Analysis of Supporting and Inhibiting Factors in the Integration of Character Education in Akidah Akhlak Subjects at MIN 11 Aceh Tenggara

This paper aims to explore the supporting and inhibiting factors in the effort to integrate character education in akidah akhlak subjects at MIN 11 Aceh Tenggara. This study uses a qualitative method with a narrative approach and data collection techniques of interview, observation, and documentation; then, the data is analyzed using the methods developed by Miles and Huberman, namely data reduction, data presentation, and data verification. This study shows that the supporting factor for integrating character education in aqidah moral learning at MIN 11 Aceh Tenggara is the availability of learning media in the form of focus and Madrasah residents who work together to supervise all students, both outside and inside the Madrasah environment. The inhibiting factors are the limitations of Madrasah infrastructure in the form of no mosque or prayer room, family support, and social media and games that have an influence on student character.


Introduction
All parties including the schools, parents, and societies are responsible to implement character education.As aneducation institution, the school hasan important role to implement character education because National Education Sistem No. 20/2003 mandated the building of the student's positive mental.Moreover, the government gave Pendidikan Agama dan Budi Pekerti subjects for every education level.Even on the level of education under the Ministry of Religion, religious education is divided into four subjects that are History of Islamic Culture, Al-Qur'an-Hadith, Aqidah-Akhlak, and Fiqh.It is indicated that the educational institution has an importantrole to implement character education.
One way to implement character education is to integrate it into the subjects.More results of thestudy indicated that the integration of character education to the various subject have been successfulsuch as Natural Science, 1 Citizenship Education, 2 German Education, 3 Social Science, 4 etc.Therefore, the integration of character education into thevarious subjects is very important. 1M. Khusniati When the integration of character education to various subjects isimportant, the integration to Akidah Akhlak is more important because Akidah Akhlak and character education have the same purposes as the good habit. 5Even, Zaini and Ramlan saidthe strengthening of Akidah for children is very important to anticipation children from online culture aberration because when the children have the strong Akidah, their will can filter and reconstruct problems with wise of logically, attitude, and aesthetics based on benefits together. 6me studies have shown that the integration of character education into Akidah Akhlak is successful by inserting the character values when learning activities of processing. 7Harpan Reski Mulia found that this integration feasible into the core competition, learning objectives, and learning method. 8Meanwhile, the study of Ridhatullah Assya'bani and Khairul Bariah found that integration of character education feasible of teachers into every step on learning such as planning, implementation, and closing. 9 The above explanation attracted my attention because it would inform us that integration is feasible into Akidah Akhlak.However, the study of supporting and inhibiting factors has been overlooked.So, this study porpuses will explore the supporting and inhibiting factors in the effort to Besides, we can anticipate the inhibiting factors and we can soon conquer them so that integration with smooth.

Research Method
The Islamic Elementary School 11 Southeast Aceh (MIN 11 Aceh   Tenggara) is the locus of this study.This study used the qualitative method with a narrative approach.As a qualitative method, this study will describe the natural setting conditions.So, I will try to describe the supporting and inhibiting factors in the integration of character education into Akidah Akhlakwithout giving a setting.Therefore, this study is a real description of that study.Likewise, a narrative approach is an approach used for the study of individual life with asking them to tell about their lives, and this study I asked Akidah Akhlak's teachers at MIN 11 Aceh Tenggara. 10e techniques of data collection used interviewing, observation, and 11 Matthew B Miles and A. Michael Huberman, Analisis Penelitian Kualitatif, trans.Tjerjep Rohendi Rohidi (Jakarta: UI Press, 1992), 16-21. 12Afifuddin and Beni Ahmad Saebani, Metodologi Penelitian Kualitatif (Bandung: Pustaka Setia, 2015), 144.
According to the purpose of this study, the learning process is the main attention.Some findings of supporting factors when the Akidah Akhlak's teachers integrate character education into their subjects are available of the overhead projector, and the control from all Madrasah parties.As the inhibiting factors are internal factorsof the unavailable mosque or musala, and external factors of the student's family less of taking part for the student character implantations and social media or games influences.

Supporting Factors
The available overhead projector Today, the overhead projector is often used as a learning medium.
Likewise, the result of this study found one of support for character education integration into Akidah Akhlak is the overhead projector.The Akidah Akhlak's teacher used the overhead projector to play videos relating to lesson materials.
One of Akidah Akhlak's teachers said that the overhead projector utilization was very effective for the integration of character education into Akida Akhlak's learning because she plays for videos or films with a short duration.After playing videos, she asks her students to discuss that video and asks them to take the positive character ofimitation and the negative

Supporting Factors
The available overhead projector The control from all Madrasah parties Inhibiting Factors

Internal Factor
The unavailable mosque or musala External Factor 1. less of take part from student family 2. social media or games influences character not to imitate. 13Besides, the inhibition to use the overhead projector is when the teacher can not use the overhead projector.So, the Madrasah parties (especial of administration staff in MIN 11 Aceh Tenggara) helped the teacher to connect until the learning material is feasible. 14cording to the above opinion, the principal of MIN 11 Aceh Tenggarasaid the availability of the overhead projector has been eased by Akidah Akhlak's teacher to integrate character education.So, the availability of the overhead projectoris an urgent component to integrate character education in every learning.Therefore, several of the overhead projector benefits are easy to use, can show videos or films with inspirational narration to engender and strengthenstudents' characters, and can make the lesson more interesting.
The video is a medium from the arrangement or sequence of moving pictures and can give illusion and fantasy.The video also provides an advantage of information with attractively, live, dynamically, andeffectively to transfer of information. 15According to Syaiful Bahri Djamarah and Aswan Zaini, the video is the medium best because this media comprised sound and image elements and this medium is named whit audiovisual media. 16Besides audiovisual, this mediumhas been named also multimedia learning because this medium is the combination of audio and images media.And then, In several studies, multimedia learning has been successful to gave more breakthroughs in lessons such as natural science, 17 how to comparate multimedia using and conventional,18 multimedia learning can recognize students' learning styles,19 etc.Based on the above explanation, projector utilizationis one of the supporting factors to integrating character education into Akidah Akhlak because the teacher can show the educational videos and students can take lessons contained.Furthermore, the Madrasah must provide projector utilization in order can as support integrating character education in every lesson and especially for Akidah Akhlak.

The control from all Madrasah parties
The involvement of all Madrasah parties to observe the student's sleazes is an urgent element in educational institutions.According to Zubaedi, the implementation of character education run well in Madrasah, so all of the Madrasah parties including the principal, supervisor, teachers, and staff must have some perception, synergize, and remain in their respective corridors. 20Furthermore, character education has been integrated into all lessons will be easy to implement.
The teamwork in MIN 11 Aceh Tenggara parties has been seen.They participated to control student behavior, for example, every day when studentsmarched, the principal asked all students which one of them is not praying, and then the principal also asked them to be honest.After answering, the principal gave them a reward for all of the students to answer be honest even the students have not prayed.The aim of that treatment is for older to students be honest about their lives even they did a mistake.Related to the above explanation, the control from all Madrasah parties has been judged as the supporting factor in an attempt to integrate character education into Akdidah Akhlak lessons.So, this result is suitable with Oemar Hamalik writes that the school is a system of components and interacting to get the best output.22

Inhibiting Factors
The integration of character education into Akidah Akhlakhas certainly obtained the inhibiting factors.Based on the result studies, I found two factors inhibiting the integration of character education into Akidah Akhlak at MIN 11 Aceh Tenggara.Two factors are internal and external.

Internal Factor
The internal factor refers to anything within the MIN 11 Aceh Tenggara and under the control of this Madrasah no matter whether they are tangible or intangible.The internal factors become inhibiting due to have not carried out duly their functions.Besides, in the Madrasah institutions, the availability of infrastructure also becomes an inhibiting factor.
Based on an interview with a teacher of Akidah Akhlak in this Madrasah, the unavailable of a mosque or musala around MIN 11 Aceh Tenggara areas becomes an inhibiting factor to the integration of character education into Akidah Akhlak.According to that teacher, if the mosque is available, she will make pray Duha programs, and according to her, that is the one way to integrate character education into Akidah Akhlak.Although there is a mosque beside the MIN 11 Aceh Tenggara, the mosque is opened when the community wants to obligatory prayer together.The mosque or musala is a place for Akidah Akhlak teachers to habituate students fordiscipline pray and bedient to the religion they believe in is an obligation.Furthermore, in an educational institution, the worship facility is aninfrastructure that must be there.This opinion is suitable for Permendiknas RI No. 24/2007 that the numbers of worship facilities depend on educational institution need with minimal spacious 12 M 2 .
Given the mosque or musala function, based on Permendiknas RI No. 24/2007,the mosque or musala function in an educational institution is a place for school societies to worship has been supposed they religion when school time presenting.Likewise, more values are contained in every movement and word of ritualistic prayer in Islam.For example, in the Takbir movement, this meaning is that humans praise the glory of God.
While of salam movement and word is that humans spin around from other human and they abandon oneself just to Allah. 23cording to the above explanation, the mosque or musala has been judged as the supporting factor in an attempt to integrate character education into Akdidah Akhlak lessons.So, an educational institution must be provided a mosque or musala that can accommodate their students to obligatory prayer together.Besides, the availability of a mosque or musala in the Madrasah makes it Akidah Akhlak teachers easy to integrate character education into Akidah Akhlak.

External Factor
Besides the internal factor of Madrasah, several the Madrasah external factors have been found as an inhibition to the integrating of character education into Akidah Akhlak, that is: 1.The Family In education, the family is the main element in implantation character.Because the first education of children is obtained from their family.Meanwhile, the Madrasah is the second place for children to learn, and the teacher is the second educator.Furthermore, their firstplace for learning is their home and their first teacher is their parent.
According to Akidah Akhlak's teacher, the family has been an inhibitionfactorto the integration of character education into Akidah Akhlak.In this position, the support of student parents is the main element in education character.This statement is suitable with the hadith, that a habituation pray of children should start from their home. 24rther, that hadith instructed parents to beat up their child who does not obligatory prayer and isolate children's bedroom.Thus Islam taught parents how to educate children.
Modeling is the best way to educate children.Because if the parent behaves, truthful, brave, and the parents always avoid doing anything contrary to religion, their children going to be good, be honest, daredevil, and always avoided doing anything contrary to religion.Conversely, if the parent is a liar, a traitor, a miser.So as a child show these traits. 25lated to the above explanation, Istadi also contends that mother roles will shape children's habits, and will build children's characters.
Whereas, the father roles will impress the life values to children.That the father was just the moment to talk, but that will give the impression to the child. 26Furthermore, the roles of parents will complement each other to implant children's character.Even, Gotman and De Claire also said that the father's involvementin parenting can develop a child's empathy, respectfulness, affection, and good relationship. 27kewise, Zubaedi expressed his opinion about the importance of parents' involvement in the implant of educational characters to their children.He said the father is the best educator for girls to learn of strong personalities and obstinacy.The father's involvement also helps a girl to grow of self-concept, entitle to honor, and the attitude of competition.So, the girl also will be able to avoid adultery because self-respect was as deep ingrained.Meanwhile, for the boy, the father can bethebest role to learn how to say well, behave, think like a man. 28d then, Thomas Lickona has expressed clearly, "even if schools can improve students' conduct while they are in school, the likelihood of lasting impact on the character of a child is diminished if the schools' values are not supported at home". 29For that reason, we can take the conclusion when the parent does not become involved mentally to build student characters, that will be an inhibiting factor for integrating character education into Akidah Akhlak.

Games and Social Media
The other external factor to integrate character education into Akidah Aklak's lesson are games and social media.According to Akidah Akhak's teacher, even the students learn in elementary school and the age them are six until eleven years old, but more of them have addicted games and social media.Related to that, when I was sitting in the schoolyard and reading an electronic book on my phone, some students were coming and asked me what kind of games were installed on my phone.For that student question, we can show that the game has been cultivated in children's environment.
According to McLuhan that technology has created a revolution in the communities.Today, the community has relied on technology and the society older has depended on the society's capability uses of technology. 30Using social media does likewise in children's environment example Facebook.Even according to Sahana, today in Indonesia using Facebook has become a routine by students, teachers, lecturers, lawyers, politicians, artists, word figures, etc.In fact, because of this phenomenon, Indonesia earned the nickname "the Republic of the FB".In connection with her, this nickname has inspired the growth of Facebook's users in Indonesia.Because in 2008, Facebook's users in Indonesia was 64,5%.
This aggregate has become Indonesia as "the fastest-growing country on FB in Southeast Asia" and this aggregate has outmatched growth, Facebook's users in China and India as the most population in the world. 31sed on that data, Judita Christiany has studied Facebook users of students in Macassar.She has found that the students have goofed off because even they have used it in their spare time, but unknowingly theyhave an addiction to using Facebook, they also have goofed off. 32rthermore, the addiction to using games and social media of students, that become an inhibiting factorto integrate character education into Akidah Akhak's lesson.

Conclusion
The integration of character education into Akidah Akhlak is a way to build moral students.In this integration effort at MIN 11 Aceh Tenggara have been found two supporting and two inhibiting factors.Two supporting 30 Primada Qurrota Ayun, "Fenomena Remaja Menggunakan Media Sosial Dalam Membentuk Identitas," Jurnal Program Studi Ilmu Komunikasi Universitas Ahmad Dahlan Yogyakarta 3, no. 2 (October 2015): 8-16.
documentation.The interview used two of Akidah Akhlak's teachers and the principalin MIN 11 Aceh Tenggara.The observation was used to discern the integration of character education at MIN 11 Aceh Tenggara firsthand.As for the documentation, all documents used to catalog both online and offline are related to the purpose of this study.Meanwhile, I used Miles and Huberman's concept to analyze data findingsthat are data reduction, data display, and conclusion or verification. 11This study used data triangulation and theory triangulation to test data analysis. 12Result And Discussion of Findings 10 John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 4th Ed, trans.Achmad Fawaid and Rianayati Kusmini Pancasari, Cet-II (Yogyakarta: Pustaka Pelajar, 2017), 18.
Besides of principal, the administration staff also supported the implementation of educational character.My observation result has indicated thissupport.I found when students are fighting or indicateanother guilty, the administration staff should reprimand immediately without waiting for their teacher.Moreover, when the teachers were discussing students' deportments, the staff of the administration should involve and report the students who have ever been guilty.Based on the result discussion, the teacher will know of character should enhance into student.The surroundings of MIN 11 Aceh Tenggara have judged also the support of character education integrations.The researcher sees the surroundings of MIN 11 Aceh Tenggara a lot of posters or images have content teaching kindness such as part of Al-Maidah's second verse commended to mutual help unto righteousness and piousness, a poster forbidding to drop trash into a bin, a poster commending to familiarization into clean living, etc. Relevant to the surroundings at MIN 11 Aceh Tenggara, the teachers can utilize several posters for the integration of character education.According to Akidah Akhlak's teacher, he verbalizes when a student is guilty like a late to coming to Madrasah or disturbing another student, he has asked to memorize a part of Alquran or Arabic expressions that are looked at the surroundings of MIN 11 Aceh Tenggara.And thenverbalizing the same of other Akidah Akhlak teachers, that the posters or images surrounding MIN 11 Aceh Tenggara have helped her integrate character education into Akidah Akhak lessons.She would use those posters as a learning medium because the part of the character would integrate available in there. 21 Furthermore, the infrastructure is an important component in education institutions.Given these and relatedproblems, the Indonesia government has formulated in the Permendiknas RI No. 24/2007 (Minister of education and culture regulationNo.24/2007of infrastructure Elementary School/ Islamic Elementary school, Junior High School/ Islamic Junior High School, Senior High School/Islamic Senior High School) of the standardworship facility.Harpan Reski Mulia, Tin Farida The Analysis of Supporting and Inhibiting Factors to Integrate of Character Education 10 , "Pendidikan Karakter Melalui Pembelajaran IPA," Jurnal Pendidikan IPA Indonesia 1, no. 2 (2012), https://doi.org/10.15294/jpii.v1i2.2140.PEDAGOGIA: Jurnal Pendidikan 1, no. 1 (February 1, 2011): 85, https://doi.org/10.21070/pedagogia.v1i1.32.