icsps unschatia hastasari
THE ROLE OF INTEGRATED ISLAMIC ELEMENTARY SCHOOL TEACHER
IN PIONEERING SOCIAL TRANSFORMATION
Chatia Hastasari
Communication Program
Yogyakarta State University
Erwin Kartinawati
Communication Program
Sahid SurakartaUniversity
ABSTRACT
Education plays the important roles in social transformation, one of them comes from the role of
the teacher. It was examined in this paper. This paper based on the research was conducted in
Integrated Islamic Elementary School (SDIT) Nur Hidayah Surakarta. Election SDIT Nur
Hidayah as an object is caused by the tendency of current public who tend to place their children
to private school labeled Islamic religious than public elementary school. Public especially
parents assume that education provided by public elementary schools is less puts forward
education ethics and religion, besides the quality of the graduation. This makes public interest to
SDIT bigger, although in their finances cost relatively higher compared to public school. The
result showed the links between the role of teachers and the social transformation. The
transformation in society is non physical (psychologically) which is done by emphasis Islamic
moral values that formed attitudes and behavior in accordance with Islamic religious, value and
norm in the society. The teachers have a role as an agent in transforming and inculcating value,
norm and principle of Al-Qur’an to the students as a part of society. This transformation is not
only in the form of an idea but also in the behavior of the teacher reflecting what in transforming
to the students. This transformation is expected can be transformed back by the students. The
results of education are expected to bring the community to a better condition, started from the
teacher to the students until then applied in the social life.
Keywords : teacher (educator), social transformation, communication pattern
BACKGROUND
The increasing number of Integrated Islamic School (SDIT) especially in Surakarta as if add
new style for education in Indonesia. Nowadays, parents who want to get better education for
their children tend to select put them to SDIT. It is not without reason, it because parents assume
that education provided by public elementary schools is less puts forward education ethics and
religion. This is line with article released by edukasi.kompasiana.com titled Integrated Islamic
Schools. The article was discussed about uneasiness education situation in Indonesia which the
more severe, it is because the results of education for this perceived have not reached expected
results by all parties. The level of violence and the reduced values and ethics society considered
as an indicator of there were still many deficient in education sector. This point later became a
conclusion that education in this country only emphasizes ability cognition of the students and
overrides
education
ethics
and
religion.
(Sekolah-sekolah
Islam
“Terpadu”
(IT):
http://edukasi.kompasiana.com/2012/11/12/sekolah-sekolah-islam-terpadu-it-506459.html,
diakses pada 18 Mei 2014 pukul 9:00).
The reason of parents prefer SDIT than public school not only on the fulfillment of material
learning that puts forward education ethics and religion, but also in the quality of graduates
produced by SDIT. Seen from the quality of graduates, SDIT good enough to be compete with
public elementary schools, because of elementary in the big ten based on test scores national in
the last 4 years especially in Surakarta, 5 were derived from SDIT. (Peringkat Sekolah
Berdasarkan
Ujian
Nasional
Tingkat
SD/MI
Tahun
2013
Kota Surakarta
:
https://sdmuhammadiyah2solo.wordpress.com/2013/06/10/peringkat-sekolah-berdasarkanujian-nasional-tingkat-sdmi-tahun-2013-kota-surakarta/#more-3329, diakses pada tanggal
18 Mei 2014 pukul 8:48 WIB). This then make public interest to SDIT bigger, although in their
finances cost relatively higher compared to public school.
But from to all this, who became the key successfully an educational institution especially
SDIT in producing students who superior is the role of professional teachers in character
development students and education. Suyatno (2013 : 356) said that role of teachers here very
important because as an agent of social transformation, teachers are the ones who most
responsible of teaching general studies and religious to lessons about attitude. To realize this,
teachers must have pedagogy and professional competency. An indication competence of
teachers is the ability to develop the communication that is effective in transfer science and
religious values to students.
The effective communication here means teacher no longer teaches a verbal concept but also
a good example real (non verbal) in the daily. For example, teacher told to students not to smoke.
This concept must also be done by teacher with not smoking both in the vicinity of the school
and outside the school. It is required to provide provisions for the basis of morality taken of the
wisdom tradition cultural and the strong doctrinal islamic values in which provisions for the
basis of morality and religious given by teachers in public elementary schools, still considered
low or is not as strong as like it is in school labeled religion as SDIT.
This paper explained about the phenomena the role of integrated islamic elementary school
teacher in pioneering social transformation. The data funded by literer and field research. Literer
research done by the search for literer of books, journal, bulletin, thesis and the articles on the
internet. Field research was conducted in SDIT Nur Hidayah done by interview, observation and
documentation.
THEORY
1.
Integrated Islamic Education
Integrated term in education system is islamic that intact thorough integral not partial. It
means education not only oriented in one aspect. Education system element must combine
the formation of the superior education system. Islam consider education as something
identical and cannot be separated from the origin of the creation of man (The body, spirit,
intellectuality). Thus, education in the view of islam includes three aspects that can not be
distinguished which covers the body (tarbiyah jasadiyah), spirit (tarbiyah ruhiyah), and
intellectuality (tarbiyah aqliyah). (Thesis Sumaiyah, 2010). The third form of education
were not possible separated in islamic education. As described, education relate directly to
the composition of human life. So, separate education man means separating his life.
In forming the superior education system there are three things that must be considered.
First, synergy between schools, society and family. Education must combine all elements
that described the factual conditions of education. The bad education at home give heavy
burden for school and add problems in a society as the occurrence of student riot, free sex,
drugs and so on. At the same time, the bad society makes values that may have been infused
by the family and school are not maximal. Second, structured and planned curriculum
ranging from kindergarten to university. The curriculum as mentioned above can be a
guarantee to education connectivity of every student based on each level. Third, oriented on
establishing tsaqafah islam and mastery in science. Fundamentally, integrated islamic
education trying to infuse islamic values (islamic spirit and the soul of islam) into all aspects
of education in schools through a learning process (Thesis Sumaiyah, 2010).
2.
The learning process is communication
The process of learning is communication between the student and the teacher. On it,s
process, there are formation (transformation) and diversion (transfer) knowledge, skill or the
attitude and the value of a communicator (teacher) to receiver (student) appropriate to a
purpose that has been set. (Suranto, 2010 : 241). Learning in terms of the process can be said
as the activity of communication. The process involves the components of education such as
teacher as a communicator, student as the receiver, teaching material as the message,
communication channels (interpersonal communication and other) and effect (the
mannerisms change of student) (Ibid.,).
The same thing was also raised by Vienna Sanjaya (2014 : 90). On learning process,
teachers had a role as a communicator and students as a receiver. The message was delivered
through the symbols both verbal and nonverbal. The delivery of the message is called
encoding, while when the students translate the codes is called non verbal. Based on it, it can
be said that the study on the role of teacher and social transformation connected one another.
3.
The role of teacher as a social transformation agent.
The role of teacher as a social transformation agent is very important in achieving the
vision and mission of SDIT. Suyatno, (2013 :356) said that more than just convey of general
studies and religious subjects, the teacher has a role as educators and moral guide (murabby)
on duty to inculcate religious moral values to the students. Further, Esti Dwiwandono (2006)
said that basically a teacher has some important roles such as : (1) teacher as instructional
expert who has the authority to make a decision about the lesson material and the method;
(2) teachers as motivator who always give advice and support to their students; (3) teachers
as manager who capable of being set and managing the classroom with the good condition
and positive mannerisms; (4) teacher as a counselor who has sensitivity in observe the
mannerisms of the students; (5) teacher as a good model (tauladan) for their students.
Fulfilling the important role above, SDIT has set a system recruitment that not only
considering the academic aspect of teacher but also the religion and moral. After the
recruitment process has already done, at the beginning of work, teacher would be informed
about basic principle teaching in islam such as willingness to work and fight. (the results of
interviews ith teacher SDIT Nur Hidayah, June 27 2015). In addition, there is also
internalization program to inculcate religious moral values to the teacher every once a week.
The teachers have to understand that schools are a place to strengthen tauhid and to make
Muhammad SAW as a model in spreading Islam. (Suyatno, 2013 : 356).
4.
Learning process and social transformation
Learning process not only teach knowledge but also educate and transform about the
social and cultural values. To realize education that bring benefits for the development of
human completely, needed educational institution that ideal, the learning process put
someone based on the ability, empower the student ith change from teacher directed
strategies be student directed strategies. (Suranto, Op. Cit : 246-250).
Learning is empower activity. Education is a planned activity in teaching students to
establish character building and human civilization as dignified. Empowering the
community to more cultured, Soedijarto (2000), said that there are some key such as the
development of human including the skill development that capable of adapting to the
construction, the development of education that grow historical perspective (the awareness
of values which is required by the community), curriculum development based on the
national cultural values and the development of education through the empower and the use
of media communication.
The explanation above showed the links between educator (teacher) and social
transformation. This transformation (especially in education) will occur when the
communication process ran effectively. Referring to Suranto, education is a process that can
change individual behavior. It can take place on the individual level and institutional level.
Further, this transformation will change the social structure in a society.
Social transformation in society occur because planned and also without having been
planned (usually caused by the influence of other culture) (Giddens, 1990 : 633-648). Selo
Soemardjan in Soerjono Soekanto (2004) defines social change is a changing that happened
to the institutions in a society affecting social system, including the values and the attitude
among the social group in a society. A changing in the behavior, the value and the attitude
presented by Selo Soemardjan above same as Anthony Giddens’s statement. He called it as a
changing in psychic level. He gave an example of a changing in the attitude and the behavior
of the people in Australia from hunting and gathering food turned at planting patterns
(cultivation). The changing also could happen to politic and cultural (Giddens, Op.Cit : 639),
but in this research, the writers focus on the religion, pattern of thought and awareness.
5.
The function of education in social transformation.
Umar Tirta Hardjo (2005) said that the function of education in social transformation is as
an innovator producer. It will affect the lives of the community. This is where the social
transformation occur, as the impact of computer finding and other technology. The second
function is reproduction and transmission culture. Education can be formulated as the
planned process to transform knowledge, attitude, and value from one generation to the
younger, such as the interaction between teacher and student (in classes and school) or
between parents and child in the family. The third function is developing and steadying
social relationship. This function makes student know and understand social groups in their
social environment, so that education bring the community to a better condition.
DISCUSSION
The role of teacher as a social transformation agent is very important because in learning
process, teacher who directly interact with student. For it, required the effective communication
from the teachers in order to the learning process ran well. Esti Dwiwandono (2006) said that
basically a teacher has some important roles such as : (1) teacher as instructional expert who has
the authority to make a decision about the lesson material and the method; (2) teachers as
motivator who always give advice and support to their students; (3) teachers as manager who
capable of being set and managing the classroom with the good condition and positive
mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the
students; (5) teacher as a good model (tauladan) for their students.
1. Teacher as instructional expert who has the authority to make a decision about the lesson
material and the method.
Every teachers has an own method in delivering a material to the students adjusted with
their needs. As stated by Haryono, mathematics teacher, in delivering the lesson he divides the
students into two groups and gives them a name (muhajirin and anshor). The obligation of
anshor is help muhajirin understanding math. This method brings a positive impact on their
level of understanding. It is seen from the increasing test score of student who joined in
muhajirin. (Interviews July 1 2015).
The methods of the teaching above are not only favorable for teachers and students, but,
give a learning of the student in sharing with another. This model is not only oriented on the
cognitive but also mental or behavioral by inculcating the attitude in helping the weaker or
requiring. Transforming positive behavior in line with Islamic religious learning which is
called amal shalih. Amal shalih is did a good job noble for yourself or others. (Rijal Hamid,
2008 : 505). Teaching or transmitting knowledge to others was included in the category of
charity (sedekah). Sedekah is providing assistance to people with needs. (Ibid., : 513).
This is where the concept about Islamic religious applied in SDIT through a method in
teaching where the teacher became a social transformation agent in the society. Altering
behavior or attitude of students depends on how the communication model done by the
teacher in learning process. The school, however, form personality and characteristic of a
student. If returned to the authority of teacher as a matter and creator a learning method, and
then in social psychology this kind of thing called by the social influence. Baron and Byrne
define that social influence occurs whenever our behavior, feelings, or attitude are altered by
what others say or do. (Rakhmat, 2003 : 149).
Based on the explanation above can be concluded that how the students act or behave very
determined by what is said and done by the teacher (follow).
2. Teachers as motivator who always give advice and support to their students.
As motivator, teachers in SDIT always motivate the students to diligent in worship
(*shalat). It can be seen from the willingness of teacher in giving time in the midst of the
learning process to the student who did not yet worship (shalat) subuh. This is done to
accustom the students honest with themselves and others in carrying out of worship.
(Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito, July 1 2015).
What is done by teacher in motivating the students to behave honest and shame when
made a mistake is the role of the teacher in changing manners and customs of the students.
The ability to change or accustom something into routine is not easy, hence motivation is
essential in this process.
3. Teachers as manager who capable of being set and managing the classroom with the good
condition and positive mannerisms.
Creating learning environment with health condition done by giving special time to the
students to join on tadabur alam (studies about natural phenomenon approximately). This is
done in order to at the same time, the lesson can increase their belief to Allah SWT, because in
Islamic religious has been explained that Allah has created biodiversity on earth. While to set
learning environment which is free from negative behavior, every morning before starting the
class, the students must follow the routine guidance Islamic values given by the teacher. In
these activity, students can convey all the things that are obstacles during follow the learning
process. (Interviews with teacher in 5 grade, Wahyudi, June 27 2015).
4. Teacher as a counselor who has sensitivity in observe the mannerisms of the students.
The students in SDIT have a distinct family background, so strife among friends or
problems in following learning process are common. As a counselor, there are many ways
which are developed by the teacher to solve the problems, among other : (a) attend to the
student who has a problem and meet directly with parents to find a common solution o the
problems faced by the student; (b) call each student to provide solution to the problems
involving them. ( Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito,
July 1 2015).
5. Teacher as a good model (tauladan) for their students.
Teachers treats students not only as a student, but also as a partner in developing science
and conveying dakwah. This is shown by the teacher who teach in SDIT Nur Hidayah in
inculcating Islamic moral values to the students through concrete samples, such as : teachers
use veil and clothing that syar’i (accordance with principles of Al’Quran); teachers do not
smoking on the outside and in the school environment and behaving in accordance with the
principles of Al’Quran and sunnah. ( Interviews with the head master of SDIT Nur Hidayah
Surakarta, Waskito, July 1 2015).
CLOSING
The discussion above shows the links between the role of teachers and the social
transformation. The transformation in society is non physical (psychologically) which is done by
emphasis Islamic moral values that formed attitudes and behavior in accordance with Islamic
religious, value and norm in the society. The teachers have a role as an agent in transforming and
inculcating value, norm and principle of Al-Qur’an to the students as a part of society. This
transformation is not only in the form of an idea but also in the behavior of the teacher reflecting
what in transforming to the students. This transformation is expected can be transformed back by
the students. The results of education are expected to bring the community to a better condition,
started from the teacher to the students until then applied in the social life.
The changing, however, in the form of psychic including planned changing because there is
a deliberate factor which is set through the education goals as a tool of moving knowledge,
attitude, and value to the students. It can be seen from the process of communication which is
done by the teachers in SDIT to their students, among them : (1) teacher as instructional expert
who has the authority to make a decision about the lesson material and the method; (2) teachers
as motivator who always give advice and support to their students; (3) teachers as manager who
capable of being set and managing the classroom with the good condition and positive
mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the
students; (5) teacher as a good model (tauladan) for their students.
REFERENCE
Aw, Suranto. 2010. Komunikasi Sosial Budaya. Yogyakarta : GrahaIlmu.
Esti Dwiwandono, Sri. Psikologi Pendidikan. Jakarta: PT Gramedia. 2006.
Giddens, Anthoy. 1990. Sosiology .UK : Polity Press.
Muijs, Daniel & Reynolds, David. 2008. Effective Teaching : Evidence and Practice (Second
Edition). Sage Publications.
Rakhmat, Jalaluddin. 2003. Psikologi Komunikasi. Bandung : Rosdakarya.
Rijal Hamid, Syamsul. 2008. Buku Pintar Agama Islam. Bogor : LPKAI Cahaya Salam.
Sanjaya, Wina. 2014. Media Komunikasi Pembelajaran. Jakarta :Prenada Media Grup.
Soedijarto.2000. Pendidikan Nasional sebagai Wahana Mencerdaskan Kehidupan Bangsa dan
Membangun Peradaban Negara Bangsa.Jakarta : Depdiknas.
Soekanto, Soerjono. 2004. Sosiologi : Suatu Pengantar. Jakarta: PT. Raja Grafindo Persada.
Suyatno. 2013. Jurnal Pendidikan Islam. UIN Sunan Kalijaga. Volume 2 No. 2 Desember 2013.
Tirtarahardjo, Umar. 2005. Pengantar Pendidikan. Jakarta:Rineka Cipta.
Website :
http://www.academia.edu/6274589/IMPLEMENTASI_KONSEP_PENDIDIKAN_ISLAM_TER
PADU_DI_SMP_ISLAM_TERPADU_PAPB_PEDURUNGAN_SEMARANG_Disusu
n_untuk_Memenuhi_dan_melengkapi_Syarat_Memperoleh_Gelar_Sarjana_Program_St
rata_I_S_1_dalam_Ilmu_Tarbiyah_Euis_Sumaiyah_NIM_3_1_0_3_1_4_6
Sekolah-sekolah Islam “Terpadu” (IT): http://edukasi.kompasiana.com/2012/11/12/sekolahsekolah-islam-terpadu-it-506459.html, diakses pada 18 Mei 2014 pukul 9:00
Peringkat Sekolah Berdasarkan Ujian Nasional Tingkat Sd/Mi Tahun 2013 Kota Surakarta :
https://sdmuhammadiyah2solo.wordpress.com/2013/06/10/peringkat-sekolahberdasarkan-ujian-nasional-tingkat-sdmi-tahun-2013-kota-surakarta/#more-3329,
diakses pada tanggal 18 Mei 2014 pukul 8:48 WIB
IN PIONEERING SOCIAL TRANSFORMATION
Chatia Hastasari
Communication Program
Yogyakarta State University
Erwin Kartinawati
Communication Program
Sahid SurakartaUniversity
ABSTRACT
Education plays the important roles in social transformation, one of them comes from the role of
the teacher. It was examined in this paper. This paper based on the research was conducted in
Integrated Islamic Elementary School (SDIT) Nur Hidayah Surakarta. Election SDIT Nur
Hidayah as an object is caused by the tendency of current public who tend to place their children
to private school labeled Islamic religious than public elementary school. Public especially
parents assume that education provided by public elementary schools is less puts forward
education ethics and religion, besides the quality of the graduation. This makes public interest to
SDIT bigger, although in their finances cost relatively higher compared to public school. The
result showed the links between the role of teachers and the social transformation. The
transformation in society is non physical (psychologically) which is done by emphasis Islamic
moral values that formed attitudes and behavior in accordance with Islamic religious, value and
norm in the society. The teachers have a role as an agent in transforming and inculcating value,
norm and principle of Al-Qur’an to the students as a part of society. This transformation is not
only in the form of an idea but also in the behavior of the teacher reflecting what in transforming
to the students. This transformation is expected can be transformed back by the students. The
results of education are expected to bring the community to a better condition, started from the
teacher to the students until then applied in the social life.
Keywords : teacher (educator), social transformation, communication pattern
BACKGROUND
The increasing number of Integrated Islamic School (SDIT) especially in Surakarta as if add
new style for education in Indonesia. Nowadays, parents who want to get better education for
their children tend to select put them to SDIT. It is not without reason, it because parents assume
that education provided by public elementary schools is less puts forward education ethics and
religion. This is line with article released by edukasi.kompasiana.com titled Integrated Islamic
Schools. The article was discussed about uneasiness education situation in Indonesia which the
more severe, it is because the results of education for this perceived have not reached expected
results by all parties. The level of violence and the reduced values and ethics society considered
as an indicator of there were still many deficient in education sector. This point later became a
conclusion that education in this country only emphasizes ability cognition of the students and
overrides
education
ethics
and
religion.
(Sekolah-sekolah
Islam
“Terpadu”
(IT):
http://edukasi.kompasiana.com/2012/11/12/sekolah-sekolah-islam-terpadu-it-506459.html,
diakses pada 18 Mei 2014 pukul 9:00).
The reason of parents prefer SDIT than public school not only on the fulfillment of material
learning that puts forward education ethics and religion, but also in the quality of graduates
produced by SDIT. Seen from the quality of graduates, SDIT good enough to be compete with
public elementary schools, because of elementary in the big ten based on test scores national in
the last 4 years especially in Surakarta, 5 were derived from SDIT. (Peringkat Sekolah
Berdasarkan
Ujian
Nasional
Tingkat
SD/MI
Tahun
2013
Kota Surakarta
:
https://sdmuhammadiyah2solo.wordpress.com/2013/06/10/peringkat-sekolah-berdasarkanujian-nasional-tingkat-sdmi-tahun-2013-kota-surakarta/#more-3329, diakses pada tanggal
18 Mei 2014 pukul 8:48 WIB). This then make public interest to SDIT bigger, although in their
finances cost relatively higher compared to public school.
But from to all this, who became the key successfully an educational institution especially
SDIT in producing students who superior is the role of professional teachers in character
development students and education. Suyatno (2013 : 356) said that role of teachers here very
important because as an agent of social transformation, teachers are the ones who most
responsible of teaching general studies and religious to lessons about attitude. To realize this,
teachers must have pedagogy and professional competency. An indication competence of
teachers is the ability to develop the communication that is effective in transfer science and
religious values to students.
The effective communication here means teacher no longer teaches a verbal concept but also
a good example real (non verbal) in the daily. For example, teacher told to students not to smoke.
This concept must also be done by teacher with not smoking both in the vicinity of the school
and outside the school. It is required to provide provisions for the basis of morality taken of the
wisdom tradition cultural and the strong doctrinal islamic values in which provisions for the
basis of morality and religious given by teachers in public elementary schools, still considered
low or is not as strong as like it is in school labeled religion as SDIT.
This paper explained about the phenomena the role of integrated islamic elementary school
teacher in pioneering social transformation. The data funded by literer and field research. Literer
research done by the search for literer of books, journal, bulletin, thesis and the articles on the
internet. Field research was conducted in SDIT Nur Hidayah done by interview, observation and
documentation.
THEORY
1.
Integrated Islamic Education
Integrated term in education system is islamic that intact thorough integral not partial. It
means education not only oriented in one aspect. Education system element must combine
the formation of the superior education system. Islam consider education as something
identical and cannot be separated from the origin of the creation of man (The body, spirit,
intellectuality). Thus, education in the view of islam includes three aspects that can not be
distinguished which covers the body (tarbiyah jasadiyah), spirit (tarbiyah ruhiyah), and
intellectuality (tarbiyah aqliyah). (Thesis Sumaiyah, 2010). The third form of education
were not possible separated in islamic education. As described, education relate directly to
the composition of human life. So, separate education man means separating his life.
In forming the superior education system there are three things that must be considered.
First, synergy between schools, society and family. Education must combine all elements
that described the factual conditions of education. The bad education at home give heavy
burden for school and add problems in a society as the occurrence of student riot, free sex,
drugs and so on. At the same time, the bad society makes values that may have been infused
by the family and school are not maximal. Second, structured and planned curriculum
ranging from kindergarten to university. The curriculum as mentioned above can be a
guarantee to education connectivity of every student based on each level. Third, oriented on
establishing tsaqafah islam and mastery in science. Fundamentally, integrated islamic
education trying to infuse islamic values (islamic spirit and the soul of islam) into all aspects
of education in schools through a learning process (Thesis Sumaiyah, 2010).
2.
The learning process is communication
The process of learning is communication between the student and the teacher. On it,s
process, there are formation (transformation) and diversion (transfer) knowledge, skill or the
attitude and the value of a communicator (teacher) to receiver (student) appropriate to a
purpose that has been set. (Suranto, 2010 : 241). Learning in terms of the process can be said
as the activity of communication. The process involves the components of education such as
teacher as a communicator, student as the receiver, teaching material as the message,
communication channels (interpersonal communication and other) and effect (the
mannerisms change of student) (Ibid.,).
The same thing was also raised by Vienna Sanjaya (2014 : 90). On learning process,
teachers had a role as a communicator and students as a receiver. The message was delivered
through the symbols both verbal and nonverbal. The delivery of the message is called
encoding, while when the students translate the codes is called non verbal. Based on it, it can
be said that the study on the role of teacher and social transformation connected one another.
3.
The role of teacher as a social transformation agent.
The role of teacher as a social transformation agent is very important in achieving the
vision and mission of SDIT. Suyatno, (2013 :356) said that more than just convey of general
studies and religious subjects, the teacher has a role as educators and moral guide (murabby)
on duty to inculcate religious moral values to the students. Further, Esti Dwiwandono (2006)
said that basically a teacher has some important roles such as : (1) teacher as instructional
expert who has the authority to make a decision about the lesson material and the method;
(2) teachers as motivator who always give advice and support to their students; (3) teachers
as manager who capable of being set and managing the classroom with the good condition
and positive mannerisms; (4) teacher as a counselor who has sensitivity in observe the
mannerisms of the students; (5) teacher as a good model (tauladan) for their students.
Fulfilling the important role above, SDIT has set a system recruitment that not only
considering the academic aspect of teacher but also the religion and moral. After the
recruitment process has already done, at the beginning of work, teacher would be informed
about basic principle teaching in islam such as willingness to work and fight. (the results of
interviews ith teacher SDIT Nur Hidayah, June 27 2015). In addition, there is also
internalization program to inculcate religious moral values to the teacher every once a week.
The teachers have to understand that schools are a place to strengthen tauhid and to make
Muhammad SAW as a model in spreading Islam. (Suyatno, 2013 : 356).
4.
Learning process and social transformation
Learning process not only teach knowledge but also educate and transform about the
social and cultural values. To realize education that bring benefits for the development of
human completely, needed educational institution that ideal, the learning process put
someone based on the ability, empower the student ith change from teacher directed
strategies be student directed strategies. (Suranto, Op. Cit : 246-250).
Learning is empower activity. Education is a planned activity in teaching students to
establish character building and human civilization as dignified. Empowering the
community to more cultured, Soedijarto (2000), said that there are some key such as the
development of human including the skill development that capable of adapting to the
construction, the development of education that grow historical perspective (the awareness
of values which is required by the community), curriculum development based on the
national cultural values and the development of education through the empower and the use
of media communication.
The explanation above showed the links between educator (teacher) and social
transformation. This transformation (especially in education) will occur when the
communication process ran effectively. Referring to Suranto, education is a process that can
change individual behavior. It can take place on the individual level and institutional level.
Further, this transformation will change the social structure in a society.
Social transformation in society occur because planned and also without having been
planned (usually caused by the influence of other culture) (Giddens, 1990 : 633-648). Selo
Soemardjan in Soerjono Soekanto (2004) defines social change is a changing that happened
to the institutions in a society affecting social system, including the values and the attitude
among the social group in a society. A changing in the behavior, the value and the attitude
presented by Selo Soemardjan above same as Anthony Giddens’s statement. He called it as a
changing in psychic level. He gave an example of a changing in the attitude and the behavior
of the people in Australia from hunting and gathering food turned at planting patterns
(cultivation). The changing also could happen to politic and cultural (Giddens, Op.Cit : 639),
but in this research, the writers focus on the religion, pattern of thought and awareness.
5.
The function of education in social transformation.
Umar Tirta Hardjo (2005) said that the function of education in social transformation is as
an innovator producer. It will affect the lives of the community. This is where the social
transformation occur, as the impact of computer finding and other technology. The second
function is reproduction and transmission culture. Education can be formulated as the
planned process to transform knowledge, attitude, and value from one generation to the
younger, such as the interaction between teacher and student (in classes and school) or
between parents and child in the family. The third function is developing and steadying
social relationship. This function makes student know and understand social groups in their
social environment, so that education bring the community to a better condition.
DISCUSSION
The role of teacher as a social transformation agent is very important because in learning
process, teacher who directly interact with student. For it, required the effective communication
from the teachers in order to the learning process ran well. Esti Dwiwandono (2006) said that
basically a teacher has some important roles such as : (1) teacher as instructional expert who has
the authority to make a decision about the lesson material and the method; (2) teachers as
motivator who always give advice and support to their students; (3) teachers as manager who
capable of being set and managing the classroom with the good condition and positive
mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the
students; (5) teacher as a good model (tauladan) for their students.
1. Teacher as instructional expert who has the authority to make a decision about the lesson
material and the method.
Every teachers has an own method in delivering a material to the students adjusted with
their needs. As stated by Haryono, mathematics teacher, in delivering the lesson he divides the
students into two groups and gives them a name (muhajirin and anshor). The obligation of
anshor is help muhajirin understanding math. This method brings a positive impact on their
level of understanding. It is seen from the increasing test score of student who joined in
muhajirin. (Interviews July 1 2015).
The methods of the teaching above are not only favorable for teachers and students, but,
give a learning of the student in sharing with another. This model is not only oriented on the
cognitive but also mental or behavioral by inculcating the attitude in helping the weaker or
requiring. Transforming positive behavior in line with Islamic religious learning which is
called amal shalih. Amal shalih is did a good job noble for yourself or others. (Rijal Hamid,
2008 : 505). Teaching or transmitting knowledge to others was included in the category of
charity (sedekah). Sedekah is providing assistance to people with needs. (Ibid., : 513).
This is where the concept about Islamic religious applied in SDIT through a method in
teaching where the teacher became a social transformation agent in the society. Altering
behavior or attitude of students depends on how the communication model done by the
teacher in learning process. The school, however, form personality and characteristic of a
student. If returned to the authority of teacher as a matter and creator a learning method, and
then in social psychology this kind of thing called by the social influence. Baron and Byrne
define that social influence occurs whenever our behavior, feelings, or attitude are altered by
what others say or do. (Rakhmat, 2003 : 149).
Based on the explanation above can be concluded that how the students act or behave very
determined by what is said and done by the teacher (follow).
2. Teachers as motivator who always give advice and support to their students.
As motivator, teachers in SDIT always motivate the students to diligent in worship
(*shalat). It can be seen from the willingness of teacher in giving time in the midst of the
learning process to the student who did not yet worship (shalat) subuh. This is done to
accustom the students honest with themselves and others in carrying out of worship.
(Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito, July 1 2015).
What is done by teacher in motivating the students to behave honest and shame when
made a mistake is the role of the teacher in changing manners and customs of the students.
The ability to change or accustom something into routine is not easy, hence motivation is
essential in this process.
3. Teachers as manager who capable of being set and managing the classroom with the good
condition and positive mannerisms.
Creating learning environment with health condition done by giving special time to the
students to join on tadabur alam (studies about natural phenomenon approximately). This is
done in order to at the same time, the lesson can increase their belief to Allah SWT, because in
Islamic religious has been explained that Allah has created biodiversity on earth. While to set
learning environment which is free from negative behavior, every morning before starting the
class, the students must follow the routine guidance Islamic values given by the teacher. In
these activity, students can convey all the things that are obstacles during follow the learning
process. (Interviews with teacher in 5 grade, Wahyudi, June 27 2015).
4. Teacher as a counselor who has sensitivity in observe the mannerisms of the students.
The students in SDIT have a distinct family background, so strife among friends or
problems in following learning process are common. As a counselor, there are many ways
which are developed by the teacher to solve the problems, among other : (a) attend to the
student who has a problem and meet directly with parents to find a common solution o the
problems faced by the student; (b) call each student to provide solution to the problems
involving them. ( Interviews with the head master of SDIT Nur Hidayah Surakarta, Waskito,
July 1 2015).
5. Teacher as a good model (tauladan) for their students.
Teachers treats students not only as a student, but also as a partner in developing science
and conveying dakwah. This is shown by the teacher who teach in SDIT Nur Hidayah in
inculcating Islamic moral values to the students through concrete samples, such as : teachers
use veil and clothing that syar’i (accordance with principles of Al’Quran); teachers do not
smoking on the outside and in the school environment and behaving in accordance with the
principles of Al’Quran and sunnah. ( Interviews with the head master of SDIT Nur Hidayah
Surakarta, Waskito, July 1 2015).
CLOSING
The discussion above shows the links between the role of teachers and the social
transformation. The transformation in society is non physical (psychologically) which is done by
emphasis Islamic moral values that formed attitudes and behavior in accordance with Islamic
religious, value and norm in the society. The teachers have a role as an agent in transforming and
inculcating value, norm and principle of Al-Qur’an to the students as a part of society. This
transformation is not only in the form of an idea but also in the behavior of the teacher reflecting
what in transforming to the students. This transformation is expected can be transformed back by
the students. The results of education are expected to bring the community to a better condition,
started from the teacher to the students until then applied in the social life.
The changing, however, in the form of psychic including planned changing because there is
a deliberate factor which is set through the education goals as a tool of moving knowledge,
attitude, and value to the students. It can be seen from the process of communication which is
done by the teachers in SDIT to their students, among them : (1) teacher as instructional expert
who has the authority to make a decision about the lesson material and the method; (2) teachers
as motivator who always give advice and support to their students; (3) teachers as manager who
capable of being set and managing the classroom with the good condition and positive
mannerisms; (4) teacher as a counselor who has sensitivity in observe the mannerisms of the
students; (5) teacher as a good model (tauladan) for their students.
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Esti Dwiwandono, Sri. Psikologi Pendidikan. Jakarta: PT Gramedia. 2006.
Giddens, Anthoy. 1990. Sosiology .UK : Polity Press.
Muijs, Daniel & Reynolds, David. 2008. Effective Teaching : Evidence and Practice (Second
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Rakhmat, Jalaluddin. 2003. Psikologi Komunikasi. Bandung : Rosdakarya.
Rijal Hamid, Syamsul. 2008. Buku Pintar Agama Islam. Bogor : LPKAI Cahaya Salam.
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