Implementation of moral values in learning process (a study of Syeikh az-Zarnujji thoughts in the book Ta’lim Muta’alim)

One of the nowadays phenomena which lively discussed lately is the degradation of morality. There are many cases which showed us about the degradation of morality among students and it raised various problems. Therefore, it is nacessary to study moral values which are expected to be able to minimize the phenomenon of moral decadence and bring positive impacts on education in Indonesia. In addition, this study also axamined the implication towards character education in Indonesia. This study aims to determine the moral values based on Syekh az-Zarnujji’s thoughts in Ta’lim Muta’alim. The questions that will be answered through this research are: 1) what are moral values according to Syeikh az-Zarnujji in the book Ta’lim Muta’alim? 2) How is the application of moral values according to Syeikh az-Zarnujji in the book Ta’lim Muta’alim? 3) What is the implication of moral values according to Syeikh az-Zarnujji in the book Ta’lim Mutaalim in a learning process? The research method used by the researcher is library research. The primary data source is Ta’lim Muta’alim, the secondary sources are taken from journals, books, articles, and so on that are relevant to this research. The data analysis technique that has been used by the researcher is the thematic analysis method. The finding of this study has indicated that Ta’lim Muta’lim is still legit and relevant to the character education in Indonesia. The results of this study can be concluded: 1) moral values contained in this book are: loving-knowledge, peace-loving, democratic, tawadlu, smart, hard-workng, diligent, gratitude, zuhud, tawakal, patient, compassion, husnudzon, wara’, being truthful, and self-realization. 2) the application of moral values in Ta’lim Muta’alim in a Learning process using some strategies, the strategy are: exemplary, habituation, solemnity, and giving advice 3) the implication of moral values in Ta’lim Muta’alim, First, as moral competencies that must be owned by educators and students. Second, to build religious morals as a result of akhlaq education