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CHARACTER EDUCATION VALUES IN THE ASHAABUL UHDUUD
STORY: AN ANALYSIS OF AL-BURUJ VERSES 4-8
Ardiansyah, Toto Suharto
UIN Raden Mas Said Surakarta, Indonesia
1
aa2361427ardiansyah@gmail.com
2
tosuh71@gmail.com
PAPER INFO ABSTRACT
Received:
December 2021
Revised:
February 2022
Approved:
February 2022
Background: This article discusses the values of character education in the
stories contained in Al-Qur'an surah Al-Buruuj verses 4-8. This study was
motivated by the moral crisis of students in Indonesia associated with the lack
of character education that refers to religious values, so researchers took a
story in the Qur'an, namely the Ashaabul Ukhduud story contained in Al-
Buruuj verse 4-8 for taking the values of character education, it is hoped that
it can be a solution to the moral crisis experienced in this country.
Aim: This study is intended to answer problems, namely what are the values
of character education in the Ashaabul Uhduud story? This problem is
discussed and answered through the Holy Qur'an and its interpretations which
are the guidelines and explanations of Muslim scriptures.
Method: Writing this thesis uses library research or library research. The
method used is the tahlili method. The source of writing data is taken from
books or materials that are relevant to the discussion of problems in writing
this essay. The source of this research data is distinguished writing into two
groups, the first is primary data sources originating from the Qur'an and
interpretations then the second source is secondary data sources originating
from sources/books that are still related to research problems.
Findings: The values contained in Al-Buruj verses 4-8 are honesty, empathy,
nationalism, tolerance, religion, discipline, courage, being a learner
throughout life, and responsibility.
KEYWORDS
character education values, Ashaabul Uhduud, Al-Buruj
INTRODUCTION
The educational crisis that occurred in this country is a moral that is getting further away
from a student (Iskarim, 2017). They only get a very limited portion of learning in the face of
a free environment, while morality attention to students, in units of education, is very little
compared to the attention of academic science, so many students who excel in terms of
intellectuality in a subject, but it is very sad if we look from the morality side.
Education experts also criticized this phenomenon, including Arif Rahman, he considered
that until now there is still something wrong with the education of the country. According to
him, the weight point of education is still more on cognitive problems, the determinant of
graduation is still more academic and less taking into account the character/ethics of students
(Ulil, 2012).
Ulil Amri Syarif quoted Ahmad Tafsir as saying that the biggest mistake in Indonesian
education so far is that education conceivers forget faith as the core of the National curriculum
(Ulil, 2012). Although the concept of national education concepts compiled by the government
in the Sisdiknas Law 2003 has emphasized the importance of akhlaq education in terms of
moral and ethical development, it turns out that it is not implemented into the school curriculum
in the form of The Outlines of Teaching Programs (GBPP). As a result, implementing
Character Education Values in the Ashaabul Uhduud Story: An Analysis of Al-Buruj Verses 4-8
491 Interdisciplinary Social Studies, 1(5), Feb 2022
education in each institution does not make faith education the core of all educational activities.
So that the resulting graduates do not have strong faith (Tafsir, 2004). As a result, they do not
have control and filters in the face of the progress of the times and an environment that is free
without limits.
Here we can find out the weaknesses of education conceiver in Indonesia who they actually
understand the importance of character formation through the emphasis of aspects of faith, as
Ahmad Tafsir's expression in his book entitled "Islamic Education Studies in Indonesia" (2004)
but they are caught up in the epistemology of western education so that the concepts and
methods produced still cannot be released in the western scientific paradigm that only makes a
concept. Rationally and logically as the source of this criticism from Mujamil Qomar in his
book "Epistemology of Islamic Education From Rational Methods to Criticism" quoted by Ulil
Amri Syarif (2012). So they ignore that actually, the aspect of faith that is actually very
influential in the formation of the character itself, of course, the source of faith is in the holy
book of the followers of their respective religions, while the religion of Islam is derived from
the Quran and Assunnah (Nur, 2016).
The term character also means akhlaq. Because the character has the same meaning
element as akhlaq as expressed by Ahmad Tafsir when giving an introduction in the book
"Character Education in The Perspective of Islam" by Majid and Andiyani (2011). That
character is the same as akhlaq in the view of Islam. The essence of the educational process is
to build noble characters.
Ulil Amri Syarif quoted Muhammad Rabbi Mahmud Jauhari as saying that a person will
be said to have true faith and in accordance with Islamic sharia if he has good character. so,
akhlaq or good character is a sign of perfection of faith. From this, we can conclude that
character will be formed if aspects of faith are first formed. While the aspect of faith can only
be obtained in Islamic religious lessons, this is in accordance expressed by the Ministry of
National Education in Ulil (2012), the grand design of character education, religion is one of
the foundations taken by noble values to produce learners of noble character (Indonesian Ministry
of Education and Culture & Indonesian Ministry of Religion, 2011).
When talking about the religious lessons of Islam as the basis for taking character values,
it is a must to first know that the source of Islamic religious lessons is the Qur'an (Putra, 2016).
The Qur'an is one of the miracles that Allah sent down to His Rosul Muhammad Shalallahu
'Alaihi Wa Salam. It contains living guides such as faith/tawhid, religion, jihad, charity, social
relations, laws, regulations of the division of property, agriculture and trade, da'wah, science,
morals, history, or stories of the former people, and so forth.
One of the contents of the Qur'an is about the stories of Nabi, the Rosul, and the former in
which there is very deep wisdom (Subhan, 2018). These stories can be taken as good news or
warnings. The good news of heaven and the warning to us of hell (al-Ma’mun, 2021). God has
confirmed in his firm:
Character Education Values in the Ashaabul Uhduud Story: An Analysis of Al-Buruj Verses 4-8
492 Interdisciplinary Social Studies, 1(5), Feb 2022
"We tell you the best story by citing this Qur'an to you, and indeed you were previously
among those who did not know. "(QS. Yusuf: 3) (Indonesian Ministry of Religion, 2012).
These stories are not merely as history or stories that add knowledge and provide lessons
for us, but also carry the message of education. So that stories that contain education we can
call by the name of an educative story (Rosita, 2016). These educational stories can be used as
a reference in education because the story is an easy means to educate humans. This model is
found in the Qur'an. Even the stories in the Qur'an have become popular stories in the world of
education (Rosidin, 2016). The story revealed in the Qur'an accompanies various aspects of
education that are needed by humans and among them is the aspect of the character (Rosidin,
2016).
One of the educational stories in the Qur'an chosen by the author is the story of Ashaabul
Uhduud contained in Surat Al-Buruj: 4-8. Because this story implied the values of character
education that have a lot to do with the problem of faith, and the process of conveying that faith
to the community, so as to successfully instill the faith into the public, then become a character
in them that becomes a principle in their lives full of extraordinary trials.
Kisah is played by a young man named Abdullah bin Tsamir, the blind king's advisor, the
priest of the teacher, and the locals who became Muslims due to the faith of the young man,
also in it, there is a dzolim king, Dzu Nuwas. Because of the values of character education that
can be taken from this story, the author will examine what are the values of character education
contained in the story of Ashaabul Uhduud which can later provide a fresh atmosphere in
Indonesian education in which there are aspects of faith that are referenced to build character.
Therefore in this study researchers raised the title "Values of Character Education in the Story
of Ashaabul Uhduud In Surat Al-Buruj: 4-8."
METHOD
This research aims to uncover and illustrate the value of character education carried out by
a young man who in his position is as a student of magicians and Christian scholars is a teacher
to seek the truth of faith and the King. Therefore, an in-depth study is needed through the study
of interpretation and views from researchers. Thus the approach used in this study is a
qualitative approach with descriptive methods.
In data collection, the author uses library research, which is literature research (Hadi,
1990). In other words, the author conducts research on books and other sources that have to do
with the discussion of this thesis. For this reason, the author conducts a search of various
literature by collecting books that have to do with the title above.
The primary data sources in the study are the Qur'an, Shahih Tafsir Ibn Katsir Juz 'Amma
Shaykh Shafiyuurahman Al-Mubarakfuri, Tafsir Al-Misbah Quroish Shihab, Tafsir Al-Azhar
Buya Hamka. While the secondary is the Story of the Zhalim People by Hamid Ahmad Ath
Thahir, Sirah Nabawiyah Ibn Hisham.
The stages of the method of analysis of content based on the opinion of Nyoman Kutha
Ratna in his book "Theories, Methods, and Techniques of Literary Research" (2010) (Content
Analysis) are as follows:
Character Education Values in the Ashaabul Uhduud Story: An Analysis of Al-Buruj Verses 4-8
493 Interdisciplinary Social Studies, 1(5), Feb 2022
1) Find the object to be analyzed. In this case, the object of research is the value of
character education in the story of Ashabul Uhdud (Telaah Surat Al-Buruj verses 4-
8).
2) The object is systematically analyzed.
3) Analysis is done using the relevance of these theories. In this study, there are
interrelationships to the value of character education.
4) The entire data needs to be linked and searched for context with a variety of relevant
disciplines. In this case, the data that will be the study material is associated with the
value of character education issued by the Ministry of Education.
5) Find both in the form of something that does not yet exist or in the form of a theory.
The analysis in this study also uses inductive methods that are thinking patterns that start
from special facts or concrete events and then draw generalizations that have general properties
(Hadi, 1990).
RESULTS AND DISCUSSION
From research on the values of character education in the story of Ashabul Uhduud by
knowing the basis of naming Al-Buruj letter, its virtues, its sense, because of its descent and
wisdom, the translation of its mufrodat and reviewing the interpretation of Surat Al-Buruj
verses 4-8 from the reference of primary data sources and supported by secondary data sources.
Researchers get the educational values of character from every character in the story including
The king, the sorcerer, the priest, the young man, and the locals.
While the values used by researchers from these figures are adapted to the grand design of
the Ministry of National Education in character education classifying 25 points of character
education values in 5 groups based on the values of SKL, SK / KD, and entrepreneurship,
namely:
1) The value of character in man's relationship with God; religiosity.
2) The value of character in relation to oneself; Honesty, intelligence, a sense of
responsibility, hygiene and health, discipline, logical thinking, critical, creative, and
innovation, toughness, curiosity, love of science, self-confidence, independence, risk-
taking courage, action-oriented, spiritual leadership, hard work.
3) The value of character in relationships with humans; help, courtesy, awareness of the
rights and obligations of self and others, adherence to social rules, respect for the work
and achievements of others, democracy.
4) The value of character in the human relationship with the environment; concern for
the environment.
5) National values; Nationalism, respect for diversity.
Based on the discussion and analysis on the story of ashaabul uhduud taken from the
interpretation of Shahih ibn Katsir juz 30 with the tazhib is Shaykh Shafiyurrahman Al-
Mubarafury, it can be concluded that the Values of Character Education contained in the letter
Al Buruju Verses 4-8 and adapted to the grand design of the Ministry of National Education in
character education classify 25 points of character education values in 5 groups based on the
values of SKL, SK/KD, and entrepreneurship and the results do exist and researchers
summarize it and also disseminate it and detail and detail on every character in the story and
thesis. Although the summary is as follows.
Character Education Values in the Ashaabul Uhduud Story: An Analysis of Al-Buruj Verses 4-8
494 Interdisciplinary Social Studies, 1(5), Feb 2022
Values of Character Education in The King's Figure
1) Value of character in one's own relationships: Honesty
2) Values of character in relationships with humans: Empathy
3) Values of character in nationality: Nationalism, tolerant
Value of Character Education in the Figure of a Sorcerer
1) Value of character in man's relationship with God: Religious
2) Value of character in self-relationships: Discipline
Value of Character Education in Youth Figures
1) Value of character in man's relationship with God: Religious, peaceful, tolerant, and
firmly established
2) Value of character in self-relationships: Honesty, responsibility, bravery, and lifelong
learning
3) Values of character in human relationships: Empathy
Value of Character Education in Reverend Figures
1) Value of character in man's relationship with God: Religious
2) Values of character in self-relationships: Honesty, responsibility, and berani
Value of Character Education in Victims of Ashaabul Uhduud
1) Value of character in man's relationship with God: Religious and firmly established
2) Value of character in relationships with yourself: Patience
CONCLUSION
Character education values in the Ashaabul Uhduud story contained in surah Al-Buruj
verses 4-8, namely: 1) The values of character education in the figure of the king include:
honesty, empathy, nationalism, and tolerance; 2) The values of character education in witch
figures include religion and discipline; 3) The values of character education in the character
of the youth include: Religion (Peace of mind, tolerance, respect for religious differences, firm
stance), honesty, responsibility, courage, being a lifelong learner, and empathy; 4) The values
of character education in the figures of the Ashaabul Uhduud victims include religion, firm
stance, patience.
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