Construction of Islamic Character Education Values Based on Local Wisdom in Culture Kasepuhan and Kanoman Palaces

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INTRODUCTION
Several cases of violence in Indonesia recently have various dimensions, some of which have political, economic, religious, and other dimensions. The phenomenon of Salsabilah, Islamic Character Education Based on Social Values, is very worrying because various moral degradations in various spheres accompany it. 1 However, it is sad that this phenomenon of violence occurs among students and students. This condition, of course, is very worrying and will affect the development of the nation's future. 2 Seeing this, many people consider that currently, the Indonesian nation is in a sick condition that requires proper handling and treatment through the provision of character education at all levels of education.z 3 Character education is also critical because it aims to build character, embodied in the essential unity of the subject with the behavior and attitude of life. 4 Character education can maintain and strengthen the character and identity of the nation wrapped in noble cultural values from local cultural wisdom that lives and develops in Indonesia.
The most appropriate approach to dealing with the problems of this nation is character education based on local wisdom. 5 Because in the era of modernization and globalization that is so great to hit the world's nations, the value of local wisdom has a critical and strategic position; therefore, it needs to be preserved and maintained. According to Rahyono Iin Wariin, local wisdom is human intelligence possessed by certain ethnic groups obtained through community experience. In other words, the meaning of local wisdom results from specific communities through their experiences and not necessarily experienced by other communities. 6 One of the communities in the West Java region still has a tradition of local wisdom is the people of Cirebon, most of whom embrace Islam. Islamic culture in Cirebon seems different from Islamic culture in Pasundan in general. Among the people of Cirebon, various traditions are known, including the length of the amulet (to commemorate the birth of the prophet Muhammad), the kliwonan Gunung Jati, the apostle, the alms of the earth, grebeg syawal, nadran, apeman, sebrah, bubur Shura, whose peculiarities are not found anywhere else. Certainly, Cirebon is an area that has a variety of cultural richness and high local wisdom. One of the sources that influenced the formation of these cultures in Cirebon was because the people inherited noble values from Islamic religious figures in Java, namely Syarif Hidayatullah (1448-1568), better known as Sunan Gunung Jati. 7 Several studies related to this research material: Aan Hasanah, 2012 (Journal of Analysis), Development of Character Education Based on Local Wisdom in Minority Communities (Study of Local Wisdom of the Indigenous Peoples of the Banten Baduy Tribe). 8 Furthermore, Nul Alfin Hidayati 9 , Yunus, 10 and Sri Hartini, 11 et al. The difference between this study and the research above is that in previous studies, the existence of Sundanese values was positioned as part of the sociocultural that lives and develops in the community. While the purpose of this study is to determine the construction of Islamic character education values based on local wisdom in the culture of the Kanoman and Kasepuhan palaces so that it has implications for the values of Islamic character education in Indonesian society, which is developed; both in the process and form of Islamic character education values in the Keraton culture

RESEARCH METHODS
z z z z z z z The approach used in this research is descriptive qualitative. According to Sugiyono, qualitative research is used because the issues discussed relate to social situations and not to be generalized to the population. In descriptive qualitative research, the researcher transcribes and describes the data in the form of recordings and conversations and the observed environment so that it becomes a narrative. This research was conducted at the Kanoman Palace and Kasepuhan Cirebon. The data collection techniques in this study were observation, interviews, documentation, and field notes. While the data analysis refers to the Miles and Huberman model, which is carried out through three steps: data reduction, data display, and conclusion. 12

The process of construction of Islamic character education values z
The process of cultural value construction consists of three stages: externalization, objectification, and internalization. These three stages in the author's research are a process of extracting the values of local wisdom in the Kasepuhan and Kanoman Palace Cultures, which are included in the cultural construction approach. The tradition of local wisdom of the people of Cirebon, in general, comes from the tradition taught by Sunan Gunung Jati, especially the petitih petatah Sunan Gunung jati, which contains a broad and complex meaning.
Based on the findings in the field, the process of internalizing local wisdom values based on the Kanoman Palace and Kasepuhan Palace mentioned above is believed by the people of Cirebon to include internalization in the family/home environment, school environment, and community environment. Internalizing local wisdom values in the family/home environment is a primary process in shaping one's This primary internalization in the palace community, kanoman, and kasepuhan, only occurs in a household environment that understands cultural education. Usually, this form of internalization is carried out when doing worship, facing meals, being disciplined, and procedures for maintaining manners or manners in the family.
As the results of an interview with Mr. Ceppy, the husband of Dewi Arimbi Nurtina, ST, the spokesperson of the kanoman palace below: "..... Old cultural values need to be maintained and taught in life in the household and community, which one of the uses can foster good association. In terms of getting along with society, namely: Getting rid of the nature of kanden wanci (stay away from bad qualities) and having the nature of kang wanti (have good qualities), all these values are always taught to their children as a manifestation of the teachings of their ancestors, namely Sunan Gunung Djati." 15 In general, the local culture-based character education program in schools in Cirebon refers to the West Java Masagi program. It is according to the Governor of West Java, Ridwan Kamil, stated: The basis for the launch of the West Java Masagi Program program was motivated by concerns and concerns about the widespread negative impact of information flows that affect the morality and behavior of the younger generation, especially among students today. The implementation of the West Java Masagi program taken from cultural values is Surti (understanding), Harti (knowing), Bukti (practicing), and Bakti (practicing) in everyday life. "The West Java Masagi program will be translated into programs in high school / vocational schools through programs outside the curriculum." 16 Furthermore, the community also has a role that is no less important in efforts to build the character of the nation's children. The process of constructing Islamic character education values in the palace culture that appears in the people of Cirebon based on the observations of researchers can be seen in the table below: The process of cultural value construction consists of three stages: externalization, objectification, and internalization. These three stages in the author's research are a process of extracting the values of local wisdom in the Kasepuhan and Kanoman Palace Cultures, which are included in the cultural construction approach. The tradition of local wisdom of the people of Cirebon, in general, comes from the tradition taught by Sunan Gunung Jati, especially the petitih petatah Sunan Gunung jati, which contains a broad and complex meaning.

Discussion
The construction process illustrates how reality is seen as a result of construction. The framing analysis belongs to the constructionist paradigm. According to Peter L. Berger, the dialectical process of construction goes through three stages, namely externalization, objectivation, and internalization: The following describes the process of extracting local wisdom values in the research context of cultural construction, which includes, among others: First is externalization, which is the outpouring or self-expression of humans into the world, both in mental and physical activities. It has become the essential nature of humans. He will always devote himself to the place where he is. Humans cannot be understood as closures separated from the outside world; they find themselves in a world. 18 The process of externalization that occurs at home in the Cirebonese community can be seen when they pray the five daily prayers, are polite to their parents, are disciplined in learning, and help their parents with work at home. 19 The process of externalization at school can be seen when students obey school rules, participate in the congregational midday prayer program and 3S habituation, arrive on time, study seriously, respect and be polite to teachers and friends, and carry out school assignments well. While the process of externalization that occurs in the community can be seen from the Cirebon district government policy no 40 of 2019 that ASN in Cirebon every first and third Thursday of the week it is mandatory to wear Cirebon cultural clothes for men to wear komprang pants and women to wear a bracketed shirt. Enacted in January 2020, then many people wear batik headbands/blankon, use the krama inggil language when talking to palace people, and krama madya and ngoko, which are called the bagongan language when talking to the general public, and walk squeezing and sitting cross-legged when facing the King either in Kanoman or in Kasepuhan. All externalization processes that occur contain religious values.
Universal important because a person's belief in the truth of values derived from his religion can be a strong motivation in building character. 20 In this case, students' character is built based on the universal values of their respective religions. Thus, students will have good faith, purity, and a noble character. The values developed in character education in Indonesia come from four sources: religion, Pancasila, culture, and national education goals. 21 Second, objectivation is social interaction in an inter-subjective world that is institutionalized or undergoes an institutionalization process. According to Berger and Luckmann, all human activities that occur in externalization can undergo a process of habituation which then undergoes institutionalization (institutionalization). 22 Institutions come from the habituation process of human activity. Every action that is repeated often becomes a pattern. Habituation, in the form of a design, can be done again in the future in the same way and can also be done anywhere. 23 The form of objectivity in the Kanoman and Kasepuhan community families is by providing primary education related to religion and culture, which refers to the Petata Petiti Sunan Gunung Djati regarding worship, discipline and politeness, and socializing with their environment. The form of objectivity in schools in the city of Cirebon generally refers to the West Java Masagi program whose implementation is taken from cultural values, namely Surti (understanding), Harti (knowing), Evidence (practicing), and Devotion (practicing) in everyday life. As for explicitly referring to the regional regulation of the city of Cirebon No. 6 of 2007 CHAPTER V concerning the implementation of formal education, Part Four concerning the Curriculum of Article 10 paragraph (4).
Meanwhile, objectivity in society is seen in the meaning of the system of ideas based on that society's knowledge, beliefs, norms, and socio-cultural values. For example, the people of Cirebon have the skills to make Trusmi written batik for clothing needs, make rattan furniture in Plered Village, or non-material culture in the form of language. All these values are always taught to their children as a manifestation of the teachings of their ancestors, namely Sunan Gunung Djati. 24 These processes are human externalization activities when dealing with the world; these are the results of human activities. After being produced, objects and language as products of externalization become a reality containing objective values. The values developed in character education in Indonesia come from four sources: religion, Pancasila, culture, and national education goals. 25 Because historically, character education means instilling specific characteristics and providing formulas or a conducive environment so students can grow their distinctive character while living life. Here, character education will be considered successful if a student understands value education as a form of need, makes it part of life, and consciously lives based on these values. 26 Third is internalization, which is the absorption of the objective world back into consciousness so that the structure of the social world influences individual subjectivity. Various elements from the world that have been objectified will be captured as symptoms of reality outside their awareness and internal signs of consciousness. Through internalization, humans become the result of society. For Berger, truth is not scientifically constructed or something God sent down. 27 However, instead, it is formed and built. With this kind of understanding, reality has multiple/plural faces. Everyone can have a different construction of reality. Everyone with experience, preferences, education, and a particular social or social environment will interpret the social reality with their respective buildings.
Based on the findings in the field, it is believed that the process of internalizing local wisdom values based on the Kanoman Palace and Kasepuhan Palace mentioned above is that the people of Cirebon include; First, the process of internalization in the family/home environment or called primary internalization, such as in the palace environment, both Kanoman and Kasepuhan. This primary internalization relatively only occurs in households that truly understand cultural education. Usually, this form of internalization is carried out during worship, facing meals, being disciplined, and procedures for maintaining good manners or manners in the family and motivating their children always to be enthusiastic in life. Internalizing local wisdom values from within the home is vital in strengthening children's character and personality. Children are expected to have a good personality and high manners toward their parents and environment, such as the teachings of Kanjeng Sunan Gunung Djati. So that there is the harmonization of parental example instilled in children will become a habit. Second, the internalization process in the school/secondary environment, such as findings in the field that the internalization of local wisdom values based on the Kanoman and Kasepuhan palaces carried out in schools, is a secondary process that can support the primary internalization process. This secondary internalization process is relatively only carried out by schools concerned with moral development and its consequences. 28 In general, the internalization process in the school/secondary environment in Cirebon refers to the Jabar Masagi program launched at the State Building located in Cirebon City, West Java. The Governor of West Java, Ridwan Kamil, launched the program.
Third, internalizing local wisdom values in the Kanoman and Kasepuhan communities is a tertiary process that can enrich the primary and secondary internalization process. This tertiary internalization process is relatively only carried out by a small number of community members concerned about value issues, including cultural values; while being part of the value formation process, they are very vulnerable to value sanctions. 29 Meanwhile, customs have a deep meaning passed down from generation to generation and are grouped into ancestral customs. Society becomes a vehicle for inheriting socio-cultural values, innovation, and social transformation. Traditions are formed through the process of the legacy of sociocultural values (enculturation) so that customs are included. Customs function as social control for the dynamics of society. The chart below explains how values originating from indigenous peoples' local wisdom can shape their citizens' character and be well maintained. Figure. 1  Local wisdom in the Cirebon people is a core ethical value manifested in the form of daily behavior, namely highly upholding the moral values of Sunan Gunung Djati's teachings which are continuously internalized and preserved by all Cirebonese people so that they have a strong character in their daily lives. This character-building process that is constantly carried out at home, at school, and in the community will produce character behavior. 30 By viewing society as a process that takes place in three simultaneous dialectical moments (externalization, objectivation, and internalization) as well as problems that have cognitive and normative dimensions, then what is called social reality is a social construction of the product of society itself (social buildings of reality) in its journey history in the past, to the present, and the future. 31 In Berger and Luckmann's view, society is an objective reality with an institutionalization process built on habituation. Actions are constantly repeated so that the patterns are visible and continue to be reproduced as actions they understand. If this habituation has taken place, then sedimentation and tradition will occur. The entire human experience is stored in consciousness, settles, and finally can understand himself and his actions in the social context of his life. Through the process of tradition, this experience is finally transmitted to the next generation.

CONCLUSION
The conclusion regarding the process of Construction of Islamic Character Education Values in Keraton Culture Canoman and kasepuhan at home, at school, and in the community go hand in hand with shaping the character of a cultured community through the process of externalization, objectification, and internalization. The form of Islamic character behavior in the Kasepuhan and Kanoman palaces culture contains five moral values: religious, gratitude, social attitudes, behavior to protect the natural environment and manners that continue to be preserved into habituation (habit).
The contribution of character education based on the local wisdom of the kanoman and kasepuhan palaces contains the values of the Islamic character of the archipelago, which will add color to the nation in contributing to strengthening the nation's character. The description and implementation of Islamic character values in Cirebon's Kasepuhan and Kanoman communities must be applied independently and continuously as one of the nation's distinctive Islamic values. Researchers in this study experience several limitations. First, the object of research is only focused on one area, namely Cirebon, ideally for researchers in the future to accommodate several areas with palaces. Second, the number of respondents only involves palace people as informants; of course, further research is recommended by involving heterogeneous