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In Madania School, Bogor Regency PENDIDIKAN NILAI: DI SEKOLAH MADANIA KABUPATEN BOGOR Educational of Value: in Madania School, Bogor Regency Mulyana Balai Penelitian dan Pengembangan Agama Jakarta Jl. Jl. Rawa Kuning No. 6 Pulo Gebang Cakung Jakarta Timur Email: [email protected] Naskah diterima tanggal 27 Maret 2015. Naskah direvisi tanggal 30 April 2015 Naskah disetujui tanggal 03 November 2015 Abstrak Paper ini menyajikan hasil penelitian terhadap program Pendidikan Menghidupkan Nilai yang dilakukan sejumlah elemen masyarakat. Penelitian dilakukan dengan melakukan studi kasus terhadap implementasi program tersebut di Sekolah Madania, Parung, Bogor. Penelitian ini mencoba mengkaji apakah program Pendidikan Menghidupkan Nilai dapat menjadi model yang berguna untuk meningkatkan kualitas pembelajaran Pendidikan Agama Islam (PAI) di sekolah. Hasil studi ini memperlihatkan bahwa program Pendidikan Menghidupkan Nilai telah memberi hasil positif yang teramati dalam perubahan perilaku tenaga pendidik maupun siswa terkait sejumlah nilai yang dipelajari, seperti kejujuran, penghargaan, toleransi, dan tanggung jawab. Berdasarkan hasil riset ini, peneliti menyimpulkan bahwa Pendidikan Menghidupkan Nilai, terutama pada aspek pendekatan dan metodenya, dapat menjadi model bagi pembelajaran PAI di sekolah. Kata kunci: pendidikan menghidupkan nilai, pendidikan karakter, pendidikan agama Islam (PAI), Sekolah Madania Abstract This paper presents the results of the research on Education Program in Living Values conducted a number of elements of society. The study was conducted by doing a case study to the implementation of the program at Madania school, Parung, Bogor. This study investigated whether Education Program in Living Values can become useful model in improving the quality of learning of Islamic Education (PAI) at school. The results showed that this program has given positive results observed in behavior changes of the teachers and the students related to a number of values studied, such as honesty, respect, tolerance and responsibility. Based on the results, the researcher concluded that Education Program in Living Values, especially in the aspect of the approach and method, can be a model for Islamic Education (PAI) learning at school. Keywords: Education Program in Living Values, character education, Islamic Education (PAI), Madania School PENDAHULUAN dirumuskan sebagai misi pembangunan untuk mencapai visi pembangunan nasional tersebut alam dokumen Rencana Pembangunan adalah “mewujudkan masyarakat berakhlak Jangka Panjang Nasional Tahun 2005- mulia, bermoral, beretika, berbudaya, dan beradab 2025, yang ditetapkan melalui Undang- berdasarkan falsafah Pancasila.” Secara lebih DUndang No. 17 Tahun 2007, dinyatakan bahwa spesifik, misi tersebut ditempuh dengan cara visi pembangunan nasional tahun 2005-2025 “memperkuat jati diri dan karakter bangsa melalui adalah terwujudnya “Indonesia yang mandiri, pendidikan yang bertujuan membentuk manusia maju, adil, dan makmur.” Butir pertama yang yang bertaqwa kepada Tuhan Yang Maha Esa, Pendidikan Menghidupkan Nilai: Studi Kasus di Sekolah Madania, Parung, Kabupaten Bogor - Mulyana | 303 mematuhi aturan hukum, memelihara kerukunan kegiatan ko-kurikuler dan/atau ekstra kurikuler, internal dan antarumat beragama, melaksanakan serta kegiatan keseharian di rumah dan masyarakat. interaksi antarbudaya, mengembangkan modal Dalam konteks kegiatan belajar-mengajar di sosial, menerapkan nilai-nilai luhur budaya bangsa, kelas, pendidikan karakter dilaksanakan dengan dan memiliki kebanggaan sebagai bangsa Indonesia menggunakan pendekatan terintegrasi dalam semua dalam rangka memantapkan landasan spiritual, mata pelajaran. Khusus, untuk materi Pendidikan moral, dan etika pembangunan bangsa”. Agama dan Pendidikan Kewarganegaraan – karena Berdasarkan pernyataan misi tersebut dapat memang misinya adalah mengembangkan nilai disimpulkan bahwa upaya memperkuat jati diri dan sikap – pengembangan karakter harus menjadi dan karakter bangsa sesungguhnya merupakan fokus utama yang dapat menggunakan berbagai misi utama dan prioritas dalam keseluruhan upaya strategi/metode pendidikan karakter (Pemerintah pembangunan nasional. Hal ini dapat dipahami RI 2010, 30-31; Kemdiknas 2010, 26). mengingat upaya untuk mewujudkan kemakmuran Dalam kaitan ini, peran Islam dan pendidikan yang sebesar-besarnya bagi seluruh rakyat Indonesia agama Islam secara khusus penting untuk dikaji. tidak akan tercapai jika hal itu tidak ditopang Pendidikan agama Islam memiliki peran yang dengan keberadaan bangsa yang memiliki jati diri sangat penting dan strategis dalam menentukan arah dan karakter yang kuat. pembentukan dan pembangunan karakter bangsa Namun, ironisnya fenomena yang terjadi Indonesia bukan hanya karena Islam merupakan saat ini justru memperlihatkan rapuhnya jati diri agama yang dianut mayoritas bangsa Indonesia, dan karakter pada sebagian elemen masyarakat tetapi juga karena Islam, sebagaimana diyakini oleh Indonesia, baik di tingkat elite maupun massa. Hari pemeluknya, menyediakan sumber bagi nilai-nilai demi hari berbagai kasus korupsi yang melibatkan luhur universal, yang dapat menghasilkan kebaikan para pejabat, politisi, pelaku usaha, bahkan kalangan bukan hanya bagi pemeluknya, tetapi juga bagi akademisi terus menghiasai pemberitaan berbagai seluruh umat manusia. Kedamaian, toleransi, cinta media massa. Sementara itu di sisi masyarakat kasih, kejujuran, penghargaan dan kerjasama adalah umum, berbagai kasus konflik kekerasan, di antara sebagian nilai luhur yang terkandung intoleransi, kriminalitas, penyalahgunaan narkoba, dalam ajaran Islam. dan tawuran antar pelajar—untuk menyebut Meskipun Islam mengandung berbagai beberapa kasus—masih terus menghiasi kehidupan nilai luhur yang telah disebutkan, namun pada sosial masyarakat. kenyataannya nilai-nilai luhur tersebut masih Sebagai respon terhadap kondisi karakter belum tercermin dalam karakter dan perilaku bangsa yang masih sangat memprihatinkan tersebut, bangsa Indonesia, yang mayoritas adalah penganut pemerintah sendiri telah berupaya untuk mengambil agama Islam, seperti antara lain ditunjukkan inisiatif untuk memprioritaskan pembangunan dengan masih maraknya kasus korupsi, kekerasan, karakter bangsa. Inisiatif tersebut antara lain telah dan intoleransi atas nama agama. Sementara di sisi dirumuskan dalam bentuk Kebijakan Nasional lain, kesalehan ritual menjadi fenomena yang begitu Pembangunan Karakter Bangsa Tahun 2010-2025, kasat mata, dalam bentuk maraknya perayaan hari- yang disusun oleh berbagai pemangku kepentingan hari besar keagamaan, banyaknya jumlah jamaah yang melibatkan lembaga kementerian, lembaga yang berkunjung ke tempat ibadah, serta semakin nonkementerian maupun lembaga nonpemerintah banyaknya jumlah jamaah yang menunaikan (Pemerintah RI 2010). Pembangunan karakter ibadah haji ke tanah suci Makkah. Hal ini tentu bangsa melalui pendidikan penting dicermati lebih menimbulkan keprihatinan sekaligus pertanyaan jauh karena, seperti disebutkan dalam dokumen tentang sejauh mana efektivitas peran pendidikan kebijakan tersebut, pendidikan merupakan “tulang agama Islam dalam membentuk karakter dan punggung strategi pembentukan karakter bangsa” kepribadian bangsa Indonesia. Apakah keberhasilan (Pemerintah RI 2010, 29). Pentingnya pendidikan pendidikan agama Islam baru sebatas meningkatkan dalam pembangunan karakter bangsa sesungguhnya kesalehan ritual semata? sejalan dengan fungsi dan tujuan pendidikan Di tengah kondisi masih kontrasnya antara nasional (Pasal 3 UU No. 20 Tahun 2003). nilai-nilai ideal agama (Islam) dan perilaku Pada tingkat mikro, pendidikan karakter pemeluknya, sebagian elemen masyarakat berpusat pada satuan pendidikan, yang selanjutnya telah menggulirkan inisiatif untuk mendorong dibagi dalam empat pilar, yakni kegiatan belajar- pengembangan karakter bangsa dengan cara mengajar di kelas, kegiatan keseharian dalam mempromosikan proses pembelajaran berbasis nilai bentuk pengembangan budaya satuan pendidikan; di lembaga pendidikan, baik lembaga pendidikan 304 | Jurnal “Al-Qalam” Volume 21 Nomor 2 Desember 2015 umum, seperti sekolah dan perguruan tinggi, pelaksanaan program Pendidikan Menghidupkan maupun lembaga pendidikan berciri agama, seperti Nilai di Sekolah Madania, Parung, Bogor. Alasan madrasah dan pesantren. Inisiatif yang dikenal pemilihan kasus ialah karena Sekolah Madania dengan nama Pendidikan Menghidupkan Nilai adalah termasuk mitra dari lembaga pendidikan (Living Values Education) ini antara lain dilakukan berbentuk sekolah yang mengikuti program oleh Yayasan Wakaf Paramadina, Lembaga Studi ini, sementara di wilayah lain program ini lebih Agama dan Filsafat (LSAF), Pusat Kajian Agama banyak melibatkan mitra dari lembaga pendidikan dan Budaya (Puskadiabuma) UIN Yogyakarta, berbentuk pesantren. Di Sekolah Madania, Lembaga Kajian Islam dan Sosial (LKiS), dan implementasi program Pendidikan Menghidupkan Yayasan Matapena Yogyakarta. Nilai dalam kaitannya dengan PAI sebgai mata ajar Sejak 2009 hingga saat ini, program lebih dapat teramati. Pendidikan Menghidupkan Nilai yang dijalankan Permasalahan pokok yang hendak dijawab oleh sejumlah lembaga swadaya masyarakat dengan melalui penelitian ini ialah apakah program dukungan Yayasan Asia itu telah berlangsung di Pendidikan Menghidupkan Nilai dapat menyediakan berbagai sekolah dan pesantren di berbagai wilayah, contoh yang berguna bagi upaya pengembangan antara lain Kabupaten Rangkasbitung (Banten), Pendidikan Agama Islam sebagai instrumen utama Kabupaten Bogor, Garut, Cirebon (Jawa Barat), pendidikan karakter di lingkungan
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