akhlaq. In addition, modeling or teaching by examples is absolutely
needed because children will learn more easily through examples rather than words of
advice.
The responsibility for physical education is carried out by PPD by holding
exercise and sport activities both in madrasah and in pesantren, and extension
programs on viral diseases, dental health, and drug abuse by department of health or
the police. All of these activities are carried out to fulfill the responsibility of educating
santri to maintain their physical health in order to have a healthy personality.
The responsibility for rational education in PPD is fulfilled by the teaching and
learning process that hones their brain, both in madrasah and pesantren. To grow their
thinking awareness, students are habituated to learning and discussing as programmed
by madrasah and pesantren; in addition, senior high school santri are provided with
opportunities to participate in seminar or stadium general held by Darussalam Islamic
Religious Institution to habituate them to think critically. Furthermore, to maintain
their rational health, students participate in extension programs concerning rational
thinking. Students are also prohibited from smoking, where it is found that santri who
smoke usually come from family with smoking members.This prohibition is not only
expressed conceptually, but also practiced and exemplified by the board of caregivers
and directors who do not smoke as well.
Finally, spiritual education is delivered by habituating santri to be brave and
courageous, such as expressed in Darussalam’s anthem, “to be brave to perform by
oneself,” not to be provocative and negative about others, and to be gentle in speaking,
such as stated in KHIH’s tirkah. This spiritual education is strengthened by the third
vision of creating “diplomatic mukhsin.”
Chusna Arifah
84
Hence, basically what Ulwan (1978) refers to as a healthy personality is one’s
condition that shows strong faith, good morals, healthy body, sound mind, healthy soul,
social awareness and good interaction, as well as normal sexual behavior.
Ulwan’s (1978) concept of a healthy personality is in agreement with Hurlock’s
(1976), where an individual who is responsible to him/herself, society, and his or her
duties, will have healthy personality. Similar line of thinking for social awareness to that
of Ulwan is also put forward by Hurlock (1976), arguing that a person with a healthy
personality is able to show interest in others and respect for others. Therefore, santri
who have a healthy personality will be easily recognized by the society because they
frequently interact and get involved in the society’s activities, as well as easily adapting
to their environment. In terms of faith education, Ulwan (1978) and Hurlock (1976),
again, share similar argument that children must have strong religiosity because people
with a healthy personality will, among others, regard their religion as their private
experience and accept their faith in order to meet their needs, so that they can plan
their ultimate goals, namely to live happily on earth and in the hereafter.
The concepts offered by PPD in an attempt of creating human beings with a
healthy personality are also observable in the vision of creating human beings with high
Islamic religiosity, so that they will not be arrogant; instead, they will be outgoing,
tolerant, socially aware, respectful, steadfast, and faithful. Indeed, a democratic mukmin
is able to interact with those who are lower than him/her, strongly motivated, able to
give motivation, and upholding consensus.
Indonesia adopts a development model that abounds with value education, both
general values, Pancasila (the Five Principles of Indonesia) valuesand religious values, so
that pesantren can be made an effective institution to develop a healthy personality
through character education or habituation of good things. The same applies for PPD
that administers education and jointly cultivates religious values through habituation of
good characters.
The goals of PPD are also in accordance with the goals of pesantren in general,
such as expressed by Mastuhu (1994, p. 55), namely to create and develop Muslim
personality, namely a personality that constitutes faith and piety to God; noble morals;
contribution to the societies by becoming society’s servants, such as exemplified by
Prophet Muhammad;the ability to be independent, free and steadfast; willingness to
spread or strengthen Islam and the glory of Muslim in the society, and love for
knowledge in an attempt of becoming muhsin, not merely Muslim.
To be more precise, the goals of PPD are creating human beings who are: (1)
Islamic, with national perspectives and holistic personality; (2) open and responsive to
knowledge development, particularly Arabic knowledge and Islamic knowledge,
including global art and science and technology as well as social issues; (3) able to
implement knowledge and skills in accordance with their fields of expertise in
productive activities and social services; and (4) able to master basics of Islamic
knowledge as wellas the methodology of their fields of expertise, so that they can
understand, explain, and formulate problem solving as well as be able to think, behave,
and act as Islamic scientist and ulama warosatul anbiya or Islamic cleric.
Further observation reveals that in terms of the elements of a pondok pesantren,
PPD is categorized as khalafiyah pesantren, which combines madrasahor school system
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and pesantren system by including general subjects, while not leaving behind the key
characteristics of pesantren in general. The combination of those subjects is the
purveyor of the embodiment of a healthy personality, especially for santri mukim.As
defined by Dhofier (2011, p. 89), santri mukimare those coming from distant places and
live in pesantren. Santri mukim who stay longer in the pesantren will form a group of
santri taking the responsibility for the administration of the pesantren.
Moreover, character development in PPD includes all of the existing elements of
education, such as the examples provided by Kyai (a traditional term referring to
Islamic cleric), by board of executives, and by teachers to their santri. Thus, santri can
see and model after their kyai and teachers, prompting the realization of behaviors that
are in line with religious teachings and character education in PPD Ciamis.
The cultivation of character values in Islamic teachings is observable in the
congregational prayers of subuh (dawn), dhuhur (noon), ashar (afternoon), maghrib
(twilight), and isya (evening). Students are also habituated to wake up at night to pray
tahajud, pray dhuha in the morning, reading Qur’an together, and studying religious
knowledge. Such habituation is important, so that santri will later on spontaneously do
those activities without having to be reminded. In this case, it is clear that PPD teaches
good and bad values, both to other human beings and to God the Almighty, without
abandoning good treatment to the environment. In their first days at PPD, santri are
introduced to act kindly to their parents, starting from speaking, behaving, and treating
their parents well, as well as praying for their late parents, for the gate to a child’s
success is parents’ ridlo(blessing). It is the manner towards parents that is emphasized
to santri in acquiring knowledge and getting blessing from Allah.
PPD attempts to implement the above educational principles into its activities,
namely by means of: (1) delivering the basic ethical values of character education; for
example, during the distribution of student report cards, teachers will reveal the
behaviors desired by PPD, ultimately to form good akhlaq, so that not only santri but
parents will be well-informed; (2) teaching the knowledge of good character to
students, evoking the desire to do good and act good; (3) using personal approach to
every problem encountered by santri, for character education highly respects individual
differences; (4) building a community that cares about the environment, both the
natural and social environment This particular attempt is seen in the way santri share
with others, such as when some friends are sick, in problem, or suffer from natural
disaster, the santri will be gathered to be given explanations of the real situation, so
that they will be inspired to share and give what they have to others; (5) providing
opportunities for teachers to behave well and be a good model for santri, as can be
seen in the teaching contract signed and sealed; (6) placing students according to their
interest and abilities for the level of MAN (State Madrasah Aliyah, equivalent to SMA or
Senior High School), while MTs (equivalent to junior high school) students will be
placed in different classes according to their subjects of interest; hence in PPD there
are Logic class, Stylistic class, Kinesthetic class, Music class, and Cybernetic class. This
kind of placement is to develop character education ofsantri, so that they will be
successful in the fields of their preferences; (7) treating santrinaturally, namely
humanizing them as humans; for instance, even if a child is categorized as a “trouble
maker”, PPD will use positive approach in line with the currently in trend positivism
theory; (8) giving motivation to santri by inviting leaders, celebrities, and successful
Chusna Arifah
86
alumni, so that they can all inspire santri to succeed; and (9) being very open to input
and criticism from parents, as proven by conference with parents, both orally and
through correspondence.This openness further supports the implementation of
character education.
PPDalso makes great efforts to as optimally as possible help the government of
Indonesia to fulfilll its responsibility to grow Indonesian people with character and
noble morals. The efforts are in line with Pala’s (2011, p. 6) five keys to successful
character education: (1) Teaching should be planned: Character education does not
happen as it is, instead its teaching should be previously planned. Well-planned
program will serve as a stepping stone for the birth of other ideas and more
outreaching school activities; (2) Applicable: students should be accustomed to
practice what they have learned. Learning the definition of being “diligent”, for
instance, will be less beneficial than observing how the concept is applied; (3) Teacher-
friendly (easily understood and applied by teachers), meaning that all teaching
components and broader school components should be as teacher-friendly as possible;
(4) Supported by all: In order to meet the goals optimally, the program should be
supported by every school member. School leaders should provide the materials
needed, allow for program and discussion to be held, and conduct meetings regularly
for sharing; (4) Preparing students: Junior and senior high school students often view
character education skeptically. Hence, the well-planned efforts should be made to
create a school that is conducive for character education to be accepted by students.
Character education in PPD is supported by all existing components. In addition
to caregivers, teachers, staff, supervisors, board of administrators, who provide good
examples, school security personnel are also taught on how to always treat guests and
santri courteously, reminding them that their current job is possible because there are
santri; hence, the personnel should treat santri as well as possible.
In addition to character development of santri, community members are also
helped in terms of education as a proof that PPD participates in educating the nation
through character education, among others. One of the instances is the incident of
some students of a senior high school in Kawali attacking PPD with rocks, which
became a great concern for Ciamis community in general. In responding to this
incident, PPD helped the students by providing guidance and counseling for three days
with humanistic and personal approach, which is actually one of the ways of promoting
PPD program in developing a healthy personality and habituating good character traits.
Furthermore, character education is implemented in both intra and
extracurricular activities. This inclusion can be seen in the activities organized by each
Letter of Agreement for Distribution of Jobs (SP3) at the initial formation of student
body and in the extracurricular program of Basic Leadership Training. The activities
are intended to train discipline, independence, responsibility, social awareness,
nationalism, and patriotism. Not only students, but the administrators and supervisors
of the school organizations should also participate in Basic Leadership Training. These
activities teach the trainees how to have good akhlaq and cultivate their good
character values, so that it is expected that the training can create future leaders with
noble akhlaq.
In addition, there are three types of extracurricular activities, namely logic,
sport, and art.Logic is honed through quiz competition (concerning general knowledge,
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87
Islamic books, and language), debate, musabaqah fahmil qur’an, and musabaqah syarhil
qur’an. Sport is divided into football, volley ball, table tennis, basket ball, badminton,
martial arts (Karate, Silat, Saslaridha), and swimming.Meanwhile, art is channeled
through band of music, saman(Islamic dance from Aceh), choir, and marawis(traditional
Islamic band group).
The activities in PPD do not merely serve the function of killing the time, but
they are carried out with full awareness, careful planning, careful programming, and are
integrated with character education to help students perceive the outcomes of
education according to the expectations when they graduate later. The categorization
of extracurricular activities is made in order to develop students’ interest and talent
that can help them build their confidence in forming strong personality. They activities
are also conducted continuously to be made into positive habits in character
education.
Conclusion
The basic conception of PPD in developing a healthy personality through
character education is based on two elements: First is Basic Value Conception, namely
the value of being a moderate, democratic, and diplomatic santri. Second, Practical Value
Conception, which is a value based on which each santri in PPD is developed and guided
practically through the “4H” (The Golden H): Heart, spiritual/conscience education
that includes cultivation of feelings and purity of heart; while Head means educating
santri with knowledge rationally, systematically, and organized; whereas health refers
tothe requirement that santri should be healthy both physically and spiritually in order
to acquire knowledge and value correctly and rightly; and finally hand meansthat each
santri is developed and required to have the skills and creativity necessary to survive in
life.
The development of a healthy personality is implemented through character
education through the habituation of the attitudes of religiosity, honesty, tolerance,
discipline, hard work, independence, democracy, curiosity, nationalism, patriotism,
respect for achievements, friendliness, love for peace, environmental awareness, social
awareness, and responsibility. In other words, if character education is well-
implemented, it will create healthy human beings, or healthy human beings are those
with good characters.
Finally, the administration of character education in PPD has been proved to be
successful in developing santri who have both amaliyah and ilmiyah (practical and
scientific) knowledge, which is in line with the expectation of PPD founding father,
namely to develop a moderateMuslim, a democratic mukmin, and a diplomatic muhsin
as well as to maintainpesantren tradition in global perspective that will eventually
create santri with a healthy personality. Good implementation of character education
will result in santri with a healthy personality. Hence, the healthy personality
successfully developed by PPD is inseparable from the development of character
education.
Chusna Arifah
88
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