A STUDY OF CHARACTER EDUCATION TRANSFORMATION IN THE HISTORY OF AL-KHAIRIYAH THROUGH EXPERTISE COURSE (MKK)

Purpose of study: The research aims to determine the transformation of character education in expertise courses with alKhairiyah's historical material as a source of character education in increasing understanding of local values. Methodology: The sampling technique uses purposive sampling and snowball, by conducting interviews, observation and documentation studies. In the process of working the data are analyzed using Miles and Huberman's models through the stages of data collection, data reduction, data display, and concluding the reality on the ground that is natural and actual in a comprehensive and intact manner described. Main Findings: The results obtained, namely STIT Al Khairiyah, established that the history of al-Khairiyah is a subject that must be taken by every student in the 1st and 2nd semester. Applications: One effort that must be made in that direction is to build character in all aspects of people's lives, especially through educational institutions. The history of Al-Khairiyah was designed in developing SAP and RPS in expertise courses by lecturers with approaches and models lectures based on local material. In transforming character education in skills courses at STIT al-Khairiyah Cilegon, students understand more about the character values contained in the history of al-khairiyah.


INTRODUCTION
The influence of globalization has at least undermined the manner and character of the educated participants who underwent drastic changes resulting in a generation capable of facing the clash of global culture that was facing them. It is not surprising that the influence of globalization on the younger generation has a lot of hope and concern that puts psychological pressure because it requires a decision to choose the way of life following the norms that have passed in the community (Ilahi, 2012: 19). Furthermore, according to Ilahi (2012: 19) that the advancement of science and technology reflected in the influence of globalization, at least it will undermine the moral values of students who are not equipped with strong religious teachings so that they can result in obedience to their mental and mental security in making decisions later on. Therefore, education is very necessary for instilling values, morals, and norms.
Education is a systematic effort with a variety of approaches in building Indonesian human civilization with character. Success in the field of economics and technology is shown by developed countries, it is because of the spirit of humanity to achieve a more meaningful life. To support it, as stated by Mahmud (Gunawan, 2012: v) that there is a need for the best way to build and develop the character of the people and the Indonesian people to have batter character, superior and noble. The right effort is through education because education has an important and central role in instilling, transforming and fostering positive character and changing the bad character in a good manner.
In line with what was written by Suyadi (2013: 30) stated that in Indonesia, character education has been completely discussed by Ki Hadjar Dewantara in his monumental work, education, and culture. According to Ki Hadjar Dewantara (in Wibowo: 2012: 18), stated that education is not only a matter of forming learners to become clever, smart, knowledgeable and intelligent but also oriented to form a noble character, personal and selfish. Therefore, education must also pay attention to culture as a result of human cultivation, sense and will and because it encompasses the various noble works of mankind. The character education that is now being regulated by the Ministry of National Education is actually just another term from the Character Education in the thinking of Ki Hadjar Dewantara. in Law No. 20 of 2003 concerning on the National education system (Sisdiknas) in section 3 has emphasized that National education functions to develop capability and shape the dignified character of national civilization in order to educate the nation's life aiming to develop the potential of students to become believers and fear God One, noble, healthy, knowledgeable, creative, independent, and a democratic and responsible citizen. To realize this goal, there must be awareness of character building.
As stated by the Ministry of National Education to launch the national movement in the form of character education (2010-2025) through a presidential decree by Susilo Bambang Yudoyono on May 11, 2010, concerning the national movement for character education. Therefore character education has the purpose of planting values in students and reforming the life plan together that values individual freedom. In line with what was written by Wahyu in Abbas (2014: 7) states that character education has a higher meaning than moral education, because character education is not only related to the problem right-wrong, but how to habitual good things in life so that students have awareness, and high understanding and care and commitment to apply the natural virtues of everyday life. This was cited by Suyadi (2013: 2) stating that character education is aimed at realizing the ideals of the Indonesian nation based on four national pillars, namely Pancasila, the In line with what was written by Arisanty in Abbas (2014: 80) states that character education is an important thing to be instilled through the university environment to create a superior generation in the current era of globalization. To deal with this, universities are expected in various fields of life to prepare a generation that has the ability, habit of thinking critically, researching, solving problems, making decisions and having good character correctly and wisely.
Higher education as an educational, research and community service institution is expected to play an active role in overcoming the nation's problems mentioned above. Including higher education of STIT in Citangkil, Cilegon city which is located in the al-Khairiyah's Islamic Boarding School Foundation, it is hoped that its participation will instill national character values especially through character education for newly enrolled students. STIT Al-Khairiyah attempts to apply character education to his students, one of which is in the Expertise Course (MKK) on the historical material of al-Khairiyah which has the values of the character of its founder, Brigadier General KH. Syam'un. This is a strategic step because the output and outcome from the transformation of character values will provide knowledge of the noble values of the nation's character. So that is the aim of students, STIT Al-Khairiyah can play a role as a leader of the national character in various fields in the future. So STIT Al-Khairiyah must produce his scholar graduations who are not only competent in hard skills but also soft skills. STIT Al-Khairiyah's graduations are expected to master science and technology and also have to be as complete human beings as devoted human beings, relationships that are harmonious with the surrounding environment, with the community being a character and becoming good citizens.

LITERATURE REVIEW
The definition of characters according to Latin means kharakter, kharassein, and kharaj, in Greek characters from charassein which means making sharper and making deeper. In English character and Bahasa are commonly used with the term karakter interpreted by character, psychological traits, morality or character that distinguishes a person from others, and character. While the understanding of characters, according to the terminological view written by Lickona (1991: 22) states that character is a person's nature in responding to situations morally. It is manifested in real action through good behavior, honesty, responsibility, respect for others and other noble characters.
According to Berkowitz & Bier (2005: 7) states that character education is the creation of a school environment that helps the student in developing of ethics, responsibility through models, and teaching good character through universal values. Character education stated by Soedarsono (2010: 33) that it is the provision of views on various types of life values that will show identity as conscious human beings, citizens, and men or women. A person's character is a measure of his dignity so that he thinks objectively, openly, critically, and has self-esteem that is not easily traded. In line with Zubaedi (2012: 55) states that character education is essentially that of developing moral intelligence (building moral intelligence) or developing moral abilities of students. This is according to what was written by Lickona (1991: 21) stating that character education emphasizes the importance of three components of good character, namely moral knowing or knowledge of morals, moral feelings and moral actions.
While according to Zubaedi (2011: 18) states that character education when viewed from its function has three main functions. First, the potential of the formation and development. Character education forms and develops the potential of students to be good-minded, kind-hearted, and behave following the philosophy of the Pancasila. Second, the function of repairs and reinforcement. Character education improves and strengthens the role of families, educational units, communities, and the government to participate and be responsible for developing the potential of citizens and building nations towards a developed, independent and prosperous nation. Third, the filter functions. Character education sorts out the nation's own culture and filters other national cultures that are not in accordance with national cultural values and dignified national character.
Based on the thinking flow of the development of the nation's character, education is one of the basic strategies of national character development which in its implementation must be carried out coherently with several other strategies. The strategy includes namely, socialization/awareness, empowerment and cooperation of all components of the nation. Character development is carried out by a systematic and integrative approach involving families, educational units, the mass media, the business world, and the industrial world. So that the education unit is an important component in character development that runs systematically and interactively along with other components (Wibowo, 2012: 45).Therefore character education must be carried out through educating values or virtues which are the basic values of national character. The policy that is the attribute of a character is value. Therefore, character education is the development of values that are based on the live view or ideology of the Indonesian nation, religion, culture, and values formulated in national education goals (Zubaedi, 2012: 72-73). This is in accordance with Mulyana (2011: 104) stating that the relationship between values and education can be seen from the purpose of education itself. as contained in the national education goals, developing the potential of students to become human beings who believe and fear the Almighty God, have noble, healthy, knowledgeable, capable, creative, independent and become democratic and responsible citizens contain several important values for the development of national character. Furthermore, according to Mulyana (2011: 109) that value education is intended to help students understand, realize, and experience values and be able to place them integrally in life. To achieve good and right behavior, educators need to be introduced.

RESEARCH METHODOLOGY
The research approach used by researchers in this study is qualitative. This research was carried out at the higher school education of Al-Khairiyah (STIT). In this study, primary data was obtained by researchers from the results of in-depth interviews with key informants (key informants), including chairman of the Foundation of Al-Khairiyah, chairman of higher education of Al-Khairiyah (STIT), deputy chairman I, Lecturer, and students. After the data collected, it is analyzed using inductive techniques that take steps: data reduction, presentation of data, and data verification (conclusion drawing/verification).

Character Values Contained in the History of Al-Khairiyah
Based This, as explained by Tilaar (2007, p. 37) states that the formation of consensus that will become a national identity requires its coaching habitués. In this case, education has a tremendous centripetal power which is formed by behavior, way of life, ways of thinking and feeling in society. Religious and character education are very important in building an Indonesian national identity. In these two forms of building, the importance is not the procedure but the content. Moral, character and religious teachings should be behaviors manifested in everyday life as educators both in schools and in families and communities.
On the other hand, Megawangi (2004: 145) states that the process of building individual character values is completely complex, it is time for a manners approach to be reviewed so that it can involve all aspects "knowing good, loving and desiring the good, and acting the good simultaneously and continuously. So, the process of character education can be carried out well. According to Syafri (2012: 12) states that if character education is implied in the National Education Law No. 20 of 2003 was developed following the conditions and culture of the Indonesian people, then character education will receive attention and a very important position in developing potential in forming the character of students.
In line with what was written by Koesoema (2007: 80), stating that character people means people who have personality, behavior, character, or attitude. While according to Lickona (1991: 53) argues that, having knowledge of character values is not enough to be human in character, moral values must be accompanied by moral character. Included in this character value are three character components (components of good character), namely knowledge about morals (moral knowing), feelings about moral (moral feeling), and moral actions (moral actions). This is needed so that students can understand, feel, and simultaneously work on the virtues in school in education. This was written by Gredler (1991: 401-403) states that the design of instructional materials that are designed must have an essential component of learning is a model that deals with the behavior, reinforcement of the model created and cognitive processing of model behavior by the student. To carry out the teaching component in each learning activity, the educator must pay attention to the following: (1) regarding the appropriate learning model in the classroom, (2) determining the functional value of behavior, and (3) carrying out cognitive processing in students. If the learning component is applied both to the learning of the natural sciences, as well as to the social sciences, then the learning will be more directed at the learning objectives.

Design of Character Education in the
Inline which states that the curriculum is a set of plans and reinforcement of the objectives, content and learning material, and the methods used to guide the implementation of learning activities to achieve certain goals. These specific objectives include the objectives of national education and conformity with specificities, conditions, and potential of the region, educational units, and students. Therefore, the curriculum is prepared by the education unit to enable the adjustment of educational programs to the needs and potential in the region.

Transformation of Character Education in Expertise Courses at STIT Al-Khairiyah Cilegon
Based on the results of interviews, with lecturer and student regarding the transformation of Character Education in the Expertise Course at STIT Al-Khairiyah is: Based on the results of the study through observation, documentation, and interviews that character education within the scope of the al-Khairiyah history course at STIT al-Khairiyah was transformed through a semester learning plan(RPS). The management of the Expertise course (MKK) is carried out intensively by using character education design, character education implementation, and evaluation of character education. First, the transformation of character education at STIT Al-Khairiyah was carried out when the design of Expertise Course (MKK), namely semester learning plan (RPS). All semester learning plans(RPS) are ensured to include character education content. Second, the implementation of character education is carried out through face-to-face meetings in lecture classes and independent activities outside the classroom. Third, evaluation of the implementation of character education at STIT Al-Khairiyah is carried out by directly assessing and observing. The assessment is directly carried out with the event incorporating elements of character education in quiz questions, daily tests, midterm tests, and end of semester tests.
The transformation of character education at STIT al-Khairiyah in an integrated manner in the subject of expertise is the introduction of local cultural values, which gained awareness of the importance of character values reflected in the history of Al-Khairiyah, and the internalization of character values into student behavior a daily activity through the learning process. The lecture activities in the Al-Khairiyah history course want to instill existing values effectively, in addition, students to master the targeted material competencies (material) are also designed for students to recognize, realize/care, and internalize values characters in the history of al-Khairiyah and make behavior. © Permana and Suhaili and empowering all the elements, sub-sub, parts, components or related elements. The curriculum that is supported by this, can make the learning process as expected.
In line with what stated by Zubaedi (2012: 191), character education includes the development of substances, processes, and atmosphere or an environment that inspires, encourages and facilitates someone to develop good habits in daily life. This habit arises and develops based on the awareness, belief, sensitivity, and attitude of the person concerned. Furthermore, according to Zubaedi (2012: 198) shows, the development of character education is a process that occurs continuously. Character is not a product or a product but a life effort. This business will be more effective when humans do what is the ability of individuals. The process of karaker education is not easy to build on individual or group loyalties because in the process many factors determine success in shaping human character.
Character education in a college environment can be a priority in instilling value. This is based on the principles of specificity, vision, mission, and character of each college. Mulyana (2011: 107), states that education in the school/campus environment should give priority to raising the values of life, and explain the implications for the quality of life of the community. Mulyana further stated (2011: 113) states that for that to build the quality of human life through education continues and will not stop as long as humans exist. the process takes place simultaneously and continuously. In line with Wibowo (2012: 142) states that character education in tertiary institutions is expected to be born with an educational model that has meaning for students as individuals, not only giving cognitive, but also effective, and cognitive knowledge of groups of teaching and skills materials and skills.
The transformation of character education in higher education should be carried out with various approaches and there is always sustainability. This is in accordance with that building character describes, (1) is a process that is continuously carried out to shape character, character, and psychological traits based on the spirit of devotion and togetherness. (2) Perfecting existing characters to realize the expected character. (3) Fostering character/character to display a conducive character in the life of the community, nation, and state-based on values and philosophy of life.

CONCLUSION
The results of the study and discussion on the transformation of character education in the history of al-Khairiyah in the subject matter of expertise, the authors concluded that the Character values contained in the history of al-Khairiyah, namely, Islamic values, patriotism, sincerity, respect and earnestness, exemplary, simplicity and love for the motherland. Historical Design of Al-Khairiyah in developing Semester learning plan (RPS) at Expertise Course is a semester learning plan (RPS) design that is prepared by the lecturer simply and by running spontaneously. The transformation of character education in the expertise course at STIT al-Khairiyah Cilegon, namely the management of the Expertise course (MKK) in al-Khairiyah's history material was carried out intensively by lecturers using character education design, the implementation of character education in al-Khairiyah's history went well , evaluation of character education in the history of al-Khairiyah resulted in an understanding of the character values of Islam, patriotism, sincerity, respect and earnestness, exemplary, simplicity and love of the motherland.