: 2518-668X

The latest conference proceedings on humanities, arts and social sciences.

Character-based Prophetic Education in Pondok Pesantren Wali Songo Ponorogo Indonesia

Published date: Jun 06 2022

Journal Title: KnE Social Sciences

Issue title: The 3rd International Conference on Intellectuals’ Global Responsibility (ICIGR) 2021

Pages: 86-97

DOI: 10.18502/kss.v7i10.11211

Authors:

ST. Noer Farida Lailafarida.laila72@gmail.comThe Faculty of Tabiya and Teacher Education, Universitas Islam Negeri (UIN), Sayyid Ali Rahmatullah, Tulungagung, Indonesia

Prim Masrokan MutoharThe Faculty of Tabiya and Teacher Education, Universitas Islam Negeri (UIN), Sayyid Ali Rahmatullah, Tulungagung, Indonesia

Anissatul MufarokahThe Faculty of Tabiya and Teacher Education, Universitas Islam Negeri (UIN), Sayyid Ali Rahmatullah, Tulungagung, Indonesia

Abstract:

Pondok pesantren as an Islamic educational institution is unique in imparting character education. The character education takes place in accordance with Islamic teachings exemplified by Prophet Muhammad SAW. The formation of pesantren culture based on prophetic values is imperative for an effective character education. Prophetic-based character education in pesantren is conducted through intervention and habituation processes. The process of intervention is implemented and developed through various structured learning activities carried out within pesantren boarding schools. The process of habituation on the other hand is created and developed through various situations and conditions accompanied by enforcement that enable santri (students) to apply prophetic values in their daily activities – an important element for shaping their character.

Keywords: pondok pesantren, character education, santri, Prophetic

References:

[1] Howard RW, Berkowitz MW, Schaeffer EF. Politics of character education. Education Policy. 2004;18(1):188–215.


[2] Bialik M, Bogan M, Fadel C, Horvathova M. Character education for the 21st century: What should students learn?, USA, 2015.


[3] Mccullough D. Moral and social education in Japanese schools: Conflicting conceptions of citizenship. Citizenship Teaching Learning 2008;4(1):21-34


[4] Trisnantari HE, Mutohar PM, Subiyantoro S. Manajemen pembelajaran berbasis kompetensi dan karakter bangsa: Strategi implementasi kurikulum 2013. Tulungagung: Penerbit Cahaya Abadi; 2015.


[5] Akbar AI. Pendidikan karakter. Jakarta: Rajawali; 2000.


[6] Deal TE, Peterson KD. Shaping school culture: The heart of leadership. Jossey-Bass Publishers;USA. 1999.


[7] Davis GA, Thomas MA. Effective schools and effective teachers. Massachusetts: Allyn and Bacon; 1989.


[8] DeRoche FE. How school administrators solve problems: Practical solutions to common problems based on a nationwide survey of 2,000 school executives. London: Prentice-Hall; 1985.


[9] Yin RK. Studi Kasus desain dan metode. Jakarta: Raja Grafindo Persada; 1997.


[10] Bogdan SK, Biklen RC. Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon Inc; 1998.


[11] Miles HB, Huberman AM. Qualitative data analysis: A source book of new methods. Beverly Hill: SAGE Publications; 1984.


[12] Mutohar PM. Kepemimpinan kyai: Strategi pembinaan disiplin santri dalam mengefektifkan proses pembelajaran. Tulungagung: STAIN Tulungagung Press; 2008.


[13] Mutohar PM. Manajemen mutu sekolah: Strategi meningkatkan mutu dan daya saing. Yogyakarta: Arruzmedia; 2013.


[14] Romanowski MH. Through the eyes of teachers: High school teachers’ experiences with character education. American Secondary Education. 2005;34(1):6–23.


[15] O’Sullivan S. Books to live by: Using children’s literature for character education. Reading Teaching. 2004;57(7):640–645.


[16] Sanchez TR, Stewart V. The remarkable Abigail: Story-telling for character education. The High School Journal. 2006;89(4):14–21.


[17] Revell L, Arthur J. Character education in schools and the education of teachers. Journal Moral Education. 2007;36(1):79–92.

[18] Berkowitz MW, Hoppe MA. Character education and gifted children. High Ability Studies. 2009;20(2):131–142.


[19] Katilmiş A, Ekşi H and Öztürk C. Efficiency of social studies integrated character education program. Kuram ve Uygulamada Eğitim Bilimleri. 2011;11(2):854–859.


[20] Agboola KA, Alex, Tsai. Bring character education into classroom. European Journal of Educational Research. 2012;1(2):163–170.


[21] Skaggs G, Bodenhorn N. Relationships between implementing character education, student behavior, and student achievement. Journal of Advanced Academics. 2006;18(1):82–114.

[22] Bhaerman RD, Gomez B, Cordell K. The role of service-learning in educational reform. Needham Heights: Simon & Schuster Custom Pub; 1998.


[23] Billig SH, Waterman AS. Studying service learning: Innovations in education research methodology. New York: Routledge; 2003.


[24] Kielsmeier J. Service-learning. Phi Delta Kappan. 2000;81(9):652-680.


[25] Wade RC. Community service-learning: A guide to including service in the public school curriculum. New York: State University of New York Press; 1997.


[26] Berkowitz MW. Civics and moral education. Routledge Int. Companion to Education. 2000:897–909.


[27] Berkowitz MW. The science of character. Psychology Building. 1993;30:370–371.


[28] Bennet WJ. The book of virtues. New York: Simon and Schuster; 1993.


[29] Kilpatrick W. Why Johnny can’t tell right from wrong: Moral illiteracy and the case for character education. New York: Simon & Schuster Custom Pub; 1992.


[30] Lickona T. Educating for character: How our schools can teach respect and responsibility. New York: Bantam; 1989.


[31] Ryan K, Bohlin K. Building character in schools: Practical ways to bring moral instruction to life. San Francisco: Jossey-Bass Publishers; 1999.


[32] Farkas T, Johnsson S, Foleno J, Duffett A, Foley P. For goodness’ sake: Why so many Americans want religion to play a greater role in public life. New York: Public Agenda; 2001.


[33] Cooley A. Legislating character: Moral education in North Carolina’s public schools. Education Studies. 2008;43:188–205.


[34] O’Sullivan N, Burce A. Teaching and learning in competency-based education. Paper presented at: The Fifth Int. Conf. e-Learning no; 22-23 sep 2014.


[35] Duffee L, Aikenhead G. Curriculum change, student evaluation, and teacher practical knowledge Science Education. 1992;76(5):493–506.


[36] Eylon B–S, Linn MC. Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research. 1989;58(3):251– 301.


[37] Fullan M. The new meaning of educational change. New York: Teachers College Press; 1991.


[38] Good TL, Brophy JE. Looking in classrooms. New York: Harper and Row; 1987.


[39] Koballa TR, Crawley FE. The influence of attitude on science teaching and learning. School Science and Mathematics. 85(3):222–232.


[40] Shymansky JA, Penick JE. Teacher behavior does make a difference in hands-on science classrooms. School Science and Mathematics. 1988;81(5):412–422.


[41] Penick JE, Yager RE. Teachers make exemplary programs. educational leadership. 1986;44:14-20.


[42] Bergmark U. I want people to believe in me, listen when I say something and remember me – How students wish to be treated. Pastoral Care in Education. 2008;26(4):267–279.


[43] Parker DC, Nelson JS, Burns MK. Comparison of correlates of classroom behavior problems in schools with and without a school-wide character education program. Psychology in the Schools. 2010;47(8):817–827.


[44] Gallien LB, Jackson L. Character development from African-American perspectives: Toward a counternarrative approach. SAGE. 2006;10(2):129–142.


[45] Delors J. Learning: The treasure within, report to UNESCO of the International Commission. UNESCO Publishing; 1998.


[46] Mulyasa M. Pengembangan dan implementasi kurikulum 2013. Bandung: Remaja Rosdakarya; 2013.


[47] Boud D. Assessment and learning: Contradictory or complementary? Assessment Learning in Higher Education. 1995:35–48.


[48] Newmann FM. Authentic achievement: Restructuring schools for intellectual quality. San Francisco CA: Jossey-Bass Publishers; 1996.


[49] Wiggins GP. Assessing student performance: Exploring the purpose and limits of testing. San Francisco CA: Jossey-Bass/Pfeiffer; 1993.


[50] Boshuizen H, Bromme R, Gruber H. Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer Academic Press; 2004.

Download
HTML
Cite
Share
statistics

288 Abstract Views

181 PDF Downloads