Values Education in Philosophic Perspective
Chairul Anwar*
*Universitas Islam Negeri Raden Intan,
Lampung, Indonesia. E-mail:[email protected]
Jln.Letnan Kolonel H. Endro Suratmin,
Sukarame, Kota Bandar Lampung, Lampung 35131.
Abstract Affective aspect is one of the aspects of education which still needs
elaboration and enrichment. In the world of education, affective aspect is
also known as values education. Values are treated as references and
foundations for decision-making in terms of morality, judging the right and
wrong, and also good or bad. Through valuation, various problems of
education can be comprehended, not just being known, but also can be
elaborated about its purposes and benefits. This is the role of philosophic
value, or the theory of values (axiology) in philosophy. Values education
are utilized to quantify whether the process of education all this time has a
direct benefits and usefulness for students, and also to what extent the
values can bring the better alteration for the present and future education.
Key Words:The values, values education, philosophy.
International Journal of Pure and Applied MathematicsVolume 119 No. 18 2018, 999-1010ISSN: 1314-3395 (on-line version)url: http://www.acadpubl.eu/hub/Special Issue http://www.acadpubl.eu/hub/
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1. Introduction
Recently, education is often considered as an institution which can produce a
clever, wise and prudent human being.1 In line with the function of Indonesian
constitution,No. 20 year 2003 about national education system which has
functions of developing the ability and shaping the character also dignify nation
civilization in order toclever the nation live.2In fact, educational institutions
have not fully guide someone to become wise in making decisions. Questions
and problems about the contribution of education to the national ethical
refinement are often caused people to find it miserable. They start to presume
that there is something wrong in our educational world all this time.
Nevertheless, on what so-called wrong or incorrect, each person conceivably
has a different method to identification.3
Neurologist Donald B. Calne had identified one of the causes. He stated that the
world of education has already put rationality above the others and put away
spirituality as unreasonable and unscientific. Although modern human still
believes in science methods, a widespread disappointment has been emergedin
terms of knowledge and modern technology utilization followed by the loss of
confidence in science as a problem solver for human‟s problems. This is
because modern era has caused self-alienation to humanity.
As a result, mass crises happened all over the world. Two of the most realistic
crises are moral and character crisis. The openess on globalization is important
to keep personal self morality on children based on religion, it is because the
chosen morality is also effet on the personal influence that can caused on the
personal principal strength to choose and decide what‟s good or not, suitable or
unsuitable for the sake of his own good.4
The nation with the strong character will be able to exist and compete on global
world. On the other hand, the nation that face character crisis will be rolled over
by the world change, eventually, it will be a losercountry on global
competition.5Both of them are connected and related to each other. However,
there is an argument which states that the recent moral crisis is actually
originated from character crisis.The crisis is indicated by the increasing number
of violence, impoliteness and intolerance.6
The root problem of scientific perspective is, the occurrence of knowledge
desecration during 20th
century. These occur because modern humans were over
emphasized the rational knowledge and materialistic.7The root and the essence
1Diani, “Pengaruh Pendekatan Saintifik Berbantukan LKS Terhadap Hasil Belajar Fisika Peserta Didik Kelas XI SMA Perintis 1 Bandar Lampung.” 2Republik Indonesia, “Sistem Pendidikan Nasional.” 3Wekke and Hamid, “Technology on Language Teaching and Learning: A Research on Indonesian Pesantren.” 4Muthohar, “Antisipasi Degradasi Moral Di Era Global.” 5Sidi and Sidi, “Krisis Karakter the Crisis of Characters.” 6A, &, and A, Tasawuf Dan Krisis. 7Nilyati, “„Peranan Tasawuf Dalam Kehidupan Modern.‟”
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of knowledge are constantly separated from sanctity.
Azyurmardi Azra observed the phenomenon of modern human‟s yearning to
religious values which is reflected in the resurgence of the world religion issue.
After a long period of marginalization from public discourse as a result of
secularism processes, religious values are starting to emerge to the surface.
Plenty young people, particularly from the West, who come to the East to seek
for the values which can be solver for their daily life problems. Some of them
followed a particular religion, and the others only took the mystic and esoteric
values.
Reorientation of Education is urgently needed.8 One of the trait which is the
most adherents in the world of education among the others is the dynamic
nature. Education is a territory which requiring a constant change and updates
along with the times. This dynamic nature is able to guide the world of
education to be progressive and always make good adjustments in political,
social, cultural and economic contexts.
In a particular era, an educational aspect which emphasizes the logical ability is
heavily needed for speeding up the advancement and amendment direction.9
Cognitive ability or intellectual quotient is very contextual for an era that
requires academic achievement to equilibrate the other advanced nations‟
achievement. The accentuation of cognitive aspect has occurred protractedly in
national‟s policy towards the direction and target of education. Thus, almost
every knowledge are using cognitive aspect.
As time goes by, however, the singular accentuation of cognitive aspect become
lame, and the orientation of education are only dwell to the academic scores and
intellectual quotient,therefore the other aspects which are related to emotion and
spirituality become abandoned.10
Because of that, the equality of those aspects is
needed in order to create a beneficial world of education. Then the affective
aspect or values aspect is introduced as a counterbalance of cognitive aspect.
One of the direct implementation of this affective aspect is the encouragement
of values education at schools in the past decades.11
The aspect will be analyzed
and concerned in this article, without marginalizing cognitive aspect. The most
ideal level is the equality of three basic aspects of education, namely cognitive,
affective and metric aspect.
8Hadi, Wekke, and Cahaya, “Entrepreneurship and Education: Creating Business Awareness for Students in East Java Indonesia.” 9Saregar, “Pembelajaran Pengantar Fisika Kuantum Dengan Memanfaatkan Media Phet Simulation Dan Lkm
Melalui Pendekatan Saintifik : Dampak Pada Minat Dan Penguasaan Konsep Mahasiswa.” 10Saregar, Diani, and Kholid, “Efektivitas Penerapan Model Pembelajaran ATI ( Aptitude Treatment Interaction )
Dan Model Pembelajaran TAI ( Team Assisted Individualy ) : Dampak Terhadap Hasil Belajar Fisika Siswa.” 11Zuchdi et al., “Pengembangan Model Pendidikan Karakter Terintegrasi Dalam Pembelajaran Bidang Studi Sekolah Dasar”; Mulyatiningsih, “The Analysis of Character Education Models for Children, Adolescents and
Adults”; Ainiah, “Pembentukan Karakter Melalui Pendidikan Agama Islam”; Afandi, “Integrasi Pendidikan
Karakter Dalam Pembelajaran IPS Di Sekolah Dasar”; Yunus, “Upaya Guru Membentuk Karakter Bangsa Pada Anak Usia Dini Melalui Proses Pembelajaran Di Yayasan Raudatul Athfal (RA) Fathun Qarib.”
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2. Research Conducting Method
This study uses literature review design, with data sources obtained through
them: books, journals, and research reports.
3. Findings/Discussion
A branch of Philosophy which have a more concern of valuation is called value
theory or axiology. This kind of theory is critically presents the benefits of
knowledge for human.12
The theory is not only dwelled to “know” aspect, but
goes far to “benefit” aspect. In other words, values philosophy or values theory
is basically practical.
Sidi Gazalba nicely exemplifies how are the issues of values in philosophy. He
said that a philosopher can separate him or herself from society, lock him or
herself down in their room with piles of books where he or she thinking and
studying. However, along with values theory we are facing practical issues. He
brought us to the middle of living and acting society. Here the values theory
must be connected with people that interacting in society.
On that context, values issue is not a knowledge issue but philosophy issue.
Values philosophy is not only about the definition of values, but also
internalizing and shaping a set of values for students as a provision to enter the
social life. If the measurement of everything is located to its values, then values
problem is crucial and urgent for community life.
Values aspect is so important that Thomas Lickona (Professor of Education at
New York State University and senior researcher of character education), put
the value aspect in the first chapter of his book. Lickona started to propose a
simple yet challenging question, where these days‟ values problem is still
marginalized from the education policy formulation in several countries:
“Should school give the education about values?”.13
Lickona indeed has a strong argument why the discussion about values has to be
placed in the very beginning chapter. He assertively answered “yes” to the
question he created after observing a friction of educational paradigm,
particularly in the context of advanced country such as The United States of
America, which is neutral towards values education. He found the situation
where children who are intellectually clever, but ill-mannered and violent.
The circumstance that was observed by Lickona is actually the same with
Indonesia in the past two decades. Indonesia was faced with moral, character
and spiritual crisis, which have along implication to the hedonism, violence,
drug abuse, corruption and radicalism. Ironically, those despicable acts are
12A, “Filsafat Umum: Akal Dan Hati Sejak Thales Sampai Chapra Ke-7.” 13Lickona, Mendidik Untuk Membentuk Karakter, Bagaimana Sekolah Dapat Memberikan Pendidikan Tentang Sikap Hormat Dan Tanggung Jawab.
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committed by school students.
The most prominent scene in these days is school brawl for trivial causes. Some
of the students are uncontrollably commit violence to their teachers. In
Indonesia, in this year, there was a lecturer stabbed by her student at North
Sumatra Muhammadiyah University (UMSU). Furthermore, a student at Senior
High School 3 Jakarta bullied and died by his seniors.
There are many criminal cases that occur in some territories of Indonesia. It can
be concluded that there is morality crisis which caused by the lack of education
values on school,14
in the middle of the brunt of modernization which
contributed on students‟ mental degradation in this country. With the absence of
serious values education at school, many students do not have a proper
reference of value therefore they easily violate norms and laws. The level of
disciplineof studentsin traffic is still very low, and the awareness of behaving
properly is thinning.
Here is the urgency of values education aspect needs to be strengthened. It is
because, values are a philosophy or a way of life in action and make a decision
about a problem which involving a society.15
Values also can be treated as a set
of belief or feeling that is believed as an identity which give a special feature to
the way of thinking, feeling and acting. For that reason, system of value can be
a general standard, which is believed and absorbed into the object of belief,
sentiment to the God.
In other words, value attaches the other object and become the other part of the
identity of that particular object. The material and abstract form in this world
cannot be separated from the value. It gives a definition, identity and indication
from every concrete or abstract item. Values are abstract and ideal. It is not a
concrete object nor facts or lies. It is only the matter of true and false which
requires empirical evidence.
On that kind of comprehensible context, then surely that the school redo the
values cultivation to the students. Values cultivation is an action, behavior or a
process of embedding a type of belief in the scope of belief system where a
person act or avoid and act, or about a proper and improper deed.16
Values philosophy in education is closely related to the affective domain of
education.17
Education in Indonesia all this time is considered as failed because
the practice of education is only concern about the cognitive,18
globally the
14Thoha, Kapita Selekta Pendidikan Islam. 15Kosoema, Pendidikan Karakter: Strategi Mendidik Anak Di Zaman Global. 16Thoha, Kapita Selekta Pendidikan Islam. 17Grootenboer and Marshman, “Mathematics, Affect and Learning.” 18Haryadi, “Melatih Kecerdasan Kognitif, Afektif, Dan Psikomotorik Anak Sekolah Dasar Melalui Perancangan Game Simulas.”
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education must be balanced among cognitive, affective and psycomotorics.19
From those three aspects the affective aspect is one who get less of
attention.20
one of the aspect is religion values which implemented on religion
side.21
Religion values is important but sometimes are taking for
granted,22
aspect from growing awareness of religious values and neglected
affective aspect fostering and the determination of implementing religious
values. As a result, a discrepancy is occurred between knowledge and
experience, between process and praxis in religious life.23
Besides that, religious
educational activities are often secluded and have a less interaction with the
other educational activities. This kind of method is less effective for the purpose
of a complex values comprehension. Therefore, religious teachers are supposed
to work together with the other lesson teachers in their daily work.24
Nowadays, religious education weaknesses at school is also recognized.
According to him, religious education is more concentrated to theoretical
religious issues which are cognitive and less concern about how to change
religious cognitive knowledge to “meaning and values” that is internalized by
students through various methods.25
Ironically, the process of learning at schools in Indonesia is still emphasizing
cognitive aspect achievement. On the other hand, the specific affective learning
method seems to be neglected. In other words, the relatively developed and
become the main learning objects are cognitive and psychometric aspect
development, which are reflected by the amount of lesson hour at school.
This means the development of those aspects have to be undertaken by students
as long as the lesson hours are more than affective aspect development. In fact,
affective aspect empirically and conceptually holds the key role towards life
peace and life principle.
Because of the lack of affective aspect implementation in Indonesian
educational institutions, over the past few years moral and character crisis is
emerging. Furthermore, according to researches, the degradation of moral and
character values for the time being has become critical in Indonesia. The
problems faced by the society these days is not fully caused by the
abandonment of religious dimension in education.26
It can be caused by various
19Blair, “Balanced Reflection as a Means of Practitioner Development in the Post‐ compulsory Education and
Training Sector”; Sönmez, “Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model.” 20Darmadji, “Urgensi Ranah Afektif Dalam Evaluasi Pendidikan Agama Islam Di Perguruan Tinggi Umum”; Haryadi, “Melatih Kecerdasan Kognitif, Afektif, Dan Psikomotorik Anak Sekolah Dasar Melalui Perancangan
Game Simulas.” 21Khuriyah, “Pengembangan Instrumen Evaluasi Afektif Untuk Pendidikan Agama Islam”; Darmadji, “Urgensi Ranah Afektif Dalam Evaluasi Pendidikan Agama Islam Di Perguruan Tinggi Umum.” 22Elihami, “The Challenge of Religious Education in Indonesia Multiculturalism.” 23Darmadji, “Ranah Afektif Dalam Evaluasi Pendidikan Agama Islam , Penting Tapi Sering Terabaikan.” 24Buchari, “Proses Dan Fungsi Pendidikan Agama Islam Dan Kurikulum Perguruan Tinggi Umum.” 25Widodo, “Menerapkan Metode Cooperative Learning Dalam Pembelajaran Pendidikan Agama Islam”; Elihami,
“The Challenge of Religious Education in Indonesia Multiculturalism.” 26Hidayat, “Peran Dan Tantangan Pendidikan Agama Islam Di Era Global.”
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challenges and problems in modern life which is rough and complex hence
needed an alternative answer. Social life dynamics is delicate and full of
challenges. The globalization process has contributed to spiritual crisis that
starting to endanger religious life fundamentals. Indonesia,must be ready to face
the development globalization, by strengthen religion values, self correctness,
and increasing nation morality through education.
Based on those basic problems, educational world is supposed to involve
students to re-evaluate religious values they believe and internalization of noble
values. Speaking about values is speaking about the slide of learning model
implemented in Indonesia all this time. Mulyasa said that our educational
orientation, including Islamic education, always focused on cognitive domain,
so that it is common if teacher and student‟s character issues are neglected.27
For that reason, the most important aspect to be concerned at Indonesian
schools is affective aspect, with focusing on values learning. We know that
value is a price, that means that it can be a reference or measurement of an
object or person.
In order to develop educational affective values, as a counterbalance to
cognitive values, a breakthrough is needed. One of the solution is strengthen the
values education. Because of that, educational paradigm in Indonesia needs to
be altered with not only emphasize to intellectual education but also has to have
an eye for values education.28
The values learning process is one of the three process that contribute in
personal character alteration, which can make students become independent
individuals, namely: (1) Compliance. This means that an individual compliance
when receiving influences from another person or groups because there is an
expectation to have a positive feedback. (2) Identification. When a person
mimics a character or behavior of someone because of the behavior suits on
what he or she treated as a relationship which can be going well between a
person and the other person. And (3) Internalization. When someone accepts the
influences and willing to act following the influence because that behavior is
relevant to expectation and can be trusted.
Values can be comprehended as an attached essence to the crucial object of
human‟s life. The essence does not mean that before it needed by the human.
That essential meaning is increased along with the escalation of comprehension
of human.29
The question is: what are value aspects in Islam education which
has to be comprehended and internalized by school principals, teachers, school
employees and students?
27Mulyasa, Pengembangan Dan Implementasi Kurikulum 2013. 28Mudlofir, “Pendidikan Karakter: Konsep Dan Aktualisasinya.” 29Lubis, Evaluasi Pendidikan Nilai.
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Ideally and theoretically, surely the answer is many, as many as the amount of
classification of values itself. Firstly, based on human‟s spiritual ability, values
can be separated into two groups; (a) static values (cognition, emotion and
psychomotor)and (b) dynamic values or ability (motive, affiliation, power and
achievement). Secondly, based human‟s cultural approach, values consisted of
seven categories: (a) science value, (b) economic value, (c) beauty value, (d)
political value, (e) religious value, (f) family value and (g) physical value.
Thirdly, based on its source, values are separated into two, namely (a) divine
value and (b) human value.
Divine value is originated from religion (the revelation from Allah), while
human value is created by individuals based on criteria from human. Fourthly,
based on the scope and applicability, values can be divided to universal values
and local values. However, not all of divine value is universal as well as there is
universality in human value. Based on the applicability of time, values can be
divided to (a) eternal values, (b) tidal values, (c) temporal values. Fifthly, based
on its nature, values can be divided to (a) intrinsic values and (b) instrumental
values. Intrinsic values are universal and eternal, while instrumental values can
be local, tidal or temporal.30
From the comprehension above, it can be understood that religion-related values
are the impetus of someone‟s life, which gives meaning to his or her daily life.
It is what makes the values relevant, easy to understand and internalized to all
school elements, from school principal, teachers, school employees and
students.
In Islamic education, there are values of conscience and values of giving.
Values of conscience is a value which existed in human‟s self and developed to
habit31
and our way to treat the other people. For instance, honesty, bravery,
peace, self-esteem, potency, and discipline are belonging to values of
conscience. On the other hand, values of giving are a practical and given values
that can be received afterwards. Loyalty, trust, respect, just and love are
belonging to values of giving. In this case, values have to be the core of
education itself.
Based on the constructions below, religious values are one of the existing values
and it can be the essence of individual character building. Religious values keep
their followers so that they avoid badness, as the definition of religion itself.
4. Conclusion
Observing the urgency of overcoming the problems in the aspect of values, the
main agenda for the educational institutions nowadays is to make sure that
values education has to be the main idea for our national education
development. Without involving values education into development agenda,
30Lubis. 31Mudlofir, “Pendidikan Karakter: Konsep Dan Aktualisasinya.”
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negative feedbacks for learning process sustainability at school would emerge.
It is because values matter is a philosophic matter, which requires good habit
and character that are needed by Indonesia, which is encountering moral and
character degradation.
Values education is a norm establishment that becomes a common guidance
between students and teachers in implementing learning process at school and
plural society. This education agenda is synergic with the Indonesians‟ need for
peace, law enforcement and responsibility in every life aspects. Through the
values, not only a deep inner appreciation can be obtained but also the equality
and synergy of educational policy. The implementation of values education
cannot be postponed if Indonesia wants to be free from various moral and
character problems. These issues would not be tackled well with only
emphasizing academic achievement and students‟ cognitive, but also needs to
be strengthen with proper basic values.
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