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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.‟”

International Journal of Pure and Applied Mathematics Special Issue

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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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