Basis For Character Education Research Articles

Studi Komparasi Pendidikan Karakter di Indonesia dan Jepang

This research aims to analyze the comparison of the implementation and cultivation of character education between Indonesia and Japan. The focus of the study is on approaches and applications in formal and non-formal education as well as the influence of the community environment on character education in two countries. The research method used is a qualitative research method using a library approach or better known as library research. The data sources for this research come from research results, government policies related to character education in these two countries. The research results explain that the basis of character education in Indonesia is state ideology, customs and culture, religious values, government rules and policies. Likewise, in Japan the basis for character education is cultural values, state ideology and government policy regulations. Approaches to character education in Indonesia include the value instillation approach, learning approach, example, and habituation. Whereas in Japan, among other things, the approach tends to be habituation, for the Japanese people, character is not taught but is used to it. The influence of community support on character education in Indonesia and Japan greatly influences the ethics produced by students.

Character Education of Prof. Dr. KH. Asep Saefuddin Chalim, MA (Analysis of the Poems in the Book of Dhalilun Najah)

Education is the key to civilization, where instilling good character values ​​ will strengthen the character foundations of the nation's children. From this literary work, the authors want to convey a meaning contained in it. Dhalilun Najah's book Clue to success of Prof. Dr. KH. Asep Saefuddin Chalim, MA. The book is a book published in 2018 which will be researched and reviewed in the contents of the book. What kind of clues to success do you offer? Prof. Dr. KH. Asep Saefuddin Chalim, MA so that you can achieve a dream and can form character. This research aims to the poems in Dhalilun Najah related to the character values ​​contained in Prof. Dr. KH. Asep Saefuddin Chalim, MA., and analyze Prof.'s character education learning model. Dr. KH. Asep Saefuddin Chalim, MA in the poetry of Dhalilun Najah. By using the type of literature review research (Library Research). The approach used in this study is qualitative. The data source in this research is the book Dhalilun Najah by Prof. Dr. KH. Asep Saefuddin Chalim, MA chapter on poetry pages 57 to 66. The results of the research that have been examined by the author are 1) the character values ​​contained in the poems of Dhalilun Najah by Prof. Dr. KH. Asep Saefuddin Chalim, MA, among others: a) Religious, b) Tolerance, c) Discipline, d) Hard work, e) Independence, f) Love of Peace, g) Love of Reading, h) Responsibility, these eight characters are contained in Dhalilun Najah's poetry which is the basis for character education in the book by Prof. Dr. KH. Asep Saefuddin Chalim, MA. 2) The character education learning model in the poetry of Dhalilun Najah by Prof. Dr. KH. Asep Saefuddin Chalim, MA uses an information processing model which this model has four components, namely: a) approach, b) learning strategy, c) method, d) learning technique.

Noble Character Building at Widya Kusuma Islamic Kindergarten, Saladara, Cirebon, Indonesia

Prophet Muhammad was given the task of forming akhlakul karimah by Muslims. The next generation will be strong and resilient if they have noble character. Character-building programs are the most critical need in Indonesia ahead of Indonesia Emas 2045. The basis of character education in the Islamic perspective is the holy book of the Qur'an and the Hadith of the Prophet. The Qur'an is the basis of all areas of life, including moral matters. The character-building program at Widya Kusuma Saladara Islamic Kindergarten includes three successes, six noble phobias, four ropes of faith, three principles of cooperation, four maqodirulloh, four spinning wheels, and five conditions of harmony and compactness. This program is instilled from an early age, from kindergarten to early childhood education, so that akhlakul karimah will be formed in adolescence and adulthood and ready to become future leaders.

Implementation of the National Insight Values of Hamengku Buwana IX For Character Education

The noble values and national insight of Hamengku Buwana IX, who was nationalist and democratic, played an important role in shaping the character of the younger generation. So that as the next generation of the nation they not only have intellectual intelligence but also have emotional intelligence. This qualitative research with historical approach uses descriptive analysis method to find the noble values and national insight of Hamengku Buwana IX. The results showed that the leadership values and national insight of Hamengku Buwana IX in respecting ancestral culture and prioritizing the interests of the nation and state were the basis for character education and noble character education. Hamengku Buwana IX is able to combine traditional and modern thinking, which refers to noble values and national insight by prioritizing the interests of society and the state in his leadership. So that character education for the younger generation can be directed at emphasizing the noble values and national insight of Hamengku Buwana IX.

Customary Law as The Basis of Character Education (Study on Indigenous Peoples in Bayan Village, North Lombok)

The conditions above illustrate how the Indonesian nation has lost its character as a nation that upholds noble values. However, on the other hand, in a multicultural Indonesian society, some still maintain the existence of noble values inherited by their ancestors. These noble values are guarded and maintained through customary law, which is obeyed with full awareness. Thus, customary law can be the basis for character education, as found in customary law in Bayan Village, North Lombok, and West Nusa Tenggara Province (NTB). The purpose of this study is to describe customary law in Bayan Village, North Lombok, West Nusa Tenggara Province, as a basis for character education. The specific objectives are (1) identification of various types of customary law in Bayan Village as a basis for character education and (2) identification of character values in customary law in Bayan Village. These findings are significant for learning innovations that are contextual and oriented in character strengthening. Data were collected using interviews, observation, and documentation techniques. Data analysis used qualitative analysis with the stages of data reduction, data presentation, verification, and conclusion. The results of the study show that (1) there are various types of customary law in Bayan Village that can be the basis of character education, namely customary law for forest conservation and spring, as well as customary law of Marriage, (2) character values contained in customary law in Bayan village includes: care for the environment, democracy, hard work, and religious. These values are part of the values developed in character education, so they can be the basis of character education.

The Concept of Islamic Boarding School Education Development According to K.H. Abdurrahman Wahid

This study aims to determine the concept of Islamic boarding schools in general to find out the views of KH. Abdurrahman Wahid on the concept of advancing pesantren education. In this study, researchers used a literature study using descriptive research methods, namely from all the data collected and then analyzed qualitatively. This research concludes that the concept of Islamic boarding school education is the basis of character education by emphasizing the concept of moral education based on the Qur'an and Hadith. That humans are taught to always be good and the best and to be able to prevent bad deeds. The process of learning and teaching in the pesantren environment is not just mastering religious sciences but also the process of forming a view of life, and determining the behavior of the students after they return from the Islamic boarding school to the life of the community. The concept of advancing pesantren put forward by KH. Abdurrahman Wahid namely: encouraging a program of mixing religious and non-religious components in the formal curriculum at Islamic boarding schools, skills programs and community development programs.

Character Building Based on The State Philosophy in The Context of Islamic Education

Character education is an important issue that is of concern to various groups, especially in the field of Islamic education. This is because character education is often understood the same as moral education as a very important material in Islamic education. As for character education in Indonesia, besides making religion a source of values (Core ethical values), it also has a state philosophy (Pancasila) as the basis for character education. Therefore, it is necessary to have a clear concept of character education based on state philosophy in the context of Islamic education so that it can be implemented synergistically. The current trend shows a shift in the philosophical values of the Indonesian State (Pancasila), which can be seen in the decline in the quality of the character of the Indonesian people. On the other hand, Islamic education also has a responsibility to maintain and improve the moral quality of students. Therefore, it is important to strive for an understanding of the philosophical values of the state in the context of Islamic education, especially among the younger generation. On the basis of these objectives, through a study of various relevant literatures with analytical descriptive techniques, this study was conducted to analyze how character education is based on state philosophy in the context of Islamic education. The results of the study prove that there is no Pancasila ideology that is contrary to Islamic values. All Pancasila ideologies form a perfect Islam, especially in socializing.

Islamic Boarding Schools As A Basis For Character Education In The Industrial Revolution Era 4.0

Pesantren have been the initiators of institutions that provide religious education, especially Islam in the archipelago, especially when Islamic da'wah developed in the 13th century. The distinctive pattern of education with the presence of a mosque, a kiai, books, lodges, and students makes it the only original education in the archipelago. The advantage of pesantren compared to other educational institutions is its emphasis on the education of noble moral character compared to the cognitive side. This paper employed the library research method. The data were collected by analyzing/exploring some journals, books, both printed and electronic documents, and other source information that relates to the research. Pesantren have their strategies and methods when dealing with human moral education. Not only as an institution for producing virtuous people, but Islamic boarding schools also have an important role in the social dimension of society and even become a cadre institution for future leaders as a consequence of their regular forging and training for santri regarding superior individual personalities. However, currently, the capability of pesantren with its success in educating moral character is being tested in the era of high technology development known as the Industrial Revolution 4.0. A term that describes the characteristics and characteristics of the community or generation in it which is certainly different from previous generations.

The urgency of Sasak local wisdom-based character education for elementary school in East Lombok, Indonesia

<span>The study discussed the urgency of character education in East Lombok elementary schools based on Sasak ethnic local wisdom. This study used descriptive qualitative research methods to describe the phenomena of educational activities, learning, and curriculum implementation related to character education based on local wisdom of the Sasak ethnic group in East Lombok elementary schools. Data were collected by using interview techniques, group observation, and documentation. Data analysis was organized into some categories, describing it into units, synthesizing, arranging into patterns, interpreting, and making conclusions. The main problem faced in the implementation of character education in East Lombok elementary school is the absence of a character education model that is appropriate or methodologically adequate for learning process, it is individually developed continuously. The richness and diversity of Sasak culture with the values of local wisdom has potential to be integrated holistically into the curriculum both in co-curricular, intra-curricular and extra-curricular aspects, and even has the leverage to become the basis for character education. So that character education in East Lombok elementary schools based on Sasak ethnic local wisdom is very urgent to be implemented.</span>

Character Formation through Internalization of Religious Values in Elementary School Students

This research was conducted in elementary school Lab. School FIP-UMJ, South Tangerang. Indonesia. The research method used is a qualitative descriptive approach. The number of respondent studies was 25 students who actively participated in extracurricular activities through the internalization of the habit of reading the Koran. The results showed that the student’s character was very good after they mastered the reading of the Koran well, had good attitudes and character. The attitude of the students that is formed is that they are aware to carry out worship because it is God’s command. Spontaneous activities are in the form of giving warnings to students who make mistakes by advising and asking children to apologize. Therefore, as an effort to find a standard and ideal strategy in internalizing religious values in character building so that all attitudes a behavior of students are in accordance with the values of religious character, and thirdly, environmental based, student activities where students have a grand Taksmi program, activities that involving parents and guardians. The family is the first and foremost place for children’s growth and development. The basis of character education should be applied from childhood or what psychologists call the golden age, because this age has been proven to greatly determine a child’s ability to develop his potential. About 50% of the variability of adult intelligence occurs when the child is 4 year. The next 30% increase occurs at the age of 8 years, and the remaining 20% in the middle or late second decade. From here, character education should start from within the family which is the first environment for the growth of children’s character.

Implementasi Konsep Pendidikan Karakter Ki Hajar Dewantara Berbasis Nilai-Nilai Pancasila Bagi Mahasiswa Generasi Mileneal

Abstract— Pancasila as the state ideology is the basic reference for all Indonesian citizens in various sectors of life. However, the fact is that currently the noble values of Pancasila are increasingly being eroded due to the influence of globalization and the rapid progress of science, technology and art which are not well filtered. To restore the value of Pancasila in the life of society, nation and state, it is necessary to implement the values of Pancasila based on character education. The purpose of writing this scientific paper is to discuss the values of national character based on Pancasila and the concept of character education based on Pancasila values for millennial generation students. The data collection method used was literature review with descriptive-critical analysis techniques. Based on the results of the research, it shows that the values contained in the Pancasila ideology can be used as a basis for character education for students, especially the millennial generation, which in its implementation uses the concept of character education from Ki Hadjar Dewantara which includes the Among and Tri-Nga systems based on the educational Tripusat, namely family, school and community. Keywords—: Pancasila Values; Character Education; Milineal Students dispute.

Islamic Values and Sasak Local Wisdoms: The Pattern of Educational Character at NW Selaparang Pesantren, Lombok


 This study aims to analyze the relevance of Islamic values to the local cultural values of Sasak Lombok community, and the role of pondok pesantern (Islamic boarding schools) in integrating both of them in building student character in educational practices. This is important because there is a phenomenon that certain religious group contradistinguish between Islam and local traditions. Even in many cases local traditions are considered to lead to heresy and novelty. Through field studies with a qualitative approach, and applying Thomas Lickona's theory as the theoretical framework, this study argues that substantively, Islam and local culture have relevance to the local traditions of Sasak society. In this context, pondok pesantren have a strategic role that successfully integrates the two. On the one hand, pondok pesantren grows from the community itself, and on the other hand, it is also an Islamic educational institution. This position makes it possible for pondok pesantren to maintain the character of the santri by integrating local culture and religion as the basis for character education. Practically, the pattern of character development based on the wisdom of Sasak culture is carried out through three stages: moral knowing, moral feeling, and moral action. These three stages succeeded in bringing together Islam and the local tradition of Sasak in educational practice.

PENDIDIKAN KARAKTER DALAM PERSPEKTIF AL QUR’AN

Character education consists of two words namely education and character. The meaning of character education according to Islam is a conscious effort made by educators to students to shape the personality of students who teach and shape morals, ethics, and a good sense of culture and noble character that foster students' ability to make good and bad decisions and realize goodness that in everyday life by means of education, teaching, guidance and training which is guided by the Qur’an and as-Sunna.
 The basis of character education in Islam is the Qur’an the character of the Prophet Muhammad. Character education is very important at this time because character will show who we really are, character will determine how someone makes decisions, character determines attitudes, words, and actions of someone, people who have good character, then the words and deeds will also be good, so all it will become a unified identity and personalize itself, making it easy to distinguish from other identities.
 The purpose of character education is to form a person of noble character because the noble character is the base of goodness. People of good character will soon leave goodness and leave badness. Implementation of character education in Islamic educational institutions varies greatly depending on the policies of these educational institutions.

PENANAMAN NILAI-NILAI KARAKTER ISLAMI MELALUI KEGIATAN RUTIN DI SMP ISLAM SABILAL MUHTADIN BANJARMASIN

This study discusses the planting of Islamic character values through routine activities in Sabilal Muhtadin Islamic Junior high school Banjarmasin. The purpose of this research is to further the planting of Islamic character values through routine activities in junior high school Sabilal Muhtadin Banjarmasin and the factors that influence it. The subject in this study is deputy principal of curriculum, teacher of PAI, the deputy 9 A, B, and C. Whereas, the object in this research is a routine activity that imparts the values of Islamic characters in the Islamic SMP Sabilal Muhtadin Banjarmasin and factor's that affect it. In the collection of authors data using interview techniques, observations, and documentation. While the data processing technique is done by editing, data classification, and data interpretation, it is subsequently analyzed in a qualitative descriptive. Based on the results of the research, it is known that the planting of Islamic character values through routine activities at SMP Islam Sabilal Muhtadin Banjarmasin was good. It is seen with the Islamic character shown by the most mature students or from the 9th grade which shows 18 Islamic characters who are the basis of character education in the Islamic SMP Sabilal Muhtadin Banjarmasin. The planting of Islamic characters is not separated from the builds factors, the supporting factor is the teacher who always builds in the cultivation of Islamic character and infrastructure, and the environment that supports the planting of Islamic characters So it went well.
 
 Keywords: value planting, Islamic character, routine activities

Positive Internet Literacy as a Media for Character Education

The era of melinium is a global information transformation event that focuses on promoting online interaction. All the needs of our lives become facilitated and we feel spoiled because it is very fast to get information. A place that provides free internet and waifi services is very available. Communication vehicles such as Mobile (HP) are very easy and inexpensive to get by the public. The problem is, HP is not only used by adults but also school-age children. The internet provides a variety of positive and negative information. Whereas elementary school age children are not mature enough to make a selection of various information that has a negative impact.
 Mahasaraswati University (Unmas) Denpasar Regional Partnership Program (PKW) team looked at this problem by providing assistance to provide positive internet literacy in the hope of guiding students to good behavior as a basis for character education. The problem formulated is whether positive internet literacy can be a vehicle for character education for elementary school age students? The method of mentoring in the form of counseling, and training to students in the Semeru cluster in Melaya village and the Tambora cluster in the village of Candikusuma in Melaya sub-district includes 15 elementary schools. Students in primary school age are individuals who are potential, talented, creative and willing to try something very high.
 Through mentoring it can be seen that students are very enthusiastic, interested and able to learn and access positive information for development and support the learning process. Through positive internet literacy students can understand that the internet provides an opportunity to absorb a variety of positive information. This psychological atmosphere is a strong foundation for character building for elementary school students. The interesting thing is the support of schools, committees and supervisors by increasing internet interpretation, library application facilities and mentoring from educators and stakeholders.

Pendidikan Karakter Holistik Integratif di PAUD Terpadu ‘Aisyiyah Nur’aini Ngampilan Yogyakarta

This study aims to determine: 1) The basis of character education holistically and integratively in Early Childhood Nuraini; 2) The PAUD program environment is developed for the development of character education in a holistic and integrative manner; 3) actions and actions of educators in their role of developing character education holistically and integratively, and 4) parent involvement in the character education model holistically and integratively.The results of this study can be summarized as follows: 1) Moral Education Platform, Moral, Holistic and Integrative Character in Integrated Early Childhood 'Aisyiyah Nur'aini uses the foundation of religion, local culture and objective values ​​of the nation. Character values ​​can be taught systematically in the Holistic character education model as follows: a) Habituation (good habituation and culture), b) learning good things (mora, knowing), c) morale Feeling and loving: feeling and loving good, d) moral acting (good action), and e) model (moral model) of the surrounding environment; 2) the environment here is divided into the physical and social environment. In view of the physical environment shows the lack of school lighting due to the geographic conditions of schools located in the lowlands and surrounding there are level buildings so that the school conditions seem dark or lack of open lighting. Non-physical environment is seen from the interaction of all teachers in developing character education in an integrative holistic way. Implementation of character education is done every day in the classroom through habituation (habituation) with modeling of teachers with 5K requirements (consensus, commitment, consistent, continuous and consequent); 3) The teacher's action is to integrate the child's character in integrated intellectual, moral and physical development; and 4) parental involvement in character education through parenting education and parenting class activities.

PENDIDIKAN KARAKTER PRESPEKTIF PENDIDIKAN ISLAM DALAM UPAYA DERADIKALISASI PAHAM RADIKAL

The basis of character education in Islamic education is derived from the word akhlaq in plural form of khuluq which according to language is interpreted character, behavior, behavior or character. Essentially, character in education is the spirit in the Islamic education. Islamic education and character in education create students with better characters and values. It is clear that Islamic education with detailed guidance will never leave the content of al-Qur`an and al-Sunnah that in line with the character in education, in example building the students with good moral. There are seven characters that should be had by students namely emphaty, conscience, self control, respect, kidness, tolerance, and justice. The success of Islamic education does not depend on one component only but also all of education components. Keywords: Characters Education, Islamic Education, Radicalsm

NILAI-NILAI BUDAYA KIKI NGI’I SEBAGAI BASIS PENDIDIKAN KARAKTER PADA MASYARAKAT SOA KABUPATEN NGADA, PROVINSI NUSA TENGGARA TIMUR

Indonesia is a country that has cultural diversity, one of which is the Kiki Ngi'i (Tooth Cutting) ceremony which takes place in the Ngada district of East Nusa Tenggara. The purpose of this study was to determine the process of the kiki ngi'i ceremony, which has recently begun to be born, to explore the values contained in the Kiki ngi'i culture as the basis for character education for adolescents in Soa village. The research method used is descriptive qualitative (ethnographic type). The result of his research is that the kiki ngi'i ceremony process includes three stages, namely the beginning, implementation, and closing. The values contained in the kiki ngi'i culture are kinship, democracy, moral, social and recognition. Kiki ngi'i as a source of strengthening character education, namely religious values, nationalism, integrity, cooperation, and independence. All of these values become the basic foundation for a girl to determine her existence as an adult and ready to marry.