RELIGIOUS VALUES IN INDONESIA’S CHARACTER EDUCATION

Authors

  • Ahmad Nadhif STAIN Ponorogo, Indonesia

DOI:

https://doi.org/10.15575/jpi.v27i1.500

Keywords:

Character education, Religious values, CDA

Abstract

This study aims at investigating the ideology behind the positioning of religion included in the Guidance of Culture and Character of the Nation of the Ministry of Education published in 2010. It is presented as part of the curriculum of character education and prescribes for teachers on how to conduct the implantation of good moral values in their students’ mind and heart. This issue of character education marks a significant shift in Indonesia’s national curriculum of education showing a potential to be a conflicting battleground of ideologies. Hence, this is an essential issue to study, especially in the light of Critical Discourse Analysis (CDA). By using three dimensional models of CDA’s Fairclough (1989) the Indonesia’s curriculum of character education is textually analyzed. The result of analysis shows that the use of religious values may still be questionable; in terms of symbols and jargons, religion is highly valued; however, it seems to be only a disguise to silently suppress and marginalize its essential core of teachings.

References

An-Nabahani, Taqiuddin. 2002. System of Islam (translation). London: al-Khilafah Publication

Arthur, James. 2003. Education with Character: the Moral Economy of Schooling. London: Routledge Falmer

Arthur, James. 2008. Traditional Approaches to Character Education in Britain and America, in Nucci, L.P. & Narvaez, D. (eds) Handbook of Moral and Character Education p, 80-98

Brown, David H. 2007. A Vision Splendid? The National Initiative in Values Education for Australian Schooling in Aspin, D. N. and Chapman, J.D. (eds) Values Education and Lifelong Learning: Principles, Policies, Programmes, p. 211-237

Carr, N. & Mitchell, J. 2007. The Neglected Role of Religion and Worldview in Schooling for Wisdom, Character, and Virtue, in Aspin, D. N. and Chapman, J.D. (eds) Values Education and Lifelong Learning: Principles, Policies, Programmes, p. 295-314

vanDijk. “Principles of Critical Discourse Analysisâ€, Discourse & Society 4, 2, 1993

vanDijk, TA. 2001. Multidisciplinary CDA: a Plea for Diversity, in Wodak and Meyer (eds), Methods of CDA, p 95-120.

Elias, M.J., Parker, S.J., Kash, V.M., Weisberg, R.P., & O’Brien, M. 2008. Social and Emotional Learning, Moral Education, and Character Education: A Comparative Analysis and a View Toward Convergence, in Nucci, L.P. & Narvaez, D. (eds) Handbook of Moral and Character Education. p, 248-266

Fairclough, N. 1989.Language and Power. New York: Longman.

Fairclough, N. 2003.Analysing Discourse: Textual Analysis for Social Research. London: Routledge.

Granville, Gary. 2010. Curriculum Development as a Subversive Activity? Discourse and Ideology in the Evolution of Curriculum Policy in Ireland 1980-2005. EdD Thesis, NUI Maynooth.

Haydon, Graham. 2010. Values and Wellbeing in the Curriculum: Personal and Public Dimensions, in Lovat, T., Toomey, R., & Clement, N. (eds)International Research Handbook on Values Education and Student Wellbeing p, 195-210

Janks, Hillary. “Critical Discourse Analysis as a Research Toolâ€.Discourse: Studies in the Cultural Politics of Education, 18, 3, 1997

Meyer, M. 2001. Between Theory, Method, and Politics: Positioning of the Approaches to CDA, in Wodak and Meyer (eds), Methods of Critical Discourse Analysis, p 14-31.

Pennycook, Alastair. 2001. Critical Applied Linguistics: a Critical Introduction. New Jersey: Lawrence Erlbaum Associates, Inc.

Phenix, Philip H. 1986.Realm of Meaning: a Philosophy of the Curriculum for General Education. California: Princarft, Inc.

Rogers, Rebecca (ed). 2004. an Introduction to Critical Discourse Analysis in Education. New Jersey: Lawrence Erlbaum Associates, Inc.

Weiss, G. &Wodak, R. 2003. Introduction: Theory, Interdisciplinary and CDA, in Weiss and Wodak (eds) CDA: Theory and Interdisciplinary. New York: Palgrave Macmillan.

Wodak, Ruth. 2001a. What CDA is about – a Summary of its History, Important Concepts, and it’s Development, in Wodak and Meyer (eds), Methods of Critical Discourse Analysis, p 1-13.

Wodak, Ruth. 2001b. The Discursive-historical Approach, Wodak and Meyer (eds), Methods of Critical Discourse Analysis, p 63-94.

Downloads

Published

2016-02-18

Issue

Vol. 27 No. 1 (2012): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).