Asian Journal of Healthy and Science
p-ISSN: 2980-4302
e-ISSN: 2980-4310
Vol. 3 No. 9 September, 2024
Implementation
Strategies of the Independent Learning Curriculum in Achieving Character
Education Competencies in Islamic Religious Education at School
UIN Prof. KH. Saifuddin Zuhri
Purwokerto, Indonesia
Email: supadispkmb@gmail.com
Abstract
The Independent Learning Curriculum
is a new education system designed to provide freedom for students to develop
their unique potential, both academically and personally. Unlike traditional
curricula, which often limit the scope of learning to a predetermined
structure, the Independent Learning Curriculum allows flexibility in teaching
methods and learning outcomes. This study aims to describe the Implementation
Strategy of the Independent Learning Curriculum in Achieving Character
Education Competencies in Islamic Religious Education at School. This research
uses a qualitative approach, specifically the literature study method. Various
sources, including academic journals, books, and other scholarly works related
to character education and the Independent Learning Curriculum, were reviewed
to develop insights into strategies for achieving Islamic character education.
The results of this study highlight the importance of integrating character
education into all aspects of the curriculum. Effective strategies include
incorporating moral and ethical lessons into all subjects, embedding
character-building activities in intracurricular and extracurricular programs,
and ensuring that teachers are role models through their behavior. In addition,
the findings suggest that character education should be part of a long-term and
continuous process that involves training and habituation, thus encouraging
students to internalize noble values over time. The implications of this study
are very important for schools that want to implement character education in
the Independent Learning Curriculum. Schools should prioritize the development
of a comprehensive character education strategy, which includes careful
planning in the syllabus, lesson plans and in-school activities. In addition,
educators should balance students' academic and moral development.
Keywords: Independent Curriculum, Character
Education, Islamic Religious Education.
INTRODUCTION
The independent
learning curriculum is a system that frees students to develop their own
potential, teachers and students are both guided to be able to master certain
subject matter and potentials that are limited by the existing curriculum
system (Kartika, 2021). Meanwhile, the independent learning system is
that students are free to develop their own potential without having to compete
in certain knowledge with their friends, no more exam system, no more ranking
system (Kartika, 2021). Here the teacher is required to supervise and
develop the potential of each individual student without any more demands for
abilities that must be forced (Kartika, 2021).
Merdeka Belajar is one of the programs of the Minister of
Education and Culture Nadiem Makarim which has started in 2020 with the initial
stages, and then will be continued in 2021. As published in kompas.com
explained that "The Ministry of Education and Culture (Kemendikbud)
explained that it will continue the transformation of education and promotion
of culture through the Merdeka Belajar Program in 2021.
Humans are the most perfect
creatures of Allah SWT that have many gifts that are not owned by other
creatures, it becomes a special privilege for humans, one of which is reason,
which humans use as controlling in carrying out all actions so as to form a strong
character in themselves (Apiyani, 2022). Character is interpreted as a way of thinking and behaving from
individuals to live and work together, within the scope of family, community,
nation and state (Arifudin, 2020).
The definition of character education itself can be seen in the
functions and objectives of education where there are goals to educate the
nation's life; faith and piety to God Almighty; noble character; physically and
mentally healthy; knowledgeable; capable; creative; independent; and become a
democratic and responsible citizen. According to Kaimuddin in a journal
entitled Implementation of Character Education in the 2013 Curriculum (2014 in Kartika, 2021) character education is a conscious effort that is planned and
directed through the learning environment for the growth and development of all
human potential that has a good personality, moral character, and has a
constructive positive effect on nature and society. Individuals with good character are individuals who can make
decisions and are ready to take responsibility for any consequences of their
decisions, character is considered as the values of human behavior related to
God, self, fellow human beings, the environment and nationality which are
manifested in thoughts, attitudes, feelings, words and actions based on
religious norms, laws, manners, culture, customs, and aesthetics (Apiyani, 2022). Therefore, strengthening character education in the current
context is very relevant to overcome the moral decadence that is happening in
this country, which is what makes one of the important instruments that affect
the back and forth of a nation is character. However, currently one of the
problems that has received the spotlight and given birth to the concerns of
today's society is the emergence of various forms of negative behavior among
our students. Brawls between students, drug use, free sex practices and a
series of examples of negative behavior are forms of the low character of
today's students.
Deviant and disgraceful behavior
that hit the students as mentioned above is a common symptom that appears in
various places in Indonesia, parents are certainly worried and anxious about
the phenomenon of character or moral decline among children and adolescents.
Facing this phenomenon, educational institutions are usually seen as an
alternative way out that is quite capable of overcoming moral decline and
disgraceful behavior among children and adolescents. This institution does
function as a place of learning various sciences as well as shaping the
character of students (Supriani et al., 2022).
Islamic religious education is an
effort to foster and nurture students so that they can always understand the
teachings of Islam as a whole. Then appreciate the purpose of its teachings
which in the end can practice and make Islam a way of life (Susilowati, 2022).
Religious education concerns the whole person
or is comprehensive, not only equipping children with religious understanding
or developing children's intellect, but concerning the whole person of the
child, starting from daily practice in accordance with religious teachings,
both concerning human relations with God, humans with other humans, humans with
nature, and humans with themselves. Islamic Religious Education has a very
important role in the life of mankind. Islamic religion becomes a guide in an
effort to realize a meaningful, peaceful and dignified life. Therefore, the
internalization of Islamic values in the life of each individual becomes a
necessity, which must be pursued through education, both education in the
family, school and community environment (Susilowati, 2022).
Character
education has an important role in fostering student morals related to moral
concepts, moral attitudes, and moral behavior. These three aspects must be
developed in order to realize students with noble character (Rosyad, 2019). Based on the background description above, the purpose of this
study is to describe the Implementation Strategy of the Independent Learning
Curriculum in Achieving Character Education Competencies in Islamic Religious
Education at School. So the benefit of this research is to provide insight to
educators, especially Islamic Religious Education (PAI) teachers, regarding the
implementation strategy of the Independent Learning Curriculum in achieving
character education competencies in schools. This research is also expected to
provide clearer guidance on how to integrate character education in the entire
learning process and school activities. In addition, another benefit of this
research is to assist policy makers and school managers in formulating effective
educational policies to overcome moral problems and negative behaviors that are
being faced by students, such as brawls, drug abuse, and deviant sexual
behavior.
RESEARCH METHODS
This research uses the literature research method. According to Ahmad (2009) This library method is included in the type of qualitative
research, where data collection is carried out in a place where research
results are stored or by looking for sources from relevant books or journals.
Qualitative research is research to analyze or reveal symptoms thoroughly and
as they are through data collection from natural settings as a direct source
with the key instrument of the research itself.
The type of research used is the
type or model of qualitative research. Qualitative research is more directed to
the process than the results, therefore in this study
the focus is on analyzing the Islamic Religious Education curriculum policy in
Islamic character
building. This type is used to describe in detail related to the object of
research in this case the formation of Islamic character. This research deals
directly with the text, the data source is secondary obtained from previous
researchers not original from the first hand in the field.
According to Arikunto (2002), research instruments are tools used by researchers in collecting
data so that it is systematic and easy to process. In qualitative research, the
researcher acts as a research instrument and is in the research setting so that
the resulting data is descriptive, data collection techniques are carried out
by triangulation or a combination of relevant sources. This research procedure
does not emphasize the formulation of the initial problem but follows the
development of the setting to be studied. This research is carried out by
collecting and recording data in detail from various problems related to the
object of research. This research data collection technique by looking for
previous scientific research studies that are relevant to this research but the
problem is different.
Data analysis is
an activity of organizing, sorting, classifying, marking and categorizing so
that findings will be obtained based on the problem to be solved. In analyzing
the data, this study uses descriptive analysis carried out by describing
existing problems, existing opinions, ongoing processes and developing effects
or effects (Iman, 2013).
RESULTS AND DISCUSSION
The results of research through
literature studies are presented in table 1 which contains the results of the
analysis of literature reviews which include the author's name, year of
publication, title, method and research results related to the implementation
strategy of the
independent curriculum implementation of Islamic religious education in
achieving character education in students at school.
Table 1. The
results of the analysis of research articles on the implementation strategy of the
implementation of an independent curriculum for learning Islamic religious
education in achieving character education in students at school
|
No. |
Author and Year |
Title |
Research method |
Results |
|
1 |
Nina, Indriyani, Suryani, Indriyanis, Suryani, (2023) |
Implementation of the independent learning curriculum |
Literature
study from database search on google scholar |
Based
on the results of the analysis, the research explains that learning with the
implementation of an independent curriculum can improve the attitude of
discipline for students in carrying out learning in the classroom supported
by thematic subjects. |
|
2 |
Apiyani, (2022) |
Implementation of character education in Madrasah |
The method used in
this study uses a method or |
Teachers and
Madrasahs need to integrate the values developed in character education in
the existing Curriculum, Syllabus and Learning Program Plan (RPP). The
learning principles used in the development of national culture and character
education strive for students to recognize and accept the values of national
culture and character as their own and be responsible for the decisions they
make through the stages of recognizing choices, assessing choices,
determining stances, and then making a value in accordance with self-belief. |
|
3 |
Susilowati, (2022) |
Implementation of the independent curriculum in student character
building in Islamic religious education subjects |
This
research is a qualitative research with observation, interview and |
The
results show that the implementation of the independent learning curriculum
at school has been running, but there are several obstacles faced by teachers
in implementing it. Obstacles related to understanding revolve around not
understanding the essence of 'independent learning', it is difficult to get
rid of old habits, namely the dominance of the lecture method. Other
constraints related to technicalities revolve around the difficulty of making
teaching modules and the incompatibility of learning platforms with what is
in them. |
|
4 |
Rosad, (2019) |
Implementation
of character education through learning activities in the school environment |
Qualitative
approach of literature study type |
Character
building through environmental factors can be done through several
strategies, including exemplary, intervention, consistent habituation and
reinforcement. In other words, development in character building requires
role models who are transmitted, intervention through the learning process,
training, continuous habituation in the long term which is carried out
continuously and reinforcement, and must be balanced with noble values. |
|
5 |
Muslimin, (2023) |
Curriculum
development for character education in madrasah based on an independent
curriculum |
The
approach used in this research is |
The
findings reveal |
|
6 |
Munawwaroh, (2019) |
Exemplification as a method of character education |
By
using the library research method |
This
study found that exemplary is the most important and most effective method of
character education when done comprehensively by educators in every
educational environment; then done together with other educational methods;
and shown in three aspects: cognitive, affective, and psychomotor. |
|
7 |
Lestari and Hasibuan, (2022) |
Implementation
of authentic assessment of the independent curriculum in fostering character
education in the subject of moral creed for class X MAN 1 langkat students |
observation |
The research results explain |
|
8 |
Tholiah, (2023) |
Implementation of the independent learning curriculum in
Islamic religious education learning in fostering the value of akhlakul
karimah through an independent path of change at Ambulu Jember public high
school in the 2022/2023 academic year. |
This research uses a qualitative research
approach with the type of |
The results of this study are from planning:
1) analysis of learning outcomes 2) preparation of learning objectives 3)
Arrange the flow of learning objectives 4) diagnostic assessment. Results
from implementation: 1) developing teaching modules 2) adjusting
learning to the stage of achievement and the characteristics of |
The discussion is related to the implementation strategy of the
independent curriculum for learning Islamic religious education in achieving
character education for students in schools which focuses on the implementation of the independent curriculum
on character building. Various relevant literature studies from previous
research have been traced and reviewed as a source of writing this research.
Currently, in Indonesia, the curriculum being implemented is the Merdeka
Belajar curriculum. Nadiem Makarim, who is the Minister of Education, Culture,
Research and Technology (Mendikbud Ristek), stated that character education is
one of the priorities in Merdeka Belajar. He said the foundation of character
education lives from culture. In the Merdeka Curriculum learning design,
students are given the opportunity to learn casually, calmly, happily, and pay
attention to the natural talents of the students. The focus of independent learning is
freedom to think creatively and independently (Nina., and Indrianis.,
2023).
The Merdeka
Curriculum refines the cultivation of student character education with the
Pancasila student profile, which consists of 6 dimensions, each dimension of
which is elaborated in detail into each element consisting of 1) Believing in
God Almighty, Indonesian students who believe in, fear God, and have noble
character are students who are moral in their relationship with God Almighty.
He understands the teachings of his religion and beliefs and applies this
understanding in his daily life. There are five key elements of faith, fear of
God, and noble character: religious morals; personal morals; morals to humans;
morals to nature; morals of the state 2) Global diversity, Indonesian students
maintain their noble culture, locality and identity, and remain open-minded in
interacting with other cultures, thus fostering mutual respect and the
possibility of forming a positive new culture that does not conflict with the
noble culture of the nation. The key elements of global diversity include
knowing and appreciating culture, intercultural communication skills in
interacting with others, and reflection and responsibility for the experience
of diversity consisting of: Knowing and respecting culture, Intercultural
communication and interaction, Reflection and responsibility for the experience
of diversity, Social Justice 3) Gotong royong, Indonesian students have the
ability to work together, namely the ability to carry out activities together
voluntarily so that the activities carried out can run smoothly, easily and
lightly. The elements of bergotong royong are collaboration, caring, and
sharing, consisting of: Collaboration, caring, sharing 4) Mandiri, Indonesian
students are independent learners, students who are responsible for their
learning process and results. The key elements of independence consist of
awareness of self and the situation at hand and self-regulation. 5) Critically
reasoning, A critically reasoning learner is able to objectively process both
qualitative and quantitative information, establish linkages between various
information, analyze information, evaluate and conclude. The elements of
critical reasoning are acquiring and processing information and ideas,
analyzing and evaluating reasoning, reflecting on thoughts and thought
processes in making decisions. Acquire and process information and ideas,
Analyze and evaluate reasoning, Reflect and evaluate one's own thinking 6)
Creative. Creative learners are able to modify and produce something original,
meaningful, useful and impactful. The key elements of creativity consist of
generating original ideas and producing original works and actions and having
flexibility of thought in finding alternative solutions to problems. Produce
original ideas, produce original works and actions, have flexibility of
thinking in finding alternative solutions to problems (Susilowati, 2022).
Based on
the results of previous research analysis (Susilowati, 2022) revealed that the Merdeka Belajar
Curriculum is able to emphasize learning for students to be of higher quality
in order to realize quality students and characterize the profile of Pancasila
students with the hope of equipping students to be able, capable or ready to
face global challenges that are increasingly developing in the future.
Education is one part of life that plays an important role in change so that
education itself must also develop for the sake of change and development of
education itself. Changes in education are very important because education is
able to prepare the process of growth and development of insight for students
to always be honorable and dignified in the future. The development of
education that is carried out in addition to following the changing times is
also intended so that learning is able to adjust the pattern of development and
the needs of society. Various efforts in the development of science are an
important highlight in organizing the future of the country so that it becomes
part of the category of indicators of whether the country is advanced or not.
Innovation in education must be fast and integrated. Thus, the pattern of the
learning process must be carried out innovatively, interactively, and have an
organized character and independence according to the interests and talents of
students. With this, students are given the
freedom to develop in order to be able to find their own experiences and
potential.
Another opinion from previous
research (Sumarsih et al., 2022) explained that the implementation of the Merdeka Curriculum on
the influence of students' disciplinary character can be done with the
activities carried out by students in writing a description through a training
using image media can provide an increase in students' understanding in various
characters, including: discipline, honesty, democracy, religion, critical
thinking, care for the social environment, as well as responsibility.
In research (Rosyad, 2019) explains that character education has an important role in
fostering student morals related to moral concepts, moral attitudes, and moral
behavior. These three aspects must be developed in order to realize students
with noble character. In connection with the concept of school management,
character education needs to be internalized through learning activities,
extracurricular activities, and intracurricular activities. Character building through environmental factors can be done
through several strategies, including exemplary, intervention, habituation that
is carried out consistently and reinforcement. In other words, development in
character building requires role models who are transmitted, intervention
through the learning process, training, continuous habituation in the long term
which is carried out continuously and reinforcement, and must be balanced with
noble values.
In achieving character education
in the independent curriculum according to (Laode Onde, 2020) that strengthening character education is carried out in an integrated
manner into all subjects presented based on themes by presenting character
values in accordance with the subject matter studied from the initial
activities to the final learning activities.
In organizing an independent
curriculum to achieve character education competencies in schools, it should be
carried out in an integrated manner in intracurricular, co-curricular and
extracurricular activities. (Muslimin, 2023). Other
research (Lestari and Hasibuan, 2022) states that in the form of a final assessment of
students related to character formation, it can be assessed based on the
attitude and perspective of students in paying attention to the explanation of
the material presented, the response generated in learning, and the attitudes
and behaviors that arise outside the classroom, namely having mutual tolerance
among others, discipline, confidence, and honesty in action. Furthermore, this
aspect of assessment from various cognitive, psychomotor and affective aspects,
time, making indicators, making assessment sheets, this is based on the
learning model applied in the Merdeka Curriculum.
The Nature of Character Education, Functions
and Objectives of Character Education, Principles of Development
Character Education, and Indicators
of School Success in Character Education can be explained as follows:
1.
The nature of character education
In strengthening character
education, educational institutions are still relied upon as a very powerful
medium to build intelligence as well as children's character for the better,
therefore education is continuously built and developed so that the implementation
process produces the expected generation. (Darmawan, 2021). Education is an absolute necessity for human life that must be
fulfilled throughout life, because without education it is impossible for humans to develop properly,
this is where the role of character
education in the educational process is to form grains of goodness so that they
can be embedded in each generation. According to (Arifudin, 2021) that the formation of character in oneself must be instilled
since childhood, which is a time when personality formation is very necessary,
because if noble values have been formed in children from an early age, then
when they grow up they will become responsible and dignified human beings. The
purpose of national education is a formulation of the quality of Indonesian
human beings that must be developed by each educational unit, therefore the
formulation of national education goals is the basis for the development of
cultural education and national character. Based on Presidential Regulation
number 87 of 2017 concerning Strengthening Education (PPK) article 1, what PPK
means is: Strengthening Character Education, hereinafter abbreviated as PPK, is
an educational movement under the responsibility of the education unit to
strengthen the character of students through the harmonization of heart, taste,
mind, and sports with the involvement and cooperation between education units,
families and communities as part of the National Movement for Mental Revolution
(GNRM). (Presidential Decree number 87 of 2017). In terminology (terms)
character is defined as human nature in general which depends on life factors,
character is the nature of the soul, morals, or character that characterizes a
person or group of people, character is the values of human behavior related to
God Almighty, self, fellow human beings, the environment and nationality which
are manifested in thoughts, attitudes, feelings, words and actions based on
religious norms, laws and manners, culture and customs. Character can also be
interpreted as the same as morals and character so that the character of the
nation is the same as the character of the nation or character so that the
character of the nation is the same as the character of the nation or the
character of the nation (Darmayanti, 2021).
2.
Functions and Objectives of
Character Education
The implementation of
character education in schools is important even though schools or educational
institutions are not the only institutions that are responsible and play a role
in shaping the character of students, besides madrasah the character education
process is also the responsibility of families and communities, in families
parents have an important role in this character education process (Hasbi, 2021). Before students enter the school world, the family is the first
place where children obtain and experience character education, the success of
character education is highly dependent on the synergy between schools,
families and communities, based on the Character Education Implementation Guide
of the Ministry of National Education (2011) explained that character education
functions to build a multicultural national life, build a nation's civilization
that is intelligent, culturally noble, and able to contribute to the
development of human life; develop basic potential for good hearts, good minds,
and good behavior and good exemplary, and build attitudes of peace-loving,
creative, independent citizens.
3.
Character Education Development
Principles
In principle, character
development is not included as a subject matter but integrated into subjects,
self-development and Madrasah culture (Tanjung, 2020). Therefore, teachers and Madrasahs need to integrate the values
developed in character education in the existing Curriculum, Syllabus and
Learning Program Plan (RPP). The learning principles used in the development of
national culture and character education strive for students to recognize and
accept the values of national culture and character as their own and be
responsible for the decisions they make through the stages of recognizing
choices, assessing choices, determining stances and then making a value in
accordance with self-belief, with this principle students learn through the
process of thinking, behaving and doing. These three processes are intended to
develop learners' ability to carry out social activities and encourage learners
to see themselves as social beings.
4.
Indicators of School and Classroom
Success in Character Education
Character is developed through
the stages of knowledge (knowing), implementation (acting), and habits (habit),
therefore character cannot be taught as knowledge. A person who has knowledge
about goodness is not necessarily able to act in accordance with the knowledge
he has, especially when he is not trained to do this goodness (Febrianty, 2020), thus to become a person
with character, three components of good character are needed, namely moral
knowing or knowledge about morals,
moral feeling, and moral action. These three components need to
be given to students so that they are able to understand, feel, and practice
the virtues they know. According to (Fitri, 2012) there are two types of
indicators to be developed related to the education of Character Values and
National Culture, namely Indicators for schools and classes, Madrasah and class
indicators are markers used by school principals, teachers and personnel.
Schools in planning, implementing and evaluating, madrasah as an implementing
institution of character value education and national culture. Indicators are
formulated in the form of learner behavior in class and school that can be
observed through teacher observation when a learner performs an action at
school, questions and answers with learners, answers given by learners to
teacher tasks and questions, as well as learner writing in reports and homework,
indicators function for teachers as criteria for giving consideration.
CONCLUSION
The
conclusion in this study is that the Self-Directed Learning Curriculum provides
a flexible and adaptive approach to education, allowing students to explore and
develop their unique potential without the limitations of a rigid traditional
system. This freedom allows teachers and students to collaborate in mastering
subject matter and personal skills. In the context of Islamic Religious
Education, the internalization of Islamic values is an important aspect of
character education, which shapes students not only in terms of knowledge but
also in moral and ethical behaviour. The research objective, which sought to
describe the implementation strategies of the Independent Learning Curriculum
in achieving character education competencies, has been successfully achieved.
The research identified key strategies, including the integration of character
education across all subjects, incorporating it into the syllabus and lesson
plans, and enhancing it through various activities, both curricular and
extracurricular. In addition, the role of teachers as role models and the
importance of continuous habituation practices were also emphasized as
effective methods to instill character values. This research makes a
significant contribution to the development of character education strategies
in the school environment, especially in the implementation of the Independent
Learning Curriculum. Theoretically, this research enriches the literature on
character education in the context of a more flexible curriculum. Practically,
the results of this study can be used as guidelines for educators and policy
makers to formulate more effective and sustainable character education
implementation strategies, not only in the context of religious education but
also in general education.
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Copyright holders:
Supadi, Fauzi (2024)
First publication right:
AJHS -
Asian Journal of Health and Science
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