INTRODUCTION
The concept of learning according to UU. No. 20 of 2003
concerning the national education system, education is an effort to conscious
and planned to create a learning atmosphere and learning process so that
students actively develop their potential to have religious spiritual strength,
self-control, personality, intelligence, noble character, and skills needed by
themselves, society, nation and state. While learning is the process of interaction
between students and teachers and learning resources in a learning environment.
The learning is designed to support the acquisition of a meaningful learning
experience for students.
School is the second place for student education which is
carried out through intracurricular, co-curricular
and extracurricular programs. Intracurricular
activities are carried out through subjects, while co-curricular activities are
carried out through activities outside of school that are directly related to
subjects, such as individual assignments, group assignments, and homework in
the form of projects or other forms. Extracurricular activities are educational
activities carried out by students outside of the standard curriculum learning
hours as an extension of curriculum activities and carried out under the
guidance of the school with the aim of developing the personality, talents,
interests, and abilities of students who are broader or outside the interests
of the students. developed by the curriculum (Permendikbud, 2016).
The family is the first place to sow the seeds of
spiritual attitudes and social attitudes, knowledge, and skills of students,
therefore, the role of the family cannot be completely replaced by schools in
building the nation's character. Meanwhile, the community is one of the places
where various education takes place that need to be harmonized with one
another, for example the mass media, industrial businesses, community
organizations, and religious institutions. For this reason, community leaders
can coordinate and synchronize with each other in playing their roles to
support the learning process that students are currently undergoing.
Students are subjects who have the ability to actively
seek, process, construct, and use knowledge. For this reason, learning must be
related to the opportunities given to students to construct knowledge in their
cognitive processes. In order to truly understand and be able to apply knowledge,
students need to be encouraged to work on solving problems, finding things for
themselves, and working hard to realize their ideas. This learning experience
will later be applied to everyday life in the community and vice versa students
can use the community as a learning resource. Students build knowledge, skills,
and attitudes and apply them in various life situations both at school, family
and community (Afifudin & Zain, 2009).
Therefore, learning is aimed at developing students' potential
so that they have the ability to live as individuals and citizens who are
faithful, productive, creative, innovative, and affective, and able to
contribute to the life of society, nation, state, and world civilization. In
short, intertwining, integration, and consistency between schools, families,
and communities must be pursued and fought for continuously as a tri-center of
education as well as a source of mutually supportive learning.
Competence of spiritual attitudes and social attitudes in
the subjects of religion and character and civics education subjects, is
achieved through direct and indirect teaching while for PAI subjects, is
achieved through indirect learning. teaching), namely through example,
habituation, and school culture, taking into account the characteristics of the
subjects as well as the needs and conditions of students (Ramayulis, 2015). The growth and
development of spiritual attitudes and social attitudes are carried out
throughout the learning process, and can be used as teacher considerations in
developing student character further.
Understanding the spiritual meaning, namely the sentence,
"to become a human being who believes and fears God Almighty, has a noble
character," is a core sentence that shows a vertical attitude. It is
directed at spiritual potential, humans who believe and are devoted to the
noble recognition of the Indonesian people who have always known spiritual
meaning through religious activities shown in the lives of our ancestors (Kurniawan, 2016).
In the history of the basic formulation of our country, the great spirit and
commitment of the founding figures of our nation have also been shown. Until
that time, the formulation concerning the basis of the Supreme Godhead was very
much considered. That's why legally constitutionally, regarding the life of
faith and piety to God Almighty, it is stated in article 29 of the 1945
Constitution of the Republic of Indonesia.
Law of the Republic of Indonesia Number 20 of 2003 concerning
the National Education System. While core competencies are as referred to in
article 2 paragraph (1) namely:
a) core
competence of spiritual attitude;
b) core
competence of social attitudes;
c) knowledge
core competencies; and
d) core
competency skills (Permendikbud, 2016).
For this reason, each education unit needs to plan
learning, implement the learning process and assess the learning process with
the right strategy to improve the efficiency and effectiveness of achieving
graduate competencies (Kemdikbud, 2017).
In this case the researcher will discuss the core
competencies of spiritual attitudes and social attitudes. Based on this, the
writer believes that it is necessary to conduct research related to the
application of developing students' spiritual attitudes and social attitudes in
PAI learning through religious activities. In this case, the research
subjects were Public Junior High School
2, 4 and 5 Cianjur. Therefore, the authors
researched further on "Development of Spiritual Attitudes and Social
Attitudes of Students in PAI Learning through religious activities at Public Junior High School 2, 4 and 5 Cianjur".
METHOD
This research approach uses
a qualitative approach, which is an approach in conducting research that is
oriented towards natural phenomena because of this orientation, so it is
naturalistic and fundamental or natural and cannot be done in the laboratory
but must be involved in the field. Therefore, this kind of research is called a
field study. The qualitative approach is the researcher's perspective by
adopting a qualitative design in conducting studies. Qualitative research
designs have several characteristics, which are more general, flexible,
dynamic, exploratory, and develop during the research process.
This dissertation research
method uses descriptive analytical research method, which is one of the types
of research that is included in the type of qualitative research in the form of
words to express events or facts, circumstances, phenomena, variables and
circumstances that occur during research by presenting what is actually occur.
While the quantitative data in this study are numbers that are narrated, their
function is to strengthen the qualitative data.
The purpose of this
analytical descriptive method is to make a systematic, factual and accurate
description, picture, or painting of the facts, characteristics and
relationships between the investigated phenomena and try to describe a
phenomenon or relationship related to the development of spiritual attitudes
and attitudes. students in learning PAI and Civics through religious activities
at Public Junior High School 2, 4
and 5, Cianjur sub-regency, which is to be achieved.
RESULTS AND DISCUSSION
A. PAI
Learning Objectives in Developing Spiritual Attitudes and Social Attitudes of
Students at Public
Junior High School 2, 4,
and 5 Cianjur
Attitude is nervous and mental awareness,
organized through experience, has a direct influence on individual responses to
all objects and related situations (Permendikbud, 2016).
Attitudes in general assessment of people, things, and issues (Hensley, 2018). Fazio
characterizes "attitude is a collection of assessments of an object or
event that can influence an individual's assessment of a complex social
environment (Hensley, 2018). Attitudes such as
"likes" and "dislikes" towards something attitude are
personality elements that influence the way a person acts and behaves. A
person's attitude towards an object, idea or other person he faces will be
reflected in the way he reacts to what he faces (Creswell, 2010).
Meanwhile, according to Adler, humans
are conscious beings, which means that they are aware of all the reasons for
their behavior, are aware of their inferiority, are able to guide their
behavior, and are fully aware of the meaning of all their actions so that they
can actualize themselves.
Spirituality is defined as the
subjective experience of what is existentially relevant to humans. Spirituality
not only pays attention to whether life is happy, but also focuses on why life
is valuable. So spiritual is having more ties to things that are spiritual or
psychological than physical or material things, spiritual is self-awakening or enlightenment
in achieving the goals and meaning of life, spirituality is an essential part
of one's whole daily life and well-being (Hasan, 2006).
Carl Gustav Jung said, "Of the
many patients I have faced, none of them whose problem is not because of
religious views, in other words they are sick because there is no sense of
religion in their sense, all of them recover after kneeling before religion"
(Ihsan, 2012),
it turns out that science and religion are both valuable keys in opening the
door of the world's precious house to know Him as the creator (Piedmont, 1999).
Furthermore, Fontana & Davis revealed that spirituality is more difficult
than the definition of religion or religion, compared the word religion,
psychologists make several definitions of spiritual basically have several
meanings, outside the concept of religion, we talk about people with spirit or
show attitudes or behavior and are included in personality factors. In language
spirit is energy both physically and psychologically (Tamami, 2011).
Competence of spiritual attitudes and
social attitudes in the subjects of religion and manners and subjects of civic
education, at Public Junior High
School Cianjur is achieved
through direct teaching (direct teaching) and indirect (indirect teaching)
while for PAI subjects, it is achieved through indirect learning. direct
teaching (indirect teaching), namely through example, habituation, and school
culture, taking into account the characteristics of the subject as well as the
needs and conditions of students. The growth and development of spiritual
attitudes and social attitudes are carried out throughout the learning process,
and can be used as teacher considerations in developing student character
further.
B. PAI
Learning Program Process in Developing Spiritual Attitudes and Social Attitudes
of Students at Public
Junior High School 2, 4,
and 5 Cianjur
PAI
learning in the development of spiritual attitudes and social attitudes in the
3 schools was not only carried out in the classroom environment but also made
efforts to develop students' spiritual attitudes and social attitudes through
religious activities carried out outside the classroom. This proves that the school
has tried to facilitate students through religious activities, facilities and
infrastructure, as well as regular and periodic coaching. The PAI
learning process and in the classroom are intended to achieve the competency
standards of graduates that have been set through the various materials
provided. In practice, the teacher carries out the learning process in the
classroom well.
In the PAI learning process
carried out in class before starting the learning activities, the teacher
welcomes activities, greets, reads prayers, continues with reading the Qur'an
and memorizing short letters/ juz amma,
then delivering material about Interactive, inspiring, fun religious values
motivate students to participate actively, and provide sufficient space for
initiative, creativity, and independence according to their talents, interests,
and physical and psychological development of students. Likewise
with the learning process, students welcome the teacher, then say hello, and
interactive learning activities and delivery of material on citizenship and
character are carried out. Submission of material in the form of spiritual
values and social values in the classroom is carried out as material and
provision for students so that students first know the concept of spiritual
values and social values, then after students know the concept students
practice it and make it a habit.
Not only that, the teacher together
with the entire school also designed religious activities outside the classroom
as a form of strengthening the material and inculcating religious and civic
values that had been carried out in the classroom. For this reason, religious
and social activities carried out outside the classroom are more relaxed, not
in the form of giving material, but rather to habituation and example, starting
with habituation of discipline attitudes such as arriving on time as a form of
respecting time and discipline, habituation of 5S (Greetings, greetings,
smiles, courtesy and manners) carried out by school principals, teachers and staff
then this is used as an example and example by students in the school
environment and in the surrounding environment. For congregational prayer
activities and sunnah prayers carried out in the field / at the school mosque
which aims to familiarize students with praying on time and getting used to
sunnah prayers. The Koran and BTQ activities are held to help students get used
to the Koran and to help students who are not fluent in the Koran to become
more accustomed and easier to read the Qur'an. Spiritual cleansing activities
are carried out to provide religious advice to students through exemplary
stories so that they can be used as examples and role models by students in
their daily lives. The commemoration of Islamic holidays is carried out as a
form of appreciation for us as Muslims for historical days in Islam, while also
introducing the history of the existence of these big days to students.
LISALABIL/ jumsih (cleaning the school together)
activities are a form of habituation so that students are more sensitive to
their environment, learn to keep the environment clean as a place to study so
as to create a comfortable learning atmosphere.
Religious activities carried out in the
context of developing spiritual attitudes and social attitudes have certainly
had a lot of positive impacts on students, making them accustomed to carrying
out habituation of spiritual and social attitudes starting from the school
environment, then to the surrounding environment, although in practice there
are still many shortcomings. , and has not been fully
realized. There are still many violations committed by students, there are
still many students who are lazy, less interested in participating in
predetermined activities and there are still many students who are not aware of
the importance of inculcating spiritual attitudes and social attitudes.
However, it does not become an obstacle, in fact the existence of these
activities helps reduce the number of students who are less aware of being more
sensitive and aware of the importance of inculcating religious values in order
to improve spiritual attitudes and social attitudes so that a generation of
faith and piety and noble character can be created.
In general, the cultivation of these
two attitudes can be done through two activities at school, namely intracurricular activities and extracurricular activities.
This activity is a process of inculcating an attitude that takes place through
face-to-face learning according to the plan made by the teacher. The
cultivation of this attitude is integrated with the subjects in the school.
Some attitude building activities in schools can be in the form of heart
exercises to strengthen faith and noble character, thought processes for
intellectual development, taste exercises to increase sensitivity, empathy and sympathy
for others, and exercise to maintain physical fitness and health.
In practice, intracurricular
activities or activities in the classroom are a process of interaction between
teachers and students, in which many activities or activities are carried out.
Teachers are required to be able to take advantage of a variety of activities
that may be carried out in learning so that they are able to easily convey the
material that must be delivered and students also easily understand the material
presented with a variety of types of learning activities according to their
respective learning styles. The forms of activities in learning such as
reading, viewing pictures, asking questions, giving responses, writing stories,
to feeling with each other's emotions while studying are also learning
activities. In other words, learning activities are everything that is done and
affects the learning process itself.
In addition to intracurricular
activities, there are also extracurricular activities, namely activities to
inculcate spiritual and social attitudes through student coaching activities
outside of subjects in order to help develop student interests and talents
initiated by authorized education personnel in a particular school. As done by Public Junior High School 2 Cianjur, the school including teachers and all stakeholders
carry out student religious development activities in the context of developing
social attitudes through habituation of discipline activities by coming on
time, applying habituation (5S), smiling, greeting, polite, greeting, polite,
continued by reading Asma'ul Husna and memorizing
short letters on an ongoing basis, applying LISALABIL (see garbage immediately
take it and throw it away), every Saturday doing NGABETEM (Ngaji
with friends), every Friday carrying out religious activities in the field, the
program followed by all school members, the contents of the activities, Tawasul, reading QS. Yasin, habituation of chanting the
Prophet's sholawat, followed by Tausyiah,
from the teacher and ustadz Call, then continued with
the habit of collecting infaq, and habituation of musafahah between students and teachers and students with
students.
Similar to Public Junior High School 2, 4 and 5
Cianjur also did the same thing. Each school has the
advantages of different activities but with the same goal, namely as a form of
developing students' spiritual and social attitudes. Forms of religious
activities carried out at Public
Junior High School 4 Cianjur
include the dhuha prayer which is held 2 days a week,
Tuesday and Thursday starting at 06.45 to 07.15, then routinely held spiritual
food activities by ustadz from outside the school
environment, routinely carrying out Friday activities. at clean every week in
order to create a clean and comfortable school environment, routinely
memorizing short letters or juz amma
led by one of the students in each class, there are mosque youth
extracurricular activities that help the school to prosper the mosque and help
make the commemoration activities a success. Islamic Holidays (PHBI) held by
the school, regular recitations, and BTQ. In addition, there is also the habit
of social development such as routinely providing compensation in the form of
assistance for people in need, and always maintaining good manners.
As for the religious activities
implemented at Public Junior
High School 5, they are the dhuha
prayer in the morning, Friday prayer activities at school, reading the Qur'an
as much as 10 verses before starting learning activities, doing cleaning activities
on Fridays. at, PHBI warnings at every moment., habituation to consult with
teachers and students after the ceremony, then 5S habituation, habituation to
say hello to teachers, staff in the school environment, habit of making
donations for friends who are sick/affected by disasters and social activities
at certain moments.
Based on this, it can be concluded that
religious activities carried out outside the classroom are in accordance with
indicators of spiritual attitudes and social attitudes and have tried to be
carried out optimally, so that the implementation of these religious activities
can run in accordance with the goals that have been set and produce a form of
spiritual attitude change. and students' social attitudes towards a better direction.
Explicitly, Piedmont views spirituality
as a set of motivational traits (motivational trait), a general emotional force
that drives, directs, and selects various individual behaviors (Piedmont, 2001).
The characteristics of the learning
process at Public Junior High
School 2, 4, and 5 Cianjur are
subject-based as a whole. The learning process is fully directed at the
development of three domains, as listed in Table 1.
Table 1
Gradation
of Attitudes, Knowledge, and Skills
|
No
|
Competency Area
|
Gradation
|
|
1.
|
Attitude
|
Accept
Implementing
Respecting
Appreciating
Realizing
|
|
2.
|
Knowledge
|
Remembering
Understanding
Applying
Analyzing
Creating
|
|
3.
|
Skills
|
Observing
Asking
Trying
Reasoning
Presenting
Creating
|
C. Evaluation
of the Development of Spiritual Attitudes and Social Attitudes of Students
Through Religious Activities Outside the Classroom at Public Junior High School 2, 4, and 5 Cianjur
Learning
evaluation based on the attitude competency assessment in the 2013 Curriculum
refers to observations, student-to-student assessments, and journals. In the
learning process, the application of attitudes, behavior and mentality is also
very necessary. Changes in behavior in learning are usually evidenced by a
response. If this is ignored, students will only carry out the learning process
as requested without involving emotions, curiosity, the desire to ask
questions, and the desire to respond to what is being studied.
Assessment of spiritual and social attitude
competence in learning is a series of activities designed to measure the values
or outlook on life obtained by students as a result of a learning program.
Attitude assessment is also the application of a standard or decision-making
system to attitudes. The main use of attitude assessment as part of learning is
a reflection (reflection) of understanding and progress of individual students'
attitudes. The implementation of attitude assessment is aimed at knowing the
tendency of students' spiritual and social behavior in everyday life, both
inside and outside the classroom as a result of education.
In practice, the form of evaluation of
spiritual attitudes and social attitudes conducted at Public Junior High School 2, 4, and
5 Cianjur is not much different. For assessment
activities in the classroom, of course, the teacher conducts an objective
assessment based on the abilities and competencies of students, based on the
activeness and enthusiasm of students in participating in learning, daily
attitude assessments observed from class by subject teachers. Attitude
assessment by subject teachers can be carried out during the learning process
(during lesson hours) and/or outside learning hours, counseling guidance
teachers (BK), and homeroom teachers (as long as students are outside class hours).
Assessment of spiritual and social attitudes is carried out continuously for
one semester. Assessment of spiritual and social attitudes in the classroom and
outside learning hours is carried out by subject teachers, homeroom teachers
and BK teachers.
While the form of evaluation or
assessment of religious activities carried out outside the classroom starts
from taking attendance for each activity, the existence of a notebook on
students' good and bad attitudes, notes on student discipline, assessment of
student attitudes, and guidance carried out by both PAI teachers. , and BK, besides that there are also sanctions in the
form of reprimands, or actions to provide a deterrent effect on students. The
method of assessment outside the classroom is done by making joint activities
that stimulate the emergence of student attitudes. Teachers can make
observations which are then recapitulated into a journal. Recording is only
done for extreme attitudes that stand out, for example, tadarus
every morning, infaq on Fridays, praying dhuha together, then giving lectures, cleaning classes and
taking out garbage according to its designation (organic and non-organic),
maintaining plants in the garden. the school together by watering it alternately,
when the bell rings the students immediately perform ablution to pray duha and recite the Koran.
Evaluation cannot be done immediately
on the success of forming student attitudes. It is different with the formation
of the cognitive realm and the realm of skills whose results can be known after
the teaching and learning process ends, then the success of attitude formation
is due to attitudes related to the cultivation of values which requires a long
process.
D. Supporting
and Inhibiting Factors in the Implementation of the Development of Students'
Spiritual Attitudes and Social Attitudes Through Religious Activities Outside
the Classroom at Public Junior High School 2, 4,
and 5 Cianjur
The
problem of education is a necessity as is the success of education. The door of
opportunity and the chasm of obstacles are both open in front of education
providers. For this reason, problems and obstacles do not need to be something
to be feared, because in fact in every facility there will always be problems
and obstacles in its implementation.
Supporting factors in the
implementation of the development of spiritual attitudes and social attitudes
of students include the existence of good cooperation and support from all
school stakeholders ranging from school committees, principals, all teachers,
staff and students, a strong desire to be consistent in carrying out these
religious activities, the existence of the positive impact of these habits so
that it fosters a sense of enthusiasm to carry out these habits, as well as a
desire to achieve the goals of a civilized school, to form students who are
faithful and pious and have noble character by always upholding religious and
state values.
In the implementation of the
development of spiritual attitudes and social attitudes of students through
religious activities outside the classroom at Public Junior High School 2, 4,
and 5 Cianjur, it does not always run smoothly but
there are still things that are found to be obstacles in the implementation of
developing students' spiritual attitudes and social attitudes, such as there
are still students who lack discipline in the successful implementation of
activities at school, including religious activities, there is still a lack of
awareness for some students to take part in religious activities carried out in
schools, there are still some facilities that are lacking in supporting the
implementation of activities, there is still a schedule of activities Sometimes
religious activities are not in accordance with what has been determined for
one reason or another, and some activities are still not running as conducive
as desired. In addition, supporting factors in developing students' social
attitudes are learning materials that are associated with daily activities,
special guidance, creative teachers making additional student activities to
train students' awareness of giving educational tasks that utilize technology.
While the inhibiting factors are the influence of technological advances and
the condition of the students' families who are less supportive.
E.
PAI
Learning Outcomes in Developing Spiritual Attitudes and Social Attitudes of
Students at Public Junior High School 2, 4,
and 5 Cianjur
In
general, the cultivation of these two attitudes can be done through two
activities at school, namely intracurricular
activities and extracurricular activities. This activity is a process of
inculcating an attitude that takes place through face-to-face learning
according to the plan made by the teacher. The cultivation of this attitude is
integrated with the subjects in the school. Some attitude building activities
in schools can be in the form of heart exercises to strengthen faith and noble
character, thought processes for intellectual development, taste exercises to
increase sensitivity, empathy and sympathy for others, and exercise to maintain
physical fitness and health.
In practice, intracurricular
activities or activities in the classroom are a process of interaction between
teachers and students, in which many activities or activities are carried out.
Teachers are required to be able to take advantage of a variety of activities
that may be carried out in learning so that they are able to easily convey the
material that must be delivered and students also easily understand the
material presented with a variety of types of learning activities according to
their respective learning styles. The forms of activities in learning such as
reading, viewing pictures, asking questions, giving responses, writing stories,
to feeling with each other's emotions while studying are also learning
activities. In other words, learning activities are everything that is done and
affects the learning process itself.
In addition to intracurricular
activities, there are also extracurricular activities, namely activities to
inculcate spiritual and social attitudes through student coaching activities
outside of subjects in order to help develop student interests and talents
initiated by authorized education personnel in a particular school. As done by Public Junior High School 2 Cianjur, the school including teachers and all stakeholders
carry out student religious development activities in the context of developing
social attitudes through habituation of discipline activities by coming on
time, applying habituation (5S), smiling, greeting, polite, greeting, polite,
continued by reading Asma'ul Husna and memorizing
short letters on an ongoing basis, applying LISALABIL (see garbage immediately
take it and throw it away), every Saturday doing NGABETEM (Ngaji
with friends), every Friday carrying out religious activities in the field, the
program followed by all school members, the contents of the activities, Tawasul, reading QS. Yasin, habituation of chanting the
Prophet's sholawat, followed by Tausyiah,
from the teacher and ustadz Call, then continued with
the habit of collecting infaq, and habituation of musafahah between students and teachers and students with
students.
Similar to Public Junior High School 2 Cianjur, Public
Junior High School 4 and 5 Cianjur
also did the same thing. Each school has the advantages of different activities
but with the same goal, namely as a form of developing students' spiritual and
social attitudes. Forms of religious activities carried out at Public Junior High School 4 Cianjur include the dhuha prayer
which is held 2 days a week, Tuesday and Thursday starting at 06.45 to 07.15,
then routinely held spiritual food activities by ustadz
from outside the school environment, routinely carrying out Friday activities.
at clean every week in order to create a clean and comfortable school
environment, routinely memorizing short letters or juz
amma led by one of the students in each class, there
are mosque youth extracurricular activities that help the school to prosper the
mosque and help make the commemoration activities a success. Islamic Holidays
(PHBI) held by the school, regular recitations, and BTQ. In addition, there is
also the habit of social development such as routinely providing compensation
in the form of assistance for people in need, and always maintaining good
manners.
As for the religious activities
implemented at Public Junior
High School 5, they are the dhuha
prayer in the morning, Friday prayer activities at school, reading the Qur'an
as much as 10 verses before starting learning activities, doing cleaning
activities on Fridays. at, PHBI warnings at every moment., habituation to
consult with teachers and students after the ceremony, then 5S habituation,
habituation to say hello to teachers, staff in the school environment, habit of
making donations for friends who are sick/affected by disasters and social
activities at certain moments.
Based on this, it can be concluded that
religious activities carried out outside the classroom are in accordance with
indicators of spiritual attitudes and social attitudes and have tried to be
carried out optimally, so that the implementation of these religious activities
can run in accordance with the goals that have been set and produce a form of
spiritual attitude change. and students' social attitudes towards a better
direction.
Learning model for developing students'
spiritual attitudes and social attitudes inside and outside the class of Public Junior High School 2, 4,
and 5 Cianjur.
Spiritual attitude is a person's
reaction that is vertical, divine, belief, or religious on the object that is
sensed. There are three values of spiritual attitude, namely faith, piety, and
gratitude to Allah swt. Faith and piety are two words
that cannot be separated. Faith is defined as an integral between the belief of
the heart, verbal acknowledgment of that belief, and the realization of that
belief and acknowledgment in real action. While piety is often interpreted as
an act of obeying orders and staying away from Allah's prohibitions.
Some indicators of spiritual attitude,
namely, praying every time they start and after doing something, performing
worship on time, greeting each starting and ending a presentation, being grateful
for the blessings obtained, being grateful for human ability to control
themselves, being grateful when they succeed in doing something, surrendering
after doing something. strive, maintain good relations with fellow people, and
respect others who carry out their worship.
To instill spiritual attitudes as
mentioned above, there are several models that can be applied in the school
environment, namely:
1)
Structural models. The cultivation of
spiritual attitudes with this model is carried out through institutional
regulations or policies. Because it is a school regulation, all religious
activities are school programs or student organization programs that are
legitimized by school leaders.
2)
Formal models. Instilling a spiritual
attitude by instilling the belief that religious teachings are absolute and in
the form of doctrine. In other words, the formalization of religion in schools.
3)
Mechanical models. The cultivation of a
spiritual attitude is based on the understanding that this life consists of
various aspects. This model has implications for the development of religious
education that emphasizes moral and spiritual functions (attitudes) rather than
knowledge and skills.
4)
Organic models. This attitude
cultivation model is based on the understanding that religious education is a
system that seeks to improve views which are manifested in skills and attitudes.
5)
Besides there are models, in the cultivation
of spiritual attitudes there is also a strategy.
6)
More technically, the cultivation of
values through internalization with the three stages above can be done using
the methods of habituation, modeling, suggestion activities, and
identification.
a)
Habituation Method
Steven Covey, as quoted by Suryadi, said that initially humans (students) form/do
habits, but in the end humans are formed by habits
that have been successfully carried out. Covery's
view is in line with Skinner's operant conditioning theory in which to produce
a habit, a routine is carried out on the habit until the habit turns into a
habit.
Habituation practices in education that
end in the occurrence of habits in students, for example, the teacher makes
rules every time the Zuhur call to prayer is echoed,
students must hurry to get ready for the Zuhur
prayer. First of all students will try to form the
habit. Over time, they do not seem to form the habit. What they feel is that
they are dragged by the habit and do it without being forced.
Habits are expressions or actions that
are uniform across time or place. According to Jalaluddin,
in this habituation method there are two ways that can be done, namely carried
out repeatedly and intentionally or planned. Both of these methods must be implemented
in a complementary way (complementary) so that the results are maximized.
b)
Modeling Method
"Teachers pee standing up,
students pee running." That is the proverb of the elders in relation to
the example of the teacher for his students. Habituation is not enough to
instill good values to give birth to a positive attitude. Exemplary complements
the lack of habituation methods. Student routines must be balanced with teacher
routines on the same object of activity. In this case, the teacher must be a
model for his students. Models will always be imitated, followed, and imitated
in all their actions and styles.
Initially, it may be that the student
is just imitating the teacher. While being accustomed and given examples of
good attitudes, teachers need to be instilled in the rationale/reason for the
importance of the object being accustomed. In this way, they will carry out the
familiar object with full confidence on it.
c)
Suggestion Activities
In the Big Indonesian Dictionary,
suggestion is defined as an opinion put forward for consideration. In addition,
suggestion is also interpreted as an influence that can move people's hearts,
and so on. The first, the suggestion is expressed as an opinion while the
second is referred to as an influence. In fact, the word "influence"
is more commonly used because the opinion/speech is only one that can
influence. In addition to opinions, behavior can also affect other people. So,
suggestion can be interpreted as an influence, be it an opinion or action that
an individual uses to influence others without any criticism first.
Another term by Slameto
is without any reason or long thought process from the person who is suggested
to do a certain attitude, but solely based on the influence of someone who is
authoritative in his view. Therefore, the attitude that arises because of the
suggestion does not need to be asked for its rational basis. The suggestion can
arise from the language that touches the feelings of an influential person.
People who hear it will be easily influenced because their feelings have been
mastered first. His “sound logic” is sometimes powerless to deal with suggested
feelings.
Based on research conducted at Public Junior High School 2, 4,
and 5 Cianjur, it is known that the learning carried
out by teachers in the teacher class does not only use one learning model but
combines various learning models such as jigsaw, Gallery Walk, Debate,
Discussion, Mind Mapping, etc. In addition, strengthening social and spiritual
attitudes has been developed in these two subjects. By paying attention to
indicators of spiritual attitudes and social attitudes in learning activities
need to be directed to assist students in mastering the material at least a
minimum level of competence, so that they can achieve the goals that have been
set. In accordance with the concept of complete learning and talent
development, each student must be given the opportunity to achieve goals
according to their respective abilities and learning speeds, so it is hoped
that in developing spiritual attitudes and social attitudes, these competencies
can be realized in the learning process so that they are able to produce
outputs up to an outcome that is truly in line with the goals of national
education and the expectations of society in general.
Attitude development is carried out
directly or indirectly. The direct learning model is one of the teaching
approaches specifically designed to support student learning processes related
to well-structured declarative knowledge and procedural knowledge, which is
taught with a gradual, step-by-step pattern of activities. Arends in Trianto.
Direct learning can take the form of
lectures, demonstrations, training or practice, and group work. Direct learning
is used to deliver lessons that are transformed directly by the teacher to
students. The preparation of the time used to achieve the learning objectives
must be as efficient as possible, so that the teacher can design the
appropriate time used.
The use of varied learning models is
intended to further explore the abilities and enthusiasm of students in
participating in learning, so that not only teachers are busy explaining, but
students are actively involved in understanding the material through various
learning models. Thus students can better understand
the material presented. In learning in the classroom
the teacher has tried to present lessons in a fun way, and in a way that is
easy for students to understand and understand. So that students happily
participate in learning activities and what is taught by the teacher becomes a
positive change for students, both in terms of cognitive and in terms of
attitude.
As for the learning model carried out
outside the classroom, namely through example, habituation, and suggestions. As
we know that learning outside the classroom is not a formal activity like what
is done in the classroom. Learning activities outside the classroom aim to
strengthen the learning concepts taught by the teacher in the classroom, so
that activities outside the classroom emphasize practice and habituation.
Learning outside the classroom is not like learning outside the classroom, if
in the classroom it is more to emphasize the material, the learning model
outside the classroom is more about habituation and example.
For example, in PAI subjects
that are carried out in class, the teacher provides material about fardhu prayers, then students understand the material.
Furthermore, outside the classroom learning is carried out is the practice of
the material that has been obtained by students in the classroom, namely the
habit of praying fardhu on time. For this reason, the
learning model outside the classroom is not as complicated as the learning
model in the classroom which requires a lot of administration and quite a lot
of procedures, but the learning model outside the classroom is by habituation
and example.
CONCLUSION
Based on the results of research
and literature review regarding the application of developing students'
spiritual attitudes and social attitudes in PAI learning through PAI
learning and at Public Junior High School 2, 4, and 5 Cianjur.
The purpose of developing
students' spiritual attitudes and social attitudes in PAI learning through PAI
learning is to be able to form students' personalities who are able to
integrate religious characters and social values characters. The purpose of
developing spiritual and social attitudes in PAI learning refers to KI
(core competencies) in the achievement of PAI subjects.
The PAI learning program
process Public Junior High School 2, 4, and 5 Cianjur
in the context of developing spiritual attitudes and social attitudes is
carried out in the classroom and outside the classroom. The learning program in
the teacher's classroom conveys material with various learning methods so that students
are enthusiastic and interested in participating in the learning process
carried out so that messages are conveyed in the learning, besides that the
school also provides various religious activities that will support students in
practicing what students have learned in class, through religious activities
that place more emphasis on practice than theory.
Evaluations carried out by
teachers at Public Junior High School 2, 4, and 5 on PAI learning and
those carried out in the classroom are by objective assessment based on
students' abilities and competencies, then based on the activeness and
enthusiasm of students in participating in learning, and daily attitude
assessments that are observed. from class by the teacher. While the form of evaluation
or assessment of religious activities carried out outside the classroom starts
from taking attendance for each activity, the existence of a notebook on
students' good and bad attitudes, notes on student discipline, assessment of
student attitudes, and guidance carried out by teachers.
The supporting and inhibiting
factors for the success of developing students' spiritual attitudes and social
attitudes in PAI learning cannot be separated from the commitment and good
cooperation of all parties and stakeholders, the existence of facilities and
infrastructure that support these religious activities, teachers who have
qualified teaching skills and competencies so that the creation of good and
conducive learning atmosphere. Meanwhile, the inhibiting factors in these activities
are that not all students are easy to control, the students' environmental
conditions are not so conducive, and the teacher's time is limited in guiding
students. In addition, supporting factors in developing students' social attitudes
are learning materials that are associated with daily activities, special
guidance, creative teachers making additional student activities to train
students' awareness of giving educational tasks that utilize technology. While
the inhibiting factors are the influence of technological advances and the
condition of the students' families who are less supportive.
The results of the development
of PAI learning in shaping spiritual and social attitudes are able to
create a learning model. The learning model for developing spiritual attitudes
and social attitudes at Public Junior High School 2, 4, and 5 Cianjur combines various learning models such as jigsaw,
Gallery Walk, Debate, Discussion, Mind Mapping, and so on. The use of varied
learning models is intended to further explore students' abilities and
enthusiasm in participating in learning. Thus, students can better understand
the material presented. As for the learning model that is carried out outside
the classroom, not with the learning model used in the classroom but using exemplary
learning models, habituation, and suggestions.
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