Family-Based Character Education through KH Bisri Mustofa and Lickona’s Perspectives
DOI:
https://doi.org/10.35723/ajie.v9i1.76Keywords:
Character Education, Family Education, Islamic EducationAbstract
This study analyzes the concept of family-based character education in the works of KH Bisri Mustofa, namely Ngudi Susilo, Mitero Sejāti, Waṣoya Al Abā lil Abna', Al Azwad Al Mustofawiyah, and Tafsir Al Ibriz and examines its relationship with the three dimensions of character education according to Thomas Lickona in order to overcome the moral crisis of the young generation in Indonesia through a local Islamic approach. This study uses a qualitative literature approach with hermeneutics-constructivism to analyze the works of KH Bisri Mustofa on family-based character education. Data collection techniques through documentation and data analysis using Paul Ricoeur's hermeneutic model by integrating Thomas Lickona's character education theory. The findings of this study indicate that the works of KH Bisri Mustofa consistently contain three main dimensions of character education, according to Thomas Lickona. The moral knowing dimension emphasizes the values of compassion, obedience, and tolerance, while moral feeling highlights empathy, compassion, and respect, especially in family relationships. The moral behaviour dimension is reflected through disciplined behaviour, politeness, and responsibility. The family-based character education model developed from the synthesis of KH Bisri Mustofa's thoughts and Lickona's theory combines pesantren values with a contemporary character education approach. The implications of the results of this study can be the basis for developing a family-based character education curriculum that is rooted in pesantren values and relevant to the local cultural context. This study offers a transformative-integrative family-based character education model by combining the local Islamic heritage of pesantren and Lickona's contemporary character theory conceptually and hermeneutically.
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