Internalization of Character Values in Learning ‘Ilm Al-Aṣwāt

Chairani Astina,Rifqi Aulia Rahman

doi:10.28918/alsinatuna.v4i2.2040

Abstract

This study aims to identify items of character values and methods of their internalization in learning ‘ilm al-ashwat in the Arabic Education Department of UNSIQ Wonosobo. It is a qualitative-descriptive study where data collection is done through observation, interviews, and documentation from the lecturer of ‘ilm al-ashwat, lecturer of character education, head of sub-section of academic and student affairs, and some students from semesters 3 and 5 who have taken the course. Participants of this research include the first semester students. Findings of this study show that there are some character values internalized in students when learning ‘ilm al-ashwat. The values are classified into two categories. The first is those that are implied in the learning method such as self-confidence, responsibility, reading interest, achievement-motivated quality, and curiosity. The second is those that are implied in the teaching material of ‘ilm al-ashwat such as honesty, self-discipline, communicative attitude, and religiosity. Meanwhile, the internalization itself is done by role-modeling, prioritizing, and reflection.

Highlights

The majority of academics and language learning practitioners argue that the primary orientation of language learning is to improve language skills
That is, when a language has morphed into a culture, the characteristics inherent in that culture will influence the character of language users. This argument is corroborated by Ayuba Pantu and Buhari Luneto saying that character education is closely related to language learning, especially literature, because language is definitely used by all teachers in any course or subject
The values in the given course are classified into two categories. The first is those that are implied in the learning method such as self-confidence, responsibility, reading interest, achievement-motivated quality, and curiosity

Summary

Introduction

The majority of academics and language learning practitioners argue that the primary orientation of language learning is to improve language skills. That is, when a language has morphed into a culture, the characteristics inherent in that culture will influence the character of language users. This argument is corroborated by Ayuba Pantu and Buhari Luneto saying that character education is closely related to language learning, especially literature, because language is definitely used by all teachers in any course or subject.. It is here that higher education institutions should be able to form students who have a noble character because they are one of the key factors supporting the success of the nation. The Indonesian National Qualification Framework (KKNI) for higher education strives for the achievement of affection aspects embodied through student's sensitivity to social reality, be their personal life, family, and community at large.

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Methods

Conclusion