ABSTRAK Abdul Hamid: Model Penelitian Evaluasi Pendidikan ...

ABSTRAK Abdul Hamid: Model Penelitian Evaluasi Pendidikan Moral di Universitas Muslim Indonesia Makassar. Disertasi. Yogyakarta: Program Pascasarjana Universitas Negeri Yogyakarta, 2009. Penelitian ini bertujuan menemukan model penelitian evaluasi yang dapat memberikan informasi pelaksanaan program pendidikan moral, dan menambah referensi tentang model penelitian evaluasi yang dapat mendeskripsikan dan menjustifikasi konteks, proses, dan hasil, dan menemukan konsep-konsep utama pendekatan pendidikan moral UMI Makassar, meliputi: (1) prinsip-prinsip moral yang diterapkan dalam upaya pengembangan kesadaran dan perilaku moral mahasiswa; (2) isu-isu moral yang dikembangkan sebagai isi atau muatan pendidikan moral; (3) metode pendidikan moral dalam rangka pengembangan kesadaran dan perilaku moral mahasiswa; dan (4) peran serta pembina, dosen, staf dalam pendidikan moral. Model evaluasi responsif naturalistik ini mengadaptasi model evaluasi countenance model dan pendekatan responsif (The Responsive Approach) dengan pendekatan analisis grounded theory untuk mendeskripsikan, menjustifikasi, dan menemukan konsep-konsep utama pendekatan pendidikan moral UMI Makassar. Penelitian dirancang dengan 3 (tiga) tahap, yaitu: (1) mendeskripsikan konteks, proses, dan hasil pendekatan pendidikan moral, (2) menjustifikasi konteks, proses, dan hasil pendekatan pendidikan moral berdasarkan standar agama (Islam), dan (3) menemukan konsep-konsep utama pendekatan pendidikan moral. Pengambilan sampel dilakukan dengan purposive sampling dan snowball sampling dengan maksud dapat memperoleh informasi yang maksimal dan akurat. Kegiatan pengumpulan data dilakukan dengan observasi, wawancara, studi dokumen, dan focused group discussion. Pencapaian kredibilitas penelitian dilakukan dengan empat teknik: (1) teknik pencapaian kesahihan internal, (2) teknik pencapaian kesahihan eksternal, (3) teknik pencapaian keterandalan, dan (4) teknik pencapaian kesahihan dan keterandalan. Teknik analisis data dilakukan dengan dua cara. Pertama, analisis data ketika peneliti masih di lapangan dilakukan dengan: (1) mempersempit lingkup studi, (2) mengembangkan pertanyaan-pertanyaan analitik, (3) membandingkan persamaan dan perbedaan antara masing-masing insiden, peristiwa, dan contoh fenomena lainnya, (4) merefleksikan data apa yang perlu diburu lebih lanjut, (5) membuat komentar tertulis secara tajam atas ide-ide yang muncul, (6) membuat ikhtisar secara akurat, (7) mengklarifikasi ide-ide dan informasi yang diragukan, (8) mengeksplorasi literatur yang masih dibutuhkan, dan (9) mengembangkan ungkapan-ungkapan yang dapat memperkaya makna dengan cara merefleksi. Kedua, analisis data pasca pendataan lapangan dilakukan dengan alur kegiatan yang terjadi secara bersamaan, yaitu: (1) reduksi data, (2), konseptualisasi data (3) penyajian data, dan (4) penarikan kesimpulan dan verifikasi. iii Hasil penelitian dapat dideskripsikan sebagai berikut: (1) model evaluasi responsif naturalistik dapat digunakana untuk memberikan deskripsi dan justifikasi, dan menemukan konsep-konsep utama pendekatan pendidikan moral UMI Makassar; (2) prinsip-prinsip moral yang diterapkan dalam program pendidikan moral UMI Makassar berdasarkan prinsip moral iman, Islam, dan ihsan; (3) isi atau muatan

pendidikan moral bersumber dari nilai-nilai luhur agama, tradisi, dan adat istiadat masyarakat, dan mengembangkan bahan kajian dalam proses pembelajaran di kelas dengan isu-isu moral esensial yang up to date dalam kehidupan mahasiswa; (4) metode pendidikan moral yang diterapkan UMI adalah metode komprehensif religius dengan corak sosial, rasional, dan sufistik; (5) peran serta pembina, dosen, dan staf dalam prendidikan moral ditunjukkan dengan menanamkan nilai-nilai moral religius, berperan sebagai model yang baik sesuai dengan nilai-nilai moral religius, memberikan tazkirah, memberikan layanan bimbingan moral, melaksanakan kajian Islam, pembiasaan, melaksanakan pencerahan qalbu; dan (6) program pendidikan moral mulai menunjukkan hasil pada kesadaran dan perilaku moral mahasiswa. Dapat dijustifikasi bahwa pendekatan komprehensif religius belum berjalan maksimal. Hal ini dapat dilihat dari: (1) belum maksimal penanaman nilai-nilai moral religius dengan isu-isu moral yang up to date melingkungi kehidupan mahasiswa; (2) belum maksimal penggunaan metode komprehensif religius dalam pendidikan moral; (3) peran serta pembina, dosen, dan staf dalam program pendidikan moral di kampus belum maksimal; dan (4) hasil program pendidikan moral meskipun mahasiswa sudah mulai menunjukkan kesadaran dan perilaku moral tetapi belum maksimal. Dari temuan ini dapat dikemukakan konsep-konsep utama pendekatan pendidikan moral: (1) penanaman prinsip moral religius yang berdasarkan iman, Islam, dan ihsan dapat membangun standar moral yang kokoh untuk pertumbuhan kesadaran dan perilaku moral; (2) penanaman nilai-nilai luhur dan pembahasan isu-isu moral dapat membantu mahasiswa memiliki kemampuan penalan moral, afek moral, dan perilaku moral religius; (3) pendekatan pendidikan moral untuk membentuk moralitas mahasiswa, memerlukan peran akal dan qalbu melalui metode inkulkasi, keteladanan, fasilitasi, tazkirah, pembiasaan, dan pencerahan qalbu; dan (4) komitmen dan konsistensi pembina, dosen, dan staf dalam pendidikan moral mempengaruhi kesadaran dan perilaku moral religius mahasiswa. iv ABSTRACT Abdul Hamid: An Evaluation Research Model for the Moral Education in Universitas Muslim Indonesia Makassar. Dissertation. Yogyakarta: Graduate School, Yogyakarta State University, 2009. The research aims at finding a model of evaluation research capable of giving information in terms of implementing moral educational program, adding a reference to the evolutional research model that enables to describe and justify the context, process, and result, and finding the main concepts of moral educational approaches at Universitas Muslim Indonesia (UMI). These include (1) moral principles applied in an attempt to develop students’ moral behaviors; (2) moral issues developed as moral education substance or contents; (3) moral education method in an attempt to develop students’ morality awareness and behavior; and (4) the roles of tutors, lecturers, and staff members as the parties responsible for the moral education. This naturalistic responsive evaluation adapted Stake’s countenance model and the Responsive Approach by using grounded theory analysis to describe, justify and find the main concepts of moral education in UMI, Makassar. This study was designed in 3 (three) stages, namely: (1) describing the context, process, and result of

moral educational approach, (2) justifying context, process, and result of moral educational approach in accordance with religious standards, and (3) finding main concepts in moral educational approach. The sample was selected by means of purposive and snowball sampling techniques to enable maximum and accurate information. The data were collected through observations, interviews, documents, and focused group discussions. The credibility of the study was attained through four techniques, namely: (1) the internal validity attainment technique, (2) the external validity attainment technique, (3) the dependability attainment technique, and (4) the validity and dependability attainment technique. The data were analyzed in two ways. First, the data were analyzed when the researcher was still in the field by means of (1) narrowing the scope of the study, (2) developing analytical questions, (3) comparing similarities and differences of each incident, event and other phenomena examples, (4) reflecting what data are needed to be searched further, (5) making sharp written comments on emergent ideas, (6) making accurate outlines, (7) clarifying doubtful ideas and information, (8) exploring required literatures, and (9) establishing jargons to enrich meanings by means of reflection. Second, the data were analyzed after they were collected from the field in a simultaneous way consisting of: (1) data reduction, (2) data conceptualization, (3) data presentation, and (4) conclusion drawing and verification. The results of the study shows: (1) naturalistic responsive evaluation model can be applied to provide description and justification and to find the main moral education approach concepts in UMI, Makassar; (2) the moral principles applied in the moral education program in UMI Makassar are based on iman (faith), Islam v (submission), and ihsan (virtue); (3) the substance or contents of the moral education emphasize social, rational, and religious values and relate the discussion materials in the classroom learning process to up-to-date essential moral issues in the students’ life; (4) the moral education method applied in UMI is the religious comprehensive method with social and rational characteristics as well as those belonging to Sufism; (5) the roles of tutors, lecturers, and staff members in the moral education are manifested by inculcating religious moral values, modeling, remembering Allah, teaching, training, and guiding students to make moral decisions by developing academic and social skills, and guiding them in heart enlightenment, and (6) moral education program is beginning to result in students’ awareness and behaviors. A judgment can be made that the religious comprehensive approach has not been well implemented. This is indicated by: (1) the inculcation of the religious moral values in relation to up-to-date moral issues around the students has not been maximal; (2) the application of the religious comprehensive method that has not been maximal; (3) the participation of tutors, lecturers, and staff has not been significant in the campus moral education program; and (4) the result of the moral education program has not optimally influenced students’ awareness and behavior. From the findings, concepts of moral education can be proposed: (1) the embedding of the moral religious principles can develop students’ strong moral standards to grow their moral awareness and behaviors; (2) the embedding of values and moral issues discussions can help them have moral thoughts, moral affection and religious moral behaviors. (3) the moral education approach to form student morality requires the roles of mind

and heart through the method of inculcation, examples from all academics members, remembering Allah, training, habituation, and heart enlightenment; and (4) the commitment and consistence of the tutors, lecturers and staff in moral education influence students’ religious moral awareness and behaviors.