CHARACTER BUILDING IMPLEMENTATION MODEL: A REVIEW ON ADAB AKHLAK LEARNING

The implementation of the 2013 curriculum for strengthening character building has many obstacles. Teacher’s understanding, limited resources, and mass media negative impact are identified as the hindrance of the implementation. The article aims to explore character building based on Adab Akhlak learning. For this purpose, the research uses the qualitative approach based on a literature review. The research data was obtained from research result which has been published (secondary research). The data findings were compiled, decoded, categorized, illustrated in a matrix, and then drawn conclusion and verification. The research result shows that it did not achieve character-building maximally because, first, it was lack of adequate follow-up after assessment/evaluation result; second, the cognitive aspect was always dominant in determining student’s achievement and learning completion. The values of attitude and behavior were not regarded as an authoritative reference to determine a student’s learning completion. The orientation of attitude and behavior assessment become student’s report “ornament”, however, it had not been accompanied by adequate followed-up, for instance, in the form of reward which can encourage on the developing and maintaining character values owned, and punishment which provide a deterrent effect and eliminate the possibility to repeat the violation. The success of character building in MA Plus Abu Hurairah Mataram lies on the courage to determine punishment policy for the offenders and consistent with the rules. The attitude and behavior become the standard measurement in assessing learning completion, it had 50% percentage in determining graduation.


INTRODUCTION
It cannot be denied that globalization has an effect on many aspects of life in the world, positive or negative. Morality degradation of the nation is one of the negative impacts of globalization (Kurniawan, 2015a).
However, the source of many problems struck this nation, such as it is suspected due to educational foundation, policy, and implementation which have not met the expectation yet. Because education is the beginning of all aspects in life (Ana, 2016).
Every nation highly expects on their education. Moreover, it has been agreed together that education is the nation's pillar (Jalil, 2016). Through education, the future of a nation is constructed with a strong foundation (Sulhan, 2010). And only with a good education, a nation can turn to a better future (Ariyanti, 2017).
The essence of education is to form a human's character (Muhammad, 2013). Education is interpreted as a process in changing a person or a group of people's attitudes and behavior in the effort of maturing humans through learning and training (Kemendikbud, 2016). Regarding to this, Constitution Number 20 in 2003 on National Education System defines that education, especially National Education, functions in developing nation's civilization as well as building the character to enrich the life of a nation, aims at developing student's potential to be a human who believes and fear to God the Almighty, noble in character, healthy, skillful, smart, creative, independent, and becomes a democratic citizen as well as accountable. Or in the other words, education is an effort to build a character.
The Indonesian nation needs to have nationality insight instilled through character building (Ngamanken, 2014, p. 87). It is a system in instilling character values covering the component of knowledge, awareness or willingness, and action in implementing the values, both toward God the Almighty, ourselves, other people, environment, or nation, so that, human have a good character (Mardiyah, 2017;Omeri, 2015).
According to the character-building team of the Ministry of National Education (2010, pp. 19-21), character building is through various steps, i.e. knowing step, acting step, and habit step. Character is not limited merely to knowledge. A person who has knowledge of goodness, it is uncertain that a person can act in accordance to the knowledge owned, if that person is not trained (become habit) to implement the virtue.
Nation's character building can be carried out by following a person's character development. Nevertheless, because humans live in a certain social and cultural environment, the individual character building of a person can only be done in the related social and cultural environment as well (Omeri, 2015, p. 468). Hence, until today, character-building conducted in the school, society, and formal education need to be improved to reach internalization of the values for fostering morals towards the happiness of individual, family, and Indonesian society (Ngamanken, 2014, p. 87).
The awareness on the importance to strengthen the character building toward the children of the nation, as the answer to the challenges of moral decadence (Ana, 2016;Jalil, 2016;Kurniawan, 2015b;Mardiyah, 2017;Omeri, 2015;Pawitasari et al., 2015;Unwanullah, 2019;Wulandari, 2016). The 2013 curriculum or so-called K-13 emphasizes the certain competencies achievements on the domains of spiritual and social attitude, which each of it symbolizes with KI-1 and KI-2; knowledge (KI-3), and skill (KI-4)". In measuring competence achievement, the assessment proposed, for instance, were carried out with authentic assessment. This kind of assessment is expected to become an objective assessment, so that, there are improvements and balance among competence attitude, skill, and knowledge (Hidayat, 2013, p. 119).
However, in reality, this competence achievement may not always be the same as the expectation. There are still many obstacles in applying character building (Jatmiko, 2018), so, the good and universal character is not strongly instilled.
Some of the findings show that the hindrance lies on the unsupportive student's environment, other finding shows that learning process does not work maximally, another cause is the limited resources, and mass media negative impact (Dulumina, 2009). Triatmanto (2010) pointed that the challenges in implementing character-building are on the environment and information technology, educational personnel, and policy as well as curriculum. According to the writer, character-building did not reach the maximal achievement, apart had mentioned above, it is

METHOD
The method of this study is a qualitative research based on literature review. The focus of this study is directed to the moral learning implementation or courtesy learning toward student's character building or student's morals. The research data were obtained from the previous researches which had been published in el-hikmah 7, no. 2 (2013).
Therefore, the study is categorized as secondary research or desk research (Glass, 2016). Afterward, the researcher undertook a search of library sources in books, scientific article journals which can be accessed freely on some websites, by utilizing search engines such as Google Scholar, Garuda LIPI, and DOAJ. The data findings were compiled, decoded, illustrated into the matrix, and then drawn conclusion and verification (Lotto, 1986;Miles et al., 2014).

Adab Akhlak Learning in MA Plus Abu Hurairah Mataram
Study in behavioristic point of view is the result of interaction between respond and stimulus (Slavin, 2000, p. 143). A person is regarded had studied something if that person shows changes in behavior. The term of learning is more inclined to the effort to make the student as an active party (student-centered education) in the role of a learner (Yusuf, 2007, p. 3). In the other words, learning is the teacher's effort to uphold learning experiences in order to achieve behavioral changes.
Adab Akhlak learning in MA Plus Abu Hurairah Mataram is arranged into two main parts, those are (1) as a subject, and (2) as core integrator of all subject as well as attitude and behavior standard. Generally in Indonesian, the implementation of moral learning or character is held through integrated learning, religion subject and other relevant subjects, not as an independent subject of its own (Daulay, 2004, p. 220 (Anggraeni, 2020;Rohman, 2019;Shodiq, 2015), and Nahdlatul Wathan educational institution through Ke-NW-an subject (Azmi & Wardi, 2020;Saparudin, 2017 And psychomotor domain covers 6 levels, i.e.: perception (awareness), set, guided response, a mechanism (basic proficiency), complex overt response (expert), adaptation, origination (Anderson et al., 2001).
Adab Akhlak learning orientation based on book learning in the class is a cognitive process to give a comprehensive understanding of morals which is intended as a foundation of moral/value. Hence, material content is delivered through the collective learning (Bandongan) and independent learning (Sorongan) approach. Collective learning is centered on the teacher, and in its application, it gets a greater portion of the class learning process compared to the independent learning method.
Teachers become centered on knowledge, it is active to deliver understanding the concept through preach, read, and interpret, while the student is passive.
Knowledge and comprehension are given not merely in Morals subject. In completing a student's cognitive development, other relevant subjects contribute greatly to enrich comprehension in the school environment, boarding, and wider environment in a student's life. Using habituation and exemplary method given, it has a greater influence on the students' moral attitude, character building, and development.
Habituation creates a routine, which seems to be forced, but gradually it will be instilled within the students' personality. Building positive awareness, it needs to be supported by the correct understanding (knowledge on the courtesy). In their behavior, students need an example on a good figure in attitude and conduct, therefore, it requires a teacher's exemplary, mushrif, headmaster, and all the existing elements.
Outside of school hours, responsibility is fully charged to a boarding school administrator, as overseer, foreman, supervisor, assistant or coassistant, and counselor that is called by mushrif. The Mushrif has the right to assess and respond in fostering and reporting the students' moral development, also when there is a violation.
The parameter is how far of the students' acceptance, respond to a lesson given, accuracy in doing an assignment, and violation committed by the students. The level of violation becomes parameter of success or not in education given. On the next step, to instill student's positive attitude in responding to the lesson, regulation, and set of courtesies taught, so evaluation for passing the subject and grade promotion is 50% Greet immoral people and start to greet; (x). Sunnah to greet when meeting in a congregation and before leaving. (al-Syalhub, 2002, pp. 381-395) Subs-theme in the greeting chapter above is discussed in order and completed. And on practical level, the reality of student's greeting is the same with the content in the reference book (Muhammad, 2013).
Actually, what is explained above shows attitude, practice, and interpretation of student toward norms taught. This becomes a proposition showing significance in Adab Akhlak learning informing behavior and moral pattern of the students. As Clark conveyed in Abdul Wahid dan Atun Wardatun (2009, p. 5) that education and teaching involvement has a clear foundation with the hypothesis that a person can be religious or actualizing the religious potential only with the interference of other parties (aspect/factor).
Effective learning is created by a conducive situation that allows a well-interaction process to take place. Thus, quoting from Abdul Rachman Shaleh's (2006, p. 223) opinion, in such a situation, it needs to try for the student to be always interested and pay attention, the student actively participated in the learning experience; the teacher gives integrated experience in the learning process, and the occurrence of positive encouragement within the student to study. Adab Akhlak learning in MA Plus Abu Hurairah Mataram does not only touch cognitive and effective student's development, but also the psychomotor. The indicator is that the students' learning interaction do not only listen, but also pay attention (by seeing), practice, and implement those experiences in their life.
In the learning process, the student must be empowered to be able and want to conduct in enriching their learning experiences (learning to do) by increasing interaction with their neighborhood both physical, social, or environmental, so that, it can build knowledge (learning to know) and their self-confidence (learning to be). The opportunity to interact with many diverse individuals or groups (learning to live together) will shape their personality to understand diversity and generate a positive and tolerant attitude toward diversity and life differences (Shaleh, 2006, p. 225).
Refer to the above opinion, it can be said that Adab Akhlak learning process in MA Plus Abu Hurairah can be said as effective, the reasons are: learning to do is showed that a student is encouraged to be able and want to conduct good deed, not just in theoretical level, but also in the application. Learning to know is indicated with knowledge and observation in building knowledge and self-confidence (learning to be).
Such learning interaction will develop student's personalities (learning to live together). The essence of character building is in forming attitude and personality. Therefore, its main orientation is value internalization. Thus, it is demanded to carry out education with sustainable, and cultural education (Shaleh, 2006, p. 223). Character building in the school will not succeed well if the environment supports such as society's life and its technology do not help much. The television show and other media, which currently become a daily routine for the student, need to regulate their time and content to be harmonious with the character building.
Hence, it is required a figure in regulation and broadcasting supervision who truly understands the education (Triatmanto, 2010 Whether it was found any violation, automatically the counseling is conducted based on the violation. If the mushrif or chaplain finds a student violating norms, ethics, or rules, the student (read: offender) is summoned and advised.
Violation becomes serious attention for all boarding residents. The form of seriousness is seen by the swift response to the violation.
Moreover, every violation becomes evaluation and counseling learning material given to all of the students. Evaluation result routinely reported to students' parents every weekend (Muhammad, 2013). Because the violation is understood as an indication of the wrong learning process, the increasing violation quantity means that there is something wrong in the learning process, and this is sourced in the Morals.

CONCLUSION
The procedure of character building as has been understood must pass three steps, which are knowing, acting, and habit. Until now, character-building strengthening is taught only through the religious subject, civic education, and relevant subject. Therefore, curriculum counselor in the educational unit can freely seek for the formulation of character knowledge correspond to the affiliation interest.
Character building model based on the book learning applied in MA Plus Abu Hurairah Mataram, which arranged in Morals subject is contributed as the value basis in character knowledge stage. The basis of this value will be a reference of the entire learning activities to direct student's social-spiritual potential attitude and behavior development, both inside and outside the class.
There are many obstacles to implement the character building. Its implementation success depends on the support of the learning environment. High discipline toward applicable rules, and upholding punishment toward violation is very much contributing to organize and achieve the character building.