Abstract
Resilience capability is a part of elementary schools' student skill to create individual learning conformity. This study has four purposes: those are (1) to find problem dynamics in children short story, (2) to elaborate ethical values in children short stories, (3) to elaborate moral value in children short stories and (4) to find character education value in the short stories. The method that has been used in this study is cultural themes discovery. There are four results in this study: those are (1) resilience skills have characteristics to locate the trigger of the problem, (2) ability to anchor the problem, (3) ability to do strength analysis and (4) ability to do opportunity analysis. Thus, the resilience in facing the problems occurred in three eight circumstances, those are (1) self-conformity in learning process, (2) individuals' skills to adjust the topics, (3) self-adaptation process, (4) self-existence in the learning process, (5) self-actualization process, (6) self-acceptance, (7) cause and effect analysis and (8) problems interpretation. On the other hand, the learning process has to use metaphors to teach those skills in the classroom. The conclusion for this study is resilience is a part of psychological endurance in facing a problem. It is suggested for elementary schools' teachers to teach resilience and use children short stories.
Highlights
Vale & Campanella (2005:4) explain that mental resilience skills are needed for each student in elementary schools
In children's stories, there are four resilience skills exhibited by characters in children's stories
In mental development of problem coping, individual skills play an inseparable part of the ability to do resilience
Summary
Vale & Campanella (2005:4) explain that mental resilience skills are needed for each student in elementary schools. Elementary schools’ students have to learn meta-analysis for problems coping. The problems’ coping capability in realistic circumstances is required for elementary schools’ students. Elementary schools’ students may face dilemmatic and problematic circumstances in their future life in order to learn problems’. To gain maximum problems coping skills, concrete examples from children's stories are needed. Problems’ coping based on resilience skills required to reflect the real problem in the future. The children's story to tell the example of mental resilience is obligated in elementary schools’ classrooms. The mental resilience capabilities explained above have four categories
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