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JOSS :

Journal of Social Science

FORMATION OF AKHLAKUL KARIMAH AT SD MUHAMMADIYAH

NGIJON 4 MINGGIR SLEMAN YOGYAKARTA

Rini Dwi Hastuti

, Ahmad Agung Yuwono Putro

SD Muhammadiyah Ngijon 4 Minggir Sleman, Indonesia

Master of Basic Education Study Programme, PGRI University Yogyakarta, Indonesia

Email: [email protected]

, [email protected]

KEYWORDS

character

education;

akhlakul karimah;

school culture;

Islamic school

culture

ABSTRACT

This study describes and analyzes the formation of akhlakul karimah (noble

morals) in students of SD Muhammadiyah Ngijon 4, Minggir, Sleman,

Yogyakarta. The main objective of this study is to understand the factors

that contribute to the formation of akhlakul karimah in students in such

schools and to identify the role of educational institutions and families in

this process. The research method involves collecting data through

interviews with students, teachers, and parents. In addition, questionnaires

are also used to collect supporting data. The results showed that the

formation of akhlakul karimah in SD Muhammadiyah Ngijon 4 students was

influenced by various factors, including religious education at school,

habituation of Islamic values in daily life, and the role of family in fostering

moral values. In the context of schools, the role of teachers in providing

religious and moral education is very important. In addition, a school

environment that supports Islamic values also plays a major role in shaping

student morals. On the other hand, the family has an important role in

reinforcing the moral values taught in school. Parents who set an example

and support religious learning at home also contribute to the formation of

akhlakul karimah in students. In conclusion, the formation of akhlakul

karimah in SD Muhammadiyah Ngijon 4 students is the result of

cooperation between educational institutions and families. Religious

education provided in schools and family support in applying moral values

in daily life have a significant role in shaping the character of students. This

research can be an important reference for educational institutions and

families in a joint effort to form a generation that has noble morals.

INTRODUCTION

Character education is an effort to cultivate skills in (Gularso & Firoini, 2016). thinking,

appreciation in the form of attitudes, and experience of noble character behavior (Muslich,

2011). In line with Muchlis (2022) character education is a system of instilling character

values in students which includes awareness, understanding, concern, and high commitment

to carry out obligations both to God Almighty, to others, themselves, and society (Mulyasa,

2022). (Hendriana & Jacobus, 2017) character education is a process of changing individual

attitudes both in soul, morals, and character, a person to become an adult. Character Education

is education to shape a person's personality through character (Ainissyifa, n.d., 2017).

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Akhlakul karimah is a commendable character or behavior that aims to form a perfect

human being (Amelia & Ramadan, 2021). Akhlakul karimah is a character that reflects good

behavior (Rantikasari et al., n.d., 2022). Meanwhile, according to (Hayati, 2017) akhlakul

karimah is a character that is in accordance with reason and thought and the Shari'a of noble

morals.

The phenomenon that occurs today causes problems, namely the degradation of morals

and manners in students in elementary schools (Saodah et al., 2020). These include speaking

harshly, disrespecting elders, violence, bullying, smoking, fighting, violating school rules,

skipping class, and so on. These various problems certainly cannot be separated from the

formation of akhlakul karimah character in schools. Schools, with all the tools they have,

basically have the power to solve these problems. Learning that has been systematically

designed using techniques, strategies, technology, pre-facilities, and learning media will be

able to overcome problems in the behavior of students. However, if these various efforts have

been made by the school in reality it does not always work optimally. So that there is an

increase in behavioral deviations in students.

The various problems above show the unsuccessfulness of schools in shaping moral

character in students. The obstacles from the school in shaping moral character in students are

most likely caused by the cognitive view in the learning system. From this view, education,

morals, and religion are part of intellectual development and not direct the formation of

character in a person (Sudrajat & Wibowo, 2013). Here it can be seen that there is an

incomplete conception in placing affective in character building. The role of teachers who

have not been consistent in the formation of akhlakul karimah character in students.

Schools as educational institutions should play a role in the formation of akhlakul

karimah character in students. Many schools try to balance the cognitive or intellectual

abilities of students with their character education, such as those pursued by SD

Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta. SD Muhammadiyah Ngijon 4 states

in its slogan that reads "Forming Muslim Personalities Based on Faith and Taqwa, Moral

Character, Cultured, Superior, in Achievement" The slogan is used as a foundation for

realising the school programme. In order to provide optimal services to realize quality

education and not only focus on aspects of the cognitive abilities of students but also on

developing akhlakul karimah character in students so that the school program that has been

planned by the school can be realized optimally.

Based on the results of pre-research observations conducted by the author, school efforts

in shaping akhlakul karimah in students are carried out through habituation in schools such as

forming teacher picket groups and student pickets, where every morning at 06.45 teachers

carry out pickets to welcome students and greet students at the gate. There are 2 teachers on

duty. Then before entering the class, the students carry out class picket cleaning the classroom

and watering the plants. At 07.00 students enter the class, Before learning begins students pray

and then tadarus together. In addition, students are accustomed to praying dhuha together,

then teachers and students, and school residents perform dhuhr prayers together in the mosque

and do infaq.

Based on interviews conducted by the author with the principal of SD Muhammadiyah

Ngijon 4 Minggir Sleman Yogyakarta, the formation of akhlakul karimah must indeed be

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formed early because character building must be carried out gradually and continuously so

that students have good personality and manners. Efforts made by the school in the formation

of akhlakul karimah in general, namely through habituation at school can be carried out

through various activities such as tadarus together, dhuha prayer in congregation alternately

for each class, dzuhur prayer in congregation, greeting the teacher before entering the

classroom, shaking hands with the teacher, collecting infaq, Friday blessing activities,

Ramadan pesantren, commemorating Islamic holidays, worship monitoring book, faith and

piety guidance night (MABIT) ahead of the ASPD final exam for grade 6, basic competency

program for reading and writing the Qur'an, social service, and sacrificial animal slaughtering,

as well as self-development through extracurricular activities of Hizbul Wathan (HW) and

Tapak Suci (Angraini & Puta, 2022).

Similar research was conducted by (Sudrajat & Wibowo, 2013) entitled "Praiseworthy

Character Formation at Muhammadiyah Condong Catur Elementary School"; (Rukiyati,

2012) on "Holistic Value Education to Build Children's Character at SDIT Alam Nurul Islam

Yogyakarta"; (Dhiniaty & Firoini, 2016) on "Character Education through the Habituation

Programme at Insan Utama Integrated Islamic Elementary School in Bantul Yogyakarta";

(Amelia & Ramadan, 2021) on "Implementation of Character Education through School

Culture in Elementary Schools"; (Salima, 2022) "Efforts of Islamic Religious Education

Teachers in Forming Moral Character in Students at SMP Negeri 5 Lamongan"; (Farida &

Kamalia, 2020) research on the implementation of character education through school culture

in elementary schools. Kamalia, 2022) research on "The Concept of Character Education

Management in Shaping Akhlakul Karimah at MTs MA'ARIF NU KEMIRI"; "The

Relationship between Critical Thinking Ability and Akhlakul-Karimah in Ma'had Islamy

Junior High School Students" (Latipah & Mardliyah, 2020); (Fauzi, 2022) "The Strategy of

the Madrasah Head in Fostering Akhlakul Karimah Students of MI Nurul Ulum Teluik Tiram

Darat Banjarmasin"; "Development of Adolescent Akhlakul Karimah at Boarding School

SMA N 5 Payakumbuh" (Anggraini & Putra, 2022); (Azimi, 2022) "PAI Teacher's Strategy

in Improving Student Akhlaqul Karimah at SMP NU Singkut"; "Implementation of Character

Education Management at Madrasah TAFAHAM" (Zaini, 2022).

Based on interviews with guardians of students of SD Muhammadiyah Ngijon 4

Minggir Sleman Yogyakarta, they stated that after their sons and daughters attended the

education program at SD Muhamamdiyah Ngijon 4 Minggir Sleman Yogyakarta, students

have the ability to read and write the Qur'an, are able to memorize short letters, have good

manners, and have a religious soul.

The main objective of this study is to understand the factors that contribute to the

formation of akhlakul karima in students in these schools and to identify the role of

educational institutions and families in this process.

METHOD RESEARCH

In this study, the authors used qualitative research methods with a descriptive approach.

The time and place of the research were conducted in the 2022/2023 academic year at SD

Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta. The research subjects were principals,

teachers, employees, and students at SD Muhammadiyah Ngijon 4 Minggir Sleman

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Yogyakarta (Ramadhani, 2022).

The data collection techniques of this research are interviews, observation, and

document observation. Interviews were conducted by researchers by meeting directly with

respondents to obtain information related to the formation of akhlakul karimah character.

Interviews were conducted with school principals, class teachers, and extracurricular teachers.

Observation was carried out by observing daily habituation activities at school, exemplary

principals, teachers, and employees at school. Document observation was conducted by

reviewing school curriculum documents that directly display the vision and mission of the

school, academic regulations, school programs, decree on the division of tasks, extracurricular

documents, worship monitoring books, and so on.

The research data were collected and analyzed descriptively and qualitatively.

Qualitative descriptive analysis is something that describes and interprets the meaning of the

overall data that has been collected by providing as many aspects as possible of the situation

under study at that time so that a comprehensive picture of the actual situation is obtained.

Data analysis in this study was carried out during data collection and after data collection was

completed within a certain period of time. During the interview, the researcher has analyzed

the answers of the informants. If the answers from the interviewed informants have been

analyzed, the results are not satisfactory, the researcher will continue the questions again to

obtain information and the answers obtained from the informants are considered credible.

Activities in qualitative data analysis are carried out interactively and take place continuously

until completion so that the data obtained is saturated. Activities in analyzing data include

data reduction, data display, and conclusion drawing/verification (Sugiyono, 2018).

RESULTS AND DISCUSSION

Programme And Implementation Of The Formation Of Akhlakul Karimah In

Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta Elementary School Islamic

School Culture.

A. Islamic Culture School Culture is formed with various activities as follows:

Habituation of Morning Prayer Together and Tadarus. This activity is carried out every

day before learning begins, students are accustomed to praying together and tadarus by

reading juz 'ama. Do'a together and Tadarus starts from 07.00-07.30 WIB. The characters

instilled from this activity are religion, discipline, perseverance, and cooperation.

Sholat Dhuha Berjama'ah. Dhuha prayers must be performed by all students, teachers,

and employees at SD Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta. This activity

is carried out during the first break at 09.00 WIB in the worship room of each class in turn.

The characters instilled from this activity are religion, discipline, responsibility, and

cooperation.

Sholat Dzuhur Berjama'ah. Congregational dzuhur prayers must be performed by all

students, namely grade III - grade VI teachers, and employees at the second break at 12.00

WIB in the worship room in turn. The characteristics instilled from this activity are

religiosity, discipline, responsibility, and cooperation.

Daily Infaq Collection and Friday Infaq. This faq collection activity is routinely

carried out at SD Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta to instill a social

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spirit in students. The collection of daily infaq and Friday infaq is carried out before the

learning activities begin at 07.00 WIB, collected by each homeroom teacher, then all infaq

results are collected by one of the teachers managed for religious activities. The characters

instilled from this activity are: religious, social, and cooperative.

Friday Blessing. This activity is carried out every Friday by distributing additional

food (PMT) to both teachers, employees, and students. It is carried out after the learning

hours finish at 11.00 WIB in each classroom with the guidance of the homeroom teacher.

The characteristics instilled from this activity are religious, caring, and cooperation.

Ramadan Islamic Boarding School. Pesantren Ramadan is usually held in the second

week of the month of Ramadan. This activity contains the provision of studies and

openings with teachers, employees, and all students. This Ramadan Islamic boarding

school is attended by all students from class I - class VI usually held in the second week

of the month of Ramadan. The characteristics instilled from this activity are religiosity,

discipline, caring, togetherness, and cooperation.

Worship Monitoring Book. Every learner is required to fill in and document their

worship activities by filling in the worship monitoring book recording the activities they

do every day. The recording includes (1) the performance of obligatory prayers; (2) reading

the Koran (letter and number of verses); and (3) subjects studied in the evening. These

activities must be known to the guardian or parent by putting their signature and also signed

by the teacher. The characteristics instilled from this activity are religiosity, discipline,

perseverance, and honesty.

Night of Faith and Taqwa Guidance (MABIT). The night of faith and piety activity is

intended for grade VI to face ASPDBK. The material presented and given is to foster,

build, and motivate the mental and mental readiness of students in facing ASPDBK. The

Faith and Piety Guidance Night (MABIT) is usually held before ASPDBK in the second

week of March. The characteristics instilled from this activity are religiosity, tenacity,

fortitude, patience, and seriousness.

Basic Competency Programme for reading the Qur'an. This program is mainly

required for grades I - grade VI using a private study system. Conducted every day The

characteristics instilled from this activity are: religiosity, perseverance, craftsmanship, and

hard work.

Social Service. This social service activity is an annual agenda carried out by Hijbul

Wathan in collaboration with Muhammadiyah administrators accompanied by camping

activities with social service activities held on 19 August 2022 at Mororejo Tempel Sleman

Field. The characters instilled from this activity are religion, caring, cooperation, and

togetherness.

Slaughtering Qurban Animals. The activity of collecting funds from students and

donors from outside the school to buy urban animals is an exercise and at the same time

building good habits by working together and working together to support underprivileged

groups in the community, The slaughter of urban animals was held on 12 July 2022 in the

schoolyard of SD Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta. The characters

instilled from this activity are religion, caring, cooperation, and togetherness.

a. Discipline Culture

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In the implementation of discipline in schools, the main highlight is the teacher,

because of the teacher's role as an educator and role model for students (Khairudin,

2013). Therefore, in its implementation, teachers at SD Muhammadiyah Ngijon 4

Minggir Sleman Yogyakarta must be role models in terms of discipline for their students

(Indarwati, 2020). Principals and teachers as educators must be disciplined starting from

disciplining themselves and then disciplining students and other school residents. In

order to instill discipline, SD Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta

organizes it into the following rules:

b. Student Discipline

Dress clean, neat, and in uniform in accordance with what has been determined by

the school, (every day the clothes change/different including sports). The characteristics

instilled in this activity are discipline, tidiness, and cleanliness.

The maximum time to enter is 07.00 WIB. When entering, they are welcomed by the

teachers at school and shake hands and say greetings. The characters instilled in this

activity are religion, discipline, and respect for teachers.

Enter class at 07.00 WIB. Then it starts with praying together followed by tadarus.

Return to school at 14.00 WIB according to the schedule. The characters instilled in this

activity are religion and discipline.

It is compulsory to perform congregational prayers at school. At the first break time

at 09.00 WIB, students from class I - class VI are required to perform dhuha prayers in

the congregation in turn. While at the second break at 12.00 WIB, students from class

III to class VI are required to perform dhuhr prayers in congregation in turn. The

characters instilled in this activity are religion, discipline, responsibility, and honesty.

At break time at 09.00 WIB, students are not allowed to snack outside the school. To

maintain health, students are asked to bring snacks from home or snacks in the school

canteen and bring enough snack money. The characteristics instilled in this activity are

Health, cleanliness, and frugality.

Discipline training is instilled through Hizbul Wathan's scouting activities. The

characters instilled are discipline, hard work, and cooperation.

Discipline training instilled through Tapak Suci activities is attended by students

from grade III to grade V held at 13.00-14.30 WIB in the courtyard of SD

Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta every Saturday. The characters

instilled are discipline, hard work, and responsibility.

Figure 1

Congregational Prayer Activity

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Figure 2

Hizbul Wathan Camp Activity

Hizbul wathan camp activity is a series of activities designed to promote Muslim youth

in various aspects of life. These activities include various elements such as religious learning,

leadership development, community service, sports, and recreation. The goal is to create a

generation of youth who are committed to Islamic values, contribute positively to society, and

possess the necessary skills to succeed in everyday life.

Figure 3

Qurban Animal Slaughtering Activity

Qurban animal slaughtering activities are religious practices carried out by Muslims

during the celebration of Eid al-Adha or the Feast of Sacrifice. This activity involves the

slaughter of sacrificial animals such as cows, sheep, goats as part of worship and sacrifice to

Allah SWT.

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Figure 4

Worship Monitoring Book

Discussion

By paying attention to the character-building programs at SD Muhammadiyah Ngijon

4 Minggir Sleman Yogyakarta, the various programs have run well and smoothly. The

akhlakul karimah character building programme includes: 1) Islamic school culture; and 2)

discipline culture.

In relation to quality school culture, SD Muhammadiyah Ngijon 4 Minggir Sleman

Yogyakarta continuously strives to improve and develop learning tools, facilities, and

infrastructure that support the learning process so as to improve the quality of education

through cooperation between the entire academic community, committees, and student

guardians at SD Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta.

Through the efforts and habituation carried out at school in the context of the formation

of akhlakul karimah, SD Muhammadiyah Ngijon 4 Minggir Sleman Yogyakarta achieved

MTQ championships both at the sub-district and district levels. Students are able to memorize

short letters and read and memorize the Qur'an. SD Muhammadiyah Ngijon 4 Minggir Sleman

Yogyakarta in accordance with the vision, mission, and objectives of the school is able to

produce graduates who have personal morals, are religiously polite, independent, have a

global outlook, and have skills in both academic and non-academic fields as a provision for

life skills for students in the future so that students are able to face global challenges.

CONCLUSION

By paying attention to the character-building programs at SD Muhammadiyah Ngijon

4 Minggir Sleman Yogyakarta, the various programs have run well and smoothly. The

akhlakul karimah character building programme includes: 1) Islamic school culture; and 2)

discipline culture.

In relation to quality school culture, SD Muhammadiyah Ngijon 4 Minggir Sleman

Yogyakarta continuously strives to improve and develop learning tools, facilities, and

infrastructure that support the learning process so as to improve the quality of education

Formation Of Akhlakul Karimah At Sd Muhammadiyah

Ngijon 4 Minggir Sleman Yogyakarta

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