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Proceeding of International Conference On Child-Friendly Education, Muhammadiyah Surakarta University, April 21st-22nd, 2018 A CASE STUDY OF THE IMPLEMENTATION OF THE ISLAMIC VALUES AT THE ISLAMIC KINDERGARTEN SCHOOL OF TARBIYATUL BANIN 28 Dwi Erna Susanti Universitas Muhammadiyah Surakarta [email protected] Abstract The globalization effect in this millennial year was resulted in complex influences of every aspect of peoples‟ life. For example, the growing of the technology particularly internet influence the children morality. In term of religious aspects, by knowing them, hopefully children are acknowledged and applied the proper attitude in life to gain their positive life. To transfer the religious knowledge aspects to the children, education are not leaved its‟ prominent support for the children. It therefore, this case study was aimed to carry out the implementation of the Islamic values for the children in the Indonesian Islamic Kindergarten School of Tarbiyatul Banin 28. The diary of the journal observation in the school was applied to collect the data along with the semi- structured interview with the teachers. The observation which included documenting the situation of school and teaching learning process were done in fourteen days. The data later analyzed and resulted in the categorical finding of the Islamic values which derived from the theory of Halstead (2007). They were called as akhlaq implementation, adab implementation, and good Moslem character implementation. Those finding served the implication in Islamic teaching for Moslem children. The Islamic values were the prevention for the children in facing their adolescence stage in their future. School for children along with the systems was not only built to facilitate the students‟ scientific intelligence but also built to develop the students‟ spiritual intelligence. Keywords: case study, islamic values, islamic kindergarten school INTRODUCTION forbidden in Al-Quran (QS. Al-Hujurat(49): 11). Children at the primary level are imagined as white papers which are clean. People faced the “O, you who have believed, let not a people paper can write everything on the white paper. In ridicule (another) people; perhaps they may be easy thinking, people near the children are the better than them; nor let woman ridicule external factors that highly influence the children‟s (other) women; perhaps they may be better than them. And do not insult one another and character. The children have the good or bad do not call each other by (offensive) attitudes are caused by the concepts that they nicknames. Wretched is the name of receive from people near them. One of them is disobedience after (one's) faith. And whoever included the teachers who spread the concept in the does not repent - then it is those who are the school institution in which children engaged in it. wrongdoers”. (QS. Al-Hujurat(49): 11) Related to the children misconception of knowledge, it later resulted into children bad In short, the people face the children whom attitude. The more bad attitudes later serve at they need prevention from the bad actions can extremely fact called as crime case. Moreover, it share the religious concept. Parents undeniably can be said that the children crime case in play their pivotal roles for it because they are the Indonesia cannot be called as „not existed case‟. first educator for their children start from their Thus, it is need such kind of prevention solution children was born. In fact, based on the little especially from everybody near the children. interview with Indonesian parents of children in People near the children take the prevention by kindergarten school of Tarbiyatul Banin 28, they enhancing the values of religiosity. commonly proposed that they put their beliefs that Start from a simple case such as in the their children hopefully obtain knowledge, bullying action in the form of bad word to other, experience and good character from the teacher. the religious aspect particularly Islam rule puts its‟ There is also simple assumption that most of role as providing the concept of how those act was Indonesian children are usually spend most of the 402 Dwi Erna Susanti ISSN: 2503-5185 time in two places, at home to sleep and at school there are three concepts of Islamic education which to study in Monday through Saturday. That is why derived as ta‟lim (socialization), tarbiyyah education in school plays its prominent role to (individuation) and ta‟dib (good action). Ta'lim build the students‟ positive knowledge, experience means being taught how to adhere to their faith; and character. especially those principles associated with being To add more, there is an Indonesian good person and what it means to serve God regulation which mentioned the aim of shaping the (Ibadah). Ta'lim aimed to introduce people to an readiness of the children physically and spiritually inherited body of knowledge. The second is in school. tarbiyyah which means individuation or inviting Muslim to be critical of their learning. It involves “Early childhood education is an effort some action such as tafakkur (contemplation), coaching directed to the child from birth age tadabbur (critical reflection), fahm (rational up to the age of 6 (six) years through the understanding) and aql (intelectual inquiry). The provision of educational stimuli in order to third is adab which is defined as the appropriate helps the growth and development physical and spiritual aspects so that children have use of knowledge ('ilm), reason (nutq), intellect readiness to enter the further education.” (aql), and heart (qalb) to perform amal of justice (Peraturan Pemerintah, Bagian ke 3, No.17 ('adl) (Waghid, 2010). tahun 2010 tentang penyelenggaraan In particular, to arrived at those concept, the pendidikan) three Islamic values to teach moral education need to be acquired (Halstead, 2007). Surely, the readiness of the children 1. The first is called as akhlaq. It means the physically and spiritually can be supported by the obligation, duties, and responsibilities set out in teacher in the school. In Islam perspectives, teacher the shariah (Islamic law) and in Islamic acts as murabbi who serves good example to the teaching. Yusuf Al-Qardawi classified akhlaq students in the Islamic education field (Hussien, into six categories: akhlaq toward self, akhlaq 2009). Seen from this term, Islamic values are toward family, akhlaq toward society, akhlaq offered as the bridge to make it receivable. The toward the animal world, akhlaq toward the teachers need the knowledge of the Islamic values physical environment, and akhlaq toward the to be shared with the children. By being murabbi creator (God). the students will take the good copy of Moslem 2. The second is adab. It refers to the values and character because students imitate the teacher. manners associated with good upbringing. Al-Ghazali views education as a technique Adab al Islam means the good manner, or skill that he places great emphasis on teaching morality, and values. That is why Adab comes method and on the teacher-student relationship. He back to the same word of ta'dib, which emphasizes differentiation, neither holding back principally to the process of learning a sound able and well-motivated children for the sake of basis for social behaviour within the community their classmates, nor trying to place demands on and society at large. children that exceed their capacities. He also 3. The last is qualities of character possessed by a suggests the differentiated education for boys and good Muslim, following the example of the girls. Teaching younger children should not be Prophet Muhammad PBUH. Haneef as noted by abstract but should be linked to concrete situation. Halstead (2007) lists the Islamic virtues based Then he arrived at the priority of the on the life of the Prophet Muhammad such as: religious learning. He interpreted that the Islamic sincerity, responsibility, integrity, honesty, learning has a developmental approach, in which truthfulness, keeping of commitment, younger children are encouraged to memorize the discipline, self-control, humility, patience, Qur'an and learn the fundamentals of the faith and endurance, courage, thankfulness, of moral behavior. Al-Ghazali also points out that charitableness, generosity, hospitality, if educators are to have maximum impact on moral lovingness, etc. Those are come from the iman development, they need to be aware of how (consciousness of God in everything), Islam children's interest and motivation change over (surrender to the divine will), taqwa (fear of time. Children want to be amused and enjoy games God and vigilance against going astray), and and practical activities (Alavi, 2010) ihsan (acting out of love for God and spiritual Before arrived at the part of Islamic values, awareness of his presence) 403 Proceeding of International Conference On Child-Friendly Education, Muhammadiyah Surakarta University, April 21st-22nd, 2018 In Indonesia country, the number of towards society, and Akhlaq toward the physical institution of Islamic education are raising year by environment. year including the number of Islamic kindergarten. The fact seems positive, but the descriptive view 1.1. Akhlaq towards Teacher: Hand Kissing on the implementation of Islamic values is needed. There was everyday routinity done by the It therefore, the study is tried to describe one of students before entering the class and after execution of the Islamic values in one of finishing the learning process in the class. It was kindergarten in Indonesia. This study want to called as hand kissing. Hand kissing were evaluate whether the values developed in the commonly known as Arab and Indian cultures in school are in accordance with the concept of the which Arab was known as the country where the education that is considered as truly Islamic or not. majority of the people lived there are Moslem. Before the students came to the class they METHOD were kissing the teachers‟ hand one by one.

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