Abstract
The purpose of this research is to develop a local history based on learning resource for character education. This study uses an Instructional Development Model (MPI) consisting of eight stages, namely needs analysis, instructional analysis, identification of learners characteristics, determining basic competencies, developing syllabus and SAP, designing assessment systems, developing learning modules, and formative evaluation implementation. The results of preliminary research indicate that the value of local character is not integrated in the learning process in History Education Program so that it needs to be made a learning resource which can be a reference in learning local history that students can identify, integrate and apply the character values in campus life as well as in social life. Sources of learning local history can increase the sense of care and interest in the regional domain of students. Local history can be an effective tool to stimulate a deeper interest and understanding of demand-oriented teaching. Events with the presence of prominent figures in historical events are expected to inspire students in the form of personal character because Holt's study of history in Frost not only enhances the understanding of the past, but also the understanding of future challenges [1].
Highlights
Integrating the value of the character is important in learning because it provides benefits, among them can increase motivation and learning achievement, emotional intelligence, improve skills, solve life problems and can provide a meaningful experience [2] Peterson and Seligman (2004) in Boe, Bang and Nielsen argue that virtue and strength of character can be found in all cultures and considered universal [3], including cultural values possessed by the people of South Sulawesi (Bugis, Makassar and Toraja) have universal character values.Character education in principle is value education that involves aspects of knowledge, feelings, and actions
The results of the improvement of the suggestions or comments given can be seen in the local history module of South Sulawesi based on character education
Dr Hj Andi Ima Kesuma, M.Pd), obtained some inputs, 1) the use of Bugis and Makassar terms that have been translated into the Indonesian language to be improved because the term Bugis Makassar in various sources - South Sulawei local history sources use the classic Bugis Makassar term that is difficult to translate by current students, 2) names mentioned in the local history events of South Sulawesi to be attached supporting data, eg photos, 3) Paseng or messages in the module material to be reproduced because it strongly supports the formation of local characters of students. 3)
Summary
Integrating the value of the character is important in learning because it provides benefits, among them can increase motivation and learning achievement, emotional intelligence, improve skills, solve life problems and can provide a meaningful experience [2] Peterson and Seligman (2004) in Boe, Bang and Nielsen argue that virtue and strength of character can be found in all cultures and considered universal [3], including cultural values possessed by the people of South Sulawesi (Bugis, Makassar and Toraja) have universal character values.Character education in principle is value education that involves aspects of knowledge (cognitive), feelings, and actions. Integrating the value of the character is important in learning because it provides benefits, among them can increase motivation and learning achievement, emotional intelligence, improve skills, solve life problems and can provide a meaningful experience [2] Peterson and Seligman (2004) in Boe, Bang and Nielsen argue that virtue and strength of character can be found in all cultures and considered universal [3], including cultural values possessed by the people of South Sulawesi (Bugis, Makassar and Toraja) have universal character values. The limited character education of moral ignorance is inadequate, Linkona (2013) in the Pane explained that moral intelligence includes: conscience, self- perception, empathy, kindness, and humility. The development of the interrelated moral component is the requirement of the application of character education in developing moral intelligence [4]. Cheng (1989) in Vickers explained about local history. Local history increase the chance of using teaching methods with a source that aims to encourage analytical and investigative skills. Field studies showed that museum visits and activity approaches make history learning interesting [5]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
