Character Education Policy Research Articles

Analysis of Education Character Policy to Realize Pancasila's Value to Elementary School Students

This research analyzes character education policies to realize Pancasila's values in elementary school students. Using qualitative methods with case studies at some primary schools in Surakarta, data was collected through interviews, observations, and document analysis. Research results show that character education policies are implemented through the integration of Pancasila values into curricula, extracurricular activities, and teacher training. Collaboration between schools and parents is also effective in supporting student character education. However, challenges such as resource constraints and different understandings of character education remain. In conclusion, a character education policy based on Pancasila can effectively shape the character of elementary school students, with sustained support from all sides.

몽골 전통문자 교육의 현황

This study reviewed the current Mongolian government's overall traditional character education policy, analyzed how this education policy was reflected in Mongolia's general middle and high school textbooks, and examined the current status of Mongolia's traditional character education based on this. Mongolians have been using ‘Mongol bichig’, Mongolia’s own traditional script, since the 13th century and have a great heritage and history of written culture. As specified in the ‘Law on the Mongolian Language’ resolved in 2015, Mongolia's traditional script, Mongolian bichig, is ‘the precious heritage of the spiritual culture of the Mongolian people, the roots and stem of the nation's civilization, the unity of the nation, the well-being of the nation, and independence. It is a confirmation of independence, and it is also the noble duty of all Mongolians to learn, teach, use, and transmit the Mongolian language. Mongolia began using the cyrillic alphabet as the country's official alphabet in 1946, and with democratization in 1990, it is making great efforts to use both the current cyrillic alphabet and its own traditional script. The Mongolian government has been implementing many policies related to traditional characters since 1995, starting with the ‘Mongolian Traditional Characters National Program I’. Based on these policies, the subject ‘Mongolian Traditional Characters’ is currently being opened and taught in grades 6 to 12 of general middle and high schools.

Implementation Of The Strengthening Character Education Policy In Elementary Schools and Madrasah Ibtidiyah

Implementation Of The Strengthening Character Education Policy In Elementary Schools and Madrasah Ibtidiyah

Implementing moral and character education policy through music integration: Perspectives of school leaders in Hong Kong

Implementing moral and character education policy through music integration: Perspectives of school leaders in Hong Kong

Implementation Of Character Education Through BTQ Learning At SMP Negeri 5 Purwakarta

Character education today is no longer a new thing. In Purwakarta Regency, the character education policy is contained in PERBUP No. 69 of 2015. Various educational programs have been launched, including the BTQ learning program. This study aims to determine the planning, implementation, and results of character education through BTQ learning, especially at SMP Negeri 5 Purwakarta. By going through the approach qualitative-descriptive, data collection is done through observation, interviews, and documentation studies. Based on the results of the research, the characters taught through BTQ learning are the same as the characters exemplified by Rasulullah SAW. Such as religious character, honest, trustworthy, brave, responsibility, and love. BTQ learning is carried out through reading (qira'ah), writing (khat) lessons, as well as translating and understanding verses of the Qur'an (verse interpretation) in predetermined letters. Besides that, it is added with tahfidzul qur'an as an evaluation. The results of this character education can be seen from the participation of students in habituation activities at school. Such as the habit of praying sunnah dhuha, fasting sunnah Monday-Thursday, reading the Qur'an or Asmaul Husna before learning begins, obeying teachers and school rules, and being polite to teachers and other school members.

Character Education between The Western Context and Islamic Perpective

Character education is essential in Indonesia. The rising crime rate and other instances of moral failings are warning signs that the bulk of people's character is in a dangerous state. According to the constitution, the goal of national education is to produce people who are noble in character as well as skillful and clever. The character education policy guidelines, which comprise 18 characters that excel, mandate this (religious, honest, disciplined, tolerant, and so on). Character education and Akhlak are comparable concepts from the western context and an Islamic perspective. Islam's principal sources for moral instruction are the Qur'an and Hadith, with the Prophet Muhammad SAW serving as an example. The suggested approach to character education in Islam is based on a mental-spiritual approach through soul management, habituation, an exemplary lifestyle, and a healthy environment that involves three different educational institutions: schools, families, and communities.

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.

Implementasi Kebijakan Pendidikan Karakter di MTsN 3 Palas

This study aims to describe the implementation of character education policies at MTsN 3 PALAS, supporting factors, inhibiting factors, and the impacts and solutions of implementing character education policies for students. This research uses a qualitative approach with descriptive methods. With the research subject of the principal, homeroom teacher and students. Supported by data collection techniques using the method of observation, observation and interviews as well as documentation. The data analysis used is data reduction, data presentation, and conclusion/verification. The results of this study indicate that: 1) the implementation of character education policies at MTsN 3 PALAS is carried out by school members by implementing them in the teaching and learning process, 2) supporting factors, namely good cooperation between school members, student awareness, a conducive environment and activities that programmed. 3) The inhibiting factors are the teacher's limitations in carrying out character education, the lack of parental supervision of children 4) the solution to the obstacles is an individual approach to students and the impact of implementing this character education policy is to create self-confidence and discipline.

National Character Education Policy in Law Number 23 0f 2019

The study aimed to understand the value of national character education in Law number 23 of 2019. The policy of developing character values through the Act is related to strengthening national character. The method used qualitative descriptive. Data were collected through observation, interviews, and documentation. At the same time, the data analysis technique is presented in the form of narrative text through procedures, namely coding, data reduction, data presentation, data triangulation, drawing conclusions, and data analysis. The results show that there are thirteen character education values found in Law number 23 of 2019. Eleven character values are relevant to the character values conceptualized in the Indonesian education curriculum, and two new values are the values of patriotism and the spirit of Pancasila. The implications found are related to understanding the concept of character values by the diversity of Indonesian society

Kebijakan Pendidikan Karakter Dalam Meminimalisir Kenakalan Remaja

The role of character education in shaping student character is as a counterweight to cognitive skills for students. The implementation of character education itself has been reflected in Rasullullah SAW. In the person of the Apostle who contains great and noble values. Therefore the important role of teachers, school principals, and parents in building the character of students is needed. Teachers and parents must collaborate in instilling the character values of students so that later the character education received by children will be in accordance with what must be taught. Cultivating character education is very important for students so that in the future they can find out how good deeds are done and not good to use. Juvenile delinquency at this time is triggered because of being influenced by the circle of friends he follows, which causes them to be easily influenced by invitation from friends who they think are appropriate examples. This research was conducted to analyze the character education policy in minimizing juvenile delinquency.

The Development of Education Character Policy and Programs in Information Society of Kampung Cyber Yogyakarta

This ariticle presents studies about the Strengthening Character Education policy and practised in Kampung Cyber Yogyakarta's information society. The aim of this research was to describe how character education policy materializes in Kampung Cyber community's efforts in developing character education programs. The research was a qualitative research with a case study approach. The data were obtained through interviews, observation and documentation in the field directly. The results were divided into two things according to the main study. First, related to the dimensions and second related to the results of character education development in Kampung Cyber. The results show that the development of character education in Kampung Cyber covered five primary characters and targeted three fundamental problems: foundational problems, structural problems and operational problems. In general, the product of character education in Kampung Cyber was positive, because they can increase social-communal awareness, improve religious practice, and the synergy of character education and its natural habituation.
 Keywords: Education Character Policy, Strengthening Education Character

IMPLEMENTATION OF THE BANDUNG MASAGI POLICY IN THE MUNICIPALITY OF BANDUNG INDONESIA


 
 
 
 The implementation of this policy is motivated by the still occurrence of problems in the educational environment such as in the school environment where cases of bullying or hazing still often occur to students, especially those who have just entered school so that seniority actions can have a negative impact on students. Therefore, a character education policy based on local wisdom of Sundanese culture was created, named Bandung Masagi with the aim of growing the perfect character of students. The purpose of this study was to identify and describe the implementation of the Bandung Masagi policy. The research method used by the researcher is a descriptive method with a qualitative approach. Data collection techniques used: observation, interviews and literature study. The results of the study reveal that the implementation of Bandung Masagi's policy has been running, but not yet optimal, dimensionally there are still obstacles. In terms of Policy Content, Policy Executors & Target Groups and Environment The novelty of this research is a policy of character education based on Sundanese local wisdom.
 
 
 
 

Kebijakan Pendidikan Karakter Dalam Meminimalisir Kenakalan Remaja

The role of character education in shaping student character is as a counterweight to cognitive skills for students. The implementation of character education itself has been reflected in Rasullullah SAW. In the person of the Apostle who contains great and noble values. Therefore the important role of teachers, school principals, and parents in building the character of students is needed. Teachers and parents must collaborate in instilling the character values of students so that later the character education received by children will be in accordance with what must be taught. Cultivating character education is very important for the student so that in the future they can find out how good deeds are done and not good to use. Juvenile delinquency at this time is triggered because of being influenced by the circle of friends he follows, which causes them to be easily influenced by invitation from friends who they think are appropriate examples. This research was conducted to analyze the character education policy in minimizing juvenile delinquency.

Implementation of Character Education during the Pandemic In Tk Aisyiyah 1 Gurah Kediri

The purpose of this study was to determine the implementation of the Strengthening Character Education policy based on Regulation of the Minister of Education and Culture (Permendikbud) Number 20 of 2018 during the Covid 19 pandemic. This study used a descriptive qualitative research method. The data sources were the principal and teachers in TK Aisyiyah 1 Gurah Kediri. Based on the research results, it is known that there are three stages in the implementation of Strengthening Character Education (PPK), namely through planning, implementation and evaluation activities. Religiosity, nationalism, independence, mutual cooperation, and integrity as character value listed in Permendikbud No. 20 of 2018 are integrated into the kindergarten curriculum, namely aspects of religious and moral values, social emotional, language, cognitive, art, physical motor skills, Al Islam and Kemuhammadiyahan. During the pandemic, learning activities at TK Aisyiyah 1 Gurah were attempted to achieve the target by planning student activities at Home Learning. The learning process uses a portfolio system through groups on one of the messaging platforms. PPK integrated curriculum evaluation is carried out periodically to find out the deficiencies and necessary improvements.

Character Education Program for Student in Islamic Boarding School

This research was conducted to find out Character Education for Students in an Islamic Boarding High School Environment. The study was conducted for 3 months from July to August 2019 in an Islamic boarding school. A qualitative research method is used that aims to examine the condition of natural objects. Data collection techniques were carried out by triangulation, data analysis was inductive and the results emphasize the meaning rather than generalization. The results of this study indicate that the character education policy in boarding high schools stems from the use of the Islamic boarding school label so that all students must be in the same environment. Character education in boarding high schools is carried out in a structured manner and integrated into daily activities, parenting is carried out throughout the day for students from teachers in the school environment and caregivers in the dormitory environment. Evaluation of the conduct of character education is carried out regularly by the boarding trustees and by the school.
 Keywords: character education, environment, evaluation

Implementasi Kebijakan Pendidikan Karakter Di Madrasah Tsanawiyah Muhammadiyah Al Manar Kabupaten Demak

This study describes the implementation of character education policy in MTs Muhammadiyah Al Manar Demak Regency. This type of research is descriptive qualitative. Data collection techniques using observation, interview, and documentation. Data validity test uses triangulation of data sources. The results of research are; (1) Programs that support character education are Islamic learning integration, flag ceremonies, extracurricular activities, philanthropic box, recording of mutaba'ah sheets, lecture after dawn and maghrib, studying at night, living in boarding school, muhadharah and muwada'ah, Ramadan activities, and commemoration of Islamic holidays. (2) The implementation of character education policies is supported by systematic communication, committed human resources, sufficient funding sources, maximum time allocation and clear bureaucratic structure lines.

Strengthening Character Education(PPK)Policy Through Five School Days in Gresik Regency (Study on Implementing of Strengthening Character Education(PPK) Middle School Policy)

The purpose of this study was to described and analyzed the implementation of the policy on strengthened character education(PPK)through five school days in Gresik Regency, then the supported and inhibited factors of the internal and external environment of the school in implemented the policy on Strengthened Character Education(PPK)) through five school days in Gresik Regency, and also, the impact of implementing the policy of strengthened character education(PPK)through five school days in Gresik Regency. This research used qualitative methods and types of descriptive research. Data collection techniques used semi-structured interviews, observation, and documentation. Data were analyzed using interactive model data analysis. To obtained the validity of the data, researchers used a source of triangulation and triangulation technique. The results of this study indicated that the implementation of the policy for strengthened character education(PPK)through five school days in Gresik Regency has been well implemented through the stages of the communication process with indicators of transmission, clarity, and consistency. Resources included teachers, staff, budgets, facilities/infrastructure supplied quality and quantity, as well as sufficient information and authority to carry out their duties and responsibilities. Then the attitudes and commitments of the teachers and all elements of the school carried out seriously with a bureaucratic or organizational structure that is equipped with Standard Operating Procedures (SOP) that were easy and clear, and the social, economic and political environment runs effectively. Internal and external supported factors were interrelated in helping the implementation of effective policy implementation. While internal and external inhibited factors found insignificant obstacles, resulted in an increase in the quality of education process services in schools that lead to the fulfillment of National Education Standards(SNP), especially in the learning process found a dominant result and an important role for education was the learning process proportional to the realm of cognitive, psychomotor, affective, and the absence of tracking in schools, the impact of positive changed for schools, families/guardians of students and the community. Keywords : implementation of strengtheningcharacter education (PPK)policy, school for five days, junior high school. DOI : 10.7176/PPAR/10-1-04 Publication date: January 31 st 2020

The Analysis of Character Education Policy at State of Madrasah Aliyah Jambi Indonesia

The Analysis of Character Education Policy at State of Madrasah Aliyah Jambi Indonesia

The Digital Era and History Learning ( The Integration of Ben Mboi Leadership Value In History Learning At The Senior High School of ST Arnoldus Mukun )

The value of leadership in this country has begun to wear off. The government has tried to overcome this problem by issuing a character education policy, one of which is to instill leadership values. For this reason, the aim of this research is to integrate the values of Ben Mboi's leadership in learning history at St Arnoldus Mukun High School. The ideal leadership is leadership that follows the demands of the industrial revolution 4.0. leaders who follow the development of technology leaders must have skills in influencing, encouraging, guiding, directing, and moving others who have something to do with the implementation and development of education and teaching in the era of industrial revolution 4.0. In the present context, the concept of Ben Mboi's leadership is relevant for internalizing students. This is a qualitative research. The object of this research is history teacher and high school student ST Arnoldus Mukun. Data collection techniques using observation, interviews and documentation. The technique used to test the validity of the data is the triangulation technique. The data analysis technique used is an interactive analysis technique. The results showed that the implementation of historical learning that integrates the values of Ben Mboi's leadership has been carried out starting from the planning, implementation, and formed character. The integration of Ben Mboi's leadership values in history learning is carried out by the history teacher starting from the planning stage, which is made learning tools and implementation in the classroom.

A Study on Character Education Policy in Korea through System Theory

A Study on Character Education Policy in Korea through System Theory