JTUS, Volume 2 No. 12 December 2024 648

JTUS, Vol. 02, No. 12 December 2024

E-ISSN: 2984-7435, P-ISSN: 2984-7427

DOI: https://doi.org/10.58631/jtus.v2i12.133

The Influence of Islamic Character Education in

Extracurricular Activities on Strengthening

Students' Mental and Moral Aspects

INTRODUCTION

The impact of globalization is significant across the globe, particularly in Indonesia. Both

impact manifests in phenomena such as acts of violence and persecution among school peers (D.

I. Sekolah, 2017). Many people are suffering from mental illnesses, and the current prevalence is

on the rise. Referring to the results of the Household Health Survey (SK-RT) conducted in 1995 by

the Research and Development Agency of the Ministry of Health, Republic of Indonesia, it is

estimated that 264 out of every 1000 family members experience such health conditions. This

phenomenon consistently graces electronic and print media every day. Individuality and human

character are embedded within the soul. Therefore, efforts and considerations for mental health

should be placed in the context of developing constructive human behavior and character patterns

(Surakarta, 2016). However, it is not only the issue of mental health; problems related to religion,

morality, ethics, and traditional culture also contribute to fundamental uncertainties in the fields

norms or customs in daily life. The terms 'values' and 'morality' are frequently intertwined, giving

rise to a novel concept imbued with fresh significance (Setyawan, 2019).

The quality of human life continues to evolve in line with the evolution of social and cultural

systems, economic systems, and advancements in science and technology. Education aims to

stimulate individual potential growth to adopt critical thinking, moral principles, and beliefs that

reflect the values inherited from their environment. It is also aimed at guiding this evolution

towards adaptation that aligns with the present and future needs. A sign of a strong nation is the

presence of a solid character rooted in the cultural heritage learned from its society (Hidayat,

2020).

The principles of local wisdom do not hinder progress in the global era; instead, they become

middle school, and higher Education, including colleges, universities, or internship programs. The

educational process can occur through various means, including formal, informal, and non-formal

methods (Komara, 2021). Agus Wibowo conveyed that educational institutions are crucial in

guiding the next generation to behave courteously and positively by societal norms. This is aimed

at producing individuals with characters aligned with collective expectations. Therefore, child

According to the statement by Maryati Solihah, a Commissioner of the Indonesian Child

Protection Commission (KPAI) responsible for Trafficking and Child Exploitation, KPAI has recorded

1,717 cases that occurred from the beginning of the year until April 30, 2020, including 27 cases

of human trafficking and exploitation crimes. The report illustrates the high behavioral deviations

among the younger generation as a negative consequence of globalization (Susanti et al., 2020).

Character encompasses the ethical principles guiding human conduct towards spirituality,

self-awareness, interpersonal relations, environment, and patriotism. These principles are reflected

in one's thoughts, attitudes, emotions, expressions, and behaviors, shaped by religious doctrines,

legal standards, social etiquette, cultural norms, and traditions (Fu’ad, 2017). Character formation

holds significant importance in all phases of life, from childhood to adulthood. It is crucial to

sometimes occur unconsciously. Labeling serves as a definition that, when attributed to an

individual, may influence them to conform to that label (Fitriyyah, 2017). Creasy defines character

education as a process that fosters the growth and development of learners with critical thinking

skills, steadfast adherence to moral principles, and the courage to act according to actual values

despite facing various challenges. In this context, character education is not just about transferring

knowledge regarding positive values but also about how these values can be internalized and

manifested in all aspects of an individual's thoughts and actions (Kemendiknas, 2017).

Character education is a series of organized and systematically planned actions to instill

behavioral values in learners. It encompasses aspects of the Almighty, oneself, fellow humans, the

environment, and the nation. Its manifestations are evident in thought patterns, attitudes,

adequate level of intelligence (Mayadiana, 2023). Character education is a learning process aimed

at shaping good morality in children by considering the aspects of knowledge (cognitive),

emotions (feelings), and behavior (actions). All three factors contribute to strengthening the child's

character. Through this Education, children are encouraged to develop their intellectual,

emotional, and spiritual intelligence. Character education is considered a factor shaping the

education sector must develop a concept of character education that encompasses various moral

values to be instilled in learners. However, these values, which include aspects of religion, honor,

morality, humanity, and social values, are often overlooked as they are challenging to measure

directly, and their indirect impact may take time to feel in the current context.

Many school graduates possess extensive and outstanding knowledge and can rapidly

answer questions across various subjects. However, they need to demonstrate intelligence

alongside good character. Conversely, Education aims to develop individuals with character and

compassionate humanity. This event occurred due to the inadequate implementation of character

education in the school environment. In contemporary times, moral Education has become a

global social phenomenon. Neglect of moral Education in Indonesia has implications for the

moral aspects, when interacting within society (Rubini, 2019). Thus, there is a tendency. This

indicates the emergence of signs of students' reluctance to participate in class activities or

academic affairs. Many students still prioritize their studies over recreational and co-curricular

activities. The reasons include laziness, disturbance during studying, wasting time, or being

deemed unproductive.

Additionally, many student activities do not improve personal growtht. However, Education

encompasses more than just what is taught in schools; it also includes various topics that can

enhance the next generation's ability to address multiple issues in the modern world (E. D. I.

Sekolah, 2017). Based on the above background, the purpose of this study is to identify the role

of character education through extracurricular activities in improving students' mental and moral

student character, and for parents to understand the role of the school environment in shaping

children's morals. For students, this research is expected to help build strong, religious, and

adaptive characters to the challenges of globalization.

METHOD

environment, encompassing character education values. Therefore, this research focuses on

human attitudes and behaviors to achieve this target. The study utilizes a qualitative approach,

explicitly employing a case study method. The case study method involves an in-depth analysis of

one or several specific cases to understand the context comprehensively. This process includes

collecting qualitative data, such as interviews, observations, and document analysis, to obtain

detailed information.

Case study research provides a holistic understanding of a topic. The results of case study

research often have direct relevance to practical contexts, making them valuable for decision-

making in specific fields. Case study research can help identify and analyze cause-and-effect

relationships in complex situations. Applying the case study method, this research aims to

RESULT AND DISCUSSION

Islamic character education at MI Hidayatul Mukhlisin has a substantial impact on the

progress of students in school. Some potential positive effects that may arise from Islamic

character education through extracurricular activities are as follows:

Hidayatul Mukhlisin, an Islamic character education approach focuses on improving the quality

of morality and ethics per Islamic principles. This can guide the students of MI Hidayatul

Mukhlisin to develop honest, fair, patient, and responsible characters, as reflected in the

implementation of the Scout's Ten Scout Laws, which is an integral part of their extracurricular

established. For example, the attitude of never complaining and always being grateful in every

situation during implementing these activities.

character education. Students participating in extracurricular activities are ensured to be

assistance, and show compassion towards all things.

impacts behavior in the professional environment. For instance, consistently demonstrating

honesty and responsibility when engaging in extracurricular and everyday activities.

are equipped with mental and spiritual resilience. This can assist them in facing various life

challenges with a steadfast and optimistic attitude.

It needs to be emphasized that the implications of this Islamic character education

significantly impact extracurricular activities. This includes implementing educational programs,

support from the surrounding environment, and students' commitment to applying the values

Figure 3. Ice Breaking with Scout Claps

Character Education

Understanding Character Education

children are expected to serve as examples, learn, provide guidance, enhance ethics and morals,

and explore knowledge for each individual (Annisa, 2022). In a simple and general sense,

Education can be interpreted as human efforts to advance and cultivate physical and spiritual

potential by the values and norms prevailing in society (Yayan Alpian, M.pd., Sri Wulan Anggraeni,

M.pd., Unika Wiharti., 2019) Education is an action that transforms and defines human life, both

for educators and learners (Suryani, 2017). According to Hasan Langgulung, Islamic Education

reflects a method for the younger generation to fulfill their responsibilities, imbue knowledge, and

instill Islamic values that align with the roles and functions of humans. It involves promoting

virtuous deeds in this world and reaping the rewards in the hereafter, serving as a preparatory

process to attain them. According to Dr. Ahmad D. Marimba, Islamic Education teaches physical

reflects that Education can enhance an individual's economic value and productivity (Rahmah,

n.d.).

While referring to the origin of the word, the term education corresponds with "education"

in English, as well as with "Arabiya," "al-ta'lîm," "al-ta'dîb," and "al-riyādah" in Arabic. Although

each of these phrases has a different meaning due to variations in text structure and sentence

context, there is a similarity in meaning in some aspects (Maksum, Ali Ag, M Si, 2013).

The concept of Education, in simple terms, refers to transforming the attitudes and

behaviors of individuals or groups to advance human maturity through learning and practice. In

the context of terminology, Muhammad Athiyah al-Abrasyi explains that Education (tarbiyah) can

be interpreted as an effort to prepare individuals to face a better life, achieve happiness, have a

is considered a highly essential requirement for living by the will of Allah (Ngatiman & Ibrahim,

2018).

Terminologically, Education can be explained as the intentional effort of adults to guide

learners to develop into mature individuals (Ramayulis, n.d.). Another aspect of the concept of

achieve their life goals more effectively and efficiently.

As mentioned, the definition of Islamic Education is similar to the concept conveyed by

Zuhaiini and colleagues. It is an initiative aimed at shaping the character of learners by Islamic

principles, including the development of mindset, decision-making, and behavior aligned with

Islamic teachings (Al-Thiqah Vol. 5, No. 1 April 2022 31, 2022). According to Ramayulis, Islamic

Education is an educational process that focuses on developing morals or personality (Ramayulis,

n.d.).

The Islamic education system is carefully designed to provide profound Education to

learners, ensuring that their attitudes, actions, and approaches to various knowledge are strongly

influenced by spiritual values and have a high awareness of Islamic ethics (Duryat, 2021). Islamic

in everyday life and reflect behavior by Islamic Sharia (Khamdani, 2014).

Education refers to a systematic process or effort to transfer knowledge, skills, values, and

norms to individuals or groups through various methods such as teaching, training, discussions,

and experiences. Education is the imparting of information and the development of human

potential. This includes the individual's intellectual, emotional, social, and physical development.

Islamic Education integrates intellectual and moral development through extracurricular

activities, fostering mental well-being by combining academic knowledge with religious and

ethical teachings. Rooted in the Quran and Hadith, it emphasizes moral and spiritual values as

core elements of Education, contributing significantly to character building and addressing mental

health issues. In Indonesia, the challenge lies in holistically imparting Islamic values to learners,

philosophical values inherent in the philosophy of Islamic Education. Quraish Shihab argues that

the mission of Islamic Education is to advance individuals, both personally and collectively, to fulfill

their roles as servants and stewards contributing to the development of the world by the concepts

established by Allah (Nabila, 2021). The mission of Islamic Education is to educate individuals with

faith. These shape characters are devout, and provide Preparation for them to play a role as Allah's

an individual's development, starting from the prenatal stage through birth and into adulthood

(Rini, 2013).

From an Islamic perspective, the objective of character education is the realization of

learners who exhibit religious qualities, honesty, courage, concern for others, and responsibility.

Essentially, these objectives reflect values that serve as triggers and provide clear significance and

validation for an action (Farhani, 2019).

On the other hand, E. Mulyasa elaborates that the purpose of character education is to

enhance the quality of the educational process and its outcomes by focusing on the

comprehensive, integrated, and balanced formation of positive character and morals in learners

based on the competency standards of each educational institution. This aims to achieve the

Islamic Character Education

According to Aan Hasana, it is stated that character education is a method for continuously

developing quality traits, and the principles of character education are derived from cultural values

that align with the philosophical values embraced by the community, namely, emphasizing that it

refers to religious values. Attention is given to students' personal lives, school, and social

environment (Farmawaty, 2021). Based on the conceptual variations between the interpretations

of Education and character, a simple definition of character education can be explained as an

intentional effort carried out by an individual or a group of people (educators) to instill character

values in others. Through this guidance, awareness is provided to students to understand, think,

and act morally in various situations. (Muhammad Riza, 2016). According to (Chowdhury, 2018),

education as a comprehensive educational process that integrates moral and social dimensions

into the lives of learners, thereby producing quality education based on principles of truth that

can be undertaken independently and acknowledged. Character education emphasizes that the

support extracurricular activities, encouraging active student participation, which is expected to

positively impact their academic achievement (Ma’rifataini, 2018).

outside the core curriculum and counseling services to support students' development according

to their needs, potentials, talents, and interests. These activities are organized by educators or

educational staff who are qualified and authorized in the school. These extracurricular programs

are scheduled outside of class hours to fulfill students' needs for knowledge, self-development,

guidance, and habituation to strengthen their basic skills. The activities aim to reinforce the

formation of students' characters and include activities such as congregational prayers or Friday

prayers at school, celebrations of Islamic holidays, Islamic student organization (Rohis) activities,

Scout activities, social service activities, Islamic-based arts, as well as various other religious social

activities held outside of class hours.

According to the Regulation of the Minister of National Education of the Republic of

The conclusion of this study highlights several advantages, limitations, and potential

applications related to Islamic character education through extracurricular activities in

strengthening the mental and moral values of students at MI Hidayatul Mukhlisin. The main

advantage of this study lies in its ability to demonstrate that extracurricular activities based on

Islamic character education significantly support the development of noble character, the

enhancement of spiritual awareness, and the strengthening of students' social values. This is

evident through programs like scouting, which play a vital role in forming morality, social

sensitivity, and professional ethics. However, this study also has some limitations. The research

was conducted in only one school location, so the results may not fully represent other

educational contexts.

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