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Al-Ulum Volume 15 Number 2 December 2015 Page 421 - 446 Al-Tarbiyah Al-Syahshiyah fi Indonesia (Diraasah min Al-Ithaar Al- Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat) Sembodo Ardi Widodo UIN Sunan Kalijaga Yogyakarta [email protected] Abstract This article aims to describe the phenomena of character education in Indonesia. The study covers aspects of the philosophical outline about the importance of character education, the rudiments of law used as the basis, the implementation of character education at schools, and problems appeared in the field. Many cases such as corruption, juvenile delinquency, drugs miss-use, social conflict, and environmental damage occurred in Indonesia are among important factors of the implementation of character education. In this case, the government already set up the 18 character values that implanted through education, namely religiousness, honesty, tolerance, discipline, hard working, creativity, independence, democracy, curiosity, nationalism, patriotism, achievement, friendship and communication, peace-loving, reading, environmental care, social care, and accountability. Nonetheless, there are still many obstacles in the implementation of character education in the field. Those problems are analyzed comprehensively in this paper. Artikel ini dimaksudkan untuk menggambarkan fenomena pendidikan karakter di Indonesia. Kajian mencakup aspek kerangka filosofis tentang pentingnya pendidikan karakter, dasar-dasar hukum yang dijadikan landansan, implementasi pendidikan karakter di sekolah, dan problem-problem yang muncul di lapangan. Banyaknya kasus korupsi, kenakalan remaja, narkoba, konflik sosial, dan kerusakan lingkungan yang terjadi di Indonesia menjadi faktor yang penting diterapkannya pendidikan karakter. Dalam hal ini, pemerintah sudah menetapkan 18 nilai-nilai karakter yang ditanamkan melalui pendidikan, yaitureligius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Namun demikian dalam realitasnya masih banyak dijumpai kendala dalam implementasinya di lapangan. Permasalahan-permasalahan inilah yang perlu dianalisis secara lebih mendalam dalam tulisan ini. Keywords : character education; law; implementation; problem. 421

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  • Al-Ulum Volume 15 Number 2 December 2015 Page 421 - 446 Al-Tarbiyah Al-Syahshiyah fi Indonesia (Diraasah min Al-Ithaar Al-

    Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat)

    Sembodo Ardi Widodo UIN Sunan Kalijaga Yogyakarta

    [email protected]

    Abstract

    This article aims to describe the phenomena of character education in Indonesia. The study covers aspects of the philosophical outline about the importance of character education, the rudiments of law used as the basis, the implementation of character education at schools, and problems appeared in the field. Many cases such as corruption, juvenile delinquency, drugs miss-use, social conflict, and environmental damage occurred in Indonesia are among important factors of the implementation of character education. In this case, the government already set up the 18 character values that implanted through education, namely religiousness, honesty, tolerance, discipline, hard working, creativity, independence, democracy, curiosity, nationalism, patriotism, achievement, friendship and communication, peace-loving, reading, environmental care, social care, and accountability. Nonetheless, there are still many obstacles in the implementation of character education in the field. Those problems are analyzed comprehensively in this paper.

    Artikel ini dimaksudkan untuk menggambarkan fenomena pendidikan karakter di Indonesia. Kajian mencakup aspek kerangka filosofis tentang pentingnya pendidikan karakter, dasar-dasar hukum yang dijadikan landansan, implementasi pendidikan karakter di sekolah, dan problem-problem yang muncul di lapangan. Banyaknya kasus korupsi, kenakalan remaja, narkoba, konflik sosial, dan kerusakan lingkungan yang terjadi di Indonesia menjadi faktor yang penting diterapkannya pendidikan karakter. Dalam hal ini, pemerintah sudah menetapkan 18 nilai-nilai karakter yang ditanamkan melalui pendidikan, yaitureligius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Namun demikian dalam realitasnya masih banyak dijumpai kendala dalam implementasinya di lapangan. Permasalahan-permasalahan inilah yang perlu dianalisis secara lebih mendalam dalam tulisan ini.

    Keywords : character education; law; implementation; problem.

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    1Asmaun Sahlan dan Angga Teguh Prastyo, Desain Pembelajaran Berbasis

    Pendidikan Karakter, (Yogyakarta: Ar-Ruzz Media, 2012), h. 13. 2Zainal Aqib, Pendidikan Karakter Membangun Perilaku Positif Anak Bangsa,

    (Bandung: Yrama Widya, 2011), h. 1. 3Heri Gunawan, Pendidikan Karakter Konsep dan Implementasi, (Bandung:

    Alfabeta, 2012), h. 192-193. 4Nurla Isna Aunillah, Panduan Menerapkan Pendidikan Karakter di Sekolah,

    (Yogyakarta: Laksana, 2011), h. 106.

    422

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    (Jogjakarta: Ar-Ruzz Media, 2012), h. 40. 6Kementerian Pendidikan Nasional, Buku Pedoman Pendidikan Karakter di

    Sekolah Menengah Pertama, (Jakarta: Direktorat Jendral Mandikdasmen, Direktorat Pembinaan Sekolah Menengah Pertama, 2010).

    7Das Salirawati, Percaya Diri, Keingintahuan, dan Berjiwa Wirausaha: Tiga Karakter Penting Bagi Peserta Didik, Jurnal Pendidikan Karakter, Tahun II, Nomor 2, Juni 2012, h. 216-217.

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    8Masnur Muslich, Pendidikan Karakter: Menjawab Tantangan Krisis

    Multidimensional, (Jakarta: Bumi Aksara, 2011), h. 37. 9Marvin W. Berkowitz & Melinda C. Bier, What Works In Character

    Education: A Research-Driven Guide For Educators, (Washington DC: Character Education Partnership, 2005), h. 2.

    10Thomas Lickona, Educating For Character, (New York: Bantam Books, 1991), h. 43.

    11Ibid., hlm. 45.

    424

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    12Saptono, Dimensi-Dimensi Pendidikan Karakter (Wawasan, Strategi, dan

    Langkah Praktis), (Yogyakarta: Penerbit Erlangga, 2011), h. 21. 13Thomas Lickona, Character Matters, (New York: Somon & Schuster, 2004),

    h. 8-11. 14Terri Akin, et.al., Character Education in America’s School, (California:

    Innerchoice Publishing, 1995), h. 1-2.

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    15Doni Koesoema A., Pendidikan Karakter: Strategi Mendidik Anak di Zaman

    Global, (Jakarta: Grasindo, 2007), h. 13. 16Thomas Lickona, The Return of Character Education, Educational

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    426

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    19B. P. Kemdiknas, Panduan Pelaksanaan Pendidikan Karakter, (Jakarta:

    Kemdiknas, 2011), h. 5. 20Soepardo, dkk., Manusia dan Masyarakat Baru Indonesia (Civics),

    (Djakarta: Dinas Penerbitan Balai pustaka, 1962).

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    24Thomas Lickona,“Eleven Principles of Effective Character Education”,

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    26Imam Suprayogo, Pengembangan Pendidikan Karakter, (Malang: UIN-

    Maliki Press, 2013), h. xix. 27Kompas, 2012. 28N. Zuriah, Pendidikan Moral dan Budi Pekerti Dalam Perspektif Perubahan,

    (Jakarta: Bumi Aksara, 2007).

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    29Suyadi, Strategi Pembelajaran Pendidikan Karakter, (Bandung: PT Remaja

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    30Gede Raka dalam Djoko Dwiyanto dan Ign. Gatut Saksono, Pendidikan

    Karakter Berbasis Pancasila (Negara Pancasila: Agama atau Sekuler; sosialis atau Kapitalis, (Yogyakarta: Ampera Utama, 2012), h. 38-39.

    31Harian Kompas, 10 Februari 2003, “Tajuk Rencana”.

    439

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    32Ibid., hlm. 39-40. 33Marzuki, Jurnal pendidikan Karakter: Pengintegrasian Pendidikan Karakter

    dalam Pembelajaran di Sekolah, 2012, h. 34. 34Betty Kurniaty dalam

    http://bettykurniaty.wordpress.com/2013/03/23/problematika-pendidikan-karakter-antara-konsep-dan-realita/ diakses pada 03-11-14, jam 12.45.

    35Sartono, Makalah Disertasi: Pengintegrasian Pendidikan Karakter dalam Pengembangan Kurikulum Tingkat Satuan Pendidikan, 2011, h. 6.

    36Sembodo Ardi Widodo (Ed), Potret Ujian Nasional di Indonesia antara Harapan dan Realita, (Yogyakarta: Tim Peneliti Program DPP Fakutas Tarbiyah UIN Sunan Kalijaga, 2009), h. 61.

    440

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    37Kemdiknas, Desain Induk Pendidikan Karakter, (Jakarta: Kementerian

    Pendidikan Nasional, 2010). 38B. P. Kemdiknas, Panduan Pelaksanaan Pendidikan Karakter, (Jakarta:

    Kemdiknas, 2011), h. 5.

    441

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    39Marzuki, Jurnal Pendidikan Karakter: Pengintegrasian Pendidikan Karakter

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    442

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