INTERGRATION OF ASWAJA TEACHING: CONCEPT OF STRENGTHENING CHARACTER EDUCATION IN COLLEGE

Planting of character education must be carried out continuously. The characters that have been planted in school must be strengthened in college. The planting of character education must be taught, familiarized, trained consistently, become character and become a culture, so that the planting of education is not only in school, but must be strengthened into a culture in college. Strengthening the character in college should be more endeavored to make students who are faithful, pious, noble, moral, ethical and civilized based on the nation's noble values of religion, Pancasila, the Constitution of 1945 and the culture of moderating Islamic values. The noble values of the nation from religion and the culture of Islamic values of moderation can be seen from the Aswaja teachings that can be embedded in the teachings that can strengthen character education in universities. This research is a qualitative research conducted at Wahid Hasyim University, Semarang, which is one of the universities that base Aswaja as a foundation for strengthening character education. The source of the data is obtained from primary and secondary data. Data collection method is done by interview, documentation and observation, while data analysis method uses descriptive analysis method. The results of the study show that the concept of aswaja teaching at Wahid Hasyim University is used as the foundation that underlies all activities carried out on campus, both matters relating to aqidah, worship/sharia, and morals. As for strengthening character education through Aswaja teachings, it was carried out by making Aswaja Center which regulates activities related to Aswaja. The implementation of the Aswaja teachings is carried out through habituation, guidance and consultation related to religious practices. Aswaja's teachings are also integrated in courses according to each faculty.

education nationally and integrates its implementation in the applicable curriculum in Indonesia.
The most important thing that is of concern is certainly related to the ongoing implementation of character education.
The character will be formed from the internalization of values that are consistent or there is harmony between the value elements. Each value is in a spectrum or group of values, so psychologically and socioculturally a value must be coherent with other valuesin the group to form a complete character. 1 Understanding this, the character values that have been taught in the school environment must always be strengthened at the University.
Character cultivation that has been done in the school environment through various activities, must be strengthened in the implementation of education in higher education, especially in practicing tri dharma of higher education, organizational culture, student activities and daily activities. 2 Strengthening character education in higher education is a must because students have the main role and function in society, namely as agents of change, social control and moral force. Seeing the role and function of students who are so urgent in society, it has become a necessity that students must have good character. The good character of a student can only be obtained where education held in the scope of higher can be seen from the Aswaja teachings that can be embedded in teachings that can strengthen character education in higher education.

One of the higher education institutions that based
Aswaja's teachings as a foundation in strengthening character education for students is Wahid Hasyim University, Semarang. Character education is also mentioned as an effort to cultivate intelligence in thinking, appreciation in the form of attitudes, and practice in the form of behavior that is in accordance with the noble values that are his identity, manifested in interaction with his God, himself, society and environment. 8 Ahlusunnah Waljamaah can be identified from three basic words, namely ahl, as-sunnah and al-jama'ah. Ahl can be interpreted as family, family, close relatives, class or followers.
As-sunnah can be interpreted as a path and behavior. Aljama'ah is interpreted as a person who has perfect exemplary qualities based on the Qur'an and al-Sunnah, such as Abu Bakr, closely related to faith which means language believes, but for Ahlusunnah Waljama'ah's teachings that faith needs to be spoken orally and practiced in deeds is not only recognized in the heart. The field of Shari'ah or the study of the law which was established by Allah for his servants by mediating between His Apostles. In the field of shari'ah, Ahlusunnah's understanding of Waljama'ah acknowledged the truth of the four madzab, both Hanafi, Maliki, Syafi'i and Hambali.

Determination of Islamic law according to the Ahlusunnah
Waljama'ah school is based on four things, namely the Koran, As-Sunnah, Ijmak and Qiyas.
The field of morality is a study that deals with behavior that comes from an inner attitude or soul. The scope of morality is very large and extensive, which includes various things such as the nature of patience, simplicity, humility, honesty, holding/ keeping promises, being helpful, avoiding arrogant, wasteful, naughty and others. The Prophet positioned the morality as the key to safety and benefit both in one's own life, as well as in the life of society and the state. The field of Sufism study is related to the mental attitude and state of one's soul. The teachings of Sufism guide so that the quality of one's worship is truly perfect and recognizes the nature of man as a weak servant and always rests and surrenders to Allah SWT.

C. Research Methods
This research is a field research with a qualitative research approach. Qualitative research is a study whose results are more concerned with the interpretation of data found in the field. 11 This study describes the concept and implementation of strengthening character education through the integration of Aswaja teachings at the research sites.
The data source in this study consisted of primary data sources and secondary data sources. Primary data or first-hand data are data obtained directly from research subjects, including the Director of the Aswaja Center, Head of Academic Affairs, Head of Student Affairs, and Chair of LP2M. Secondary data was obtained from various parties related to the implementation of Aswaja, namely lecturers and students. Secondary data is supporting data in addition to the primary data that has been obtained from the results of the study.
Data collection in this study uses several techniques, namely observation, interviews, and documentation.
Observations were made to see a direct picture of the implementation of strengthening character education at the research site. Interviews are used to explore data in depth related to research problems, while documentation is used to add various data in the form of writing, pictures, archives, regulations and so forth.
Data analysis in this study uses descriptive analytical methods. Qualitative descriptive analysis is done by using existing words and facts. Descriptive is intended to describe the problem solving that is now based on data, which simultaneously presents data, analyzes and interprets the data in depth, so that the description of the concept and implementation of strengthening character education at the research location can be displayed empirically.

D. Research Result
Wahid Hasyim University Semarang is one of the private universities in Semarang that is very concerned with character building for its students. Wahid Hasyim University was Wahid Hasyim University Semarang as one of the universities based on the Aswaja teachings emphasizes that all graduates must be aswaja-characterized graduates, namely graduates who have cognitive intelligence, also have spiritual intelligence in accordance with the field of study itself.
Aswaja's teachings are related to the fields that are the center of the study, namely the aqeedah, syari'ah, ahlaq and tasawuf fields. Looking at the field of study, of course the concept of aswaja teaching as strengthening character education is also related to strengthening in the field of student study. The concepts relating to various fields of students are introduced to all students, both those who are Muslim and those who are religious other than Islam. This is a necessity because Aswaja is a teaching that becomes the spirit of Wahid Hasyim University in instilling and strengthening character for students.
It's just that in its delivery it is certainly done with full tolerance and does not impose for students who are not Muslim.
The field of aqeedah relating to faith is taught in accordance with Aswaja's main points in the field of aqeedah for example: God has a destiny for humans, but humans have a part to make efforts, so that in this life humans do not just surrender to their circumstances. This concept is also taught in accordance with the scientific field of students in various majors, for example for Medical students taught the concept that God has a destiny for humans, so that those who have the right to take one's life are only Allah. A doctor still tries to provide the best help, but still the human life is in God's hands.
In the same study can also be taught to Agricultural students, although to grow plants is the power of God, but humans also should not surrender as long as they plant crops, humans also have to choose seeds and how to plant and care for plants well and of course other concepts in various study according to each faculty.
Aswaja's teachings on aqeedah can be seen that Ahlusunnah Waljamaah is not easy to forgive humans, in imitating the life pattern of the Prophet and his companions flexibly so that it can be adapted to the times as long as it does not violate Islamic law, Aswaja believes that the Qur'an is the word of God and not creature. Aswaja also believes that Allah has 20 mandatory qualities, 20 impossible traits and 1 jaiz trait.
The person who believes in the teachings of Aswaja will enter Paradise and the justice of Allah appears when God places something in its place.
Broadly speaking the aqeedah teachings in the Aswaja are taught to students according to their respective beliefs and according to the study of students' knowledge, so that the study is not sacred with regard to Faith in God but the most important thing is their words and deeds in believing in the Creator.
Another area that has been studied in Aswaja teachings is the Shari'ah field. Shari'ah or relating to the law that Allah Other studies used as discussions in the field of Shari'a, for example in the Faculty of Islamic Religion, can be studied from various problems related to polygamy, the study of jihad, the law of usury, association in Islam and so on. Other studies in the field of shari'a can also be studied in other faculties such as pharmacy and engineering, especially related to materials that can be used in the manufacture of drugs or equipment or machines that do not have adverse effects on humans. The Shari'ah study in the Aswaja perspective teaches students that in completing Islamic law besides holding on to the opinions of four schools of thought it is also based on the Koran, As-Sunnah, Ijmak and Qiyas. Thus students have a broad view in determining everything that is permissible and not permissible in Islamic teaching rules more deeply.
The field of study in addition to aqidah and syari'ah, which is not less important, is the field of morality. Moral or means character, character or often interpreted manners or ethics and decency. This study of morality is carried out by habituating students to speaking, behaving, behaving and dressing. In the regulations for students it is emphasized that students must obey the rules, especially in speaking, behaving and wearing clothes in accordance with the norms and rules of the university. For example, having to wear formal clothing that does not show the genitals of both men and women, is not permitted to wear a veil and clothing that is not as appropriate reflects students who have good character.
The final field of study is related to Sufism. Sufism teaches that the Islamic quality of a person is truly perfect, also guiding mankind about the nature as a weak and always leaning servant, surrendering to God in every act. This study teaches the concept that students after trying to do everything must have good quality by submitting the best results according to Organizational culture is also emphasized to form students who are strong and ready to face the challenges of the times. Some supporting activities include habituation in good organization and basic leadership activities for students. In addition to the activities carried out on campus, it is also held outside the campus and by cooperating with various other universities, so that students will be accustomed to working with various groups and can organize wherever they are in any conditions. This is also because students will return to the community and have a big contribution in building and advancing the community.
Student activities are carried out through various activities such as scouting, sports, writing and art activities.
These activities are specifically accommodated by student affairs in various student activity units, so that they can still direct students in activities that are in accordance with the

Role of Students in Community Empowerment to Realize
Healthy Cities Based on Aswaja. In every KKN activity held every year, the Aswaja character is always emphasized on each theme taken. This is because every research and community service activity, the Aswaja character that makes students become moderate, tolerant, balanced, fair and soulless, can be embedded in the minds of every student.
Community service activities besides KKN activities are also carried out as a form of service and obligations that must be fulfilled for each student. Other activities that are routinely carried out are blood donor activities, fundraising for victims of disasters, which have recently been carried out such as raising funds for victims of the Earthquake in Lombok and other humanitarian activities such as cleaning roads and the community environment.
In addition to being equipped with the ability and understanding of various sciences, students are also equipped to research and conduct community service, so that this will greatly help students when they enter the community.
The implementation of Aswaja teachings is carried out from the beginning of the lecture to graduation activities, so that the activities of students are carried out through the orientation of the religion for new students, habituation for students and understanding of students at the end of the student's study period. Orientation activities for new students are mandatory activities that must be followed by every new student. This activity was carried out by the university and the respective faculties. The aim of the religious orientation course is to provide provisions for new students related to the fields of student study that students must understand and practice well while they are students and later when they return to society.
In addition to religious orientation activities for new students, several routine studies on religious health are also carried out weekly and monthly. This activity was carried out to see some interesting and necessary studies for all students, so that the field of study is usually adjusted to the respective scientific fields in each faculty. Some examples of religious studies conducted usually discuss phenomena that are happening among students, for example courtship law, law using veils, studies on reproductive health, studies of gender and various studies related to religious radicalism.
In addition to the student orientation activities, the routine study of workmanship is also carried out in the education field, which is integrated in the subjects of each faculty and students' courses become compulsory subjects for students. Aswaja which is integrated in the courses of each faculty means that each subject taught to students must be linked to the field of student study both in terms of aqeedah, syari'ah, akhlaq and tasawuf.
Student subjects that are compulsory for students are courses that must be taken by each student at the Wahid Hasyim University in Semarang, but students in each faculty are usually different in their implementation, namely in faculties other than the faculties of Islamic religion. , fair, moderate and so on. This is because in faculties other than the faculties of Islamic Religion, students generally have diverse religions, so aswaja is packaged in such a way according to the themes of the study in general.
The implementation of strengthening character education through the integration of Aswaja teachings certainly has many problems, especially because of the different input of students, thus making students' understanding of the concept of students also different. Other problems also appear from the rise of several other idealistic threats, especially from social media which if not properly resisted, will damage and threaten the Aswaja teachings themselves. Other problems also arise especially in understanding students from other countries who generally have different cultures and understandings of Islam, so it is difficult to plant aswaja teachings on foreign students.

E. Conclusion
Based on the results of the research that the researchers did related to the integration of Aswaja's teachings as a concept of strengthening character education in Higher Education can be concluded as follows: 1. The concept of Aswaja teaching as strengthening character education carried out at Wahid Hasyim University is carried out in accordance with the concept of Aswaja teaching both in the fields of aqeedah, syari'ah, akhlaq and tasawuf which are developed in accordance with scientific studies in each faculty.
Strengthening character education is carried out through the Aswaja Center which regulates every religious activity.
2. The implementation of Aswaja teachings as a reinforcement of character education at Wahid Hasyim University in Semarang is done through habituation in various activities, both educational activities, research and scientific publications as well as community service activities. The implementation of Aswaja teachings was also carried out through guidance and consultation activities related to religious practices and the integration of Aswaja teachings in subjects that were adjusted to the study fields of each faculty.