Andra-pedagogical strategies for teaching values: philosophical and Islamic approaches

Value may not be seen just as a symbol of morality, ethics, or akhlak, but also as a dynamic system that should be performed in daily activities, especially inside the school and classroom, so as to strengthen good attitude, behavior and personality of the students. The failure to internalize the values would have deep impact on character building of the students. Value itself should be inherent in all of the subject matters and courses taught in the classroom. In this regards, teachers have a pivotal role to deliberate and internalize positive values in the whole process of teaching and learning. Here the problems arise whenever the teachers failed to imply the appropriate instructions to internalize value in the classroom setting or school may caused bad attitude, behavior, and personality of the students. Research methods applied in this study is library research with literature reviews as main techniques of analysis, and data sources used in this study are documents with digital and non-digital references, and field-based experiences of the authors in teaching the students. Strategies for teaching value could be scrutinized through deep understanding of religious dimension as well as philosophical point of view. Religious (read: Islamic) teachings cope with many absolute values concerning about human actions and its implications towards social lives. In this point, Islamic approach of instructions will be elaborated more closely to explain its impact on value education. While, philosophical point of views tries to studies rationally the significant of values in society, its reasoning, concept and explanation on value education. Several strategies of teaching values that will be described in this paper are consist of several approaches which can be divided into active learning strategy, participatory and contextual teaching and learning strategies, and Islamic approaches of instructions. The expected outcomes and contributions of this study hopefully are to develop appropriate strategies for teaching values, since teaching values is not merely a matter of cognitive domain but also affective and psychomotor domain.