CHILDREN'S CHARACTER EDUCATION IN JAVANESE MUSLIM FAMILIES
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At-Tarbiyat: Jurnal Pendidikan Islam
Vol. 4 No. 1 (2021) : 54-68
Available online at http://jurnal.staiannawawi.com/index.php/At-Tarbiyat/article view/242
CHILDREN'S CHARACTER EDUCATION IN JAVANESE
MUSLIM FAMILIES
Rubini1, Moh. Toriqul Chaer2
1,2Sekolah Tinggi Agama Islam Masjid Syuhada Yogyakarta, Indonesia
Email : rubiniHr80@gmail.com1, toriqul210874@gmail.com2
DOI: https://doi.org/10.37758/jat.v4i1.242
Received: Februari 2021 Accepted: Maret 2021 Published: April 2021
Abstract :
This research presents efforts to implement child character education in Javanese Muslim
families in Dukuh Kebonagung, Gantiwarno, Klaten. This type of research uses
qualitative research with research subjects are Javanese Muslim families living in Dukuh
Kebonagung, Gantiwarno, Klaten and having children. Data collection method using
observation methods, interviews and documentation. The study results found that the
education of children's character in Javanese Muslim families began from an early age
through habituation, orders, examples and conscientiousness. The values of character
education instilled in children are: first, religious-based character education by teaching
children basic principles, habituation of worship with transparency and giving advice.
Second, culture-based character education includes the cultivation of ethics, values and
norms, manners, and culture. Third, environmentally-based character education, including
the family's attention to the growth and development of children, habituation of honesty,
discipline, and independence. Character education efforts towards humans are made by
respecting and loving others. Taught the importance of harmony, education of natural and
environmental sustainability by implementing clean and healthy living. Barriers to
implementing children's character education in Muslim families are internal factors from
parents' busyness and external factors in the form of the social environment and
information and communication technology.
Keywords : character education, religion, culture
Abstrak :
Penelitian ini terkait dengan pelaksanaan pendidikan karakter anak pada keluarga
muslim J a w a di Dukuh Kebonagung, Gantiwarno, Klaten. Jenis penelitian
menggunakan penelitian kualitatif dengan subjek penelitian merupakan keluarga
muslim Jawa yang tinggal di Dukuh Kebonagung, Gantiwarno, Klaten dan memiliki
anak. Metode pengumpulan data menggunakan metode observasi, wawancara dan
dokumentasi. Hasil penelitian didapati bahwa pendidikan karakter anak pada
keluarga Muslim Jawa dimulai sejak usia dini dengan melalui pembiasaan, perintah,
contoh dan keteladanan. Nilai-nilai pendidikan karakter yang ditanamkan pada
anak yaitu: pertama, pendidikan karakter berbasis agama dengan mengajarkan pada
anak prinsip dasar, pembiasaan beribadah dengan keteladanan dan memberikan
nasehat. Kedua, pendidikan karakter berbasis budaya meliputi penanaman budi
pekerti, nilai dan norma, tata krama, budaya kepada anak. Ketiga, pendidikan
karakter berbasis lingkungan, diantaranya perhatian keluarga pada proses
pertumbuhan dan perkembangan anak, pembiasaan berkata jujur, disiplin, dan
mandiri. Upaya pendidikan karakter terhadap manusia dilakukan dengan
menghormati dan menyayangi sesama. Pengajaran arti penting kerukunan,
pendidikan kelestarian alam dan lingkungan dengan menerapkan hidup bersih dan
sehat. Hambatan pelaksanaan pendidikan karakter anak pada keluarga muslim
disebabkan adanya faktor internal dari kesibukan orangtua, dan faktor eksternal
b e r u p a lingkungan pergaulan dan pengaruh teknologi informasi dan komunikasi.
Kata Kunci: pendidikan karakter, religius, budaya
At-Tarbiyat: Jurnal Pendidikan Islam
Vol. 04 No. 01 (2021) : 54-68INTRODUCTION
The fading values of the Indonesian nation's character today are due to
various factors, including the advancement of science and technology, as well
as the environment in which the young generation interacts. Various problems
that exist today, such as lack of concern, loss of sense of responsibility, and
dishonesty, reflect a loss of the nation's character values (Chaer,2016;
Rusdiyani, 2016; Manasikana and Anggraeni, 2018).
The progress of the times through science and technology that occurred
today, which has initially been seen to facilitate human work, caused anxiety
and fear felt by humans, the existence of loneliness and new alienation, which
is characterized by a fading sense of solidarity, togetherness, and friendship
(Radiansyah, 2020). Admittedly and consciously or not, the behaviour of
today's society, especially teenagers and children, is very worrying. The rise in
child and adolescent violence rates and other violent entities that occur become
social problems that are not currently resolved properly (Noviana, 2015;
Bahransyaf, 2016)
Some events described above serve as a consider waking request that a
solution to the problem is required. The keyword in solving the problem lies in
the efforts to cultivate and foster personality and character from an early age
that is carried out in an integrated manner between the family environment,
school environment, and the community environment so that it can be one of the
solutions to overcome all these problems (Cahyaningrum, Sudaryanti, and
Purwanto, 2017; Subianto, 2013).
The idea of character education is quite impressive from various circles of
society. There is no denying that character education is essential for the
Indonesian nation, especially to prepare the younger generation as future
leaders (Budiwibowo, 2016; Inanna, 2018; Chaer, 2020). Through the character,
education is expected to print the younger generation who can inherit or have
a noble national character.
The implementation of character education is not as easy as imagined; it
takes a long process to implement it. Of course, character education is not
entirely charged to schools. Nevertheless, the community also needs to be
given the awareness that character education is a shared responsibility.
Maximizing the achievement of character education programs requires
cooperation from various parties and levels of society in an integrated
manner. Starting from the family, school, social environment of the
community, police institutions to print and electronic media that are also
affected in the formation of a child's character.
The family is the first party that is very influential in character education
(Suarmini, 2014); (Nasir et al., 2017). Because the family is a significant forum
between individuals and groups and is the first social group in which the
child becomes a member. The first family became a place to socialize the
lives of children. His mother, father, siblings, and other families were the
first people with whom the children made contact and the first to teach the
children as he lived with others (Ahmadi, 2007);.
Family is the first and foremost madrasah for children; therefore, the
family has a significant and strategic role in the awareness, planting, and
development of social and cultural moral values (Khamalah, 2017). Parents'
values to their children, such as obedience to God, obedience to parents,
honesty, responsibility, discipline, caring for others. A child has a good and
At-Tarbiyat: Jurnal Pendidikan Islam
Vol. 4 No. 1 (2021) : 54-68 55
Available online at http://jurnal.staiannawawi.com/index.php/At-Tarbiyat/article/ view/242strong character and personality not be affected by things that come from
outside the bad.
One of the Tri Pusat Pendidikan is the family in charge of forming
positive habit formation as a strong foundation in informal education. With
this habituation, children will follow and adjust to the transparency of their
parents. Thus, children have positive socialization in the family (Gunawan
2000). Modern society's busy work and dynamics often force parents to
abandon their essential duties and obligations as child educators when they are
at home. It happens because the quantity of their encounters with children is
getting less and less. As a result, parents who work from morning to afternoon
are less likely to set a good example for their children.
Children often get experience or knowledge that outside, namely by the
presence of informatics technology and the local community environment's
influence. The above opinion is wrong because of the parents who are the first
educators, primary and natural. He is the one who influences and colours the
personality of a child. Children imitate and exemplify parents more, whether it
be from speaking, how to dress, how to act, and others. So a child will follow
according to what parents do in their home.
Because of their children's personalities, parents have various functions,
including providing education to children, particularly character education. As
educators in the family, parents play a role in laying the foundations of their
children's behaviour. Attitudes, habits, and behaviours are always seen,
assessed, and imitated by the child, who then consciously or unconsciously
impregnated them and then became a habit for his children (Koesoema, 2010).
The family has a function as a means of cultural inheritance that can be
reduced if parents with children no longer delve into it because of the various
demands and needs of life so that the role of the family in fostering the
personality of the child becomes very backward the task of the family in
fostering the basics of habitual education becomes very shallow. As a result,
the child's personality is affected by things outside the family that usually tend
to negative things. This personality is the same with families whose intensity of
encounters with children is severely lacking, and those parents who cannot
provide an exceptional caregiver for the child in supervising their child while
the parents work, so that the child follows things that come from outside the
family.
RESEARCH METHOD
Efforts to collect data in the field in this study specifically focused on
ethnographer working models. The research site is a Javanese Islamic family in
Dukuh Kebonagung, Gantiwarno, Klaten.
This study's data is a description of children's Islamic religious education
in Javanese families in Dukuh Kebonagung, Gantiwarno, Klaten. The focus of
the study directed at Islamic religious education in children. Descriptions,
explanations, speeches and answers in the form of words expressed by parents
obtained through direct observation or oral and written information. Oral
information in the form of interviews with parents. The writing information
obtained from written references, previous research and documentation on
various things directly or indirectly related to the research focus. Data collection
conducted by interview and participant observation; this done to understand
the symptoms that exist according to their meaning with those given or
understood by the family in Dukuh Kebonagung, Gantiwarno, Klaten. Dynamic
At-Tarbiyat: Jurnal Pendidikan Islam
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the research focus.
Data analysis techniques carried out continuously. During the process is
done coding of things found based on the context and perspective of
participants. This research directed to find out the Islamic education of children
in Javanese families in Dukuh Kebonagung, Gantiwarno, Klaten, so this
research is phenomenological. While the approach used is ethnoscience
FINDINGS AND DISCUSSION
A. Character Education for Children
Character education regarded as the foundation for a child's
survival in a group. The most crucial aspect, however, is that the
character is a valuable investment in the future. Character education
can begin as early as possible and progress as slowly as possible. To
help children become accustomed to living in a positive environment,
parents and others in the household should demonstrate positive
character and faith by praying, sharing, and speaking politely and
honestly. Include the child in any positive habit that exists, such as
praying before meals and giving thanks. Positive habits like this will
gradually become ingrained in the child's personality development
(Parott, 2018; Ackerman, 2021).
A quality character needs to be formed from an early age because
an early age is a critical period of one's character formation. Early
childhood is the most critical time in the human life span. This early
childhood is because the development of the child's intelligence
increases very rapidly at an early age, and the child begins to be
sensitive to accept various efforts to develop all the potential that exists
in him. Children will grow into a person of character if they can grow
up in a characterful environment so that the fitrah of the child who is
born holy can develop optimally. Of course, this requires a thorough
effort done by all parties: families, schools, and all components
contained in the community, such as religious institutions, sports
associations, business communities.
Parents' role in character development is to be a role model and a
helpful guide who can consistently provide wise answers or advice to
their children. Instil positive and negative values firmly without
allowing the child to choose the best. (Sunarni, 2018; Masciotra, 2013;
‘Being a Role Model - The Promise and the Peril’ 2021). Of course, if the
value appropriately set, the child will have a more robust selective
system in the face of existing exposure. Simultaneously, this does not
guarantee that it will be a good value basis for the child when
correcting mistakes. Character education is not as simple to implement
as one might think. To be able to implement it, a lengthy process is
required.
B. Character Education in the Family
The family, as well as the informal educational facilities closest to
the child, constitute the environment. The contribution to students'
success is enormous. The average student attends school for about 7
hours per day or less than 30% of the time. The remaining 70% of
children are in the family and their surroundings. (Meiers, 2007;
At-Tarbiyat: Jurnal Pendidikan Islam
Vol. 4 No. 1 (2021) : 54-68 57
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Character education should take precedence and begin with the
child in their most intimate setting, the family. Character education in
the family should begin as soon as possible to become accustomed to
living in a positive environment. Parents and people around the house
must demonstrate positive character and faith, such as praying, sharing,
speaking politely and honestly. Furthermore, it realized in daily life
teaches praying before going to sleep. Positive habits like this will
gradually become part of the formation of the child's character.
The first function of the parent in the context of child character
development is as a role model. Parents play an essential role in
cultivating various life values that can be accepted and embraced by
children. Children imitate and emulate more parents, whether from
how they talk, how they dress, how they act. Parents remain a guideline
for forming values in behaviour patterns that children recognize in their
early development stages. (Koesoema, 2012).
According to Syarbini, as an educational and religious institution,
the family is the first and foremost educational institution for shaping
children's personalities. Before moving on to other educational
institutions, the child's first educational environment is his family. A
child's character, character, and personality are formed in his family
(Syarbini, 2012). For this reason, character education is inseparable from
the participation of parents even though the child has entered
education. Because the child more time together with parents or family.
C. The Importance of Character Education Begins in the Family
A child educated and raised in a family, and the family is the first
and primary place for his life. The family also serves as a vehicle to
educate, nurture, and socialize children and develop all members' ability
to carry out their functions correctly in the community, particularly
during the early stages of their human growth. Besides having the first
function of a place for the child to undergo socialization, many children
also learn how to act and think parents. They are the models or
examples, figures and the first role in terms of value education
(Megawangi, 2004).
The family environment influences the child's development
process, from the micro to the macro level. The family plays a huge role
in education, outreach, and instilling values in children. Megawangi
believes that children will grow into character persons if they can grow
in a characterized environment so that the nature of every child born
holy can develop optimally. The family is the earliest and most effective
place to carry out the Ministry of Health, Education and Welfare
functions. If the family fails to teach to be the best and essential abilities,
it will be challenging for other institutions to fix their failures. The
following is according to Megawangi quoted from Willian Bennett
(Megawangi, 2004; Suarmini, 2014; Handayani, 2016).
Based on the explanation above, it can be concluded that the family
is the first and primary vehicle for character education. If the family fails
to do character education for their children, it will be difficult for other
institutions outside the family to fix it. Failure of the family in forming a
child's character will result in the growth of a society that is not
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nation's character is very dependent on children's character education
(Amirullah, 2012). In the education process, the method has a significant
position to achieve educational goals. According to Islam, methods used
to educate a child's character include exemplary methods, attention and
affection, advice, habituation, stories or stories, rewards and
punishments, confide or vent.
D. Implementation of Child Character Education in Muslim Families
In providing character education for children, Muslim families in
Ceporan, Gantiwarno Klaten, are to educate children from an early age
and teach with habituation because it will form a good character child
and become a habit from childhood to adulthood. Each child has a
distinct personality that must be appropriate for the child's age.
1) Religious Character Education
a. Teach children about the basic principles of divinity
Children really need to be instilled in religious education, because
religious education is one of the most important foundations for
shaping character education. In providing character education,
especially religious education, it should be given to children from an
early age, because children will more easily absorb and accept what is
done by their parents in the hope that their children will grow up to be
pious and pious children. One way for parents to introduce and bring
children closer to God is to tell the existence of God Almighty to
children. In addition, parents teach children on things that are ordered
if God Almighty.
Based on the results of interviews with several research subjects
namely parents stated that in providing character education to children
must begin early at the age of 2 years, because early childhood will
easily grasp what is given by their parents. In providing character
education to children, parents can introduce and draw closer to God
Almighty. Based on observations, in addition to parents teaching their
children to pray they also teach their children to take adolescent
lessons. Seen at 19.30 the children went together to the mosque which
before the recitation was held there was a prayer in congregation at the
mosque. There they learned to expedite the reading of the Qur'an, the
books. It aims to find out about the science of religion that will be
useful, namely to form children who have good character in accordance
with religious orders, their lives will be directed.
Teaching children about God and bringing children closer to God
is the responsibility of parents to their children. Parents provide
character education to children based on religion, which starts from
home teaching things that are commanded by God such as prayer,
chanting, fasting, praying, and things that are forbidden by God such as
not praying, stealing, lying, and things despicable and others as it is.
After the child's parents are given teachings about religion through
other parties such as the mosque and mosque to get even more
knowledge about religion because there the child is given teaching
about reading books, at home children only accept teachings about
religion that is basic only if in the mosque or in the mosque children
will receive a broader teaching.
At-Tarbiyat: Jurnal Pendidikan Islam
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character education to children, namely by providing religious
education to children, children are expected to become people of faith
and devote to God Almighty. If a child does not obey or perform the
worship, the actions of the parents towards their child, namely the first
parent, are first reminded, but if that is not done then the action taken is
to invite him to communicate or reprimand him by scolding him and
giving punishment such as not being given pocket money, cleaning the
bathroom if you repeat it again even parents hit it. This is so that for
children so that children want to carry out religious orders, by carrying
out religious orders. It can be concluded that parents consider religious
education important for children. Religion is the basis for human
morals, parents believe that when their children are able to understand
religion and perform worship well, their morals will be good because
religion teaches humans to behave well.
2) Foster children's habits of worship
To instil in their children the habit of worship, parents must become
accustomed to teaching and familiarizing themselves with children as
young as toddlers. Parents can foster their children's love of worshipping
God by setting an excellent example by performing worship rituals every
day among Muslims, such as prayer, recitation, and fasting.
Parents in accustoming their children to do this must be someone
who wants to do those who rarely do or don't even want to do it. The
actions of parents are by advising or scolding them even hitting them. In
teaching children to familiarize their children with worship by giving
examples from parents that is by way of parents giving examples in
implementing it so that children can imitate it, because in early life
through imitation of the habits of those around them.
Teaching children about religious education primarily fosters the
habit of worship starting from the family by giving examples or
examples of good things to children namely teaching children to carry
out religious commands and avoid religious restrictions. One way for
parents is to get children used to doing five daily prayers and reciting the
Qur’an.
This is in accordance with what was revealed by Syarbini that the
way to educate children through example and is done from an early age
because, from an early age have seen, know, and learn things that are
outside themselves. They see and teach adults about something, and
basically children copy more than what their parents do. Parents should
do in front of their children directly not only through words or mere
theory. Parents in familiarizing their children to do it must have done it
and some are rarely done. Actions of parents if their children do not
want to do it, parents take action, namely advising or scolding them.
Every morning before leaving for work, parents always give their
children a message not to forget to carry out their obligations as a
Muslim that is praying five times a day. In addition to children being
taught religious education from their parents, parents provide religious
education to children by directing children to participate in the Koran in
the mosque in the village. According to the interviewees, religious
education is crucial for children's personalities, and religious education is
the basis for developing children's attitudes, mentality and personality to
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Based on the above discussion, it can be seen that the way parents
provide religious-based education is by teaching about the basic
principles of divinity and fostering children's habits of worship. Namely,
children to work on religious obligations, namely prayer and recitation,
although among these children are still guided by their respective
parents. Besides that, it cannot be denied how big the role of parents in
providing religious education starts from teaching, advising, guiding. All
of these things are done so that his sons and daughters become humans
of good character and piety to Allah Swt.
When parents work and leave their children at home alone, parents
cannot control their children's daily activities, whether their children
carry out religious instructions or not, the attitude of parents in dealing
with it all is by giving advice, advice that is done on a daily basis namely
in the morning, and at night. In addition, the parents' way to control is
by asking close neighbors to help remind.
Based on observations, in addition to parents teaching their
children to pray they also teach their children to recite the Koran. Seen at
18:00 the children went together to the mosque to carry out prayer in
congregation and continue reciting the Koran. There they learn to read
the Qur'an, learn prayers, books. It aims to find out about the science of
religion that will be useful, namely to form children who have good
character in accordance with religious orders so they can bring their lives
to be directed. In addition to teaching prayer and chanting the parents
also teach their children to fast. Remembering fasting is an obligation for
Muslims. With the closeness and advice of parents to children, about the
benefits and laws of fasting, it will be easier to explain to children so that
children want to run fasting. In addition, parents get children to practice
directly to fast during the month of Ramadan.
Teaching children about God and bringing children closer to God is
the responsibility of parents to their children. Parents provide character
education to children based on religion, starting from home teaching
things that are ordered by God such as prayer, chanting, fasting, praying,
and things that are forbidden by God such as not praying, stealing, lying,
and things despicable and others as it is. After parents give teachings to
children about religion through other parties such as in the mosque to
get even more knowledge about religion because there children are given
teaching about reading books, at home children only accept teachings
about religion that is basic. if the children's mosque will receive a
broader teaching.
Children expected to become people of faith and devote themselves
to God through parents and other parties' participation in providing
character education to children, specifically by providing religious
education to children. If a child does not obey or perform the worship,
the parents' actions toward their child, the first parent, are the first to
warn, but if this is not done then the action taken is to scold even parents
to take small actions such as tweaking and pinching the child. It seeks for
children so that children want to carry out religious orders, by carrying
out religious orders. It can be concluded that parents who work as tile
factory workers consider religious education important for children.
Religion is the basis for human morals, parents believe that when their
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morals will be good because religion teaches humans to behave well
(Rusdiyani, 2016; Sa’diyah, 2019).
E. Character Education Based On Cultural Values
Parents provide character education to their children through
religious education and cultural values such as character, values, and
norms as provisions for their children's lives. Children learn about
cultural values from an early age in their families.
The family plays an essential role in shaping children's character
and attitudes because, in the family, children will learn character and
manners related to karma, starting from manners in speaking, manners
in clothes, manners in eating and drinking, and others. Consistent with
the family's function, namely socialization, as a child first interacts with
his family. Children will accept and learn the system of values, rules,
habits, norms, and culture where they live through their families.
Children will observe, imitate, pay attention, what is said, done
and done by their parents. Children will receive, absorb, and display in
their daily behavior. In this case the process of internalizing values and
norms is done by his parents directly. Based on the results of interviews
with parents, that the family besides having the first function where the
child goes through what is called socialization, children learn a lot from
how to act, how parents think. They are the first role models in terms of
value education. In addition, parents also play a very important role in
the behavior patterns of children, so that children have good character.
From the explanation above, directives, role models of parents to
understand the values, norms, etiquette to the community are applied
well, even assuming that others should be better able to maintain
politeness and parents themselves. In daily actions, Muslim family
children socializing or interacting with the local environment can be
accepted by the environment because of existing values and norms.
Parents in providing character education to children through
cultural values by instilling character, values and norms, karma, and
culture so that children behave well and it is very important for each
individual, especially in children who will grow up. In behaving
children are accustomed to being polite in accordance with the customs
of their respective regional customs. For example, it is customary for a
child to be used as a child should not sit in front of a door, eat not to
stand, to bend over in front of an older person, and to use fluent
language and so on. When a child violates the parental action, he or she
complains and counsels them, but it is the parent who immediately
scolds them and punishes the child.
According to the researchers' observations, Muslim family
children interact with the surrounding community by the conditions of
the village of Ceporan's socio-cultural environment. Especially if the
parents certainly respect because usually if with others, it can be better to
maintain politeness and the same peers do not do actions that violate the
cultural values and cultural manners of the village, although sometimes
using a slightly harsh language. Nevertheless, if with an older person, he
does not use abusive languageThe parents who work pay attention to
their children by instilling values and norms in their children, which
makes their children have a good character such as having high manners
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nation's culture. When a child uses harsh words, the parents advise him
or her.
The implementation of character education based on cultural
values conducted by parents in Muslim families is booming, but not
infrequently also less successful, seen from the manners of children from
Muslim families who are less polite to peers but with people who are
more the elder son of a Muslim family is still polite. Between
mountainous areas and in the lowlands have similarities in manners, that
is, with older people they still maintain good manners, but with peers,
they are less polite because they think it does not matter because with
their friends the same age, so there is no need to be too polite because
friends other friends also like that by saying impolite things like saying
harsh words.
F. Environmental-Based Character Education
a. The family pays attention to the child's development
The family is the primary setting in which a child is educated and
raised. As the first and foremost educational institution for children, the
family plays a critical and strategic role in raising awareness, investing
in, and developing social and cultural moral values. The first role of
parents in developing a child's character is that of a role model.
Parents play an important role in planting various kinds of life
values that can be accepted and embraced by children. More children
imitate and emulate their parents and see from the condition of the
surrounding environment. Communication with children can provide
information for parents about child development (Cline and Fay 2006).
There is a statement in the above opinion about the importance of
understanding friends in the environment, either in the environment or
the environment out there, such as friends' environment at school. This is
important considering that friends are a very important role in shaping a
person's character or character. If the social environment is good then the
child will also be good, but vice versa if the social environment is bad
then the child will be included and become bad.
Parents always remind so as not to choose the wrong friend. This is
also done by their children, their children try to tell their parents who
their friends are, although not all friends are told to their parents, but at
least parents know about who their friends are. Based on the results of
the interviews, parents pay attention to their children and develop the
personality of their sons, so they do not fall into negative things. Instead,
the child also tells parents about their friends, so they do not worry.
b. Instill Character Education Relationship with Yourself
Character education concerning oneself is also taught by parents to
their children so that children are not spoiled. Parents in teaching
children to do to themselves such as self-discipline through habituation
since childhood, the child becomes felt to have responsibilities and cling
to memory and become habits that cannot be changed easily. The results
of interviews with parents that the habituation carried out from an early
age or since childhood will bring such hobbies and habits into a kind of
habit so that it becomes a small part that is inseparable from his
personality. The attitudes taught by parents of good character are: (1)
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discipline; (3) Familiarize children to live independently.
c. Instilling character education related to fellow humans
Parents in teaching children's character education related to fellow
humans are by teaching children namely: (1) teach children to be able to
respect and care for each other among humans; (2) teaching harmony to
children; (3) instilling in children to protect the environment.
Based on the interviews with parents, cleaning the environment has
been taught to children by their parents since they were young so that
children love nature and the environment and want to protect and not
harm nature or their homes.
Based on the study's findings, it will be apparent that character is a
critical primary value for providing children with the ability to function
in society. Therefore parents of Muslim families must be correct in
educating and instilling the values of these characters. If parents can
educate and instil these values well, it can shape children to have
parents' attitudes and behaviours.
Based on the results of observations and interviews with research
subjects in the child category it can be said that The implementation of
environmental-based character education carried out by parents for
children is thriving. The children are independent; this seen from the
children here who can do household chores such as cooking, sweeping,
washing dishes, or washing clothes. Judging from the harmony between
each other they love each other among each other, helping each other
help if needed. Parents teach like that so that one day they become
children who understand about living together in society. In the
implementation of character education for children, there are sanctions
and rewards conducted by parents for children so that children want to
carry out what directed or given by parents. This award aims to motivate
children so that children continue to do more, while sanctions gave that
children have a sense of deterrence and want to change to implement it.
In religious-based character education, if a child does not carry out
parents' actions is first to remind, but if it carried out, then the action
taken is to scold directly even parents do small actions such as hitting
him. Whereas if the child carries out the award given by the parent is to
praise the child. It is intended that the child is eager to implement, and
the child feels cared for by parents even though parents cannot control
their child's daily activities. In addition, children are educated to tell the
truth with parents whether when parents are not at home he still does or
not. In checking whether a child is honest or not, parents understand the
child's behavior when lying or being honest, usually when an honest
child answers loudly and when lying answers stammering and does not
want to see the eyes of parents. In cultural values-based education
parents teach and model in front of their children directly what is good
and what is bad according to values and norms, manners. Because
parents cannot control directly, parents ask for help from close neighbors
so that parents know information about their children's behavior
according to values and norms or not.
Based on observations made by researchers that the children of tile
factory workers in interacting and behaving are in accordance with
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polite to older people, but when peers sometimes issue words that are
not polite . But not infrequently children against older people are not
polite. If the child is not polite to others, the first parent's act of
counseling, but if still not polite, the parents immediately scolded him
with actions such as hitting when the child talks disrespectfully to his
parents. So that children no longer issue words that are not polite and
children do not repeat it.
G. Obstacles to Character Education for Children in Muslim Families
Various experiences that a child has gone through since his first
development significantly influenced his life. These experiences play an
essential role in realizing the formation of a complete character of self,
which cannot be achieved except by providing character provisions to
children and developing character properly. To achieve all this, parents,
in this case, are fathers who play a role in educating a child. A mother's
role is the first madrasa for children, while the father's role is as a
consultant. This pattern of education has a significant influence on the
formation of a child's personality and character. Nevertheless, in reality,
in providing character education to children, parents experience
obstacles or obstacles. As for the obstacles, parents in the process of
providing character education to children are:
a. Internal Factors
Parents of Muslim families' activities and activities are relatively
high, which causes children's character education to be less than optimal
because parents are busy with their work. Work starts from 07.00 until
16.00 so that the child is far from the supervision of parents. Parents'
busyness causes the intensity of encounters with children a little more,
especially parents, who cannot control the child directly. Busyness takes
up so much time that the time to gather with family is reduced. With the
reduced time that parents give to families, especially children, this
situation gives children to do anything without parental supervision.
Parents, even more, give up their role in schools where school
children, because parents can not directly control children's daily
activities, in schools children are educated by teachers so that children
get good material. The intensity of meetings between children and
parents is relatively short in a family, being one of the obstacles in
providing character education to children, lack of time to meet with
children makes the application of character education in children is less
than the maximum.
b. External Factors
1) Influence of association in the environment around children.
Association in the child's environment is very influential in forming
the child's character because children interact with the surrounding
environment. If the child's environment is not right, the character
formation of children will also affect the process of forming the
child's character well. Association of the child's environment is fair,
then the process of character formation in children will run well.
Friends are one of the causes that can affect children. Children tend
to behave the same as their peers compared to parents or other
adults. Playing outside the house with peers has become a daily
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Available online at http://jurnal.staiannawawi.com/index.php/At-Tarbiyat/article/ view/242routine for children. Busy parents with their jobs can not supervise
children in playing and hanging out with friends. Because the friends
around their children do not all behave well, and there may be those
who behave poorly. So indirectly, the child is easily affected. The
above mentioned that the association of friends and environmental
conditions around children impacts the process of implementing
character education of children, sometimes mimicking peers'
behaviour.
2) Influence of information and communication technology. The
influence of information and communication technology is
influential in forming character education in children, especially
more and more advanced technology. Like television and cellphones,
children do not know the time and are often lazy in learning and
worship. From the results of the interview above, it is stated that the
influence of advanced technology makes obstacles in the process of
implementing character education, children become lazy because
they are too engrossed in cellphones or watching television,
sometimes not listening to the words of parents and underestimating
parents even imitating scenes. Dangerous done by his idol figures.
Based on the above, information and communication technology's
influence lies in the television and handphone. Cellphones' impact is
that children become lazy, and sometimes children always delay -
delaying to take actions such as delaying prayer times, and
sometimes underestimating parents when the child is given
direction. The media socialization in the form of Facebook can be
opened through features on the cellphone does not need going to the
internet cafe causes children to delay work that needs to be done.
While the impact of television on children is that children also often
procrastinate because it is too cool, they do not know the time, for
example, between studying and watching television because children
watch television for hours, and sometimes even children imitate the
scenes aired on television.
CONCLUSION
In providing character education for children, Muslim families in Ceporan
Gantiwarno Klaten educate children early through habituation, setting an
example and order. If a child violates, it will give sanctions or penalties, while if
the implementation rewarded. Character education for children in Muslim
families is minimum optimization due to parents' busyness working outside the
home, leaving little time to spend with their children. Character values instilled
in children in Muslim families are namely: (1) Religious character-based
education; (2) Cultural value-based character education; (3) Environmental
based character education. Obstacles for parents in implementing character
education in their children Internal factors comprise Muslim families in
Ceporan village. It causes by the busyness of parents and external factors
originating from an association in the children's environment, which influences
information and communication technology.
At-Tarbiyat: Jurnal Pendidikan Islam
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