TEACHER AS A ROLE MODEL IN THE 2013

This research focuses on describing the roles of teacher as the role model in the context of the 2013 Curriculum which is identical with the character education curriculum. The implementation of 2013 curriculum and the role of teacher as the role model are expected to be able to shape the nation character of the students. This is a qualitative method research with the library research type to gather the primary and secondary data source. The data collection carried out by gathering all information related to the research. The data analysis technique used the descriptive approach. As a result, this research found that the teacher plays crucial role as the role model in the implementation of 2013 curriculum. Ideally, the character development of the student is to be supported by the education stakeholders at school; curriculum and the good character teacher.


A. INTRODUCTION
Teachers, educators whose main task is teaching, have personality characteristics that significantly affect the success of human resource development. The personality of the teacher gives a good example to students and the public so that the teachers appear as 'highly exemplary ordigugu' (emulated their advice/speech/command) and 'ditiru or imitated' (emulated their attitude and behaviour). The teacher's personality becomes the most critical factor for students' successful learning. 1 The track record of a teacher's education significantly strengthens the effectiveness of the readers in the teaching profession as a role model. 2 In this paper, we used the observational learning theory of Albert Bandura. 3 Bandura's theory 3 Albert Bandura is a behaviourist who added cognitive aspects to behaviourism since 1960. The development of his theory referred to Skinner's views. Nevertheless, Bandura has his own opinion (assumptions) about human nature and personality. The premises include: (1) Humans are essentially beings who are aware, think, feel and regulate their behaviour. Thus humans are not like pawns or pieces that are easily influenced or manipulated by the environment. The relationship between humans and the environment are mutually influencing each other; and (2) Personalities develop in a social context, interactions with one another. Bandura's review stated that most human behaviour is the result of learning from the model through observation, imitation, and modelling so that students observe and imitate teachers' act as a model or example, especially in the learning process. Research conducted by Albert Bandura stated that reinforcement is derived from the model significantly supports the formation of learners' personalities especially strengthening of the appropriateness of students' actions in observing and imitating the model (teacher). Besides, teachers must also build students' trust towards themselves because students are more comfortable to imitate the people they trust than those who do not. Highly motivated students will easily imitate the model to master the desired behaviour. See Dede Rahmat Hidayat, Personality Psychology in Counseling, (Bogor: Ghalia Indonesia, 2011), 22.

TEACHER AS A ROLE MODEL IN THE 2013 CURRICULUM DEVELOPMENT
242 | Jurnal Ilmiah ISLAM FUTURA describes procedurally the stages that must be passed by students in emulating teacher's behaviour so that the learning process is applied clearly and repeatedly following the needs of students. The benefit for the teacher is the consistent and continuous attitude adjustment and so that the teacher's behaviour is useful as a role model and supports the process of forming the learner's personality. In the context of education, students who take teachers as role models can shape their character, at least close to the teacher's character.
The basic principle of Bandura's theory is social and moral learning. In this context, the teacher's attitude possibility serves as a signpost for students that can be developed anywhere when needed. Students will imitate the various attitudes of teachers in dealing with problems during the learning process. One of the more constructive improvement is when the learners' personality is better than the model teacher 's. 4 The competencies that are directly related to students' personality are personality competence, followed by pedagogical ability concerning the application of cognitive development principles, personality principles, and learning theory in the learning process.
However, social capability is related to the strength of teachers in their interaction with others, especially with students. Professional competence is the extent of the teacher's ability to master certain subjects. 5 The implementation of 2013 curriculum material in Islamic primary schools (Madrasah Ibtidaiyah-MI) should cover the form of the application of learning materials in Islamic education, which could foster students to be the human beings believing and devoting to Allah Almighty and noble. The curriculum is the core of education and influences all educational activities. Without a curriculum, the learning process will not work well. 6 By implementing the 2013 curriculum in MI, the teachers are expected to be able to foster and develop students into human beings who have faith and are devoted to Allah, virtuous, healthy, knowledgeable, skilled, creative, and independent. The students are also hoped to be democratic citizens who are responsible, based on the values of Islamic teachings, through the learning process of PAI role model, especially the morals teachers who are needed in fostering students' moral.
Nevertheless, the obligation must be supported by the parents aseducators at home. 7 Therefore, the roles of parents and teachers are equally important in giving an example to children to produce a bright and noble generation. Based on these problems, we are interested in investigating the role of the teacher as a role model according to the Bandura's concept in applying the 2013 curriculum. This is a qualitative research methodology that belongs to the library research form. The library research is a series of actions concerning with the data collection done through library data collection methods by reading, writing and analyzing the library collection references without any field research needed. 8 The data for the research gathered from various primary and secondary sources. The data collection technique done through the analysis of information related to this research. Last but not the least, the data analysis technique used for this study is descriptive approach.

The Concepts of Educators (Teachers)
Etymologically the word 'educator' is derived from the commonly known terms 'teacher'. 9 The teacher's duties include the transfer of knowledge and value. 10 Al-Ghazali said that educators are those who perfect, clean, and direct (students) to Allah Azza Wajalla. 11 In this case, the position of an educator is aligned in the ranks of the Prophets. Meanwhile, Winkel argued that an educator is someone who guides students to achieve a perfect life. 12 Educating is one of the main tasks of teachers regulated in the law: "Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in the formal early childhood education, primary and secondary education pathway." 13 Concerning the teacher's role as an educator, personality ownership is a requirement that must be met by the teacher. 14 Teachers will be able to educate and teach if they have emotional stability and a great sense of responsibility to advance students as well asbeing realistic, honest, open-minded and sensitive to the development of education. 15 The teacher's initial provision as an educator lies in his/her behaviour, and the ownership of behaviour is one manifestation of teacher competence. 16 One of the competencies required by teachers is personality competencies related to noble morals. Teachers are the frontline in creating students' noble morals. 17 The teacher competencies are divided into four types, namely: pedagogical, personality, social, and professional skills. 18 Pedagogical competence is related to the ability of teachers to manage learning activities of students. 19 For example, understanding students' characteristics from moral, social, cultural, emotional, and intellectual aspects. 20 The personality competence emphasizes teachers to be role models for students, evaluate them, and sustainably develop them. 21 Social capability is related to the ability of teachers to relate to themselves, students, students' guardians, colleagues, and the community. 22 Professional competence is the mastery of extensive and in-depth learning material in the form of mastery of scientific substances related to the field of study and mastery of experimental structures and methods so that they can carry out research studiescritically.
Thus, the teacher is a person who makes a conscious effort to develop the potential of students, so that they become human beings who can carry out the task of humans as the caliph of God on earth.

Teacher as a Role Model in Albert Bandura's Review
The theory of social cognitive learning can be defined as a permanent influence on behaviour, knowledge, and thinking skills that are obtained through experience. The scope of education is comprehensive, not only academic but also non-academic. Bandura stated that learning was based on mental processes which he developed with social cognitive learning theory. 23 The method of social learning was developed by Bandura (1986) and is an extension of traditional behavioural learning theory (behaviourist). 24 Teachers as a model for students must show good behaviour and morals in the learning process so that it has implications for student behaviour. 25 This theory accepts most of the principles of behavioural learning theories but gives more emphasis on the impressions and cues of behavioural change, and internal mental processes. Social cognitive learning theory uses the term of external reinforcement and internal cognitive explanations to understand how to learn from others. 26 In the "human" social learning perspective, it is not driven by internal forces nor influenced by environmental stimulation. Bandura is very famous for his social learning theory which is one of the concepts in the flow of behaviourism emphasizing the cognitive component of thought, understanding and evaluation. The theory of social learning about personality is based on the formula that human's behaviour is the result of continuous mutual interaction between determinants: internal (cognition, perception, and other factors that influence human activities), and external (environment). 27 Bandura, in his theory, emphasized the crucial aspect that significantly affect human behaviour, namely observational learning (modelling), better known as social and selfregulation learning theory. 28 Social learning theory believed that students learn by observing 23 Chusnul Muali and Putri Naily Rohmatika, "Kajian Refleksi Teori Pengembangan Karakter Anak Melalui Pembelajaran Agama Perspektif Albert Bandura," Fikrotuna 9, no. 1 (2019) (1) Attention. Before students can imitate the behaviour of a model, they must pay attention to what the model does or says. For example, seeing a teacher write from the same perspective as students seeing themselves makes observational learning easier; (2) Retention. Students must be able to store the model action in their memory for future retrieval to produce this model action. Student retention will increase when a teacher gives a live, logical, and clear demonstration; (3) Production. Students must be physically able to reproduce model actions. In this stage, students need a lot of practice, feedback, and coaching before they can copy model actions; and (4) Motivation. Students must be motivated to demonstrate model actions. Strengthening can be used to encourage observational learning. For example, a teacher can use direct reinforcement like saying "good work!" Or, a teacher might want to use representative support. In this case, students may only see other students who are reinforced for a particular behaviour, and then s/he increases her/his production of that behaviour. 31 The primary learning element is characterized by observation and imitation.The The third is combined imitation which copying by way of combining the different behaviours that are direct and indirect imitation. For example, students imitate the teacher's style of painting and how to colour rather than the book they are reading. The Fourth is instantaneous imitation, which is only according to certain situations. For example, imitating the style of clothing on TV, but may not be worn in school. The fifth is ongoing imitation, i.e. imitated behaviour that may be highlighted in any situation. For example, students mimic the style of the teacher's language. For those who have a terrible self-concept, Bandura provided suggestions to improve it, namely: "(a) Self-observation, (b) pay attention to standards of measure, and (c) pay attention to self-response". 34 Bandura believed that cognitive processes also affect observational learning or if we only learn by trial-and-error method, 35 learning becomes very difficult and time-consuming. One significant contribution from Bandura is emphasizing that humans learn not only by classical and operant conditioning but also by observing the behaviour of others. This theory is called imitation or modelling. To prove his argument, Bandura researched the two children to examine their aggressiveness or fear.
Bandura placed the two children in his laboratory with the same conditions but different treatments and then compared the learning process using film. This experiment is often known as experiments with bobo dolls. Bandura positioned the first child in a room that had been provided with a large bound doll. Likewise, the second child was placed in a room with the same conditions. The first child was given an action movie, but the second child was not. After the treatment, the two children were left in their respective rooms with dolls that had been prepared beforehand. Later, the first child imitated all the behaviours or actions in the film he had watched before. Whereas the second child just shut up and paid attention to the doll in front of him without conducting any action as done by the first child. It can be said that the first child was more aggressive than the second child. The learning patterns that were carried out by children are called modelling. 36 Thus, it is clear that the first child imitated any motions or actions done by the players in the movies he watched and then applied them to the bobo doll. It can be said as a way of learning by modelling. Therefore, the teacher should provide a useful model so that students imitate it.

The teacher as a Role Model
The role model that is attached to the teacher, 37 indicates that teachers' criterion arenot only professional but also has a personal piety. The piety here means thatthe relation with him/herself, fellow human beings, the universe, and God. 38 In addition, professional teachers also have personal, social, intellectual, moral and spiritual responsibilities. Personal responsibility is demonstrated through his/her ability to understand him/her self. Spiritual and moral responsibilities are manifested through the appearance of the teacher as a religious being whose behavior does not deviate from religious and moral norms. The other abilities concerning teacher's personal competencies are as follows.
(1) The abilityrelated to the experience of religious teachings following the religious beliefs they hold; (2) the ability to behave based on the norms, rules and value systems applies in society; (3) the ability to develop praiseworthy qualities as a teacher, for example, decorum and manners; (4) the ability to be democratic and open to innovation and criticism 39 To support and strengthen the effectiveness of understanding of the teacher's position as a role model, we used observational learning theory. Bandura believed that most human behavior is the result of learning from models through observation, imitation, and modeling. 40 In the context of this study, students observe and imitate teacher's behavior as a role model, especially in the learning process. This theory provides a procedural description of the stages the students require in emulating the teacher so that the learning process can be applied clearly and repeatedly based on the needs of students. It also benefits the teachersin adjusting the attitude so that their behavior is effective as a role model to support the process of forming the students'personality.
The learning process through observation is managed by four interrelated processes, namely: the attention, retention, motor reproduction, and motivational process. First, theattention process is related to the characteristics of the teacher as a model that affects the learning process of students. Teachers who have high interpersonal attractiveness are easier to emulate than those who do not. Secondly, the retention process is described when students observe the behavior of a teacher, immediately imitate it and then use it as a guide for action. Teachers need to consider several aspects in strengthening the process of developing the students' personality, including reinforcing the students' actions appropriately and correctly. Bandura' research showed that the reinforcement from the model significantly supports the formation of learners' personalities, especially the reinforcement concerning the appropriateness of students' actions in observing and imitating the model (teacher). 42 Besides, teachers must also build their confidence because students will tend to imitate the people they trust. On the other hands, highly motivated students will easily imitate the model to master the desired behavior. 43 The role models and excellent examples shown by the teacher influence students' attitudes and will develop a good-manner and noble personality. 44 In addition, students will strive to be friendly individuals or at least close to the teacher's behavior. Students will imitate the variety of teachers'attitudes in dealing with problems during the learning process in dealing with the same problem. The most significant and constructive improvement is when learners' personalities can be better or outperform the model (teacher). 45 Rahman believed that the professional and charactered teachers must be developed from a number of interrelated competencies, where personality competenceis the foundation for other competencies. The pedagogical and professional competencies that are based on personality competence must function to sustain social competence as the public manifestation on the quality of teacher professionalism. 46 From the above explanation, it can be concluded that the competencies that significantly contribute and are directly related to the development of students' personalities are personality competence, followed by pedagogical competencies of relevance to the application of cognitive development principles, personality principles, and learning theories in the learning process. Meanwhile, social competence is related to the general ability of 41

TEACHER AS A ROLE MODEL IN THE 2013 CURRICULUM DEVELOPMENT
250 | Jurnal Ilmiah ISLAM FUTURA teachers to interact with others, especially with students. The professional competence, in the narrow sense, is to what extent the teachers master certain subjects.
The polite personality of the teacher in the context of implementing the 2013 curriculum is critical to shaping the noble character of the students. Hence, PAI teachers, in particular,should be able to display noble morals in the learning process. The teacher, as a role model, is one of the keys to successfully strengthen and shape the attitudes of noble learners.

The Concept of 2013 Curriculum
The curriculum is the guideline in regulating the learning process for students and in facilitating the learning process. 47  Education System, explains that the curriculum is a set of plans and arrangements concerning the objectives, content, and learning materials as well as the methods used as the guidelines for the implementation of learning activities to achieve certain educational objectives. It is usually distinguished between the plan and the functional curriculum. The written plan is a curriculum document, while the curriculum implemented in the classroom is functional. 51 The integrated concept curriculum is said to be meaningful because students will understand the concepts if the concepts they will learn are whole and realistic. It is broad because they will 47 Dedi Lazwardi, "Manajemen Kurikulum Sebagai Pengembangan Tujuan Pendidikan," Jurnal Kependidikan Islam 7, no. 1 (2017) learn not only within the scope of the discipline but also across disciplines as they are interrelated.
The 2013 curriculum put more emphasizeon character education, especially at the elementary level, which will be the foundation for the next level. 52 With the development ofthe character and competence-based 2013 curriculum, we hope that this nation will become a dignified nation where its people will have an added value so that we can be equal and even compete with other nations in the world. This expectation can come true if the implementation of the 2013 curriculum can produce productive, creative, innovative, and good-charactered people. 53 Character education in the 2013 curriculum aims to improve the quality of the educational process and outcomes, which leads to the noble character of the students as a whole, integrated, and balanced following the standardscompetencies of graduates in each educational unit. 54 With the implementation of the competence and character-based 2013 curriculum with a thematic and contextual approach, it is expected that students will be able to independently improve and use their knowledge; as well as to study, internalize and personalize the values and noble character so that it is manifested in daily behavior 55 In the implementation of the 2013 curriculum, character education can be integrated in all learning in every subject in the curriculum. 56 The learning materials related to norms or values in each subject need to be developed, made explicit, related to everyday lifecontexts. Thus, the education of values and character building is not only conducted at the cognitive level but also touchesthe internalization and real practice in daily life.
Character education at the education unit level leads to the formation of school or madrasah culture, i.e. the values underlying behavior, traditions, daily habits, and symbols that are practiced by all the people in the school or madrasah, and the surrounding community. 57 School or madrasah culture is a characteristic, character, and the image of the The 2013 curriculum is a curriculum based on character and competencies. It emphasizes not only the mastery of student competencies but also the formation of characters. 58 Nasution S, Pengembangan Kurikulum, 11. 59 Hamalik, Dasar-Dasar Pengemgbangan Kurikulum, 38. 60 Zaini,Pengembangan Kurikulum Konsep Implementasi Evaluasi Dan Inovasi,24. Following the core competencies (KI) determined by the Ministry of Education and Culture, KI 1 and KI 2 are related to the purpose of forming students' characters while KI 3 and KI 4concern with the mastery of student competencies. The 2013 curriculum aims to improve the quality of the educational process and outcomes, leading to the noble character of the students as a whole, integrated, and balanced following the standardscompetencies of graduates in each educational unit. 61 Through the implementation of the 2013 curriculum, that is competency and character-based as well as usingthe thematic and contextual approach, students are expected to be able to independently improve and use their knowledge, study and internalize, and personalize character values and noble character so that they are manifested in daily behavior.
The 2013 curriculum and its implementation are appropriate strategies in shaping the character of the nation. The implementation of the 2013 curriculum places more emphasis on character aspects. Therefore, the successful application of the curriculum is supported by the teachers as role models at schools. The teacher should optimize his/her roles as role modelsso that it becomes the model of character and noble character for students.

C. CONCLUSION
The role of the teacher is not only to educate students following the curriculum demands, but also to provide example to students by becoming a charactered-role model. Teachers who become role models will be able to show attitudes and behavior that are in accordance with values and norms in daily life so that students cansee and imitate. A good teacher are concern and has good social relationship with others. Hence, the role of the teacher as a charactered-role model will support the character education program and help students to develop the good character personalities.