Application Of Character Education Research Articles

Analysis of the Implementation of Character Education Based on Local Culture in Indonesia

This study aimed to evaluate the implementation of local culture-based character education in junior high schools across Bima City, NTB. Employing a cross-sectional survey design, the research focused specifically on SMPN 5 Bima City and SMPN 1 Bima City, involving 50 students and 50 teachers. Data were collected using questionnaires and documentation methods, resulting in the creation of two validated and reliable questionnaires, with reliability coefficients of 0.953 for the teacher questionnaire and 0.919 for the student questionnaire. The findings provide insights into the application of character education, revealing that the levels of honesty, discipline, responsibility, courtesy, and cooperation among teachers and students are generally moderate. The study also highlights how local cultural elements, such as Santabe Culture (politeness), Maja Labo Dahu Culture (modesty and caution), Nggahi Rawi Pahu Culture (integrity), and Su'u sa wau tundu sa wale Culture (responsibility), can be effectively integrated into character education frameworks at these schools.

PENERAPAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN MATEMATIKA UNTUK MENGEMBANGKAN KARAKTER PESERTA DIDIK DI MADRASAH IBTIDAIYAH

The purpose of writing this article is to analyze further the application of Character Education in mathematical learning to develop the character of learners in MI, because when viewed there are still many learners' behaviors that are still minimal in character education. In accordance with the objectives of Indonesian Education stated in law no. 20 of 2003 that the purpose of national Education is to develop the potential of learners. Hence the importance of Character Education early on, that is, starting from the bench of Madrasah Ibtidaiyah. Later, for the method used in this study is the literature study method. The results of literature studies such as journals, articles, or books in this study are able to support character education in general as well as specifically as in mathematical learning. The application of character education in mathematical learning to develop the character education of learners adapted to learning adapted to the needs of learners in mathematical learning as well as their objectives.

Promoting Character Education Through Genre-Based Language Learning: A Digital Reading Box in the Spotlight

During the COVID-19 pandemic, the learning paradigm in the Industrial Revolution 4.0 era began, requiring students and teachers to carry out an electronic-interned learning process. Reading skills, as an entryway for learning language and other subjects, have become a strategic step that can increase learning 4.0 in terms of cognitive (literacy and numeracy) or non-cognitive (character) components. There have been teaching resources, particularly in the genre of language texts. However, it is still usually in the form of printed books or e-books that do not focus on character education. Consequently, the researchers developed "Literasiku 1", a Digital Reading Box that includes the AIR flow in tasks and activities that show different types of text genres: descriptive, procedural, fantasy, and inspirational stories mixed with fascinating pictures and video illustrations. The research findings can help teachers apply character education in language learning based on the six components of the Pancasila student profile. Furthermore, this product can provide students with information on digital literacy relevant to their needs, as evidenced by the development of texts close to the natural environment or tangible things.

Peran Guru dalam Implementasi Pendidikan Karakter untuk Mengatasi Masalah Bullying di Madrasah Ibtidaiyah

Bullying is a social behavior that often occurs in schools. Bullying can also involve students as perpetrators and victims. Bullying also has some negative repercussions for both the victim and the perpetrator himself. If this type of bullying occurs, then the role of the teacher is needed so that the teacher can identify and overcome it. The purpose of this study was to determine the role of teachers in the implementation of character education to overcome bullying. This research method uses qualitative research methods with a case study approach. From this study, it is also known that there are several types, factors, and impacts or consequences felt by students due to bullying behavior carried out. These three aspects can be a guideline for teachers to analyze and formulate strategies to solve these problems, one of which is through the application of character education. It can be seen that the role of teachers in the implementation of character education for students is to guide or provide advice and direction, as well as develop students in order to overcome situations or problems of bullying so as to minimize the occurrence of bullying at school. Teachers play an important role in applying moral values to shape student character, especially in elementary school students, because students in this age group easily imitate the behaviors and actions they see. Therefore, in its implementation, teachers and parents must work together to achieve character building through the application of character values.

التربية الشخصية في تعليم اللغة العربية في المدرسة الثانوية الحكومية الخامسة غونونج كيدول

Seeing the news circulating, many moral crises still occur in Schools. One solution is to apply character education in learning. Then the purpose of this study is to discover how the process of learning Arabic in The State Islamic Junior High School Five GunungKidul. This type of research is qualitative research with a descriptive method. The source of the data from this study is the subject of valid and relevant data with data collection techniques in the form of interviews with Arabic teachers, principals, and students, then observation by direct observation. Data analysis conducted by researchers includes four steps namely data collection, data reduction, data exposure, and conclusions. The results of this study are that the teacher’s strategy in instilling character education in the learning process is divided into three activities namely preliminary activities, core activities, and finally closing activities. While the forms of character values in learning Arabic are religion, discipline, honesty, responsible, critical thinking and cooperation, curiosity, never giving up, conscientiousness, care, confidence, healthy lifestyle, politeness, love of knowledge, and creativity.

PENDIDIKAN KARAKTER MELALUI KISAH TOKOH SEJARAH LOKAL DALAM KURIKULUM MERDEKA

PENDIDIKAN KARAKTER MELALUI KISAH TOKOH SEJARAH LOKAL DALAM KURIKULUM MERDEKA

Etnopedagogi Kesenian Debus Sebagai Media Pendidikan Karakter Peserta Didik di Sekolah Menengah Kejuruan

Learning at all levels of education, from elementary school to senior high school, must contain local content. Learning and preserving local wisdom values is the primary concern of education. Debus art contains several values that can shape character and religious values contained in Debus art, namely piety to God Almighty, patience, cooperation, independence, hard work, discipline, and tolerance. The method used in this research is descriptive qualitative. This method starts with collecting, analyzing, and interpreting data. The description method in its implementation was carried out as follows: Interview techniques, case studies (differentiating cases), comparative studies, behavior analysis, and document analysis. This research was carried out on students of SMKN 4 Kota Serang class XI TKRO. Debus is part of the diversity of arts and culture of the people of Banten. Debus's art exemplifies that internal culture in schools will emerge when students apply character education at school. Students are used to living with positive things. Students know their behavior is wrong, but they cannot get used to avoiding it. Debus art forms character in students, such as students having piety to God Almighty, a sense of cooperation, responsibility, discipline, hard work, morality, and ethics by the demands of an independent curriculum, namely developing the potential of students and improving the quality of education

Strategi Penanaman Pendidikan Karakter Dalam Meminimalisir Bullying Siswa Sekolah Dasar.

This study aims to identify strategies to minimize bullying in elementary school students. This research is a literature study applying qualitative descriptive analysis. The data source used comes from scientific articles published from 2017-2023 which are indexed by SINTA. Articles were collected via Google Scholar with the keywords character education, bullying, elementary school. Strategies to minimize bullying can be carried out through the application of character education, namely by carrying out activities of religious values, integrating character education in Civics and Social Studies subjects, school culture, outreach with topics of discussion on the causes of bullying, the impact of bullying and how to prevent bullying, and creating schools that comfortable. The strategy of instilling character education contributes to reducing the number of bullying that occurs in elementary school students.

Penanaman Karakter Cinta Lingkungan Sekolah Melalui Program Daily Activities Bank Sampah Daur Ulang (Bank SADAR) sebagai Wujud Perilaku Warga Negara yang Baik di Fathia Islamic School Kota Sukabumi

The inculcation of the character of loving the school environment through the daily activities program or daily activity program at school is basically to apply character education to students from an early age, by implementing programs of good character values at school, it is hoped that the main characters are as stated in the vision and mission at Fathia Islamic School can be internalized to students not only in the school environment, but also in the family environment or at home and also in the community. In addition, the main goal is to shape the character of children who have good morals, not only to shape children's intelligence cognitively, but from their emotional and spiritual intelligence. The daily activities program is a series of daily activities which are a development of the Fathia Islamic Elementary School curriculum, namely an integrated and holistic curriculum (ie bringing together the curriculum concepts from the National Education Department, the Islamic dienul curriculum and the natural school curriculum). In these daily activities, there is a superior program, namely the waste recycling management program or Bank SADAR (Recycled Waste), which in this program is an activity to cultivate good character by getting used to managing waste according to its type through Bank SADAR. This flagship program is a form of good citizen behavior. A good citizen's behavior can be applied from an early age starting from a pattern of habituation or a pattern of habits that is carried out repeatedly and routinely, one of which is through a daily activity program or daily activity program at school.

Implementation of Character Education through Children's Language Development in Elementary Schools

Abstract: The application of character education through language development is very important in basic education. However, the implementation of character education is in fact not optimal. This study aims to explore the implementation of character education through language development in elementary schools. A qualitative approach was used in this study, and data was collected through observation, interviews and documentation. The population of this study consisted of 522 students and 16 teachers in 15 classes at public elementary school Silih Asah II Cirebon City, Indonesia. The research sample was taken from class 2A which consisted of 40 students, and 10 parents also gave their responses regarding this lesson. The teacher sample consisted of 5 male teachers and 5 female teachers including the school principal. The findings show that the implementation of character education through language development can be done by combining language development activities with character learning activities such as storytelling, singing, and group games involving all students. In addition, the results show that through language development, children can learn communication and social skills that help them build good character. Therefore, this study concludes that language development can be an effective means of implementing character education in elementary schools.

Implementation of Presidential Regulation Number 87 of 2017 about Strengthening Student’s Character Education

The purpose of this study is to describe and analyze the implementation of Presidential Regulation Number 87 of 2017 concerning strengthening student character education at SMA Negeri 3 Kayuagung, Ogan Komering Ilir Regency, as well as the enabling and impeding factors for the implementation of that regulation at Kayuagung 3 Public High School, Ogan Komering Ilir Regen. This study is qualitative in nature. The study’s findings indicate that: 1) internal communication at SMA Negeri 3 Kayuagung, as well as communication with the school’s supervisor and committee and other connected agencies, all happened as planned; 2) There is already a clear standard operating procedure (SOP), and the majority of policy implementers are familiar with its procedures; 3) All policy implementers have a high commitment to the implementation of Presidential Regulation No. 87 of 2017 concerning Strengthening Character Education, which is not all teachers’ ability to apply character education to the subjects they teach.

Peran Kepemimpinan Kepala Madrasah dalam Mengembangkan Pendidikan Karakter di MTs Negeri 2 Lombok Timur

Madrasa as educational institutions with religious characteristics (Islam) aim to produce student outputs with character (akhlakul karimah). Educators or teachers are the spearhead in the formation of the character of students, and the head of madrasah has a very important role in developing character education, especially in mobilizing and coordinating all existing potential and educational resources. Character education is an effort to help the mental development of students both physically and mentally from their natural nature towards a better direction. This research aim to: 1) analyze the role of the principal in developing character education, 2) describe the implementation of character education, and 3) describe the values of character education developed. The type of research used is a qualitative research with a descriptive design. This research was conducted at MTs Negeri 2 Lombok Timur. Data analysis is carried out interactively and takes place continuously until it is complete so that the data is saturated. Activities in data analysis using the Miles and Huberman model are data reduction (data reduction), data presentation (data display), and conclusion drawing (verification). The results of this study indicate that: 1) the role of the madrasah principal in developing character education at MTs Negeri 2 Lombok Timur, namely: (a) the madrasa principal as a character education program developer (Manager), (b) the madrasa head as a character education program leader, (c) the head of the madrasa as a character education coach (Educator), (d) the head of the madrasa as a role model in the application of character education (Modelling), and (e) the head of the madrasa as a liaison to parents and the community (Connector). 2) the implementation of character education at MTs Negeri 2 Lombok Timur is carried out through: (a) integration in madrasa management, (b) integration in learning activities, (c) integration through extracurricular development, (d) integration in daily activities in madrasas. 3) Of the 18 character values according to the Ministry of National Education, there are six character values developed at MTs Negeri Lombok Timur, namely: (1) religious, (2) honest, (3) disciplined, (4) environmental care, (5) social care and, (6) responsibility.

Application Of Character Education In Civics Learning Era 5.0 Class V Gempollegundi Elementary School

The purpose of this research is to apply the character education model in era 5.0, to find out the obstacles faced, and the efforts that can be made in character education for grade V-A students at SDN Gempollegundi.
 This research is a descriptive qualitative research with case study method. The reseatch subjects were the prinsipal, class V-A teacher, V-A student and gardener. Sources of research data, researchers obtained from observations, interviews, and documentation. Data collection techniques through interview techniques, observation, and documentation. The validity of the data in this study is technical triangulation and peer discussion. Data analysis was carried out through the process of data reduction, data presentation and drawing conclusions.
 The results showed that (1)The application of character education in civics learning in class V-A era 5.0 in K13 learning was carried out by the teacher by giving real examples to students,appreciating differences, instilling disciplined attitudes, disposing of garbage according to its type and instilling social attitudes. (2) The results of the application of character education in PPKn learning in the classroom can be seen from teaching and learning activities in class showing several attitudes, among others, mutual respect, collecting assignments on time, leaving class asking for permission, not being noisy in class, and independent learning not depending on other people. other. (3) Barriers and solutions for implementing character education at SDN Gempollegundi. The obstacles are the lack of cooperation between the school and parents, students often ignore politeness, teachers do not respond to programs made by school principals who are still concerned with their personal interests. The solution to this obstacle is establishing communication between the school and parents, reminding each other between students and increasing cooperation between the teacher councils.

IMPLEMENTASI PENDIDIKAN KARAKTER BERDASARKAN SEBELAS PRINSIP PENDIDIKAN KARAKTER YANG EFEKTIF (Studi pada Sekolah Menengah Pertama Wijaya Putra)

This study describes the implementation of character education in SMP Wijaya Putra based on eleven principles of effective character education by Lickona and its supporting and inhibiting factors. Data obtained from questionnaires and interviews. The selected informants were the school principal, vice-principal, homeroom teacher, and several students. The analysis shows SMP Wijaya Putra applies the eleven principles of effective character education by fulfilling each indicator in each principle. Based on the analysis, it is obtained several supporting factors, including: stakeholder support, formulation of agreed character goals in the form of six pillars, various programs and activities that integrate character education, school is an ethical community, meaningful curriculum and challenge, involvement of student guardians and the community in the application of character education, and assessment of the student character education achievement. In addition to supporting factors, several inhibiting factors are obtained which, if minimized, can enhance the implementation of character education in SMP Wijaya Putra. The inhibiting factors include: an informal character education effectiveness survey; cultural, climate and school function assessments as ethical learning communities are not optimal; teacher and staff reflection as informal character educators; and assessment of student understanding of ethical values ​​and behaviors aspects have not been covered.

Strategies For Primary School Students Understanding Of Character Education Through The Active Role Of Teachers

Character education plays a vital role in the development of children's mature personalities. The lack of adequate character education strengthening in schools is an issue that requires attention. As facilitators, companions, and sources in the process of conveying knowledge to students about the importance of character education in elementary school, teachers must play a crucial role in the development of children's character. This study aims to analyze the role of teachers in assisting elementary schools in implementing strategies for improving elementary school students' understanding of character education in order to provide benefits in terms of understanding the obstacles in the application of character education in elementary schools and strategies that can be implemented, particularly for teacher-student communication. Using a literature review, this study determines the elements and tactics that can be implemented in primary schools to improve character education for pupils. Recommendations were made for schools based on the findings, including employing active learning techniques and incorporating character education values into all learning materials. Reflection and evaluation should also be conducted to assist students in comprehending and improving their character education-related behavior. To reach the true aims of character education, it is necessary to overcome obstacles such as schools' lack of preparedness, educators' lack of comprehension, and ineffective learning techniques.

Perkembangan Era Digital terhadap Pentingnya Pendidikan Karakter Anak Sekolah Dasar

The rapid development of the digital era makes everything in the form of information on the internet easily accessible to everyone, including elementary school-age children. The unstoppable flow of the digital era requires appropriate action to minimize moral deviations that occur in many adults. this, one of which is the application of character education. The purpose of writing this scientific paper is to find out the implementation of character education values ​​in overcoming moral degradation in elementary school-age children in the digital era. The method used in this study is a qualitative research method. Qualitative research methods aim to explain a phenomenon in depth and by collecting data as deeply as possible, which means the author only uses books or journals as a reference basis. Based on the literature review and the results of the analysis in this study, it can be concluded that the values ​​of character education play an important role in overcoming moral degradation among elementary school-age children. If the application of character education in elementary schools from planning, implementing, to reflecting on learning goes well, it will be a measure of success in moral formation in elementary school-age children.

Literature Study: Application Of Character Education In The Formation Of Social Attitudes Nationality Of Students Through Social Studies Learning

Character education is necessary to form an attitude, personality and morals of a nation. in the application of character education can be applied through the learning process, one of which is in the learning of Social Sciences. This study aims to determine the role of Social Science Learning in the formation of students ' character and to determine the application or implementation of character education in social science learning. This research method uses the literature researcher method, literature review research by looking for reference theories that are relevant to the case or problem found . The results of this study are educators or teachers and schools play an important role in shaping the character of students through school rules, activities followed and in the learning process. Character education is applied to students through social science learning adapted to the material and conditions of students. Learning methods and teachers ' understanding of the material also affect the development of character education. In Social Science Learning also has the same purpose as character education, namely to create good citizens and have moral values.

Implementation of Character Education Policies (Multi Case Study at SMP Negeri 2 Kotamobagu, MTS Negeri 2 Kotamobagu and Kotamobagu Christian Middle School)

Character education is important in the survival of the Indonesian nation. However, very often school children at the SMP/MTs level show bad behavior. This study will aim to analyze 1) planning the implementation of character education policies; 2) Implementation of character education policies; 3) Monitoring and evaluation of character education; 4) follow-up character education. This research is a descriptive qualitative research with case studies at three schools, namely MTs Negeri 2 Kotamobagi, SMP Negeri 2 Kotamobagu and SMP Kristen Kotamobagu. The type of data consists of primary data obtained through interviews and observation and secondary data through documentation. Research informants consisted of 18 people. The results of the study show that character education policy planning consists of policy documents, technical guidebooks, teacher learning planning documents which integrate character education, and student activity documents and. The implementation of character education policies at Kotamobagu State MTs, Kotamobagu 2 Middle School and Kotamobagu Christian Middle School consists of three things, namely the implementation process, character values, and an approach based on local wisdom. Monitoring and evaluation of character education is carried out using the "goal free model", which is an in-progress monitoring and evaluation implementation model. Follow-up results of evaluation and monitoring of student character education are based on field conditions, especially referring to obstacles and supporters. It is suggested to the head of the Kotamobagi education office to make an information system about the application of character education. Principals, should make planning, organizing and controlling that is supported by an information system. Teachers must be innovative in using learning technology, and be able to compile learning planning documents using methods that integrate character values. Students, students must actively participate in activities both within the school environment and outside the school environment that have been programmed by the school. Parents, should actively communicate in guiding student character.

IMPLEMENTATION OF CHARACTER EDUCATION AT CIVIC EDUCATION IN 5.0 ERA ON FIFTH GRADE STATE ELEMENTARY EDUCATION VIDYA QASANA

The purpose of this research is to apply the character education model in the 5.0 era, find out the obstacles faced, and solutions that can be implemented in character education for fifth grade students at SDN Vidya Qasana. This research is a descriptive qualitative research case study method. The research subjects were school principals, fifth grade teachers, fifth grade students and gardeners. Sources of research data, researchers obtained from observation, interviews, and documentation. Data collection techniques through interview techniques, observation, and documentation. The validity of the data in this study were technical triangulation and peer discussion. Data analysis was carried out through the process of data reduction, data presentation and drawing conclusions. The results showed that (1) The application of character education in Civics learning in class V era 5.0 in K13 learning was carried out by the teacher by giving concrete examples to students, respecting differences, instilling discipline, disposing of waste according to its type and instilling social attitudes. (2) The results of implementing character education in Civics learning in class can be seen from the teaching and learning activities in class showing several attitudes, among others, mutual respect, submitting assignments on time, leaving class asking permission, not being noisy in class, and independent learning not depending on people other. (3) Obstacles and solutions to implementing character education at SDN Vidya Qasana. The obstacle is the lack of cooperation between the school and parents of students, students often ignore politeness, teachers do not respond to programs made by the principal who are still concerned with their personal interests. The solution to facing these obstacles is to establish communication between schools and parents of students, remind each other between students, and increase cooperation between teacher boards.

Peran Konselor dalam Pendidikan Karakter

This research aims to provide an overview of the problem of the role of school counselors related to the implementation of character education. In research using qualitative methods with literature review studies or literature studies. The results of this study show that the implementation of character development begins with the formation of the basic values and norms that exist in society according to state regulations. In its implementation, character education must involve all educators in schools so that the goals of national education can be achieved, one of which is a counselor. The position of school counselors as educators is stated in the 2003 National Education System Law. School counselors' efforts to play a role in implementing character education include consultants acting as examples, problem solvers, and mediators. The application of character education through guidance and counseling counselors has the aim of forming, developing, and increasing character points in students. In the application of character education, some points are emphasized and this is in line with the services of counseling guidance namely learning, personal, social, and career.