Qaulan: Islamic-Based Learning Communication Model to Improve Students’ Character

This study aims at developing and examining the validity, practicality, effectiveness, activity, and students’ responses to the implementation of Qaulan-based learning communication model in improving student’s integrity character. This study approaches a development research design. The Model development refers to the Borg and Gall with development research procedures, namely: initial investigation, preliminary model development, expert validation and revision of revised product trials, and implement. The techniques for collecting the data are model validation sheets, expert and practitioner assessment sheets about the feasibility and effectiveness of the model, and student character observation sheets. This research come up with a Qaulan-based learning communication model with its valididy criteria for both the content and the construct, is practical, effective and also capable in improving student character.

validity of the Student Character observation sheet are based on these points (1) material, (2) construction, (3) use of language.
The criteria for being a developed and valid learning model are marked by five rating scales (Very Valid = 5, Valid = 4, Enough = 3, Less Valid = 2, Invalid = 1.The trial was conducted through the small group trial stage (six people ), and field trials (15-30 people) (Dick & Carey, 2006).
Validity test with product moment correlation-formula, Releability test with alpha coefficient-formula. This research was analyzed using descriptive statistical analysis. The validity of learning models and tools is based on the assessment of four experts in the field of model development and two learning practitioners. The practicality of the model is seen from the consistency of intended perception (IP), which is obtained from the results of expert and practitioner assessment and intended operational (IO), which is obtained from the results of observers' assessment in the implementation of classroom learning. The effectiveness of the model is seen from the consistency of the intended experimental (IE) results, which is obtained from the results of expert and practitioner assessment and intended attained (IA), which is obtained from the achievement of indicators / aspects of effectiveness determined based on field trial data analysis.

Findings 4.1. Research Question 1
What is the Initial Investigation task to determine the conditions of learning and the needs of students and lecturers in learning?
This activity is carried out by distributing questionnaires that have been tested for validity and reliability to 35 students and 1 lecturer to determine the conditions of learning so far, as well as the need for learning communication models that can improve student character. The student indicators are divided into four, namely Honesty, Discipline, Responsibility, and Consistency. The results obtained by students' answers related to the learning process, that today's learning has not been able to improve character with an average value of 2.40. Meanwhile, the value of student needs regarding the learning communication model is categorized as high with an average of 4.58. While the questionnaire given to lecturers about the learning process obtained an average value of 2.26, this shows that the lecturer confirmed that the four competencies had not been touched in learning so far. Likewise, the needs analysis with an average value of 4.58 is categorized as high. This information can be seen in Table2. The steps of the Qaulan-based learning communication model

Steps Description
Ideation communicator's ideas / ideas must be accompanied by a sense of sincerity

Encoding
The message delivered that contains goodness and truth values

Receiving
Communication should be run wisely

Communication in delivering message interpretation
Action Feedback that is delivered should be truthful and proper-based

Research Question 3 How do expert validation and revision of instruments and outputs developed?
The result of expert validation on the validation instrument is the book validation sheet for the Qaulan-based learning communication model with average 0.82, the validation sheet for the Semester Class Plan with average 0.86, and the validation sheet.
The student character observation instrument with average 0.83 is categorized as proper and valid, after revising some aspects.  Azwar (2014) that if the range of number V obtained is ≥ 0.667 it can be interpreted as a high coefficient, so that it can be categorized that the validity category is in the "valid" category. Before valid tested, it must be revised and improved as suggested by experts. Table 4 shows the summary notes.

Model Book
Language use needs to be improved Improvements in writing structure have been completely done. Note-taking book need to be fixed Some of the writing errors have been corrected Add a theoretical study related to thecommunication model in Chapter II The theoretical study has been developed in accordance with the developed communication model Add Grandtheory Grandtheory is added

Learning Tools
Selection of learning strategies need to emphasize the output of study, and aspects of the study process; The strategy has been adapted to the output of student studies and the study process aspects.
Percentage of assessments at the participation stage has been 25% Percentage of marking at the Participation stage in learning must be 25%.
Some of the writing errors have been corrected Book writing needs to be improved

Research Question 4
How do experts and practitioners analyse the Qaulan-based learning communication model developed?
The practicality of Qaulan-based learning communication model is shown from the consistency of these two aspects, namely intented perseived (IP) obtained from the measurement results, then the intended operational (IO) obtained from the results in the implementation of classroom learning.
After the test done by experts and practitioner, the Qaulan-based learning communication model confirmed has IP and IQ degree, they achieve high category. This also proves that the Qaulan-based communication model does not need improvements. High Based on the results obtained from the assessment of experts and practitioners (intended perseived) with the observation of the implementation of the Qaulan-based learning communication model in the field by observers (intended operational), it is said that there is consistency between the results of the assessment, namely both providing high assessment results, so the model meets the criteria of practicality.

Research Question 5
How does the effectiveness of the developed Qaulan-based learning communication model examined? Knowing the effectiveness of the Qaulan-based learning communication model is shown by seen the consistency of the results of two measures, namely intended experimental (IE) obtained from the results of expert and practitioner assessments) and intended attained (IA) measures obtained from the achievement of indicators / aspects of effectiveness determined based on field trial data analysis .
Determining IE (intended experimental) to accepted is based on theory and experience of experts and practitioners have, whether the Qaulan-based learning communication model can be applied effectively in the implementation of learning in the classroom by four aspects: (1) student character, (2) student and lecturer activities , (3) the ability of the lecturer to manage learning, (4) components and the learning process.
Accepting IA (intended attained) is determined based on empirical data on the application of a Qaulan-based educational communication model in the implementation of classroom learning by four aspects: (1) Data on Student Integrity Character Achievement (2) achievement of the best time percentage of student and lecturer activities, (3 ) the achievement of the value of the ability of the lecturer to manage learning, (4) the percentage of many students who responded positively to the components and learning activities. where the model trials were carried out in the small group trial class and the Field Group Trial class. The results of the recapitulation of expert Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.8, 2021 and practitioner assessments as well as empirical data on the application of the Qaulan-based learning communication model in learning can be seen in table 6. Efective The results obtained from the four indicators in the small group show that the students' integrity ability, the achievement of the ideal percentage of student and lecturer activities, the achievement of the ability of lecturers to manage learning is at least quite good, and at least 80% of the many subjects studied (for each trial) gave a response. which is positive for components and learning activities, fulfilled and considered as effective.
While the results from the four indicators in the field group show that the student's integrity ability, the achievement of the percentage of the best time for the defined student and lecturer activities, the achievement of the ability of lecturers to manage learning is at least quite good, and at least 80% of the many subjects studied (for each trial) give a positive response to the components and learning activities, fulfilled and considered as effective. Not only that, it can be seen from the implementation of the learning tools that the average lecturer response is in the good category. Then all development processes and products resulting from the development research carried out are accepted as effective and usable.

Discussion
The modern era has positive impact, where effectiveness and efficiency are priorities. However, on the other hand, it also showsa lot of inequality, chaos, confusion, and various problems. For this reason, education must be able to improve human resource skills without declining good values that come from religion or culture (Assegaf, 2011). Education and learning must be able to help students develop their potential. Educators may help raise the hidden potential from every students so that meaningful learning is a necessity that must be realized, and students can experience the true values.
It is confirmed by Sardiman's (2005) opinion that teaching is a process with the function of guiding students in living life, namely guiding and maximizing self-potential in accordance with the development process that students must experience. Their tasks include the need to survive as individuals and as social beings also as creatures of the God.
As a humanistic religion, Islam is established on human-value foundation. For that, Islamic teachings are a source of value in education that must be applied. In fact, it is not as expected, where education and the learning process in educational institutions is seen as less democratic. The lack of a place for students to develop their imagination and creativity with their point of view. while, the creativity and critical thinking are valuable assets for student to overcome challenges and become more competitive (Arbayah, 2013).
Learning must emphasize free will, personal growth, joy, the ability toexperience happiness, and success in raising human potential. Humanistic goals are to help humans express themselves creatively and hone their full potential.
The principle of freedom in humanistic education is different from the concept of freedom in religious teachings, where education is directed to make an approach to God through human experience. Although there are similarities with secular education, religious education has added value. This added value is an advantage, namely relying on spiritual values in order to create real human beings such as the direction of humanistic education in Islam.
Some fforts to change the paradigm that has long been used in learning in educational institutions, where time is wasted just listening to teacher lectures explaining the material, to a learning paradigm that is seen as more appropriate to the dignity of students as humans in learning by implementing communication that respects and respects participants students. These efforts have not always remained satisfactory results. If educators apply the same teaching approach (based on previous teaching experience) in a learning system that has undergone a change, then it is possible that the learning objectives or character expected by students are not achieved. This requires effective communication skills in learning (Hendra, 2017;Ekron, 2015;Roscoe, 2009;Loy, 2006;Olive, 2004;Johnson, and Roellke, 1999;Roux, 1990 ;;Rubin & Feezel, 1986). Educators must be able to build communication and individual relationships with individuals and individuals with groups so that they are able to motivate and inspire students to develop their potential so that they have superior character.
However, effective communication found in previous research has not analyzed the values contained in communication. In fact, the learning communication must contain goodness and truth values. Religion is the main source of value, including in terms of communication. The Koran states that communication is one of human nature. The Koran also provides some key words (keyconcept) that guide people to communicate not only properly and correctly, but also to get the pleasure of Allah.
Why "Qaulan", because the word qaulan is an expression closed in the Koran. Where qaulan ,in the Koran, is associated with a good and praised, that's what intelligent beings must do (Ilahi, 2010). Thus, the communication context here lies in the language of "understanding" in communicating. This understanding is of course the language of communication in the corridors of truth.
Also, according to Asyafah (2014), although religion is considered fundamental in instilling and enhancing the character of the nation, teaching and learning based on religion is still more limited in Indonesian education settings. So that the development of a Qaulan-based learning communication model as a principle or value of communication in Islam is needed in improving student character. For this reason, it is also necessary to develop a learning communication model that can be used as a guide for lecturers in implementing learning. The learning communication model developed is based on the word Qaulan which contains the values of goodness and truth because it comes from God's revelation as the main source in developing the character of students. In this study, the learning communication model is a learning communication design or pattern that is used as a guide in planning and realizing an effective learning communication process in the classroom, so that the specified learning objectives can be achieved.
The qaulan-based learning communication model has been validated and tested for its validity, practicality, and effectiveness in improving student character.
This shows that this learning communication model has succeeded in making education capable of developing human dignity or treating humans as humanizing humans so that they become real humans (Mastuhu, 2003). because the communication carried out in learning has the principles of goodness and truth.

Conclusion
The conclusions of this study are: The development of a Qaulan-based communication model is considerably valid, practical, and effective so that it has clear, comprehensive, and strategic steps to facilitate lecturers and students in interpreting learning activities, and learning communication that can be used. Learning tools based on the Qaulan communication model developed are considered valid by experts, considered practical by users and proven effective. This learning tool can be used as a guide to improve the quality of learning which can provide opportunities for lecturers and students to practice communication skills, solve problems, build and actualize their abilities by giving opportunities to lecturers and students as subject\ts or objects of the learning process itself. The developed Qaulan-based communication model book is considered valid by experts, is considered practical and proven effective by users, and is able to improve student character.