Analisis Kesesuaian Konsep Penguatan Pendidikan Karakter (PPK) di Indonesia dengan Konsep Pendidikan Akhlak Buya Hamka

Mai Leni (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)
Yulia Rahman (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)

Didactum
Vol. 1 No. 3 (2026): September 2026

The urgency of strengthening character education has emerged in response to the growing prevalence of moral issues among students in Indonesia, necessitating efforts to cultivate individuals with sound moral character. This study aims to analyze the Strengthening Character Education (PPK) policy in Indonesia and to examine its conformity with Buya Hamka's concept of moral education. This research uses a descriptive qualitative approach through library research, with data analyzed using content analysis techniques. The primary data are drawn from Presidential Regulation Number 87 of 2017 concerning Strengthening Character Education and Buya Hamka's book Lembaga Budi, supported by relevant books, journal articles, and other scholarly works. The comparison between the two concepts is examined across five aspects: objectives, content, methods, educators, and students. The findings show substantive conformity between PPK and Hamka's concept of moral education across all five aspects analyzed. In terms of objectives, both concepts orient education toward the formation of individuals with sound moral character; in terms of content, both emphasize religious and social-moral values such as honesty, responsibility, care, and hard work; in terms of methods, both place role modeling and habituation as essential elements of character formation; in the aspect of educators, both position educators as role models; while in the aspect of students, both view students as subjects who develop continuously. The main differences lie in emphasis: PPK explicitly incorporates the national dimension within the framework of national education policy, while Hamka places greater emphasis on the cultivation of the soul, faith, self-control, and internal moral awareness. These differences are complementary rather than contradictory. This study contributes by showing that PPK can be understood more comprehensively through the integration of its systemic and national framework with the spiritual and moral depth found in Buya Hamka's thought.