Value education and character in textbook of PAI and Character on junior high school year 2017 ( analysis content , implementation and strategy )

The aim of this research is to know the content value and character in textbook of Islamic Religious Education and Character on Junior High School. The implementation and character in SMP Negeri 1 Salatiga, SMP Islam Al Azhar 18 Salatiga and SMP Muhammadiyah Salatiga and the teacher’s strategy of character implementation in the school. This research uses a qualitative approach with a focus on values educationand characters in the handbook Islamic Religious Education. Data were analyzed by content analysis. The validity of research data is by using triangulation techniques with theory. This research also uses observative method, interview and documentation method. Based on this research, can be conclude that the content in textbook of Islamic education and character in Junior High School have 18 point and character. There are some strategy that used by teacher in SMP Negeri 1 Salatiga, SMP Islam Al Azhar 18 Salatiga and SMP Muhammadiyah Salatiga such as integrating in learning. Moreover, it’s also doing by self development in school activity, prayer dhuha, Ikrar and PPK.


INTRODUCTION
Today, character education in schools is widely discussed in the context of nation's moral development.The term "manners" appears in the Curriculum 2013, attached to Religious Education, so that the complete sound in the curriculum structure is "Religious Education and Character".
It is assumed that Religious Education has been more cognitive, so the Book of Religious Education explicitly added the word "Budi Pekerti" (Mustahdi and Sumiyarti 2014:1).The re-affirmation of "Budi Pekerti" reflects the orientation of national education which emphasizes the priority in terms of fostering the attitude, ethics and morals of the nation.
The importance of religious education as referred to in Law Number 20 Year 2003 Article 12 paragraph (1), each learner in each educational unit shall be entitled to receive religious education in accordance with his or her religion and is taught by a religious educator.
Islamic Education (PAI) and Budi Pekerti fundamentally nurture morals through the habituation and practice of Islamic teachings as a whole.The curriculum of PAI and Budi Pekerti is given at SD / MI, SMP / MTs, SMA / MA and SMK / MAK levels, both of which are kokurikuler and ekstrakurikuler.PAI and Budi Pekerti are based on the Islamic aqidah on the oneness of Allah as the main source of life values for humans and the universe so as to be able to make character generation.
Junior high school students can think abstractly and internalize their potential well, can integrate what has been learned with future challenges and make future plans so as to think systematically (Desmita, 2014: 107).Religious education in junior high school is very important as a secondary education that underlies education level in high school.The global figures on the content of PAI and Budi Pekerti books in junior high school are important to be reviewed and mapped as follows:  creative attitude (Zuhriyah, 2012: xvi).Gabriel, 1991: 144).Value education essentially gives two main essences as its target that is divinity value and humanity value.The divine value is the value that becomes the basis in man as a religious being.While the value of humanity related to human interaction as a social creature.Both of these values are applied in behavior, ethics, morals, aesthetics (Ridhahani, 2013: 17).
Character education for the present is given a broader meaning.Character education does not merely teach what is right and what is wrong, more than that character education inculcates habituation about good things so learners become (cognitive domain) about which is right and wrong, able to feel (affective domain) value good and commonly do it (psychomotor domain).Character education relates to habit that is continuously practiced or done (Daryanto and Suryatri Darmiatun, 2013: 47).Character education referred to in this research is the accumulation of various values and characters contained in Islamic religious subjects in junior high school to form a personality through character education, the results seen in action.

METHODOLOGY
The approach used by researchers is a qualitative approach.The type of this research is qualitative research with content analysis method, observation method, interview and documentation.To know the content of value education and character in the book PAI and Budi Pekerti junior level with content analysis method.This study focuses on the analysis or interpretation of written materials based on the context.
In this research primary data source is PAI and Budi Pekerti junior  Hamid, 2013: 33).The difference can be seen in the following table:  The relationship between character education with Islamic education and character can be seen in two sides, namely the material and the learning process.In general, the material aspect submitted in junior high school is Al-Quran Hadith, Akhlak, Fiqh, Tarikh and Islamic Culture.But there is a development of material in each school as follows:       activities, exemplary, conditioning, co-curricular activities or extracurricular activities, and daily activities at home and in society.

School routine activities
Routine activities are routine or regular activities performed at any time.
Routine activities can also mean activities that students do continuously and consistently at all times.Some examples of routine activities include Monday ceremonies, state grand ceremonies, body hygiene checks, class pickets, praying in congregations, marching in class, praying before classes begin and ending, and greeting teachers, educators and friends.

Spontaneous activity
Spontaneous activity may also be called incidental activity.This activity is done spontaneously without planning first.This activity is done when the teacher knows the learner to take the action that is less praiseworthy and must be corrected at that time also so that learners do not repeat it on another occasion.For example, when there is a learner who throws garbage carelessly, then at that moment the teacher knows must immediately provide corrections so that learners can throw the garbage in place.This spontaneous activity applies not only to the less-than-learned behaviors of the learner, but also to the commendable behavior or positive behavior of the learners.Spontaneous response, when learners do positive behavior, is expected to make learners feel happy and proud so that any positive behavior that can be deeply rooted in him.For example, when there is a learner helping his fallen friend, the teacher should immediately praise his or her actions.

Example
Exemplary is the attitude of "being an example".Attitude to be an example is the behavior and attitude of teachers and education personnel and students in providing examples through good actions so that it is expected to be role models for other students.Examples of this activity for example a teacher to be a clean, neat, friendly, and easy personal example.

Conditioning
Conditioning relates to the efforts of schools to organize the physical and non-physical environment in order to create an atmosphere to support the implementation of character education.The activities of organizing the physical environment, for example, are conditioning clean toilets, garbage cans, green pages with trees, wise words poster on display in school hallways and in classrooms.While non-physical environmental conditioning is managing conflict between teachers so as not to lead to division, or even eliminate the conflict.

Co-curricular activities and or extracurricular activities
Co-curricular and extra-curricular activities are activities outside of the learning activities.Although outside of the learning activities, teachers can also integrate them in learning.These activities have actually supported the implementation of character education.However, good planning, implementation and evaluation or revitalization of such co-curricular and extra-curricular activities are required in order to carry out character education for students.

Daily activities at home and in the community
This activity is a support activity of character education in school.home (family) and the community is an important partner of successful implementation of character education in schools.the implementation of character education as well as anything, if not supported by family and community environment will be in vain.In this activity, schools can seek to create harmony between the character developed in school with the homes and the public.

Integration in subject
The The model of integrating character education in three junior high schools was conducted in several ways, namely integration in self-development programs, in subjects, and in school culture.

STRATEGY OF VALUE AND CHARACTER
Education is the backbone of the nation's character building strategy.This happens because in the macro context, the organization of character education includes the overall planning, organizing, implementing and quality control activities that involve all the main units within the national education stakeholders.In macro character development is divided into three stages, namely planning, implementation and evaluation of results.
At the planning stage a character device was developed that was unearthed, crystallized and formulated using various philosophical, tend to want to try new things and find identity, even adolescence shows the nature of the transition period (F.J.Monks, et al, 1992: 253), so easily affected with the surrounding environment.It is important for students to understand their religious knowledge and actualize it in concrete actions and daily attitudes appropriate to their religious demands, both in the form of ritual worship and social worship.The ideal picture for the debriefing of moral and character of junior high school students can be explored from the book of Religious Education and Character.The authors are interested in raising the importance of value education and junior high level character.This study examines Islamic Religious Education at junior level.The research will be identified as follows: 1) Content (content) values and characters listed in the book PAI and Budi Pekerti, 2) Implementation of values and character education at junior level, 3) PAI teacher strategy in instilling values and character.The authors limit the location of research that is in SMP Negeri 1 Salatiga as the favorite SMP Negeri in Salatiga.SMP Islam Al-Azhar 18 Salatiga as a private junior under the auspices of the Educational Foundation characterized by Islam and SMP Muhammadiyah Salatiga as private educational institutions under the umbrella of community organizations (Muhammadiyah) in 2017.The author is interested to examine these three schools by analyzing the PAI on the aspects of values and characters.Each school has a distinctive feature of underdeveloped subjects, has different status and background so it is possible that implementation is also different from the advantages of each program.As far as the author's observations, there have been several reviewers who conducted research on character formation.First, qualitative research conducted by Zuhriyah about character formation for junior high school students.The result of the research stated that the formation of independent character of the students is in the medium category.Among the values of the developed characters are instilling the value of monotheism, instilling manners, instilling confidence, instilling a sense of togetherness, instilling a sense of responsibility, instilling students' high level.Key informants are PAI Junior High School teachers in Salatiga for further exploration of values and character education in PAI and Budi Pekerti books at junior high school level.This observation is used to directly observe the character education management in Salatiga Junior High School covering the implementation of learning and planting the value of character education in the classroom conducted by the teacher to the students.Interviews were addressed to PAI teachers at the Junior High School level in Salatiga to obtain information on implementation and values and character building strategies in PAI and Budi Pekerti books in schools.Interviews were also conducted to obtain information related to character education management.Documentation as a complement to the use of interview methods.Observation of school documents in the form of planning documents, organizational structure of schools, reports of observation and evaluation of the implementation of character education.In this study researchers documented: 1) the form of planting values and character of junior high school in Salatiga through religious slogans, educate and give motivation, 2) activity of researcher interview to organizational structure in order to obtain information and data related to character education management.Data analysis is done through the process of searching and arranging systematically data obtained from interviews, observation and documentation.The collected data is then analyzed by qualitative descriptive method.The steps taken are: First, that is finding the values of education and character set Central Curriculum.Second, make a classification based on existing data on the content of books PAI and Budi Pekerti SMP.Third, conduct an analysis based on indicators.Data analysis activities are data reduction (selecting important data, as well as creating categories), display data (presenting data into patterns), and conclusion drawing / verification (drawing conclusions and verification).The validity of data of research result using data triangulation technique.DISCUSSION CONTENT VALUE AND CHARACTER Education value direction is the inculcation of certain values on the subject students.Summaries of various values form individual characters.In the language of society is easier and not debatable just mention character education.The accumulation of the values will form the characters.Education in the 2013 curriculum refers to character education.Values education is an educational program that organizes and "simplifies" moral resources and is presented with due regard to psychological considerations for educational purposes(Nurul Zuriyah,   2008: 22).Character education is character education that involves aspects of knowledge (cognitive), feeling (feeling) and action (action) (Hamdani Values (characters) and characters are descriptions of the various basic behaviors and attitudes that learners expect for junior high school/ MTs as the basis of their personal formation(Nurul Zuriyah, 2011: 217-219).In terms of components, character education in the view of Thomas Lickona emphasizes the importance of three components of good character (components of good character) that is moral knowing or knowledge of moral, moral feeling or feelings about moral and moral action or moral deeds.Character education values developed by the Ministry of Education (Curriculum Center Ministry of National Education, 2009: 9-10) there are 18 characters.These values are derived from religion, pancasila, culture, and national education goals.The eighteen values are: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, spirit of nationality, love of the homeland, appreciate achievement, friendly / communicative, peace loving, love to read, , social care, and responsibility.

Figure 1
Figure 1.1.Development of Islamic Religious Education Material While in the learning process, teachers in teaching Islamic Religious Education to learners contain values and character education.In fact, teachers in the implementation of value and character education began since the teacher made a lesson plan.IMPLEMENTATION OF CHARACTER EDUCATIONImplementation of CharacterEducation in PAI subjects in SMP Negeri 1 Salatiga uses two ways, namely intrakurikuler and ekstrakurikuler.The implementation of Value Education and character in PAI subjects is to include eighteen character values in all PAI learning materials.Implementation of education Values and characters performed by teachers have been included in the RPP made.The material developed by the teacher is done through the activities of habituation "Saturday Religion", dhikr, reading of asmaul husna and prayer, religious lecture, and also material development especially moral content.The form of implementation of education Values and characters in the school is done in every learning and proclaimed routine activities eg "Movement Limut" (Five minute Movement pick up) as a form of embodiment of Islamic teachings on cleanliness.Implementation of character education in Islamic Junior High School Al-Azhar 18 Salatiga is done by Model Scientific Approach, Discovery, Inquiry.Programs that are featured as a form of student values and character are Tahfidz Program, Friday Blessings, Friday Prayers, Al-Waqi'ah Memory Day one verse, Pledge for Consolidation of aqidah everyday, Kultum, Lagu Indonesia Raya and flag ceremony activities every 17th, as well as National day commemoration.

Figure 1 .
Figure 1.Integration of Values and Character Education theoretical and empirical sources.At the implementation stage, it is developed learning experience and the process of learning that leads to the formation of character in the students through intervention and habituation.The description of values and character education in PAI and Budi Pekerti curriculum for religious values in SMP Muhammadiyah Salatiga are: before classroom learning begins, learners make prayers together, read asmaul husna, and memorize al-Quran related to matter; in the first rest period, teachers encourage students to perform the prayers dhuha, while at the second break time, students are expected to perform the prayers dzuhur congregation.Based on the results of observations of researchers at SMP Negeri 1 Salatiga, SMP Al-Azhar 18 Salatiga and SMP Muhammadiyah Salatiga, the researcher has a tentative conclusion that SMP Negeri 1 Salatiga, SMP Al-Azhar 18 Salatiga and SMP Muhammadiyah Salatiga are educational institutions that have implemented character education programs.Seen from the habits that inculcate the values of character education conducted in schools, such as: 1) the habituation of pronunciation greetings when meeting father/ mother teacher and friends, 2) shake hands/ shake hands when new to school and when going home, 3) Praying in dhuha and dhuhur, 4) recitation of recitation of the Quran, 5) Friday alms.

Table 1 .1. Curriculum of Islamic Religious Education and Budi Pekerti in junior high school
Content of this curriculum is very interesting if adjusted the personality conditions of junior high school students are diverse.Students

Table 3 . Values and characters in PAI & Character textbook grade VIII Aspect Value and Character Al-Quran Hadith
(The verses of the Qur'an about Humble, Thrifty, and Simple in the Sura of Al-Furqan [25]: 63, Al-Isra '[17]: 27, The Law of Recitation of Al-Shamsiyah and Al-

Table 5 . Values and Characters in the curriculum Kemuhammadiyahan
development of the values of cultural education and the character of the nation is integrated in every subject of each subject.These values are included in the syllabus and RPP (Learning Implementation Plan).The development of the values themselves in the syllabi is pursued through the