Process Of Character Education Research Articles

FORMING A PERSONALITY OF RELIGIOUS MODERATION IN A MULTICULTURAL SCHOOL BASED ON LIVING VALUES EDUCATION

This study seeks to reveal in-depth the process of character forming of religious moderation in a multicultural school, Selamat Pagi Indonesia High School, in the city of Batu, East Java, Indonesia. This research used an experimental method with the type of case study research. Data were obtained through field observations, in-depth interviews, and document studies. The results showed that the process of character education for religious moderation in Selamat Pagi Indonesia High School was implemented from the beginning of students' learning in that school. They continued until they finished the learning process in that school. The process of character education of religious moderation was carried out by inculcating the doctrine of religious moderation values that are consistent with the values contained in living values education (LVE). In addition, the process of character education for religious moderation was implemented by providing direct experience and familiarization for all students in various activities reflecting religious moderation in both the school and the residential environment. Moreover, the character education process for religious moderation has also been implemented in the form of good examples from teachers and supervisors in the school and student dormitory.

Examining the Characteristics of Generation Z and Their Implications for Students' Character Education

This study examines the characteristics of Generation Z as digital natives along with their implications for character education. This study is important to carry out considering that each generation has its own characteristics that distinguish it from other generations, especially in the education process. The research method used in this study is a literature study with the stages of reviewing, collecting, and analyzing these references. The results of this study indicate that Generation Z has a variety of uniqueness compared to other generations. The most prominent uniqueness of this generation is their ability and habits in using technology. In addition, this generation is also known as a generation that is more creative and innovative, has social responsibility, is active, likes to seek comfort, prioritizes security, is easy to connect with each other, and other characteristics. The uniqueness of Generation Z brings changes to various aspects of life, including the character education process. The character education process is considered still very necessary for this generation. Character education for this generation can be carried out through the family environment, school environment, and community environment. Character education in the family environment emphasizes more on the use of good approaches and the creation of a harmonious family environment. Meanwhile, education in the school environment for Generation Z can be implemented by choosing a variety of strategies, approaches, and learning models that are right for this generation. As for character education through the current community environment, it can be done by creating religious character posts that are uploaded to the internet via social media. This study recommends that subsequent researchers conduct character education experiments in the school, family, or community environment. Contribution: By identifying the characteristics of Generation Z, the research highlights the need for educational approaches that cater to their specific needs. This includes adapting teaching methods to incorporate technology and interactive learning experiences that resonate with their digital upbringing.

IMPLEMENTATION OF CHARACTER EDUCATION MANAGEMENT MODEL IN TECHNOLOGY-ORIENTED LEARNING ERA

Character education in the world of education in the era of industry 4.0 and technological advances does not seem to be well balanced with the character education process at school. Guardians seem indifferent to their children's learning activities and tend to give children the freedom to explore the world of information without strict supervision from guardians. Character education in pesantren is one option to educate and instill the character of students. This can be implemented because the character education process in pesantren is managed by the pesantren dormitory education system. Researchers used observation and interview methods with pesantren managers, student guardians and students. After collecting data, researchers found that character education can only be carried out if students are in a pesantren education environment. The pattern of pesantren education is to build the character of students to become moral, ethical, polite, trustworthy, honest humans, have general and special skills, be able to communicate well, maintain religious norms in life. Character education will be realized if students have knowledge and are educated in the pesantren education system that conducts 24-hour supervision every day.

The Impact of School Principals on Graduate Quality Through Character Education Initiatives

This article aims to delve into the multifaceted process of character education with principals, focusing on the pivotal roles of teachers and educational staff. Drawing from qualitative research and philosophical insights, we examine three critical stages of character development: building teacher character with principal leadership, fostering the character of educational staff, and nurturing student character in madrasah. Data were obtained through interviews, documentation, and observation. Through a comprehensive analysis, we underscore the significance of teacher character as the cornerstone of character education, emphasizing the importance of embodying values such as integrity, morality, and trustworthiness. By synthesizing research findings and philosophical perspectives, this article aims to provide valuable insights and recommendations for enhancing character education in madrasas, ultimately fostering the growth of students who exemplify integrity, compassion, and resilience in their everyday lives. Disciplined attitudes and democratic leadership are certainly an adequate basis for building the quality of graduates, and this is built through cultural and character education as national education goals.

The Meaning of Studying Batik Art to Create Character Education in Cultural History

The aim of writing this article is to analyze the importance of studying Batik art in order to create character in cultural history, which is important to prevent moral degradation in young people. The research method used is a literature study prepared in the same way as other studies; however, data was collected through library sources by reading, taking notes, and analyzing research materials from papers about the variables studied. The results of the research show changes in the use of Batik art in ancient times and now, which in the past was only used by the kings and their families, which is different from now which can be used by all groups and other regions also have batik with their own regional characteristics. Character education includes education on values, manners, morals and character which aims to develop students' ability to make good and bad decisions, maintain the good and realize that goodness in everyday life wholeheartedly, considering how important the scope of character education is, it is a The character education process must include the totality of students' potential, both in cognitive, affective and psychomotor aspects.

The Implementation of Punishment Method in Strengthening the Discipline of Students in Islamic Boarding School

This research aims to explore the implementation of the punishment method as a strategy to strengthen the discipline of students at the Darussalam Parmeraan Islamic Boarding School. This research uses a descriptive qualitative research method through a case study approach related to the implementation of punishment in strengthening student discipline at the Darussalam Parmeraan Islamic boarding school, Dolok sub-district, North Sumatra province. This data collection technique starts with planned observations related to the implementation of punishment to increase the discipline of students. Then, the researcher conducted structured interviews with several teaching staff and student leaders (OSIS), including informants A, B, - N, and informant R. After the data was collected, the researcher would reduce the data, analyze it carefully, and then conclude that it was valid. The research results show that the method of administering punishment has been integrated and applied systematically as the main instrument in building Santri discipline in the Islamic boarding school environment. The Darussalam Parmeraan Islamic Boarding School adapts a balanced approach between educational and humanistic punishments to achieve the goal of developing the character of its students, especially by increasing discipline. The punishment applied to disciplinary violators will be adjusted to the level of error, with a reflection of religious norms and holistic concepts as the main basis for implementing this method of punishment. It can be concluded that punishing violators of regulations is considered very effective as a means of strengthening the discipline of students living their lives in the Islamic boarding school environment. With the existence of rules and consequences, students are more likely to comply with the norms and values that apply in Islamic boarding schools as part of the character education process.

Internalisasi Ajaran Agama Hindu Dalam Pendidikan Karakter di SMPN 7 Singaraja

Educating students to become people of noble character is the responsibility of every school. Hindu religious teachings have become part of character education. In Hinduism, there are many teachings that can be internalized by students so that they form a character that is in accordance with the values and teachings of Hinduism. Student character that is in harmony with the teachings of Hinduism is the basis for realizing the noble character of the nation's next generation. This research uses qualitative methods with a descriptive analysis approach. Through the methods used, the teachings of Hinduism that are internalized into character education include Panganjali, Yadnya, events, Tri Kaya Parisudha, Catur Paramitha, Tri Hita Karana, and also stories taken from the Mahabharata. In the character education process, Hindu religious teachings related to character education values found in the learning process are part of the 18 existing character values. At SMPN 7 Singaraja, the values of Hindu religious teachings in character education are implemented when carrying out learning in class. The values of Hindu religious teachings in the learning process also reflect character education which includes 7 of the 18-character values according to the Ministry of National Education. Hindu religious values in character education include 9-character values, namely, religiousness, tolerance, discipline, hard work, independence, curiosity, caring for the environment, friendly/communicative and responsibility. These values are found in Hindu religious lesson materials or in learning activities.

Concept and Implementation of Religious Character Education for Wiser Use of Technology

The unwise utilization of Information and Technology (IT) has resulted in negative impacts within society. This, in turn, gradually contributes to the formation of highly dangerous negative characters that threaten the moral resilience of the nation. The purpose of this paper is to present the concept and implementation of Islamic religious character education as an effort to prevent the negative consequences of the misuse of IT. Through a literature review approach, the authors found that to avoid the adverse effects of unwise IT usage, it is necessary to alter the perspective of learners in line with the Islamic worldview, especially regarding core beliefs in Allah, angels, scriptures, prophets, the Day of Judgment, and predestination. Other essential content that learners should master includes ethical behavior towards Allah, fellow human beings, and oneself. The process of implementing religious character is carried out through ta'dīb and tazkiyatun nafs, involving the stages of takhliyah and taḥliyah. Thus, the objective of this religious character education process is to cultivate learners who are virtuous and wise in their use of IT.

Evaluation of Implementation Strengthening Character Education's Program at Junior High School in Sorong Regency

Strengthening Character Education (PPK) is one of the Nawacita points that was proclaimed so that the national character education process must be carried out actively by education providers in developing the learning process by carrying out the process of internalization and appreciation of the character values ​​reflected in the curriculum. This research aims to determine teachers' understanding regarding the Strengthening Character Education program, implementation, and results of the PPK program in mathematics subjects at Sorong Regency Middle Schools, Southwest Papua, Indonesia. This was evaluation research using Stake’s Countenance Evaluation Model. The research subjects were all junior high school teachers and students in Sorong Regency. The research sample was determined using the purposive sampling technique. Three schools were selected from all junior high schools in Sorong Regency, one each with A, B, and C accreditation, with a total sample of 695 consisting of 648 students and 47 teachers. The evaluation of program implementation was reviewed based on teachers' understanding, implementation, and results of implementing the PPK program. Data collection was carried out through documentation, interviews, and questionnaires. The study showed that 1) teachers' understanding and planning regarding the PPK in mathematics subjects is in the good category; and 2) the implementation of the PPK in mathematics subjects is still not running optimally. These results can be used to recommend improvements to the character education program.

Analisis Pendidikan Karakter Pada Mata Pelajaran IPA di Sekolah Dasar

Character education in the learning process is a process of forming students' character in introducing ethical values. So, in the science learning process, teachers play a very important role in developing character education as the internalization of students' character through the learning process. This research was carried out using a literature review research method which provides output on existing data, as well as an explanation of a discovery so that it can be used as an example for research studies in compiling or creating a clear discussion of the content of the problem to be researched. The aim of this research is to conduct an in-depth analysis of character education in science subjects. This analysis involves an in-depth understanding of the planning stages prepared by teachers in the character education process, the application of character education to students, and the process of assessing student character education. The results of this research show that in science learning a lot is done to shape students' characters such as honesty, discipline, hard work, thoroughness, and increasing curiosity

The Use of Behavioristic Techniques for Building Schoolchildren’s Ability to Accept Themselves and Others without Judgment

The prevailing methods of character education in the Russian school are now methods of a rationalistic nature, appealing to reflection, analytical and critical thinking. However, K. Kawakami’s research shows that spontaneous and instinctive behavioral acts of individuals cannot be tackled solely by means of consciousness-based methods of building value attitudes. The manifestation of judgmental behavior by a person is often a spontaneous behavioral-emotional act. In this regard, the author turns to the study of irrational (including behavioristic) methods of character education and ways to use them in the educational process in order to implement the recommendations of the Federal State Educational Standard on developing the ability of schoolchildren to accept themselves and others without judging. In the course of the research, the author relies on theories of classical and operant conditioning, acquisition, anchoring techniques and social imprinting. The author proposes a set of practical behavioristic techniques for use in the school educational process. Some of them are already used in the pedagogical process in Russia or abroad, and some have been developed by the author. Among them are: rhymed or rhythmic educational slogans of an affirmative structure (the role of which can also be played by proverbs and sayings used according to a number of requirements), emotional training technique based on anchor images, as well as bonus rewards for positive social behavior. The conclusions of the article can be used for further theoretical conceptualization of introducing irrational methods into the school process of character education, as well as for developing programs for emotional or moral education, programs for the formation of tolerance, empathy and emotional intelligence with the inclusion of behavioristic and other irrational techniques.

Moral Upbringing of Children in The Minahasa Tribe of Manado (Phenomenological Studies)

The moral degradation of children has recently been found to reflect the quality of upbringing from low-income families. Furthermore, wrong parenting can have an impact on causing understanding in children to be negative, so they tend not to be enthusiastic about pursuing their goals. This incident can also occur as a result of the parenting style applied by his parents not paying attention to moral decay taken from the local culture. The family is the first environment that impacts various elements of children's growth and development, especially their social growth. Procedures and conditions in the family are suitable environments for social children. The purpose of this study is to analyze how the role of Muslim parents of the Minahasa Tribe, Manado, in educating children's morals in Islamic minority communities with a local cultural approach. The research method uses phenomenological study methods with a qualitative approach. Based on the results of the study, researchers found that local culture-based moral education in the formation of children's character/morals in the Tomohon area, Minahasa became one of the concerns of more than the government and even the community and parents to be able to maintain and preserve a valuable character education process from ancient times so that the current generation can understand the value of manners, mutual respect, respect for parents is critical to forming attitudes and moral. Moral education based on local cultural values in the formation of children's character/morals in Tomohon, Minahasa has a very drastic value from parents past and present to educate their children. This is what makes children open to each other by considering parents as friends in discussing problems in the family.

Character education management in learning in the boarding school

This study aims to describe the planning, implementation, and evaluation of character education in learning at the Al'Mumtaza Islamic boarding school, Kec. Cilengkrang Regency. Bandung. This type of research is descriptive qualitative to find out the process of character education in learning. Data sources are from boarding school administrators, teachers, parents, and students from various levels. Data collection techniques were observation, documentation, and in-depth interviews with informants. The validity of the research data was tested using data and informant triangulation. The analysis uses analytical techniques through data collection, condensation, presentation, and conclusion. The research results obtained: (1) character education planning in Islamic boarding school learning is carried out by Islamic boarding school managers by compiling the character values contained in the syllabus and lesson plans, including the central character values of God, others, the environment, sense of nationality, self, which translated into twenty main characters. (2) The implementation of character education in Islamic boarding schools is integrated with all subjects. The teacher inserts character values between learning activities. (3) Assessment of character education in learning in Islamic boarding schools is done daily by observing and giving assignments showing personality values that reflect the nation's character.

Character Education’s Dialectics Based on Art and Culture in the Approach of Cultural Studies

Background: Dialectics of character education based on local culture is conducted through the approach of cultural studies in order to comprehend meanings resulted symbolically from the phenomena of local culture. The process of character education based on local culture is a process that gives an individual the ability to give meaning toward his/herself and his/her environment. Aim: The researchers would like to analyze character education’s dialectics based on art and culture in the approach of cultural studies. Method: Literature studies related to character education studies based on local culture in Minangkabau were carried out through written and oral sources or primary and secondary sources. Qualitative methods with a multidisciplinary approach were used. Field data collection was managed in an 'etic' and 'emic' manner. The data were then analyzed using Miles and Huberman techniques. Findings: The attitude of West Sumatera government that launches the program of "back to nagari (village) and back to surau” is a proper space to rebuild an old culture that is still relevant and is developed in the society toward modern culture. Islamic culture that initially evolves in the surau should be able to be developed with bringing religious mission. The art of local people that lives and evolves in sasaran is also resurrected with bringing the mission of Minangkabau customs.

Implementation of Islamic Approach-based Curriculum in Madrasah Ibtidaiyah (MI) Boarding School to Strengthen Students' Religious Character

Religious character is one of the important characteristics to be developed, especially for students in the era of globalization. In fact, in some educational institutions, there is no particular curriculum to support the purpose of this study to examine in depth the implementation of the Islamic Approach-based curriculum as a medium to strengthen the religious character of Islamic boarding school madrasah ibtidaiyah students. The samples in this study were taken from madrasah ibtidaiyah in Tulungagung and Ponorogo. This research is case study research with data sources in the form of learning processes and informants consisting of students and teachers. Data were collected by observation and in-depth interviews with teachers, ustaz/ustazah, and students. The sample in this study consisted of 5 teachers and 20 students in each school. The results showed that there is a curriculum to develop religious character, discipline, and responsibility. The curriculum in each madrasah ibtidaiyah Boarding School is implemented in programs, both curricular and extracurricular. The integration of the national curriculum with the hidden curriculum in each institution makes the character education process maximized. Implemented programs such as praying before starting learning, saying greetings, and asking for ridho to the teacher/ustaz for religious character development. The habit of arriving on time, cultivating queuing, and utilizing free time to strengthen student discipline. For the development of responsibility, there is a picket program and a reward and punishment system. In addition, there is good coordination between teachers, ustaz, dormitory caregivers, and the foundation in determining effective programs in order to develop student character.

Identification and Analysis of the Design Process of Character Education for Students in Islamic Boarding Schools in West Sumatra

At the Miftahul Ulumi Syar’iyah Canduang Islamic boarding school, the vision and mission are seamlessly woven into the educational fabric, embracing diverse dimensions of character development outlined by religious and governmental directives. Through a collective effort, school administrators and teachers utilize these foundational principles to foster students' character growth, extending into extracurricular activities both within and outside the school premises. Researchers seek to investigate and evaluate the character education model implemented at the Miftahul Ulumi Syar’iyah Canduang Islamic boarding school, employing a descriptive methodology that encompasses field research techniques. Teachers oversee student activities throughout lessons and extracurriculars, ensuring active participation and guidance. The educational approach divides into intracurricular and extracurricular realms, with teachers directing classroom engagement and extracurricular pursuits occurring outside regular hours. Teacher evaluations, conducted weekly or monthly, monitor progress. The head of curriculum notes improved discipline and manners among students, reflecting positive character education outcomes.

Peran Keluarga Sebagai Sumber Pendidikan Karakter Untuk Membentuk Kepribadian Anak Dalam Berfikir

So we can simplify that the smallest unit of a teenager's growth comes from the family, because after all the family is the main pillar of success in the growth of a small child to become an obedient teenager. The family will shape a person's character and influence his environment because the family is the first and foremost environment for character formation. Because it is education in the family that the child's character is first formed so that before he is sent to school he already has his own knowledge and character from his home. Character education itself can be interpreted as a process of providing guidance to students to develop attitudes and behavior optimally. From the results of the field analysis it is determined that parents are the main characters for a child so that they can understand the importance of character education and how to apply good character traits, of course by educating parents at home because children are a picture of their parents, if the example of If the parents are good, then the child will definitely learn to be the character that has been exemplified by his parents. The good or bad character of the child is greatly influenced by the family environment. The process of character education for children in the family can be carried out by parents using several methods including exemplary, habituation, advice and punishment as well as motivation for children. The achievement of the character education process in the family environment depends on harmony between parents, children, the methods used and the environment that supports the educational process.

Implementasi Pendidikan Karakter pada Siswa SMP

It is claimed that degradation moral happens to our young generation lately. Their behavior does not reflect the good conduct of our nation. This study is done to describe the characteristics of an ideal visioner leader and to describe the process of character education in school. Using qualitative etnografy approach, the writer explored various references to draw the conclusion. The ideal visioner leader is: a) having future insight, b) willing to take action to reach the goal, c) able to influence other people, d) able to formulate vision, e) able to realize vision inti action, f) commit to spiritual values, g) develop the relationship, h) innovative. The process of character education is integrated in all the scholl subjects and in other school activities.

Model Pendidikan Karakter Bagi Anak Berkebutuhan Khusus

Character Education for Children with Special Needs (ABK) plays an important role in helping them reach the door to success. The right character education process is believed to help them become independent individuals and socialize with the surrounding environment. So that the character education process carried out by the Ponorogo Integrated Aisiyah Orphanage is interesting to study. This study aims to find a model of character education applied by the Panti Asuhan Aisiyah Tunanetra Terpadu Ponorogo, using a qualitative research method of the case study. The results showed that the character education model applied by the orphanage was a model of habituation and tadzkirah based on humanist independence.

Implementation of Character Education Before and After The Covid-19 Pandemic: Obstacles, Challenges, and Solution

Post-pandemic social change requires transformation in every element of education. Transfiguration in the structure of character education is one form of educational transformation. There are various differences and changes in the implementation of character education before and after the Covid-19 pandemic. This article will present a comparison of the implementation of character education during face-to-face learning and distance learning. In the discussion, it will explore the analysis of the obstacles and challenges of character education, then propose a solution idea as a form of character education transformation. . The approach used in this research is a mix method approach with descriptive and literature review analysis. The research subjects were students, teachers, and principals at SMPN 14 Bandung. The findings of this study in conclusions; 1) there are differences in student perceptions of the implementation of character education before and after the Covid-19 pandemic; 2) the habituation-based character education process becomes a promising alternative solution as an effort to transform the character education model.