Text and Context: Exploring Values of Character in "Al-Qiro'ah Al-Rosyidah" Text

Al-Qiro'ah al-Rosyidah textbook studied by beginner santri (a term for students admitted to study in Islamic boarding schools) in several Islamic boarding schools in Indonesia is due to its simple vocabulary and easy-to-understand word structure character values that are in line with Islamic values. From the textbook, al-Qiro'ah al-Rosyidah, children and adolescents can learn aspects of language and understand the values and norms implied in each text title. This paper aims to explore the character values contained in the textbook alQiro'ah al-Rosyidah. The activities described in the book indicate past activities such as farming, gardening, anchoring, etc. which are different from the present conditions. Therefore, it needs contextualization with value activities in the present. This paper is employing descriptive qualitative research with a literature study approach, namely extracting from a textbook. Data collection was carried out through reading and recording, which were then followed by mapping and classification. Critical discourse analysis techniques are used in analyzing the data in this paper. This paper concludes that the textbook al-Qiro'ah al-Rosyidah contains character values that follow Islamic norms, which are reflected in society's life in the past. These values are in the form of patience, trustworthiness, sincerity, responsibility, help, cooperation, respect for others, etc. This study suggests analyzing the same book as a whole for volumes 1, 2, and 3 so that the values extracted are more diverse according to the varied descriptions of past experiences.


Introduction
Despite the rise of online books (e-books) in the era of the technology industry 4.0, the textbook al-Qiro'ah al-Rasyidah is a still applicable to todays education needs. The book is quite old published in 1953 set. 52 nd but it is still relevant to be used as muthala'ah material for students in Islamic boarding schools.
This book is used as the core material in several schools based on 246 VOL. 9 NO. 2 DECEMBER 2020 Islam; written in Arabic; but using simple vocabularies to describe daily activities. Apart from that, this book has a teaching content of character values.
In Line in line with this, education today is increasingly responsible for the increasing demoralization of children and adolescents. (Mannuhung, 2019) Even more days, juvenile delinquency increases drastically, especially during a pandemic (Mutohar, 2020), while they are the hope of the nation's successor in the future. (Wijaya, A., Purnomolastu, N., & Tjahjoanggoro, 2015).
Children and adolescents who fall into the abyss of moral decadence are not only influenced by emotional instability it, which is then contextualized in a technological life. (Maknun & Muzayanah, 2020) So far, text studies conducted by researchers have three tendencies. First, we want to know the text, (Mujahid, 2016;Syarifah, 2020) such as a study conducted by Febrianti, which explores gender content in citizenship education textbooks. (Febrianti, Abdulkarim, Malihah, & Fitriasari, 2020) Along with that, Centini manuscripts have reflected Javanese society (Wibawa, 2013). Second, recognizing the teachings in the text of their influence on local culture, (Niampe, 2013;Mashuri, 2017;Christianna, 2018) for example a study of the Suluk text which contains the challenge of Friday prayers and difficulties faced by the community. (Muhsin, 2012) Another manuscript in the form of Serat Sindu Joyo has represented the teachings that Sindu Joyo brought to the Gresik community, which has four pillars, namely: the tradition of commemorating Sindu Joyo's haul, Pencak tiger, macapat, belief in a prohibition of establishing a marriage relationship. (Ardianty, 2014) The results of Mulyani's study found that the cultural elements in the text of Pomoripun Sarengat, Tarekat, Hakekat, and Makrifat are in the form of the concept of manunggaling kawulo gusti; to achieve this requires a tarekat and makrifat paths. (Mulyani, 2016) Third, exploring the linguistic side of a text. (Anis, Arifuddin, & Farhah, 2015;Roviin, 2018) This is shown in a study of the concept of symbols in the al-Barzanji 248 VOL. 9 NO. 2 DECEMBER 2020 book, which contains a lot of kinayah and the original meaning of a word when leaning on the word Rasulullah SAW. (Mirnawati, M., 2019) The same study of the Tunjuk Ajar Melayu text found the Malay community's ancestral heritage after the process of understanding the word morphologically, syntactically, and semantically. (Mirnawati, 2019)

Method
This research is a qualitative descriptive type, with a literature study approach based on al-Qiro'ah al-Rosyidah volume 2, written by Abdul Fattah Shabri and Ali Utsman, where the 52nd printed book was published in 1953 AD. This book was chosen because, in addition to the text being written in Arabic literature, it was also the content of the book that contained the phenomena of daily activities, which character values could be learned. This book contains 60 story texts with characterizations of humans, animals, and other objects, the professions used in the text are past jobs such as farmers, fishermen, planters, carpenters, blacksmiths. This text illustrates that this book was written decades and even more than 100 years ago. The situation and condition and the text's atmosphere show that the natural atmosphere is still wide-spread, still traditionally not modern. The existing character values can be contextualized with the atmosphere and conditions of the present. This paper analyzes an Arabic text that explores the good moral values in each book. The samples studied and analyzed were 18 texts from a population of 60 texts in volume 2. The selection of this sample 250 VOL. 9 NO. 2 DECEMBER 2020 was based on moral values in the text, and the number of 18 readers represented the character values that existed in the entire text of volume 2. While book volume 2 is chosen based on the existing text, which is not too easy and not too difficult to understand the reading, the moral values contained are quite diverse than in the text volume 1 and volume 3. Other data besides the primary book al-Qiro'ah al-Rosyidah are also journals related to text and context studies as secondary data. This paper's data were collected through the reading note technique by giving codes in the text al-Qiro'ah al-Rosyidah, which lead to good morality values. Each text is read carefully and deeply, a conclusion made of what moral values are implied in the books. One by one and sheet by sheet, the text read and recorded according to the content contained therein. The data is then recorded in a notebook without any specific moral values or themes. The results of these notes followed by data analysis.
Data were collected from reading and recording results. From these data, then data reduction performed using mapping (selecting and sorting data). The next step is classifying the data according to the content with moral values. The data is then analyzed using the content analysis technique, exploring the textbook's character values, and contextualized it with values in real life according to the present era.
Innovative and creative analysts always accompany this paper while maintaining the authenticity of the data.

Character Values
Character and moral values exist to develop a person's ability to make the right decisions, maintain goodness, and realize that goodness maintenance, and f) fertilization. The education system is a unique means to realizing this model. The process of cultivating character values through school institutions and self-development is called (Santoso et al. 2020a) as a micro process, while family, school, and community are the macro context. In any case the inculcation of these character values only reaches standard concepts without social procedures and practices, the results will be far from expectations because one will not get the experience and opportunity to adopt the character values. (Abdullah et al., 2019;Umami, Gani, & Waskito, 2019) In the above case, significant potential development needs to be applied to individuals as citizens who have the position of inheriting the nation's character values. (Umami et al., 2019) This character value is closely related to noble habits and behavior, which, according to Umami et al. (2019), align with universal values and religious traditions of the nation. Character is a personal quality that shapes a person's life. (Suprayitno, Rois, & Arifin, 2019) However, eventhough the character elements are similar, the application of individual 252 VOL. 9 NO. 2 DECEMBER 2020 characters, attitudes, and behaviors can differ from one country to another. (Ugurlu, 2014) This is due to differences in socio-cultural, economic, and religious beliefs, which also influence different perspectives on specific core values. The application of local wisdom values also becomes an alternative in shaping cultured humans and as a guide in behavior, so that knowledge and character are created (Uge, Neolaka, & Yasin, 2019) In the end, these character values become provisions and life skills for each individual. (Nurtanto et al., 2019;Lee, 2016) For this reason, when the existence of character values begins to decline, efforts can be made to reconstruct the philosophy of life, namely by rebuilding the principles of life so that they can be explored and developed by the current generation. They can be reappointed as character values. (Nurnaningsih, 2015) In Indonesia generally the character values taught are around religion, nationalism, independence, cooperation, and integrity. (Santoso et al., 2020b;Prasetiyo et al., 2020) According to Santoso et al. (2020b), these values represent the Indonesian people's polite, peaceful, and gentle nature. The cost of social concern and the importance of respect for achievement are also considered by Sarkadi et al. (2020). It has been manifested in the zoning system regulated by the Regulation of the Minister of Education and Culture Number 44 of 2019, concerning the policy for new student admissions -even though it has not fully fulfilled educational goals in practice. Meanwhile, in Ghana, polite behavior is more identified with greetings, use of titles and honorifics, use of the words "please" and "thank you," use of a soft voice, and be quiet if necessary. (Thompson & Anderson, 2019) Slightly different from Ghanaians, parents in Japan usually give first INTERNATIONAL JOURNAL OF RELIGIOUS LITERATURE AND HERITAGE 253 assignments to children under five years of age to exercise courage, independence, and responsibility (Setiawati, 2020) because children must do the first task without help from their parents. Rokhman et al. (2014) define character education as a process of accumulating knowledge and wisdom to create a good life for humans.

Character building
He explained that character education aims to internalize the values that are manifested through thoughts, emotions, and behavior. (Rawana et al., 2011) This value is in line with the principles that are trying to be applied in character education, emphasizing the importance of responsibility, discipline, patience, and persistence. Furthermore, local deals taught in schools can cultivate good character in individuals such as integrity, togetherness, and tolerance. (Suyitno, 2012) However, in the process, character education must be carried out holistically. Suyitno (2012) provides an example by integrating character education through the curriculum. The integration of the two is then applied in classroom learning activities delivered by the teacher. Also, through reflection on the teacher himself, he becomes a role model for his students.
In character education, local-based values can teach students what they face. (Anggraeni, 2018) Nurabadi (2019) exemplifies this with a case study from SDN Pandanwangi, which applies character values through one of the mottos with culture-based values, which are expected to teach students the values that exist in Indonesia. This motto can be seen as a character depiction that reflects deep values, beliefs, and traditions patterns. It has been formed over the years and is an essential factor in schools' efficiency and success. (Ervin, 2019) According to Priyatna (2017), the internalization of existing values can be done with honest, loving, or moral feelings, which in turn will create moral acting as a form of character such as being religious, INTERNATIONAL JOURNAL OF RELIGIOUS LITERATURE AND HERITAGE 255 honest, disciplined, and hard work. Priyatna (2017) exemplifies this through the Pulo traditional village community's culture, which is expected to teach local-based values and norms.
Bugis culture, such as "Siri," can also be applied, teaching students to be individuals with high self-esteem. (M. Yusuf, 2014) Science learning models can also be inserted with existing local wisdom, one of which is through scientific reconstruction. Through existing local wisdom, these concepts are expected to foster a character of conservation for students. (Khusniati, 2014)

Character in Islam
The term "character education" has emerged massively as a concern to prepare students with good character. (Sutomo, 2014) Education and character in an Islamic perspective results from the process of implementing worship and muamalah (Islamic Sharia), which is based on faith, relying on the Al-Qur'an and Hadith. (Farida, 2016) In Surah Al-Qalam: 4, Allah emphasizes the importance of humans to have morals in all aspects of life and sent the Prophet Muhammad as a complement to human morals that deserves to be emulated. (Setiawan, 2014) In line with that, Fahyuni et al (2020) said that every human being in Islam is born in a sacred environment.
Education is a determining factor for the quality of children's religion by providing meaningful learning to improve millennial children's quality. A study by Sokip et al (2019) shows that parents -in terms of character building -play a role in adopting Islamic values. In the findings of Tolchah & Mu'ammar (2019), Islamic education can not only maintain its existence for twenty-one centuries, but Islam also contributes to the formation of the character of education in Indonesia.
Islam uses the term "moral education" throughout history and has succeeded in shaping Muslims' character. (Sutomo, 2014) Moral comes from the Arabic Jama 'from the word' khuluqun 'which is linguistically defined as character, temperament,, manners, and actions.
(Abdul Muqsith et al., 2017;Rokayah, 2015;Mahmud, 2017) According to Imam Al-Ghazali, morality is an effort that combines itself with a mental situation that is ready to bring up actions that are inherent in such a way and become a habit in everyday life. (Suryadarma & Haq, 2015) In line with that, Ibn Sina also emphasized the importance of character building in the form of good morals from an early age. (Shuhari et al., 2019) In this case, Habibah (2015)  behavior and psychosocial, such as madrasa teachers. (Tambak & Sukenti, 2020)

Text and Context
Text and context are two essential elements in human interaction and communication. The book will not have a complete and correct understanding without a context that includes the text. (Shen, 2012) Text is defined as a set of spoken and written language units with a specific meaning and purpose. (Ismayani, 2013) He added that the text is more systematic and structured and has certain elements in it. The book can be in the form of words, sentences, paragraphs, or discourse with unique characteristics. (Ismayani, 2013) In contrast to Meyer, who defines text as written or spoken lingual units with specific language structures used to express particular meanings contextually. (Meyer, Halliday, & Hasan, 1987) Skierkowski added that text and discourse are always the same, but there are slight differences, the discourse is more abstract and is a 258 VOL. 9 NO. 2 DECEMBER 2020 realization of the text, while the text refers more to written and express material. (Skierkowski & Wood, 2012) In line with that, Khaldun (2012) stated that text has a meaning that is not permanent and will experience a continuous sense of development. The book is a symbol that speaks of a mind that is always renewed by each generation of readers. Apart from continuing to exist because of its open nature, the relevance of the text will give birth to new meanings; it will also continue to speak under the surrounding context. (Kau, 2014) Book will always be a source of reference for readers because it always produces new understandings and interpretations. (N. Yusuf, 2015) Text and context are two variables that are related to each other.

Result and Discussion
The textbook al-Qiro'ah al-Rosyidah is a reading book widely taught in Islamic boarding schools as material for Mutala'ah lessons.
The texts in this book are various literary texts that can be categorized into types of fable stories. Texts in which the conditions are filled with character values that can be internalized by students or readers.

Overview of the al-Qiro'ah al-Rosyidah textbook
The textbook al-Qiro'ah al-Rosyidah was written more than a century ago, where the 52nd printed book was published in 1953 AD.

This book was written by two great people named Abdul Fattah Shabri and Ali Umar. Published by Maktabah al-Hidayah institute in
Surabaya. The minister of education suggested that this book is for beginners or elementary school students. The book is written in 3 volumes, each of which is described in the following table: of books, but there are differences in the short and length of the texts presented. The text in volume 1 is shorter than the text in volume 2.
These differences are reflected in the number of pages that have been shown. As Setyawan said, material books that meet learning standards for students are books that are arranged with pleasing material gradations. Namely, the presentation of material from simple to more complex, both in terms of the lack of language, vocabulary, and the text's content in it. (Setyawan, Basit, & Fathoni, 2018) The textbook al-Qiro'ah al-Rosyidah has four interests and features that make this book still exist and used as a material in several schools and Islamic boarding schools: 1) The Arabic vocabulary used is light straightforward, making it easy for students to understand the text.
2) The book is written in prose and poetry (poetry

The Texts in the Textbook al-Qiro'ah al-Rosyidah that Contain Character Values
The  The honesty of a farmer who takes good care of his master's field. Regardless of the slander raised by his neighbors. In the end, the farmer received a reward from his employer.

‫أساس‬ ‫األدب‬ ‫النجاح‬
Employers announce the recruitment of secretaries, many young people apply, and interviews. Sometime after the interview, it was revealed who was elected secretary. He was a young man with good character, cleaned his sandals before entering the room, closed the door gently and was calm, clean, orderly, said greetings, answered every question swiftly and politely. He is a young man of good character.
Having good character is the key to success ‫العندليب‬ Constant gentleness can break through and even knock down walls of pride.
Humble ‫والنملة‬ ‫الحمامة‬ The ants had encountered difficulties in a river and were helped by a dove by throwing a branch. Likewise, when the dove is in danger, the ant helps by biting the hunter.
Helping each other

‫و‬ ‫النحلة‬ ‫الزنبار‬
The two beasts already possessed dangerous vices, but behind that, they had a medicine that was enjoyed by mankind.
Take lessons from experience ‫التصوير‬ ‫مزية‬ Betrayal committed by the host to his guest (a good painter) by taking the guest's property while sleeping. The betrayal was revealed by the painter's skill to draw the traitor's family clearly Betrayal / Amanah ‫كنز‬ ‫األمانة‬ A child who had found the wallet of a wealthy merchant owner, he returned it with everything intact. He was appointed as a merchant student until he became Sincere and trustworthy

Title
Summary of Contents Code the most professional and most paid worker and led the merchant's entire company. This is due to his intelligence, sincerity, and trustworthiness.
‫المراكب‬ A boat made of wood or iron, which is very strong, can carry thousands of passengers, vehicles, and merchandise; if there is a hole/leak, the seed will drown the ship and all its contents.
Don't underestimate the danger, however small

‫الفيرا‬ ‫جماعة‬ ‫ن‬
Allah has inspired the animals/mice so that the healthy help the weak. The rats that were still strong had helped and supported the old and weak rats.

Mutual help
‫الفيران‬ ‫هدية‬ Someone has been gifted a box of mice for killing his lovely cat.
The reply will come according to what is done ‫تختار‬ ‫مهنة‬ ‫أي‬ Every night parents tell their children at bedtime by asking questions about their respective professions that they want to achieve.
Uswah hasanah ‫العنكبوت‬ ‫حيلة‬ A spider had tried to save itself by perching on a stick stuck by a man at the edge of the pool.   (Suryadarma & Haq, 2015) which is to teach and practicing character education based on the Koran by promoting moral education, (Indrawan, 2016) The Qur'an has provided a real solution for Muslims to develop spiritual, emotional, and intellectual awareness which is not only a display or theory, but must be translated into everyday life behavior. (Rustini, 2018) In line with that, character education is the education of values, morals, character, and character education that transforms the ability of students to decide whether or not they are good, and embodies the goodness of every act and speech. (Nasional, 2011) Character values such as the attitude of virtuous youths that are reflected in their every movement have led to success, have coherence with the aim of education in Indonesia which seeks to create a nation that is faithful, devoted to God, with noble character, has good INTERNATIONAL JOURNAL OF RELIGIOUS LITERATURE AND HERITAGE 267 knowledge, and has insight nationality. (Sujana, 2019) In the preindependence era, education aimed to instill character in students through the principles of morality, ethics and etiquette that underlie every behavior in everyday life. (Sabarudin, 2015) In the era of democracy under the leadership of Soekarno, the formation of national character was centered on Pancasila lessons, where every student must be able to internalize the points of Pancasila in every activity. The text presented in this book is in the form of literary works, namely prose and poetry. It has a meaningful existence in the community, especially children at elementary school/madrasah ibtidaiyyah to madrasah Aliyah. Given that literary works, apart from having a character of entertainment nuances that are not easily bored to read repeatedly, also contain messages to be imparted from every wisdom in each text. As Muassomah said, literature-based character education has been useful for adolescents, at which age children like to read entertainment books, and indirectly the good values they read have been internalized. (Muassomah et al., 2020) The textbook al-Qiro'ah al-Rosyidah also describes a Muslim community's culture in carrying out its daily activities, even though the story is presented in fiction. This book also colors human civilization's wealth with the 268 VOL. 9 NO. 2 DECEMBER 2020 expertise and ability to give reasonable values in a literary work. (Zamroni, 2011) Prose and poetry are like text models in the al-Qiro'ah al-Rosyidah textbook, in which the literary works supporting character education. Indeed, literature is dense with messages and values of life directly related to the formation of student character. (Muassomah et al., 2020) In addition to developing Arabic, this book also develops cognitive, affective, psychomotor aspects, personality, and student identity. In line with that, literature is also a learning media that can be receptive and expressive in internalizing good values (Rondiyah, Wardani, & Saddhono, 2017). Receptive, done by selecting teaching materials and managing learning in building student character.
Expressive literature is used as a medium for character formation by managing emotions, feelings, enthusiasm, ideas, views, ideas, and readers' thoughts. In other words, students who understand their literary texts will easily be adaptive to the values contained in them.

Contextualization of Character Values Contained in the Book al-Qiroah al-Rosyidah
This book provides an overview of the activities carried out by a is done with great patience will get good results. In line with that, any work carried out with full responsibility and sincerity, accompanied by a high mandate, will get a reward in kind, both from the results of the works and from the people around. A smart strategy is a form of someone who must be intelligent, educated, and knowledgeable. This can make a person not easily deceived and fooled by others. With education, a person gets a noble degree and obtains the happiness of the hereafter. As stated in the letter al-Mujadalah: 11 that Allah will elevate the rank of those who believe and have knowledge. (Djunaid, 2014) Cooperation and help, which is described in a mouse's role, represents the spirit of an individual or group doing an action and activity without expecting a reward; this is done for personal and collective interests. In line with that, please help a difficult job becomes easier; something heavy becomes light. The values that can be taken from this cooperation are togetherness, unity, willingness to sacrifice, socialization, and solidarity. Cooperation and help can be contextualized with an attitude of cooperation in doing any work today; this has fostered a voluntary and familial attitude, easing the 270 VOL. 9 NO. 2 DECEMBER 2020 burden that must be borne, fostering good social relations between community members.

Conclusion
It turns out that the al-Qiro'ah al-Rosyidah textbook written in Arabic has revealed the dimension of "morality" of the text, beyond conventional studies which only reveal the "linguistic" aspect of a text.
The text of al-Qiro'ah al-Rosyidah does not only equip students with language and its various elements, but instills character values in students. In addition, the text of al-Qiro'ah al-Rosyidah is presented in the form of a story which is seen as an effective medium in conveying moral messages and values of character education in it. Along with that, the story has attracted students' interest in learning character, because there is a space for the adoption of values with their own awareness without dominating the teacher in the educational process.