THE EFFECTIVENESS OF THE PERCEPTION ABOUT PRODUCT, PROMOTION, AND PRICE TO INCREASE SCHOOL IMAGE AND LOYALTY OF PARENTS (STUDY ON ISLAMIC EARLY CHILDHOOD EDUCATION INSTITUTIONS IN SEMARANG)

Methods

research conducted by Ridwansyah, Iwan Maulana, Arief in 2010 showed that the

This research was conducted at institutions higher education service marketing mix

of Islamic Early Childhood Education in District affects the loyalty Widyatama university

Ngaliyan Semarang. The institutions of Islam students by 51.7%, and the remainder is

Early Childhood Education are: Taman Kanak- affected by other variables not examined

Kanak Islam (TKI) Miftahul Jannah, TKI Masjid in this study.

Al-Azhar, Raudlatul Athfal (RA) Darul Ulum, RA Nurul Islam. The research data was collected

b. “Studi Komparatif Bauran Pemasaran Jasa Pendidikan Pada Tingkat Sekolah Dasar

through a questionnaire distributed to a sample dan Madrasah Ibtidaiyah (Studi Desktiptif

of parents of students at the institutions above. di Sekolah Dasar Swasta dan Madrasah

Samples taken randomly stratified (stratified Ibtidaiyah Swasta di wilayah Dinas Pendidikan

random sampling). The number of samples was Kota Cimahi”. The results of research

132 parents. The collected data thus was analyzed to test the hypothesis. Relationships between

conducted in 2011 showed that there are some differences between the practices of

variables were analyzed with path analysis and assisted with SPSS 16.

the marketing mix of educational services at the private elementary school level in the Regional Office of Education Cimahi and

Findings

the marketing mix of educational services

Finding 1

at the private Islamic elementary schools Descriptive statistical data from this study in the Regional Office of Education Cimahi.

is that the average (mean) of product variable

c. “Sustainable Competitive Advantage (Kasus 29.8333 with deviation standard 3.09929. The Pada Program Studi Manajemen Perhotelan

mean of promotion variable 12.3636 with UK Petra di Surabaya)”. The results of

deviation standard 2.28260. Whereas the mean research conducted by Marcus Remiasa in

of price variable 19.6364 with deviation standard 2005 showed that, SWOT analysis and IE-

2.41899. While the mean of image 13.1591 with Matrix suggested some recommendations:

deviation standard 1.64771. Furthermore, to test strategy “intensive market” is done through

the first hypothesis, the relationships between market penetration and market development;

variable X1, X2, and X3 to variable Z is sought, develop differentiation strategy that shows

so that the structural regression equation is different characteristics of the hotel school,

as follows:

are the unique combination of knowledge, skill, and attitude, and equipped with

Z = ρ ZX1 + ρ ZX2 + ρ ZX3 + Є 1

facilities that show the hotel atmosphere in all lecture buildings so the strategy can

The result of the analysis of SPSS shows that create sustainable competitive advantage. the product, promotion, and price simultaneously

effect by 65%. While the other 35% is influenced

by other factors.

See Chung-Kai Li and Shia-Hung Hung, ..., p. 480.

MADANIA Vol. 19, No. 2, Desember 2015

Df

constant. While the interpretation of variable

Model Summary

X3 is an increase of 1 unit X3 will increase the

Adjusted

Std. Error of

variable Z 0,383 in the assumption that other

Model R R Square

R Square

the Estimate

variables held constant.

a. Predictors: (Constant), HARGA, PROMSI, PRODUK

Finding 2

ANOVA b

To test this second hypothesis, the effect

Sum of

Mean

Model Squares

Df Square

F Sig.

relation of variable X1, X2, X3, and Z to variable

1 Regression 231.110

3 77.037 79.171 .000 a Y must be sought first. So that the structural

regression equation is as follows:

Total 355.659

a. Predictors: (Constant), HARGA, PROMSI, PRODUK b. Dependent Variable: IMAGE

Y = ρ YX1 + ρ YX2 + ρ YX3 + ρ YZ + Є 2

Furthermore, the result of ANOVA analysis (F test) shows that independent variables

The result of the analysis of SPSS shows that

simultaneously affect variable image (Z) shown

variable product, promotion, price, and image

from the Sig. 0,000 <Alpha 5% (reject the null

simultaneously effect the loyality of parents by 62%.

hypothesis and accept the alternative hypothesis

While the other 38% is influenced by other factors.

or statistical test F is already significant).

Model Summary

The result of t test shows that the variable

Product (X1) and Price (X3) significantly affect Std. Error of

Adjusted R

Model

R Square

Square

the Estimate

the variables Image (Z). It is shown by Sig of

each variable smaller than Alpha 5%, 0,000. The variable Promotions (X2) significantly does not a. Predictors: (Constant), IMAGE, PROMOSI, HARGA, PRODUK

affect variable image (Z) which is seen from

ANOVA b

the Sig. 0.993> Alpha 5%. So that variable X2 is

Model

Sum of Squares

Df Square Mean

F Sig.

eliminated from the model. See the result of

1 Regression 519.456

4 129.864 51.390 .000 Model Summary a

analysis of SPSS program as follows:

Adjusted Std. Error of

Coefficients a

Model

R Square

R Square the Estimate

a. Predictors: (Constant), IMAGE, PROMOSI, HARGA, PRODUK

Unstandardized

1 .806 Standardized a

b. Dependent Variable: LOYALITAS

Coefficients

Coefficients

Furthermore the ANOVA (F test) shows that a. Predictors: (Constant), HARGA, PROMSI, PRODUK

Std.

independent variables simultaneously effect variable of parents loyality (Y). This is evidenced

Model

B Error

Beta

Sig.

1 (Constant) -.274

by the Sig. 0,000 <Alpha 5% (reject the null

hypothesis and accept the alternative hypothesis

or statistical test F is already significant).

On Coefficients, t test showed that the

a. Dependent Variable: IMAGE

variable product (X1) significantly affects variable

Therefore, the structural equation becomes

of parents loyality (Y) as evidenced by the Sig

as follows:

value 0.000 <Alpha 5%. Price (X3) statistically also affects the variable Y as evidenced by the Sig

value 0.001 <Alpha 5%, as well as with variable

Z= 0,524X1 + 0,383X3 + Є

1 image (Z) statistically also affect the variable Y

Based on coefficient test above (+), variable

as evidenced by the Sig value 0.009 <Alpha 5%.

X1 and X3 have a positive influence on variable

Meanwhile Promotions variable (X2) does not

Z. The interpretation of variable X1 is an increase

statistically affect the variable Y, since the value

of 1 unit variable X1 will increase variable Z by

of Sig .481> Alpha 5%. See the results of SPSS

0.524 in the assumption that other variables held

analysis below:

Fahrurrozi: The Effectiveness of The Perception About Product Fahrurrozi: The Effectiveness of The Perception About Product Fahrurrozi: The Effectiveness of The Perception About Product

Coefficients Coefficients Coefficients a a a 3. 3. 3. Z to Y Z to Y Z to Y

Ρzy = Ρzy = Ρzy = 2.638 2.638 2.638 .009 .009 .009 0,244 0,244 0,244

Unstandardized Standardized Unstandardized Standardized Unstandardized Standardized Coefficients Coefficients Coefficients

Coefficients Coefficients Coefficients

4. 4. 4. X1 to Y through Z X1 to Y through Z X1 to Y through Z

ρzy1 = ρzy1 = ρzy1 = 0.127 0.127 0.127

Std. Std. Std. Model Model Model

B B B Error Error Error

Beta Beta Beta

Sig. Sig. Sig.

X2 to Y through Z X2 to Y through Z X2 to Y through Z

ρzy2 = ρzy2 = ρzy2 =

a. Dependent Variable: LOYALITAS a. Dependent Variable: LOYALITAS a. Dependent Variable: LOYALITAS

Based on the result of analysis above, the Based on the result of analysis above, the Based on the result of analysis above, the structural equation becomes as following: structural equation becomes as following: structural equation becomes as following:

Y= 0,372X1 + 0,261X3 + 0,244Z + Є Y= 0,372X1 + 0,261X3 + 0,244Z + Є Y= 0,372X1 + 0,261X3 + 0,244Z + Є 2 2 2

Based on the value of the coefficient (+) Based on the value of the coefficient (+) Based on the value of the coefficient (+) The table and image above explain that the The table and image above explain that the The table and image above explain that the above, the variable of X1, X3, X4 (Z) affect above, the variable of X1, X3, X4 (Z) affect above, the variable of X1, X3, X4 (Z) affect variable X2 does not affect the variable Y either variable X2 does not affect the variable Y either variable X2 does not affect the variable Y either variable of Y. The interpretation variable X1 is variable of Y. The interpretation variable X1 is variable of Y. The interpretation variable X1 is directly or indirectly, so that X2 is eliminated directly or indirectly, so that X2 is eliminated directly or indirectly, so that X2 is eliminated that an increase of 1 unit variable X1 will increase that an increase of 1 unit variable X1 will increase that an increase of 1 unit variable X1 will increase from the model. Meanwhile the indirect effect from the model. Meanwhile the indirect effect from the model. Meanwhile the indirect effect variable Y by 0.372, in the assumption that other variable Y by 0.372, in the assumption that other variable Y by 0.372, in the assumption that other of variable X1 to variable Y through the variable of variable X1 to variable Y through the variable of variable X1 to variable Y through the variable variables held constant. The interpretation of variables held constant. The interpretation of variables held constant. The interpretation of Z is 0.524 x 0.244 = 0.127856 or 0.13. While the Z is 0.524 x 0.244 = 0.127856 or 0.13. While the Z is 0.524 x 0.244 = 0.127856 or 0.13. While the variable of X3 is that an increase of 1 unit X3 will variable of X3 is that an increase of 1 unit X3 will variable of X3 is that an increase of 1 unit X3 will direct effect of variable X1 on Y as explained in direct effect of variable X1 on Y as explained in direct effect of variable X1 on Y as explained in increase the variable Y by 0.261, in the assumption increase the variable Y by 0.261, in the assumption increase the variable Y by 0.261, in the assumption

the hypothesis test two. the hypothesis test two. the hypothesis test two.

that other variables held constant. While the that other variables held constant. While the that other variables held constant. While the interpretation of variable Z is that an increase interpretation of variable Z is that an increase interpretation of variable Z is that an increase

The indirect influence of variable X3 to The indirect influence of variable X3 to The indirect influence of variable X3 to of 1 unit variable of Z will increase variable Y of 1 unit variable of Z will increase variable Y of 1 unit variable of Z will increase variable Y

variable Y through the variable Z is 0,383 x 0.244 variable Y through the variable Z is 0,383 x 0.244 variable Y through the variable Z is 0,383 x 0.244 by 0,244 in the assumption that other variables by 0,244 in the assumption that other variables by 0,244 in the assumption that other variables

= 0.093452 or 0.09. While the direct influence of = 0.093452 or 0.09. While the direct influence of = 0.093452 or 0.09. While the direct influence of held constant. held constant. held constant.

variable X3 to Y as explained in hypothesis test variable X3 to Y as explained in hypothesis test variable X3 to Y as explained in hypothesis test

II. Meanwhile the direct effect of the variable Z II. Meanwhile the direct effect of the variable Z II. Meanwhile the direct effect of the variable Z to Y, as shown in the figure is 0,244. The total to Y, as shown in the figure is 0,244. The total to Y, as shown in the figure is 0,244. The total

Finding 3 Finding 3 Finding 3

effect of variable X1 to Z and Y are 0.13 + 0.372 effect of variable X1 to Z and Y are 0.13 + 0.372 effect of variable X1 to Z and Y are 0.13 + 0.372 Based on 2 previous analysis, the path model Based on 2 previous analysis, the path model Based on 2 previous analysis, the path model

= 0.502. Whereas the total effect of variable X3 = 0.502. Whereas the total effect of variable X3 = 0.502. Whereas the total effect of variable X3 of the effectiveness of the perception of Product, of the effectiveness of the perception of Product, of the effectiveness of the perception of Product,

to Z and Y is 0.09 + 0.261 = 0.351. to Z and Y is 0.09 + 0.261 = 0.351. to Z and Y is 0.09 + 0.261 = 0.351. Promotion, Price in improving the school image Promotion, Price in improving the school image Promotion, Price in improving the school image The previous findings explain that all varibles The previous findings explain that all varibles The previous findings explain that all varibles

and parents loyality can be described as follows: and parents loyality can be described as follows: and parents loyality can be described as follows: only X2 variable (promotion) are effective in only X2 variable (promotion) are effective in only X2 variable (promotion) are effective in

Summary of Findings Summary of Findings Summary of Findings

influencing image and loyalty variable. In addition influencing image and loyalty variable. In addition influencing image and loyalty variable. In addition

No No No Variables Variables Variables

Sig. Sig. Sig.

Z variable (image) is effective in ifluencing the Z variable (image) is effective in ifluencing the Z variable (image) is effective in ifluencing the

relationship between independent variables of relationship between independent variables of relationship between independent variables of

product and price with loyalty variable. One of product and price with loyalty variable. One of product and price with loyalty variable. One of

X2 to Z X2 to Z X2 to Z

ρz2 = ρz2 = ρz2 =

-.009 -.009 -.009

reasons why X2 variable (promotion) is ineffective reasons why X2 variable (promotion) is ineffective reasons why X2 variable (promotion) is ineffective

in influencing image and loyalty variable, because in influencing image and loyalty variable, because in influencing image and loyalty variable, because

in Semarang context parents do not make it as in Semarang context parents do not make it as in Semarang context parents do not make it as

2. 2. 2. X1 to Y directly X1 to Y directly X1 to Y directly

ρy1= 0.372 ρy1= 0.372 ρy1= 0.372

important factor to influence their consideration important factor to influence their consideration important factor to influence their consideration

X2 to Y directly X2 to Y directly X2 to Y directly

to choose the Islamic early childhood education to choose the Islamic early childhood education to choose the Islamic early childhood education

X3 to Y directly X3 to Y directly X3 to Y directly

institution for their children. institution for their children. institution for their children.

MADANIA Vol. 19, No. 2, Desember 2015

Conclusions

Griffin, Jill, Customer Loyalty: How to earn it, How Based on the findings above, this study may

to keep it, USA: A Division Of, 1995. give some suggestions that would be useful for

Hasan, Ali, Marketing, Cetakan Pertama, MedPress, TK Islam Miftahul Jannah, TK Islam Masjid Al-

Yogyakarta, 2009.

Azhar, RA Nurul Islam and RA Darul Ulum, namely: Hill, Nigel, Hand Book of Customer Satisfaction. Cambridge: Great Britain at University Press.

1. The schools should enhance public perception

hlm. 332, 1996.

of the product and the price to improve the Ivy, Jonathan, “A new higher education school’s image in the eyes of parents. marketing mix: the 7Ps for MBA Marketing”,

2. The schools should enhance public perception dalam International Journal of Educational

of the product and the price to improve the Management Vol. 22 No. 4, 2008 loyality of parents.

Kotler, Philip and Kevin Lane Keller, Manajemen

3. School image as a mediator factor should be Pemasaran, Indeks, 2007. used to enhance the perception of parents

Kotler, Philip dan Gary Armstrong, Prinsip-prinsip about the product and price as well as to

Pemasaran Jilid 1 & 2 (Terjemah), Jakarta: increase the loyality of parents.

Erlangga, 2008.

4. The schools should reduce the promotional Kuswadi, Cara Mengukur Kepuasan Karyawan: activities, because parents do not make it

Mungkinkah Kepuasan Pelanggan Tanpa as a motivating factor to be loyal to the

Kepuasan Karyawan?, Jakarta: PT Elex Media school. Thus, the promotion budget which

Komputindo, 2004.

has been widely released, could be allocated Li, Chung-Kai and Chia-Hung Hung, “ Marketing to other factors that are more oriented to the

tactics and parents’ loyalty: the mediating development of products quality (graduates)

role of school image” dalam Journal of and school imaging.

Educational Administration Vol. 47 No. 4, 2009.

References

Nasution, Manajemen Mutu Terpadu, Bogor: Ghalia Alma, Buchari, Pemasaran Stratejik Jasa Pendidikan,

Indonesia, 2010.

Bandung: Alfabeta, 2005. Sallis, Edward, Total Quality Management in Alma, Buchori, Manajemen Pemasaran Jasa

Education. London: Philadelphia, 1993. Pendidikan, Bandung: Alfabeta, 2003.

Supranto, Pengukuran Tingkat Kepuasan Alma, Buchori, Manajemen Corporate & Pemasaran

Pelanggan: Jakarta: Rineka Cipta, 2006. jasa Pendidikan, Bandung: Alfabeta, 2008.

Sutisna, Perilaku Konsumen dan Komunikasi Dharmayanti, Diah, Jurnal Manajemen Pemasaran

Pemasaran. Bandung : PT Remaja Rosdakarya Vol. 1 No. 2, Oktober 2006.

Offset, Cet. 3, 2003.

Fine. Seymour H. , Social Marketing: Promoting Zeithaml, V.A., Berry, L.L., & Parasuraman, A. The The Causes of Public and Nonprofit Agencies.

Behavioral Consequences of Service Quality. Boston: Allyn and Bacon, 1990.

Journal of Marketing, 1996.

DEVELOPING CHARACTER INTERNALIZATION MODEL IN ISLAMIC EDUCATION THROUGH VALUE CLARIFICATION TECHNIQUE

Kasinyo Harto

Faculty of Teacher Training and Education, UIN Raden Fatah Palembang Jl. Prof. K. H. Zainal Abidin Fikri, Telp. (0711) 353276 Palembang E-mail: masyo_71@yahoo.com

Abstrak: Pengembangan Model Internalisasi Karakter dalam Pembelajaran Pendidikan Agama Islam melalui

Value Clarification Technique. Penelitian ini dilatarbelakangi oleh asumsi bahwa pembelajaran PAI (Pendidikan Agama Islam) terkesan kurang efektif dalam penanaman nilai afektif pada peserta didik sehingga dianggap tidak fungsional. Hal ini disebabkan oleh pembelajaran agama yang cenderung dominan disampaikan dengan model verbalistik dan normatif-doktriner. Sebagai solusi alternatif, penelitian ini dilakukan dengan pokok masalah, yaitu bagaimana implementasi model pembelajaran VCT (Value Clarification Technique) dapat mengembangkan potensi afektif dalam pembelajaran PAI. Tujuan utama penelitian ini adalah untuk mengetahui pengembangan potensi afektif siswa melalui penerapan VCT. Penelitian ini termasuk pada kategori penelitian lapangan dengan menggunakan pendekatan kualitatif dalam sistem pengumpulan data dan analisis data. Hasil penelitian menunjukan bahwa dengan mengembangkan model pembelajaran VCT dalam pembelajaran PAI, internalisasi nilai-nilai keagamaan dapat ditanamkan secara efektif dan efisien melalui pengungkapan sikap, nilai, dan moral siswa terhadap suatu kasus yang disajikan oleh guru.

Kata kunci: model internalisasi karakter; pendidikan agama Islam; value clarification technique.

Abstract: Developing Character Internalization Model in Islamic Education through Value Clarification Technique.

This study was conducted in response to the assumption that Islamic education nowadays seems not to be functional and less effective in cultivating the effective values to the students. This condition occurs due to the tendency of dominantly using verbal and normative-doctrinaire models in the learning process. As the main objective, this study focuses on how to implement a learning model by using VCT (Value Clarification Technique) to develop students’ effective values in Islamic education. By using qualitative approach in collecting and analyzing the data, this field research revealed that by developing a learning model through VCT, the internalization of religious values could be embedded effectively and efficiently to the disclosure of attitudes, values and morals of students on a case presented by the teacher.

Keywords: character internalization model; Islamic education; value clarification technique.

Introduction

formation of the learners’ characters so that Indonesia needs human resources in sufficient

they can compete, have manners and interact quantity and quality as the main support in its

in the society.

development. To meet the demand of human In the light of several studies, it was found resources, education has a very important role.

that a person’s success is not determined solely The national education aims at developing

by the knowledge and technical capabilities (hard students’ potentials in order to become a man

skills), but rather by the ability to manage of faith and fearful of God with noble, healthy,

themselves and others (soft skills). Success is knowledgeable, skillful, creative and independent

determined only about 20 percent of the hard characters as democratic and responsible citizens.

skills and the remaining 80 percent by soft skill. Based on the function and purpose of the

Most of successful people in the world could national education, it is clear that education at

succeed only because of more support from the all levels should be systematically organized in

soft skill than the hard skill. This suggests that order to achieve that goal. This is related to the

the quality of character education for learners

MADANIA Vol. 19, No. 2, Desember 2015

is very essential to enhance. The character is a school managers through all subjects including way of thinking and behaving that makes each

the Islamic education.

individual special to live and work not only in the Islamic education as one of the subjects in family but also in the community and nationwide.

the school has a strategic and significant role in Individuals whose good character is an individual

the formation of students’ good characters and who can make decisions and be ready to account

personality. It can generally be understood as an for any consequences of the decisions he has

effort to increase the faith, understanding and made.

appreciation of students about Islam in order to Character education is a system of cultivating

make them good Muslims who are faithful and character values to the school community which

have good attitudes in the state of personal life includes knowledge, consciousness or volition,

and society.

and actions to implement the values to God, Islamic education in schools is basically more ourselves, other people in the surroundings to

focused on the moral action that students do not

be better human beings. In character education just stop at the level of competence but of will at school, all stakeholders should be involved

and habit in the realization of religious values in including the components of education itself;

their daily life. According to Lickona, to enhance curriculum, learning process, assessment,

students’ characters to reach the moral action quality of relationships, school management,

level, there are sustainable development stages the implementation of co-curricular activities,

starting from moral knowing, moral feeling and infrastructure, financing, and work ethos

moral action. 1

throughout the school community and the The revitalization of Islamic education would environment.

not be possible if the teachers are narrow-minded Apart from the various shortcomings

towards the present curriculum. Such perspective in the practice of education in Indonesia,

does not result in a dynamic and contextual educational goals can actually be achieved well

learning, but too textual. The main purpose of if in accordance with the national standard of

Islamic education is to develop learners’ potentials education that becomes the guideline in the

to be pro-active to the social problems that occur curriculum development and the implementation

in the society, to have positive attitude towards of learning and assessment in schools. The

the improvement of all inequality, and to skillfully development of students’ good characters should

overcome any problems in their daily life. In also be included in the lessons to be taught,

regard with this main objective, it is clear that mastered and realized by the students in their

Islamic education is the subject closely related everyday life. However, the problem is that the

to the students’ good characters formation. character education in Indonesia just comes to

To cultivate the good characters, it of course the level of recognizing the norms and values

cannot only be taught by using verbal teaching without internalizing and applying them in the

approach (lecturing). Suitable approaches that real life.

allow students to understand, appreciate, and Regarding this fact, the development of

internalize positive values should be used. culture and character education is very strategic

Teachers must have an understanding of cultural for the sustainability and excellence of the

and character education values integrated in nation in the future. It must be done through

every lesson of each subject. The values can be the development of good planning, appropriate

listed in the syllabus and lesson plan before they approaches and effective learning methods. In

determine the methods or approaches used. accordance with the nature of values, culture

To make Islamic education in schools become and character of the nation’s education is a

joint effort of the school. Therefore, it must

be conducted jointly and become an integral 1 Thomas Lickona, Education for Character: How Our School Can Teach Respect and Responsibility. (New

part of the school culture by all teachers and York: Bantam Books, 1991). p.6

Kasinyo Harto: Developing Character Internalization

more meaningful and valuable in the schools, study The Application of Local Wisdom-Based teachers can use the method that can internalize

VCT Model as an Effort in the Internalization the values to the students by using Value

of Character Education to Increase the Creative Clarification Technique (VCT). It is “a teaching

Thinking and Outcomes of Learning Biology of technique that assists learners in finding and

Islamic Senior High School Students found that VCT determining a value that is considered good in

can increase the creative thinking and learning facing a problem by analyzing the existed values

outcomes. 7

embedded in them”. 2 The present study has distinction with those Darmadi stated that value clarification is not

previous studies. It is on the use of VCT in value-free or relativistic, but a vibrating effective

improving the characters of Muslim’s personality process involving human potentials. A learning

in Islamic Education at SMAN 6 Palembang. As model by VCT provides hands-on experience

an academically scientific work, this research has to students in determining attitudes towards a

two objectives. The first is to know the method particular issue at hand and implementing value in

to cultivate the character values through VCT in everyday life over and over again so as to allow

Islamic Education at SMAN 6 Palembang. The

second is to know the procedure of developing understand the formation of historical value as

the formation of a habit. 3 It is very important to

the character internalization model in Islamic Daradjat explained that experiences passed since

education through VCT at SMAN 6 Palembang. childhood even in the womb are the elements that will be a part of someone’s personality in

Research Method

the future. 4 This research was conducted at SMAN 6 There are some studies that are relevant to

Palembang by developing the character inter- determine the sub-studies that have or have

nalization model in Islamic education through VCT. not been investigated in previous studies,

This is a field research using qualitative approach whether there are elements of the differences or

in collecting and analyzing the data. There are similarities in the context of this study: The first

three main steps in this research. The first is the is a study conducted by Herlina (2013) entitled

preliminary study and exploration on character Developing Learning Model through VCT for Civic

education especially in Islamic education at SMAN Education in the Secondary Level. This study that

6 Palembang. Furthermore, researcher met the focused on the civic education learning in Junior

headmaster to know various policies related to High School found that learning model through

the current way of learning Islamic education VCT was very effective in the formation of values

there. The next step is that the researcher met that exist in civic education. 5 the research subjects: the teachers of Islamic

Further, the study by Suharno (2013) entitled education and the students. Then the experiment Developing Character Internalization Model in Social

on developing the character internalization model Sciences through VCT in Junior High School revealed

through VCT was done.

that VCT was very effective in the process of After the experiment, the data were analyzed cultivating the character values in learning social

by using interactive analysis model developed by sciences. 6 In line with that, Hesty (2010) in her

Miles and Huberman (1984). 8 This analysis consists

2 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Karakter dalam IPS (Ilmu Pengetahuan Sosial) Melalui Proses Pendidikan,(Jakarta: Kencana, 2009), p. 272.

VCT (Value Clarification Technique) di Sekolah Menegah 3 Hamid Darmadi, Dasar Konsep Pendidikan Moral:

Pertama”,dalam jurnal Teknologi Pendidikan dan Pembelajaran, Landasan Konsep Dasar dan Implementasi, (Bandung : Alfabeta,

( Vol. I, No. 3, UNS, 2013, pp. 389-397) 2009). p.5

7 Erdiana Hesty, Aplikasi Model Vct (Value Clarification 4 Zakiah Daradjat, Membina Nilai-nilai Moral di Indonesia,

Technique) Berbasis Local Wisdom Sebagai Upaya Internalisasi (Jakarta: Bulan Bintang, 1977), .p. 7

Pendidikan Karakter Untuk Meningkatkan Kreativitas Berpikir 5 IdaHerlina, Pengembangan Model Pembelajaran VCT

Dan Hasil Belajar Biologi Siswa Madrasah Aliyah, (Penelitian, PPKN Di Sekolah Lanjutan Tingkat Pertama, (Tesis: UPI, 2013)

LEMLIT UIN SUKA, 2010)

6 Suharno, “Pengembangan Model Internalisasi Nilai 8 Mathew B. Miles & A. Michael Huberman, Analisis Data

MADANIA Vol. 19, No. 2, Desember 2015

of three related components: data reduction, data tends to be focused on the faith, worship, the presentation and conclusion. In the other words,

Qur’an and attitude. In contrast, at the high the data were analyzed by reducing, summarizing,

school level, the process just covers Mu’amalah identifying the theme and pattern, coding certain

and Syari’ah. Further, Tarikh (history) is presented aspects to focus on the important ones so that

equally at all levels of education. the clear description can be obtained.

The learning materials of Islamic education at SMAN 6 Palembang are formally composed of

Results and Discussion

sub-subject matters based on the topics in the

Islamic Education Learning Program

curriculum. In accordance with this, the teachers

Implementation

determine several books as the references for Through in-depth and thorough observation,

them and students in understanding the lessons interview and examinin g academic and

being taught. Realizing the development of administrative documents at SMAN 6 Palembang,

students’ horizons recently, the teachers should the data related to the program implementation

apply an open policy for students to access the of Islamic Education were obtained. The process

reading materials outside there to enrich and and learning activity of Islamic education there

widen their horizons. In spite of this policy, many can be divided into two parts: intra and extra-

teachers still require students to have and master curricular programs. The programs used in this

the main referenced book offered in the syllabus research are the programs conducted for the

(The result of interview with Ms. Yohana, an students of SMAN 6 Palembang which has

Islamic education teacher of the third graders been known as a public school with national

on September 27, 2014) 10

recognition for its religious based standard. Among the books that become the main references for the students of SMAN 6 Palembang

Intra-curricular Program

are Islamic education book published by the Intra-curricular program is a mandatory and

Ministry of Religious Affairs, Students’ workbook main program of all senior high schools including

designed by the teachers, the Qur’an and its SMAN 6 Palembang. Since it is a mandatory

interpretation published by The Religious Affairs program, all the presented subjects substantially

Department, as well as a variety of Islamic reading resources such as bulletin, magazine, dictate, etc. will always be the same nationwide. This Islamic 11

education teaching material then becomes the Additionally, the learning materials classically guideline for the teachers in teaching the subject

taught two hours a week have been planned at school. The description and system of Islamic

systematically by determining the time allocation education teaching materials can be accessed

for each meeting. By considering the syllabus by the teachers on the syllabus based on 2013

of the second graders in the first semester, for curriculum. 9 instance, the time allocation can be seen along

The learning materials of Islamic education with certain subject matters as follows. of SMAN 6 Palembang when this research was

Table 1 conducted are based on 2013 Curriculum. Generally,

The Result of Learning Materials Analysis the materials presented cover these aspects: faith, worship, the Qur’an, attitude, Mu’amalah,

No

Aspect

Subject Matter Time Allocation

Syari’ah and Tarikh. If observed carefully, there

T he Belief in Allah’s 4×45

1 is an expansion of Islamic education materials Faith

prophets Minutes

used in elementary schools and high schools. At

Prayer 4×45

Worship

the elementary school level, the learning process

Minutes

Kualitatif, (Jakarta: UI Press, 1992), p. 16. 9 Documentation and interview with Ms. Umti’ah on

10 Interview wit hM s. Yohana on September 27, 2014 September 27, 2014

11 Documentati on o n September 28, 2014

Kasinyo Harto: Developing Character Internalization

Students are able to read and 3 Al-Qur’an QS. Al-Fathir: 32-33

QS. Al-Baqarah: 148

3 QS. Al-Baqarah: 148

Minutes

QS. Al-Fathir: 32-33

describe the related verses about competences in doing

good deed, and able to apply 4 Attitude

Taubat Raja’

them in everyday life 5 Mu’amalah

4 Taubat Raja’

Students perform good

attitudes in daily life 6 Syari’ah

Students describe what Riba’

Minutes

is and learn from it for daily life

The development of 7 Tarikh

science and culture in

Students describe what trade the middle ages

is and learn from it for daily life

Focusing on the philosophy of Curriculum 2013

7 The development of S t u d ent s a na lyz e the

that results in the students’ learning outcomes

science and culture in development of science and

in terms of affective, cognitive and psychomotor

the middle ages

culture in the middle ages, and take an advantage from it for

aspects, the Islamic education teachers should

everyday life

seriously try to provide mentoring and training From the table, the focus of Islamic education

for students to understand and learn the skills at SMAN 6 Palembang is directed to develop

of religion and have good religious attitudes in the students’ Islamic knowledge, attitude and

the learning process. skill regarding with the focus of each lesson

To support the achievement of students’ that covers fiqh, attitude, the Qur’an, hadiś and competence towards the Islamic education

history. There is a bottom line that attracts learning materials, the teachers need to

attention from the learning materials and learning determine the right and accurate objectives.

objectives presented above. The domination of Thus, the learning objectives in the form of basic

Islamic units uses not only fiqh-oriented approach and main competences have to be formulated

but also tarikh approach, which concerns with properly. Besides, learning methods must also be

attitude and history. This orientation is important learnt by teachers to help students master all the

to develop as students are not just directed related learning competences and aspects easily.

through a formal way (fiqh-oriented approach) The objectives and competences can be seen

unless they will become intolerant, rigid and stiff clearly in the learning unit or lesson plan designed

in understanding Islam. This should be combined by the teachers. For the second grade students

with Value Clarification technique (VCT) to have in the first semester of SMAN 6 Palembang, the

students with good personality or characters. learning materials and objectives are presented

Related to the methods and strategies in the following table: 12 used by the Islamic education teachers of

Table 2 SMAN 6 Palembang, deep observation and Learning Materials and Learning Objectives of Islamic

interview were conducted. It was found that Education for the Second Grade Students in the First

Semester of SMAN 6 Palembang the teachers used lecturing as their method. It is

useful to explain the key concepts of each unit

No Learning Materials

Learning Objectives

and give the instruction in regard to learning

1 The Belief in Allah’s Students describe the function

activities. Moreover, discussion was used to

prophets

of believ ing Allah’s P rophets

deepen students’ knowledge and confirm the

2 Prayer

for daily Students understa living skillfully do the p

everyday life

12 Documentation of syllabus at SMAN 6 Palembang 13 Class observation on September 27, 2014

MADANIA Vol. 19, No. 2, Desember 2015

climate of study becomes more alive in which find no difficulties in the intra and extra-curricular students enthusiastically response to the topics

programs. They are able to make the students being discussed. Through this method, students

creative and independent through the teaching were more likely to have courage to express

methods used.

their argumentative statements in the forum. According to Umti’ah et al as the teachers Nevertheless, prolonged debate is inevitable

of Islamic education, they have academic when discussing an actual and interesting issue.

considerations when choosing and deciding the In this case, teachers have to give scientific

specific teaching methods. First, it has to be in and accurate explanation based on the right

line with the learning materials. Second, it must references. This kind of method is usually used

be in line with the learning objectives. Third, to discuss the topics related to fiqh issues.

several psychiatric realm in the objectives must be On the other hand, teachers tended to

taken into account. Fourth, it should be adapted use reading-text method on the normative and

with the facilities and available means. Fifth, it historical topics. They required students to find

has to be in line with the quality and quantity the concept or key words and then make a

of the students. Sixth, the climate of study must summary about the text. For this kind of task,

be considered. The last, the method used has this method is also effective. It is hoped that

to make the students actively participate in the students are able to understand the concepts

learning process. The following table presents from certain writers. On this occasion, teachers

the learning materials and the methods used. have the possibility to make students familiar

Table 3 with the important works of Islamic studies in

Learning Methods of Islamic Education various disciplines. The books often used as for the Second Grade Students in the First Semester of SMAN 6 Palembang the references for Muslims in the field of fiqh,

theology, tasawuf, etc can be introduced to the

No Learning Methods

Materials

students. Hence, they can easily know the Islamic

1 Faith

Lecturing, Question and Answer and

concepts of facing some problems by referring

Discussion

to the books. Then the students’ horizons will be

2 Worship

Lecturing, Demonstration, Drill and

broad and deep in their own Islamic knowledge.

Task

In addition to the methods mentioned

3 Al-Qur’an

Lecturing, Question and Answer,

previously, SMAN 6 Palembang starts applying Discussion and Biography Value Clarification Technique (VCT) with an active

4 Attitude

Lecturing, Question and Answer, Discussion and Biography

learning method. Not once do the teachers use

every-one-is-teacher-here method. By using this Lecturing, Question and Answer and

5 Mu’amalah

Discussion

method, students are able to study together

6 Syari’ah

Lecturing, Question and Answer,

effectively by consulting the topics with the more

Discussion and Task

experienced ones. It becomes more attractive

7 Tarikh

Lecturing, Question and Answer,

when they are able to discuss in their own

Biography and Task

language. From the table, it can be concluded that From the observation, it was revealed that

socio-drama or simulation method has not yet the students have creative learning style as they

been used. By the simulation, students can mostly have high curiosity, good reading attitude

actually understand their roles and positions and sufficient intelligence. This is the reason why

equipped with adequate attitudes. This is relevant SMAN 6 Palembang has good achievement. In

with the start of teaching on mu’amalah lesson the field of Islamic education, this school catches

and teaching interaction. 14 At the same token the National Education Department’s attention

as tarikh or history, there are some episodes because of its religious zeal and disciplinary fully

depicted the historical stories of good figures that atmosphere. So, the strong commitment of the

students makes the Islamic education teachers

14 Class observation on September 27, 2014

Kasinyo Harto: Developing Character Internalization

can make students perform the good characters achievement of students is not merely based through socio-drama.

on the final tests but through the entire learning Media and learning facilities related to Islamic

process. Therefore, portfolio assessment has been education used by the teachers are also discussed.

conducted in SMAN 6 Palembang, because this The media are always varied in accordance with

assessment gives the teachers an opportunity the topics, objectives and methods. They can be

to identify the students’ ability early before the in terms of electronic or non-electronic media.

remediation time. It is expected that students In Islamic education, pictures and cartoons

have standard competence about the learning are the usual media used by the teachers in

materials. Thus, the evaluation system in Islamic general to save the time rather than writing or

education is all time as it is closely related to drawing on the board. It is generally found that

the transformation of values into students Islamic education teachers have not yet used

themselves. For this reason, the evaluation should sophisticated electronic media in teaching. In

not only focus on the cognitive aspect but also SMAN 6 Palembang, tape recorder, VCD and other

the psychomotor and affective aspects. The recorders are often used in the teaching and

affective dimension is actually more accurate and learning process of Islamic education especially

the main outcome to see whether the students in explaining the way to clean up before praying,

succeed in their Islamic education or not. Direct pray and so on.

observation can be conducted regarding their Even more, SMAN 6 Palembang has some

attitude, and portfolio based assessment to see the learning outcome by paying attention to the

facilities that support the development of cognitive, affective and psychomotor potentials.

students’ creativity in doing their class works. They consist of two parts: physical and non-

According to the description above, it can be physical facilities. The physical facilities include

concluded that VCT provides the ease for students mosque namely Roudhatul Thalibin. This mosque

to express their attitudes and thoughts towards is usually used for some activities such as praying,

the case presented by the teacher accompanied practical skills and extracurricular activities. There

by good teaching technique and skills. Being is also a mini library that equips the students with

democratic and friendly is necessary to encourage abundant Islamic books to assist them understand

students expressing their statements freely the important knowledge about Islam. This kind of

even if it different from the teacher’s or other facility does help students broaden their horizon

students’. With regard to the evaluation, process and mindset regarding the materials they learn

and outcome must be assessed. The process in the Islamic education class. Some students

evaluation can be conducted by observing the also take a part in managing the mosque and

discussion on how the students act and the conduct daily agenda with their mates.

activities go, while the outcome evaluation can On the other hand, non-physical facilities may

be conducted through test. Appreciation or reinforcement should be given to the students

cover the time extension to spend more activities who actively take a part in the discussion even

by applying the religious instructions they have learnt, recitation of the Qur’an together before

though they deliver their opinion inadequately. the class starts, sounding the religious songs or

music when they have a break, intense time to

Extracurricular Activities

recite the Qur’an together and the opportunity In SMAN 6 Palembang, there are two for the school alumni to guide their juniors learn

extracurricular activities for Islamic education: about Islamic education in depth. By having the

compulsory and optional activities. Compulsory physical and non-physical facilities, a school can

activities consist of reciting the Qur’an together, optimize the process of training and guiding the

Islamic studies forum, and many others. The students in their Islamic education.

optional ones may include the Qur’an recitation, By using competency evaluation based

Friday prayer and relevant activities, wall approach, it can be summed up that the

magazine and so on. These activities do not

MADANIA Vol. 19, No. 2, Desember 2015

only involve the school members but also involve • the Qur’an recitation the alumni and other people. The alumni have

• Mentoring

great roles in these activities especially in the • Infaq from the Islamic students board

Islamic days and orientation of new students. • Publishing Islamic bulletin

The extracurricular programs are also divided into some parts which are main, routine and incidental

Ta’lim activity is conducted on Sundays programs. These three programs are conducted

for twice a month starting from 08:00 to through self-funding, school subsidy and donors.

10:00 a.m. The speakers come from some Below are the extracurricular activities of SMAN

institutions or individuals in Palembang. In

6 Palembang regarding the Islamic education: this activity, students are asked to write a summary about the topic discussed. The

a. Daily Activities students who are not attending this activity The objective of these activities is to create

get some punishment from their Islamic an appropriate atmosphere for school

education teachers, and it surely influences members to enhance the good characters.

their score in this subject. Regarding the the The activities include:

Qur’an citation, it is conducted every morning. • Listening to the Qur’an recitation through

On Friday, the recitation is followed by some sound system from the mosque when

beautiful tones by the selected students. In welcoming the students.

this activity, female students take part it from • Shaking hands with the head master and

11:30 to 13:00 p.m., and the male students do teachers everyday at 06:45 a.m.

it from 13:00 to 14:00 p.m. • Greeting the members or non-members

In another place, mentoring is conducted to of the school when they are around.

motivate students to learn Islamic education • Listening to Islamic songs when there

well in order to make them punctual and is a break.

responsible individuals who will be useful for the development of the nation in the future.

• Doing zuhur prayer together in the second of break time.

This activity is divided into two groups. The first group is for the first grade students. It

• Praying before and after the class led by is conducted on Wednesdays from 13:30 to

the students themselves. 14:30 p.m. guided by the selected second

• Reciting the Qur’an every morning led grade students. The second group is for the by the selected students from 06:45 to

second grade students. It is conducted on 07:00 a.m. Every first verse is interpreted.

Saturdays from 13:30 to 14:40 p.m. guided The next day, the students continue the

by mentors from IAIN, UNSRI, LSM and the verses they have before. So, they can

teachers of SMAN 6 Palembang themselves. finish reciting all the verses entirely once

or twice a year. This activity is under the

c. Monthly Activities

guidance of the teachers who come first. • Morning Ta’lim from 07:00 to 07:15 about

The objective of these activities is to understand important moments that become

daily habits and the other important topics.

a guideline in carrying out the struggle and sacrifice of the Prophets.

• Doing duha prayer in the first of break time.

d. Annual Activities • Boarding school in Ramdhan (fasting

b. Weekly Activities

month)

The objective of these activities is to • Public Speaking (joined by the first and

understand Islamic education. The activities may cover:

second grade students in which the material is selected in accordance with

• Ta’lim activity