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