Improving Student’s Social Solidarity Value Awareness through Learning Community-Based Mentoring
Laili Mufatakhah1, Triana Rejekiningsih2, Triyanto3
1Laili Mufatakhah, Department of Civics Education, Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia.
2Triana Rejekiningsih, Department of Civics Education, Sebelas Maret University of Surakarta, Central Java, Indonesia.
3Triyatno, Lecturer, Department of Civics Education, Sebelas Maret Sebelas Maret University of Surakarta, Central Java, Indonesia.
Manuscript received on 28 September 2019 | Revised Manuscript received on 10 November 2019 | Manuscript Published on 22 November 2019 | PP: 655-660 | Volume-8 Issue-6S3 September 2019 | Retrieval Number: F11210986S319/19©BEIESP | DOI: 10.35940/ijeat.F1121.0986S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This research was attempted to analyze the concept of the integrated Islamic school in improving student’s social solidarity value awareness through student’s learning community-based mentoring (called as Islamic Character Building or BinaPribadi Islam/BPI) conducted in Nur Hidayah Integrated Islamic Junior High School (SMPIT Nur Hidayah). This research applied qualitative research design by doing a case study on seventh, eighth, and ninth grade students. Based on the result of the analysis, it is found that the type of mentoring activity held by SMPITNurHidayahis the type of mentoring usingthecoeval group approach guided by teachers. The applying of learning community of BPIuses seven continuous cycles; namely: inquiry, action research, data analysis, planning, action, reflection and evaluation. The improvement of students’ solidarity value awareness in SMPIT Nur Hidayah of Surakarta is conducted through several BPI agendas; such as: observing environment (the activity to contemplate God’s creations and its phenomenon), camping, rihlah/trip which is aimed to raise the character of understanding and caring among the students. Those activities are strengthened by raising the values of togetherness and not discriminating others (for example by making a futsal team randomly), raising the sense of belonging (for example by visiting friends whoget sick), andhelpingfriendswho have problem in both academic and non-academic case.
Keywords: Solidarity, Students, Mentoring, Learning Community, Islamic Character Building (Bina Pribadi Islam).
Scope of the Article: Context Awareness and Personalization