Internalization Prosocial Value by Exemplary in Building Nation
Character in School
Dudung Abdulah
Concentration Education of Sociology, Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Internalization, Values, Prosocial, Exemplary.
Abstract: This research is motivated by the fact that the issue of caring for each other is decreasing, it is marked by the
loss of the nature of hospitality, courtesy, and helpfulness that turns into violent, rude, and indifferent nature.
So it is important to reinforce the nation’s character education of the nation toy internalize the prosocial values
by modelling in school. This study aims to reveal and formulate the concept of internalization of prosocial
value by modelling in building the character of the nation in school SMPIT Alamy Subang. The qualitative
research with this case study method found that educators and education personnel in modelling the prosocial
value in school became the driving force for the construction of SMPIT Alamy, the real form of the prosocial
values that educators attended in the school environment i.e. friendship, generosity, sacrifice, Sharing, helpful
behavior, co-operative attitude, cooperation, honesty, considering the rights and welfare of others and
togetherness; Internalization of prosocial values is done by knowing, doing, and being by modelling in SMPIT
Alamy Subang has reached the stage of character, it is known that character, speech and personality are always
repeats, has become a habit, has become a character, a characteristic Himself, has settled and is difficult to
change.
1 INTRODUCTION
The importance of instilling the values of the nation's
character today has become the agreement of the
various layers of society. This is very reasonable,
because if the mirror of some countries have shown
that character education becomes the front guard in
creating a good individual, society and nation.
Character is something that must be developed to
have someone, because the character is a factor
supporting one's success in carrying out daily
activities. The urgency of character development in
citizens is based on the increasingly visible signs of
degradation of values and morals among society,
especially among the younger generation. If it does
not quickly responded, it does not close the possibility
of this country we love will begin to shift from the
state of personality and civilized into a state that does
not own identity that ultimately has implications for
the state decline.
The essence of education is the actions and
attitude of educators who are able to help learners in
the right direction in the right way. This helpful
activity is one form of behavior that arises in human
contact known as prosocial behavior. prosocial
behavior is an action undertaken or planned to help
others regardless of the helper's motives. Prosocial
action is more demanding on the high sacrifice of
educators and is voluntary or more shown to benefit
others than to obtain material or social rewards.
Prosocial behavior should be a driver for all
educators in developing all the potential of the
students. Prosocial behavior in practice in the school
environment should be the driving force that
encourages educators to interact, cooperate, and help
learners to grow into a better person. Prosocial
behavior is very important to be applied in the school
environment, one way is to internalize the prosocial
values through exemplary of all educators and
education personnel in the school environment.
Internalization is an arrangement into the mind or
personality, the deeds of values, the standards of
ideas, or the practices of others become part of the
self. Internalization is an appreciation of a doctrine, a
doctrine, or a value so that it is a belief and awareness
of the truth of the doctrine or the value embodied in
attitudes and behavior (Pangersti, 2012, pp. 1).
The object of his internalization activities is
personal, his existing abilities, his potential, and the
talents he carries. So that internalization can be
Abdulah, D.
Internalization Prosocial Value by Exemplary in Building Nation Character in School.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 247-258
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
247

interpreted by a process done in presenting something
(value) that is outside (extrn) of herself that is
considered important, noble and great, to be hers and
done throughout life. Internalization can also be said
to be personalization, it is said to be internalized
because it enters from the extern region to the
internal, and it is said personalsasi because the effort
is the effort to make the knowledge and skill that
blend with him.
While value is the idea of a person or group about
something that is considered good, right, beautiful,
wise so that the idea is valuable and qualified to be
used as guidance or guidance in attitude and behavior
(Hakam, 2016). In line with that (Djahiri, 1996, p.23)
provides a simple scope of value, according to his
value it can be said to be "something of value, either
by logical standards (right-wrong), aesthetics (good-
bad), ethics ( fair, unworthy), religion (sin, and
haram-halal), and law (legitimate) and become a
reference and / or system of self-belief and life ".
The character of the nation is the value that
continues to be the principle and institutionalized
through the collective behavior of nationality which
is reflected in the awareness, understanding, taste and
initiative and the behavior of national and state life in
accordance with the basic and ideology, constitution,
state direction and collective potential in the context
of national life, regional, and global civilization to
form a nation that is strong, competitive, noble,
moral, tolerant, cooperative, patriotic, dynamic,
cultured, and science-oriented-oriented based on
Pancasila and imbued with faith and piety to God
Almighty who is actualized in life either in the form
of speech or deed or nature of the institutional and the
character.
In addition, the successful attainment of character
education internalization depends on the figures
modeled by students at school. Therefore, it is
necessary to make a study of ideal model figures
expected by students in the implementation of
character education. About model figures in schools,
the Values Education learning model explains that the
teacher is a model of modeling. teachers have a
responsibility to strengthen moral behavior in a
systematic way so as to reduce conflict, violence,
domination and unhealthy competition in the
classroom. It is advisable that teachers using this
model are truly humanistic, tolerant, responsive, and
respectful and give rewards and encouragement to
students on good behaviors so that students get a
comfortable class atmosphere and harness and
strengthen their moral learning.
Exemplary in education is the most persuasive
method of success in preparing and shaping the child
in moral, spiritual and social. This is because the
educator is the best example in the view of the child,
which he will imitate in his actions, and his manners,
whether consciously or unconsciously, even
imprinted in the soul and feel of an educator's image,
whether in speech or deed, material or spiritual, are
known or unknown. Thus exemplary is something
that is expected to give a positive effect to the
educational environment, especially in schools, the
synchronization between words and deeds is
imperative so that the academic community,
especially the principal and teachers become figures
that can be imitated by learners.
Currently in line with the dynamics and programs
designed and implemented by the government, we
can find schools that are beginning to implement
character education. Schools clearly stated in the
vision and mission of the school and implement in the
form of other school programs such as curriculum,
learning and extracurricular activities. One school
that has implemented character education is SMPIT
Alamy Subang. SMPIT Alamy Subang is a character-
based school based on Islamic values, this is closely
related to a concept of Islam that is exemplary and
help to help in goodness that lead learners to a better
life in the right way, which is expected to increase
faith, devotion and noble morals in accordance with
RI law no 20 of 2003 on the national education
system.
This becomes the basis of learning in education
about the internalization of prosocial values through
exemplary to build the nation's character in school.
Concrete behavior in SMPIT Alamy Subang shows
prosocial behavior which includes cooperative
sharing, helping, generousity and considering the
rights and prosperity of others. In addition, if viewed
from the school culture, SMPIT Alamy Subang has a
good school culture, this will have an impact on the
object studied ie Principals, Teachers and peers.
Therefore, the authors will examine the theme
"Internalisasi Prososial Value through Exemplary in
Building Nation Character in School (Case Study at
SMPIT Alamy Subang).
Based on the above background, this research is
generally formulated as follows: "how to internalize
the value of prosocial through exemplary in building
the character of the nation in school SMPIT Alamy
Subang?".
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2 THEORETICAL STUDY
2.1 Internalisation
Internalization is defined as the incorporation or
unification of attitudes, standards of conduct,
opinions and so on in the personality. (Chaplin, 2002,
p. 256). Internalization is "... the long-term of
consolidating and embedding one's owh belifs,
attitudes, and values, when it comes to moral
behavior" (Sudirman, 2010, pp. 21). Internalization
can be interpreted by a process of instilling
something, beliefs, attitudes and values that become
moral behavior. Internalization is a process that lasts
throughout the life of an individual, that is, from birth
to the end of his / her life (Koentjaraningrat, 1989, pp.
142-143). In other words internalisai can be
interpreted as an initial process where individuals get
the norms, values, and culture of the family and
community as part of the learning outcomes.
Similarly, Syihabuddin (2011, p.24) thinks that
internalization is the cultivation, formation or
inclusion of a set of values into a person performed
by a parent, educator, or specialist based on
objectives, processes, and outcomes. This
understanding provides the limitation that
internalization requires planting, what is planted, to
whom, where, when and how to plant it. The object
of his internalization activities is personal, his
existing abilities, his potential, and the talents he
carries.
This is similar to Tafsir (2010, p.222) which states
that internalization can be interpreted by an effort or
process of entering the knowledge and the skills of
doing it into the person. Knowledge-neither the
neutral concept nor the concept of value, nor the
concept of value-is something known. The
knowledge is still in the mind, it is still outside
(extern), and the skills to execute are still in the extern
area. Efforts to include knowledge and skills to
implement into a person's personal that is called
internalization. Internalization can also be
personalized, because it makes knowledge and skills
united with the personality.
2.2 Value
Values are the ideas of a person or group about
something that is considered good, right, beautiful,
wise so that the idea is valuable and qualified to be
used as guidance or guidance in attitude and behavior
(Hakam, 2016). Moreover it is said that although man
has the potential for value, yet the human notion of
value is not brought at birth, the value for a person
grows and develops according to his consciousness,
with something he approves as something good,
righteous, beautiful, qualified and valuable . Values
are the driving force in life, which gives meaning and
validation to action (Afifuddin, 2005, p 17). Values
are a relatively permanent desire that seems to have
good qualities such as peace or goodwill,
consecration (Supriyanto, 2013, pp. 197). Values are
prices, estimates and numbers. The price of an object
which is a cultural product. A cultural product will
not be meaningful in human life without value
(Banasuru, 2013, p. 122).
The price will be found by the value system and
the belief system in the self or the group in concerned
question. Both of these are primarily belief systems
to be the basis and guidance of pricing. The price in
question is the affective price, the price that concerns
the human affective world. Frankel (1975, p.6)
reveals that "value is an idea about what someone
thinks is important in life". He thinks value is an idea
of what a person thinks is important in life. Frankel
further said that:
"Value is idea, concept about what someone
thinks is important related to ethics and aestetict ...
how people behave and conduct ... standard of
conduct, beauty, efficiency or worth that people
endors and that people to live up or maintain .. .guide
to what is right and just ... means and ends of behavior
or norms ... is a powerfull emotional commitment "
2.3 Stages Internalization of Values
Krathwohl (1980, pp. 35)mentions about the
internalization of the values of where and how the
value becomes part of one's personal self, stages that
are as follows:
1) Receiving. Awareness: the Willingness to
receive; controlled or selected attention
(affective elements: interest and appreciation)
2) Responding. Acquiescence in responding: the
willingness to respond; satisfaction in response
(affective elements: interest, appreciation, the
attitudes, values, and adjustment)
3) Valuing. Acceptance of a preference for a value:
value; commitment (conviction), (affective
elements: interest, appreciation, the attitudes,
value, and adjustment)
4) Organization: conceptualization of a value;
Organization of a value system (affective
elements: the attitudes, values, and adjustment)
5) Characterization by a value or value complex.
Generalized set, characterization (affective
elements: adjustment)
Internalization Prosocial Value by Exemplary in Building Nation Character in School
249

Furthermore (Hakam, 2016) The value integrates
with human life but its presence precedes the
presence of human beings, the value has existed
before the individual exists, the person is worth not
the true value, but presenting the value that already
exists in him, the presence of value in a person does
not automatically perfected people, but increase the
degree of one's dignity, the value never achieved by a
person in its totality, human beings can only have the
quality of value limited to its ability, the value is large
and wide beyond the limits of human space and time.
Therefore, every human being must continue to
increase the degree of his / her judgment.
Thus, the value that exists in a person will
determine the Shah or unlawful, good or bad, even
true or false something for himself. In order for values
to be part of a person's personality that appears in
behavior, it requires processes and stages to go
through. Hakam (2016) states that the internalization
stage of the value is: 1). Moral information level, 2)
Moral belief level, 3) Moral Attitude level, 4) Moral
value level, 5) Moral character / personality level ), 6)
Moral dignity level.
Internal value process of Moral information level,
Moral belief level, Moral Attitude level, Moral value
level, Moral character / personality level, and Teak
moral self (Moral dignity level) can be seen as below:
Figure 1 The Value Internalization Process is extracted from Hakam 2016.
2.4 Prosocial Behavior
Prosocial behavior is a voluntary behavior that raises
benefits to others without expecting external rewards
formed in two circumstances (a) behavior is done for
the purpose itself, and (b) behavior is done as an
indemnity measure (Hakam, 2006, p.8). Prosocial
behavior is an action that has positive consequences
Infor
mation
Belief
Attitu
de
Value
s
Chara
cter
Dignit
y
Cognitive dissonance
Message quality
Message taker
Act
Patterned
Choice and decision
Good-bad
True False
Standard of action
Recipient condition
Previous belief
Tradition / Religion
Character
Speech
Personality
Confidence
Identity
Principles of life
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for others, a complete helping act motivated by self-
interest without expecting something for itself
(Watson, 1984, pp. 272). Prosocial behavior must be
able to help others and benefit others, as Kartono
(2003, p.380) states that prosocial behavior is a social
behavior that benefits in it there are elements of
togetherness, cooperation, cooperative, and
alturisme. Prosocial behavior can influence how
individuals engage in social interaction, a person is
said to behave prosocially if the individual is helping
other individuals regardless of the helper's motives
arising from the suffering experienced by others who
include mutual help, mutual comfort, friendship,
rescue, sacrifice, generosity, and mutual sharing
(Sears, 1991, p. 61).
Myers (2002, p.328) states that prosocial behavior
or alturism is a desire to be able to help others without
thinking of their own interests. Prosocial behavior can
be understood as a behavior that benefits others. This
is evident in everyday life can include actions such as
sharing, cooperation, helping honesty, generousity
and considering the rights and welfare of others. In
line with that Pratiwi (2010, p.34) suggests that
prosocial behavior is an action that encourages a
person to be able to interact, cooperate, and help
others without expecting something for himself.
Prosocial behavior is a broader category than
altruism that includes every act of giving help or
designed to help others, regardless of the motive of
the person providing help. Many prosocial acts do not
include altruistic acts, for prosocial action can be
initiated from altruism acts to actions motivated by
self-interest or self-interest. Prosocial behavior can be
influenced by interpersonal relationships, whether
motivated by feelings of pleasure, sense of duty, self-
worth, or empathy (Taylor et al., 2009, p 457).
2.5 Exemplify Prosocial at School
Exemplary are things that can be imitated or
emulated. Examples are good qualities or noble
values of humanity that make someone who has them
can be appreciated, respected, respected and other
positive praises, whoever he is, whatever his function
and position or circumstances. This is what makes
him unique and special and interesting. Because of
the privilege and interesting it is also a person diaggap
appropriate to be modeled or modeled by anyone.
Similarly, Shodiq (1988, pp. 369) explains that
modeling in Arabic is termed "uswatun hasanah"
meaning the way of life blessed by God Almighty. As
exemplified by the Prophet and has been done also by
the Prophet, Prophet Ibrahin and his followers.
Exemplary is the most important part of the world of
education as Ulwan (1992, pp. 1-2) notes that:
Modeling in education is part of some of the most
powerful and effective methods of preparing and
shaping the child morally, spiritually and socially.
For, an educator is an ideal example in the view of the
child, whose behavior and manners will be imitated,
realized or not, even all examples will be attached to
themselves and their feelings, whether in the form of
speech, deeds, things that are material, sensory, or
spiritual.
2.6 The value of Example in school
Example in education is a method of influentif the
most convincing success in preparing and shaping the
child in moral, spiritual and social. This is because
educators are the best example in view of the child,
which will be imitated in the son, and the santunnya,
realized or not, even imprinted in the soul and a
feeling of the educator, whether in speech or deeds,
whether material or spiritual, known or unknown.
In the perspective of Islam, a figure the example
can be found in the Qur'an in addition in Q.S. 33/Al-
Ahzab verse 21, also put forward in the letter: "and
behold, ye (o Prophet) is really ethical. (Q.S. 68/Al-
Qalam: 4). The second verse asserts that Islam is the
epitome of peak on your personal Messenger. He was
the pinnacle of a role model in every way of life. This
means that if we want to understand Islam as a whole,
then take a look at how the Prophet understand and
practise Islam (Sauri, 2011, 132 pp.).
2.7 Character of the Nation
The character of the nation can be defined as a unique
quality of collective nationalism-whether reflected in
the awareness, understanding, taste, intention and
behavior of the nation and state of the result of
thought, if the heart, the taste and the intention, and
the sport of a person in the national life group
(Sukadi, 2011, pp. 83). In line with that understanding
the Government of the Republic of Indonesia (2010,
p.7) suggests that:
"The character of the Indonesian nation will
determine the unique collective behavior of the
Indonesian nation-whether reflected in the awareness,
understanding, taste, initiative and behavior of the
Indonesian nation and nation based on the values of
Pancasila, the norms of the 1945 Constitution, the
diversity of Bhinneka Tunggal Ika's unity, and
Commitment to NKRI ".
The character of the nation is the value that
continues to be the principle and institutionalized
through the collective behavior of nationality which
Internalization Prosocial Value by Exemplary in Building Nation Character in School
251

is reflected in the awareness, understanding, taste and
initiative and the behavior of national and state life in
accordance with the basic and ideology, constitution,
state direction and collective potential in the context
of national life, regional, and global civilization to
form a nation that is strong, competitive, noble,
moral, tolerant, cooperative, patriotic, dynamic,
cultured, and science-oriented-oriented based on
Pancasila and imbued with faith and piety to God
Almighty who is actualized in life either in the form
of speech or deed or nature of the institutional and the
character.
3 METHODOLOGY
This research uses qualitative approach with case
study method. location and subject of research at
Integrated Islamic Junior High School (SMPIT)
`Alamy Subang located in the city of Subang. The
selection of this location is motivated by the
discovery of conditions relevant to the problem that
the researcher will examine. SMPIT `Alamy Subang
is a character-based school based on Islamic values.
This is closely related to a concept of Islam that is
exemplary and mutual help-help in goodness. This
becomes the basis of learning in education about the
internalization of prosocial value through exemplary
in building the character of the nation at school. In
addition, if viewed from the school culture, SMPIT
`Alamy Subang has a good school culture, this will
have an impact on the object studied ie Principals,
Teachers and peers.
Instruments in this study is the researcher himself
(human instrument). Researchers as research
instruments because the researchers themselves who
can intensively deal directly with the respondents or
other objects, and research that is able to understand
the relation of the facts found in the field. Research
instruments are used by researchers in an effort to
collect data so that the steps will be conceptualized
and easier. The research instrument is the main data
gathering tool. Research instruments are also
conducted to get the results that researchers want to
dig with better results in terms of the results more
thorough, complete, and systematic, making it easier
for researchers in processing and reducing the
findings in the field.
Instruments in qualitative research can be,
interview guides, observation guidelines, and
questionnaires. Researchers as a research instrument
or human instrument seeks to capture the necessary
data with a focus on the study of the internalization of
prosocial value through exemplary in developing the
character of the nation in the environment SMPIT
`Alamy Subang. The researcher as the research
instrument establishes the key informant as a source
of data to then collect, assess the quality, analyze,
interpret, make conclusions on the data that has been
collected, create a complex picture, examine the
words, detailed reports from the views of
respondents, and conduct studies on natural situation.
The steps of case study research are as follows:
1. Case selection: the case to be studied is an
exemplary figure in the school consisting of
Principal, Teacher, and student friend.
2. Data collection: There are several techniques in
data collection, but more used in case studies are
observation, interview, and questionnaire as
media confirmation of other techniques and
done gradually.
3. Data analysis: after the data collected
researchers can begin to aggregate, organize,
and classify data into manageable units.
Aggregation is a process of abstracting specific
things into common things in order to find
general patterns of data. Data can be organized
chronologically, categorically or incorporated
into typology. Data analysis is done since the
researchers in the field, during data collection
and after all data collected or after completion
and field.
4. Refinement: even if all data has been collected,
in case study approach should be done
refinement or reinforcement of new data to
categories that have been found. New data
collection requires researchers to return to the
field and perhaps have to create new categories,
new data cannot be grouped into existing
categories.
4 RESULTS AND DISCUSSION
4.1 Educators and education personnel
in meneladankan prosocial value in
school
Implementation of prosocial values in SMPIT
`Alamy Subang became the initial idea for the
construction of SMPIT` Alamy. Therefore the vision
of the school is superior rahmatan lil'alamin means
learners are implanted to care about the universe and
put forward the behavior of helping others so
prosocial values really become the driving force in
performing real actions useful for others.
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Further at SMPIT `Alamy that the prosocial
values at SMPIT` Alamy are implemented by all
existing steakholder. Because educators are the
guides in school coaching. So educators must first be
a role model in implementing prosocial values.
Implementation of prosocial values in the school
environment expects the awareness of others, by
giving exemplary from the educator in advance which
to then it is expected to be imitated by all learners who
exist in the school environment. The essence of the
program is to convey to the students that by way of
helping and caring for others, it will be established a
good relationship and teaches the children to care for
fellow human beings.
Implementation of prosocial values is not always
textual and planned, but automatically comes up
suddenly. Therefore, according to him is a living
value or value of life. Understandably that the
implementation of the prosocial values in the school
environment has actually been done, whether
consciously or unconsciously, it is reflected in the
various activities of the school community who
directly or indirectly empathize with real action to
share, help each other, and working together to help
the people of the school when experiencing things
that need help, not only the citizens of the school, but
the care is also shown by empathizing and helping
each other the world's citizens who are being hit by
events or circumstances that desperately need help.
This is done by learners because basically they are
social beings who are always in direct contact with
the social environment, such as Sears (1991, 61) who
gave a fundamental view of prosocial behavior,
according to him that each individual is not solely a
creature single who can live alone, but as social
beings that are heavily dependent on other
individuals, this individual can not enjoy a reasonable
and happy life without a social environment.
4.2 How to Internalize Prosocial Values
through Educational Model
Education is a process of planting good values to
learners, it requires a planned, programmed, and
evaluated, so that the results can determine what
programs should be improved, abandoned or still
implemented. Internalization of prosocial values
through exemplary should at least have programs,
methods, materials, and evaluations conducted by the
school. In the environment of SMPIT `Alamy Subang
series of programs internalize the prosocial values
contained in the vision and mission of the school and
in SOP students and teachers, there it includes
respect, understanding, affection. Not only writing
but the entire school community try their best to
implement from the simple to the complex and
complex to be implemented.
Speaking of methods in internalizing the prosocial
values in SMPIT 'Alamy school environment, its
Islamic-based method, which is more a method of
habituation and exemplary. In addition to reword and
discussion and other funisman, as well as done
habituation as every morning they are familiarized
with valuable activities such as praying, greetings, it
is expected it becomes a part of him. And the example
of educators or other school residents, then they
(learners) can get examples and models that are good
and deserve to be an example. The other method is
tausyiah, which is carried out every Monday and is
common. Islamic values deliberately put forward
because SMPIT `Alamy is an integrated Islamic
school, then Islamic values are embedded in every
subject.
Internalization of prosocial values through
exemplary done in the school environment, the values
are internalized in the learners and prosocial values
can be owned by learners, reconstructed and found
clearly by learners by looking at model exemplary
from educators. Indeed, internalizing prosocial values
can not happen by itself, this requires methods in
learning, Tafsir (2008, pp. 224-232) describes several
stages that can be done in internalizing values,
namely knowing, doing, and being.
First, the internalization process is knowing about
prosocial concept. In this case learners to know the
definition of prosocial, types, actions, and activities
that go into prosocial. To achieve this goal the
educator explains the concept and exemplifies the
process of internalizing the prosocial values. Second,
skillfully performing prosocial behavior, to achieve
this goal the good method we use is the demonstration
and modeling method of the educator. The educator
demonstrates prosocial behavior in the school
environment and defines the behavior with
exemplary. Educators can also play video recordings
of prosocial behavior. Third, learners carry out
prosocial behavior in everyday life (being). This stage
of prosocial behavior should not just be hers but
become one with his personality.
This stage is indeed the most complicated stage,
but there are several methods that can be done by
educators, including: (1) Exemplary, educators
imitate the personality of Muslims, in all its aspects
both in the school environment and outside the
school, educators should be a role model for
participants educated about prosocial behavior. The
process of modeling is considered effective for
internalization, because psychic learners love to
Internalization Prosocial Value by Exemplary in Building Nation Character in School
253

imitate, secondly because of social sanctions, ie
learners will feel guilty if he does not imitate the
people around him. (2) Habituation, familiarize the
conduct of prosocial behavior in schools in all forms
of activities. This is important because students with
the habit will become accustomed in carrying out
prosocial behavior in daily life. The essence of
education is actually good moral education, and good
morality is achieved with a good religious, good
religious is achieved by habituation. The material that
educators emulate is not separated from the
curriculum that has been made. So the material
exemplifies the characters in it. This is considered
good for students and educators so that will create a
superior generation and rahmatan lil`alamin. The
exemplified material will be more meaningful for the
learners, because learning is a knowledge
construction, where the brain stores information,
processes it, and transforms previous conceptions, so
that knowledge is not only transmitted by the
educator but the material is built and in self-generated
by learners. This is in line with Schunk, the material
of knowledge according to (Schunk, 2012, p.223)
says that:
The acquisition of knowledge represents a
reconstruction of the external world. The world
influences beliefs through experiences, exposure to
models, and teaching. Knowledge is accurate to the
extent it reflects external reality. This view posits a
strong influence ot the external world on knowledge
construction, such as by experiences, teaching, an
exposure to models.
4.3 Prosocial Values Exemplified by
Educators in School Areas
Exemplary educators in the school environment is
very influential on the prosocial values are also
implemented and done by learners in the school
environment. This is related to the learning process of
the environment where learners are located.
Associated with the values of prosocial educators are
exemplified by the process of learning through direct
observation of learners against the prosocial model.
In accordance with the principle of learning that a
behavior will be repeated or reinforced if there are
positive consequences of the behavior, and exemplary
educators become positive consequences in the ideal
model prosocial in the school environment.
Creating good character and internalization of
prosocial values in school requires the cooperation of
all school citizens in applying it. This can be done by
giving exemplary, habituating, and creating a
religious atmosphere in the school environment.
Giving exemplary is an effective way for learners
because students are psychologically happy to
imitate, secondly because learners feel guilty if they
do not imitate the people around them (Tafsir, 2008,
pp. 230). Provide exemplary in the school
environment must have the cooperation of all school
residents and existing steakholder. Those in everyday
life at school should emulate positive attitudes while
in school.
In addition to the modeling, it should be noted that
the residents of the school are also habituation,
habituation in the school environment should be done
also by all the school residents, by getting used to
implement prosocial values, so this can be a good
example to be imitated by learners, it is as it is said
(Hurlock, 1898, p.96), which says that:
Identification is often called “learning by
imitation”. More correctly defined, identification is
the process by which a person takes over the values
of another by imitation. It is the “tendency to view
oneself as one with another person and to act
accordingly”. In identification, the individual tries to
duplicate in his own life the ideas, attitudes, and
behavior of the person he is imitating.
Hurlock's statement confirms that habituation,
modeling and creating a prosocial atmosphere in the
school environment is a technique used to be learning
by imitating the school environment in which he
resides. The process of internalization of prosocial
values can occur by identifying all school residents in
doing habituation and exemplary in implementing
prosocial values in the school environment. So by
identifying and imitating the environment the learners
are in, can make the learner to emulate, imitate, and
carry out what the learners of that tirai it.
Prosocial values that educators at school point out
almost all the time and activities that relate between
learners with educators and other school residents, for
example before entering the school environment are
not only educators, but in front of school children and
parents have been greeted with a friendly smile of
school residents including security guards. In front of
the school entrance gate they were greeted by the
teacher picket who lined their greeting of course full
of smiles. They are friendly, courteous, friendly and
give a pleasant welcome to the child. And every
morning that routine is done by the citizens of the
school.
It is intended to be an ideal model for learners with
good and friendly communication with students and
their parents. Approaching school after bell sounded
they marched while waiting for the homeroom, when
the classroom was preceded by praying. When in the
classroom during the teaching and learning process,
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prosocial values also relate the subject matter with
character education. Minimal in the learning process
provides examples or encourages children to behave
well. At SMPIT `Alamy all lessons must contain or
reveal the value of Islam and character as they
complement each other. So that in teaching educators
dipasktikan convey and at the same time serve as a
model for learners. When educators convey about
honesty then educators themselves must be honest
first. For example when repetition, honesty values
must be inculcated. Educators also teach cooperation,
mutual respect, friendly when doing the task. So all
educators do first before the learners do it, because
educators are exemplary model in internalizing the
prosocial values in the school environment.
Prosocial values are also instilled when going
home from school, educators must guide praying and
always reminded of the importance of prosocial, so
not only in school but easy to get carried away when
outside school either at home or in the environment.
The prosocial values that educators exemplify in the
school environment are modeling that becomes
important reinforcement in shaping prosocial
behavior. Many of the social responses studied only
conduct observations of behavior to others in this case
in the school environment, which in the observation
by learners is exemplary or prosocial models or social
attitudes made by educators.
The prosocial values that educators model in the
school environment are reflected in all the actions,
speeches, and everyday educators in the school
environment, by instilling prosocial values in all
forms of deeds, including: friendly attitude, empathy,
friendship, generosity, sacrifice, mutual divide, help
behavior, cooperative attitude, cooperation, honesty,
consider the rights and welfare of others and
togetherness. But the most dominant and the most
coloring is the attitude of honest and helpful behavior
and work together. Exemplary can be applied in two
ways, namely directly (direct) and indirect (indirect).
Exemplary in the learning process is done directly
(direct) means is that educators really actualize
themselves as exemplary model good for students, so
hopefully learners can imitate all examples that have
been exemplified directly. In addition to the direct,
exemplary method can also be applied indirectly,
which means that educators set an example to their
students by telling good stories of the story which are
the history of the Prophets, stories of great men,
heroes and martyrs, who aims to make learners make
these figures as role models in their lives.
So that the behaviors of prosocial educators in the
school environment can influence how learners do
social interaction, which includes mutual help,
mutual comfort, friendship, salvation, sacrifice,
generosity, and mutual sharing. The prosocial values
that are modeled by educators in the school
environment aims to learners can follow the example
model exemplary in their environment.
The prosocial values that educators have taught in
the school environment according to Firdaus (2011,
pp. 310-311) are very important, the exemplary
urgency is: 1). The existence of noble values
increases at a more perfect level. 2). The action is
stronger than words. 3). Concrete guidance and action
on direct visualization. 4). Students are always
influenced by their educators and follow
automatically. 5). Suri tauladan is the reality of job
implementation that describes the actual theory. 6).
Easily responded and reassessed in terms of teaching
and culture. 7). Educational media that live in
personifying phrases into work, speech to action. 8).
Looking at a concrete example of the value that can
be taken, get a deficiency finding to perfect it. And
9). Guidance for teenagers is very influential on the
education process.
4.4 Stages of Prosocial Value
Internalization through Schools
Educator Model
Stages of internalization of prosocial values through
learners' examples in SMPIT `Alamy through
observation, documentation and interview have
reached the character stages (Hakam: 2016) This can
be implemented in character, sayings and deeds
exemplified by the participants students in the school
environment. Behavior of help, charity, sharing,
cooperation, honesty, friendship has become the
character of learners in the school environment.
Because of this prosocial value is continuously
instilled and exemplified, so that it becomes his
character.
The prosocial values internalized in the SMPIT
'Alamy school environment can be seen from daily
life that is visualized from the attitude and behavior
of all members of the school, in this respect, Lickona
divides the character into three components
(component of good character) that is moral knowing
or knowledge of morals, moral feelings or feelings
about moral and moral actions or moral deeds
(Megawangi, 2004, pp. 111). Development of moral
aspects of knowing, moral feeling and moral action in
character education is very important. The three
elements of character expressed by Lickona are
focused on the formation of individuals who have
maturity to the moral in his life. Morality leads to the
behavior that individuals perform in their daily lives
Internalization Prosocial Value by Exemplary in Building Nation Character in School
255

where one can be said to have character if its behavior
is in accordance with moral principles.
The character of the citizens of the school in
internalizing the values of prosocial through
exemplary in the school environment SMPIT `Alamy
can be interpreted as character, character, morality, or
personality of school residents formed from the
internalization of virtues that is believed and used as
a basis for the perspective, thinking, acting, and
acting. Virtues consist of values, morals, and norms,
such as honesty, courage, trustworthiness and respect
for others. It is relatively stable done by all school
citizens in various situations and conditions.
This happens because the exemplary done by all
citizens of the school will have a direct impact on the
attitude of prosocial learners. The existence of
exemplary in internalizing the prosocial values will
be a real model that can be emulated by learners who
move them to do the same with the diteladaninya. It
is intended that learners have a noble character.
Character formed in SMPIT 'Alamy of course
through the internalization stage of prosocial value
that occurs, internalization stage is the process of
internalization of values that begins with the delivery
of information that will affect belief (belief), then
attitude (attitude) and become values, values
diaktualisasikan in life either in the form of speech or
deed, it will be the character or character of the
learner.
This is as stated by Hakam (2016) which fully and
clearly reveal the stages of internalisai value,
according to the process of internalization of values
usually begins with the delivery of information that is
introducing a person on the idea of value that will
diinternalisasikan.Ketika value information delivered
to a person or group, the information will be
responded cognitively and affectively by the person
concerned. Value information delivered to a person,
in time will affect the belief (belief) of the recipient.
The belief in question is one's belief in value
information. Value information will be quickly
believed to be recipients when in line with existing
beliefs, or acceptable by its rational logic, so that the
information can expand or reinforce its belief.
The set of value information that has become an
individual belief will affect the attitude (attitude) of a
person in the act. This attitude will be reflected in his
choice. Therefore, the choice of a person and his
decision reflects his belief. Every day, each individual
is always confronted with the choices and decisions.
Over time, the belief that becomes the driving force
of his attitude and decisions is increasingly patterned,
formed and institutionalized, so that belief becomes
an important principle in his life, even a standard to
determine both bad and right wrong and the standard
worthy of an action, so that confidence has become
his self .
The continuous value of being self-principle and
institutionalized in the self through the process of
interaction with the environment (family,
community, organization) is actualized in life both in
the form of speech and deeds. Institutional self-nature
is a character or character of a person. Each person
has a character (nature or character) of each. The
character of a person who is based on the value that
distinguishes himself from others is called
personality. Personality is characteristic of a person
who distinguishes himself from others. When the
value has become the personality of a person, then
that value becomes an identity, becomes a personal
trait in question, not only known himself but also
known to others. Values that have become beliefs,
and encourage attitudes and deeds and considered
important so that the principle of self and continues
to be a character so that the personality that
distinguishes himself from others can be maintained
without seeing the risks for the upright value. He no
longer sees profit and loss and even exceeds the legal
standards and rules of society that apply to uphold the
value of that principle. Such a value has become its
identity (dignity).
Stage internalisai prosocial value through
exemplary educators in schools can be said to have
become known character by doing through
observation that: good deeds and avoid evil always
repeated, has become a habit, has become character,
become characteristic of himself, is settled and
difficult to change, so the value Procedic value in the
school can be said to be a good character of deeds,
speech and habit.
Internalize the value of prosocial attitude through
exemplary in building the character of the nation in
SMPIT `Alamy Subang done with the improvement
of character attitude in general, which is part of
character education contained in the curriculum in
SMPIT` Alamy. Prosocial values through exemplary
contribute to the students in building the character of
the nation. The essence of this is to convey to the
learners that by way of internalizing the value of
prosocial attitude through exemplary in building the
character of the nation will be established a good
relationship by teaching students to care for fellow
human beings as social beings who are in the same
nation that is the Indonesian nation putting forward
mutual help and cooperation.
Exemplary approach of prosocial values in
building the nation's character is an approach that is
done to emulate the mindset, values and attitudes that
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underlie the formation of the nation's character from
educators to learners. This is so that learners can
follow the patterns of behavior displayed by the
model. For this purpose all components of the school
community must be able to internalize prosocial
values and be good role models for nation building
and synergize between one another.
The contribution of prosocial values through
exemplary in building the character of the nation in
SMPIT `Alamy can run well, this is evidenced by the
changing attitude of learners. A good response when
there are events that require caring attitude. Even
those initiatives do it. The development of the
character of a Nation can be interpreted as' ... the
collective-systematic effort of a nation-state to bring
about the life of a nation and a state in accordance
with the basic and ideology, constitution, state
direction and its collective potential in the context of
national, regional and global civilized life a strong,
competitive, noble, moral, tolerant, cooperative,
patriotic, dynamic, cultured, and science-oriented
society based on Pancasila and imbued with faith and
piety towards God Almighty "(National Policy for the
Character Development of nations, 2010).
The importance of internalizing the values of
prosocity through exemplary efforts to build the
character of the nation, is intended to form the
personal character and character of learners as
members of society, nation and state by always
practicing good values in life, so as to contribute to
the character of the nation. The character of the nation
according to Sukadi (2011, pp. 83) is a unique quality
of collective nationalism-both reflected in the
awareness, understanding, taste, intention, and
behavior of the nation and state. This indicates that
the character of the nation can not be separated
completely from the influence of unique prosocial
values-whether contained in the school environment
of SMPIT '' Alamy which is internalized through
exemplary in the school environment, this indicates
that the prosocial values will underlie the growth and
development character of the nation by way of
habituation in the form of exemplary.
The contribution of prosocial values in SMPIT
'Alamy School that contribute to building the nation's
character are: friendship, generousity, sacrifice,
sharing, helping behavior, cooperative attitude
attitude), cooperation (cooperation), honesty
(honesty), considering the rights and welfare of
others, and togetherness.
5 CONCLUSSION
Educators and education personnel in meneladankan
prosocial values in schools to be the idea of early
construction of SMPIT `Alamy and become a driving
force in performing real actions useful to others. The
real form of prosocial behavior that learners do is
helping each other and working together, learners
believe that the actions they do really look good, true,
beautiful and bring benefits to others who aim to be
smart brain, have ahlak commendable, sense empathy
high in accordance with Islamic teachings / Islamic
values are taught.
Internalization of prosocial values is done by
knowing, doing, and being through stages: 1). Moral
information level, 2) Moral belief level, 3) Moral
Attitude level, 4) Moral value level, 5) Moral
character / personality level ), and 6) Moral dignity
level.
The prosocial values of educators in the school
are: friendship, generousity, sacrifice, sharing,
helping behavior, cooperative attitude, cooperation,
honesty), considering the rights and welfare of others,
and togetherness. Prosocial values are exemplified
starting from before entering the school environment,
before school entry, learning process, break time, and
when going home from school.
Prosocial values that educators educated through
exemplary in SMPIT `Alamy Subang has come to the
stage of character, it is known that the character,
speech and personality are always repeated, has
become a habit, has become a character, a
characteristic of himself, has settled and difficult to
change.
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