Character Education Strategy Research Articles

디자인 씽킹을 접목한 중학교 인성교육 프로그램 개발 연구

Objectives This study aimed to structure the content framework of a middle school character education curriculum by grafting design thinking and to develop a character education program. Methods The developed program was applied within the school and supplemented by receiving feedback, and the effectiveness of the program was verified using a paired-sample t-test in a single group pre- and post-test. Through this, the degree of students' character literacy development and the adequacy of the program were evaluated. In addition, we analyzed the opinions collected through opinion surveys and personal interviews of students who participated in each character education strategy. Results The detailed results of research and development are as follows. (1) Construction of middle school character curriculum content system grafting design thinking, (2) Establishment of middle school character curriculum types grafting design thinking, (3) 9 programs of middle school character education grafting design thinking, (4) The design content of the middle school character education program grafting design thinking, (5) The degree of character literacy cultivation. In these five aspects, the validity and effectiveness of the middle school character education program graftin design thinking was confirmed. Conclusions Firstly, a curriculum for systematic and comprehensive character curriculum is needed for the holistic growth of students. Secondly, combining character education and design thinking creates a synergistic effect. Thirdly, character education must be strengthened through cooperation between schools, families, and communities. Fourthly, policy support and improvement of the educational environment are essential.

Implementation Strategies of the Independent Learning Curriculum in Achieving Character Education Competencies in Islamic Religious Education at School

The Independent Learning Curriculum is a new education system designed to provide freedom for students to develop their unique potential, both academically and personally. Unlike traditional curricula, which often limit the scope of learning to a predetermined structure, the Independent Learning Curriculum allows flexibility in teaching methods and learning outcomes. This study aims to describe the Implementation Strategy of the Independent Learning Curriculum in Achieving Character Education Competencies in Islamic Religious Education at School. This research uses a qualitative approach, specifically the literature study method. Various sources, including academic journals, books, and other scholarly works related to character education and the Independent Learning Curriculum, were reviewed to develop insights into strategies for achieving Islamic character education. The results of this study highlight the importance of integrating character education into all aspects of the curriculum. Effective strategies include incorporating moral and ethical lessons into all subjects, embedding character-building activities in intracurricular and extracurricular programs, and ensuring that teachers are role models through their behavior. In addition, the findings suggest that character education should be part of a long-term and continuous process that involves training and habituation, thus encouraging students to internalize noble values over time. The implications of this study are very important for schools that want to implement character education in the Independent Learning Curriculum. Schools should prioritize the development of a comprehensive character education strategy, which includes careful planning in the syllabus, lesson plans and in-school activities. In addition, educators should balance students' academic and moral development.

Strategy for Instilling Trustworthy Character Using the Tumpe Method in Elementary School Students

The tumpe-based character education method is a strategy that is expected to be effective in instilling values ​​and character education in elementary school students. This approach is implemented at SDN Negeri 1 Toili, Banggai Regency with a focus on cultivating the character of Trustworthiness (Integrity). The Tumpe method is a participatory and experiential learning approach that involves students in the entire process. The aim of this research is to find out what the trustworthy character education strategy is using the Tumpe method at Toili 1 Elementary School, Banggai Regency. This research method is a qualitative descriptive method, namely a method that relies on observation, interviews and documentation. The research results show that the strategy of instilling character in school-age students is very important to become their educational capital in the future. The TUMPE method is an educational method that is easy to apply. Keywords: Strategy, Trustworthy Character, Method, Tumpe

Character Education Practices At Al Azhar Islamic School Bumi Serpong Damai@Metland

Character education in schools is very necessary because character education is the core of education itself. Building character, it can't be done tomorrow. Therefore, character-based Character education in schools is very necessary, because character education is the main thing of education. This research was conducted to examine the practice of character education in schools. The purpose of this study is to describe the implementation of character education at Al Azhar BSD@Metland Islamic School in terms of 1) character education objectives; and 2) character education strategies. This research uses case study research method to answer these questions. The researcher acts as the main instrument and collects data by means of observation, in-depth interviews, and documentation. The research data came from the implementation of character education at Al Azhar BSD@Metland Islamic School. To ensure the legality of the data, this research applies triangulation of data sources, theories, and methodologies. The findings of this study imply that overall, the implementation of character education at Al Azhar BSD@Metland Islamic School has been carried out through habituation programs or routine activities applied by the school to its students, including character building activities in the form of teaching and learning activities carried out by educators with competencies in accordance with their fields and carried out regularly and on schedule. The policy implemented to fulfill this goal is to carry out 8 religious policies that have been effectively implemented at Al Azhar BSD@Metland Islamic School.

Strategy And Implementation of Students’ Character Education Implementation in State 9 Sila Primary School

This This study aimed to describe: (1) the implementation of character education strategy in schools; and (2) the implementation of character education at SD Negeri 9 Sila. This research was a qualitative descriptive study. The data collection was done by observation, interview,and documentation. Data validity was checked by triangulation techniques, by comparing the information from the results of interviews with documentation and observation. The results showed that the strategy of implementation of character education at SD Negeri 9 Sila was conducted through: integrating values and ethics in the school subjects, the internalization of positive values instilled by all of the school community members, habit formation and training, giving an example and role model, the creation of an atmosphere of a school with character in, and habit formation. The implementation of character education at SD Negeri 9 Sila was done through the interestedness of character formation with teaching and learning, school management, and extracurricular activities.

Youth Character Building Through Quality Education in Realizing Golden Indonesia 2045

This article aims to explore adolescent character building through quality education in realizing a Golden Indonesia 2045. These two goals are part of Indonesia's SDGs. Adolescent character development in Indonesia is on an upward trend, so a character education strategy is needed to achieve the golden goal. The urgency of this article is to formulate character development that is qualified in terms of a series of opportunities and challenges faced by the Indonesian nation. This article uses a qualitative method with a literature study approach. The primary sources of this article are education policy documents and relevant recent literature. Meanwhile, the secondary data used in this study are reportage documents and supporting research. The results show that there are three domains that must be suppressed in achieving a Golden Indonesia 2045, namely: 1) Ongoing Conflict, 2) Safety and Security and 3) Militarization. In addition to peace, there are eight factors of justice and educational efforts that can be implemented in achieving SDG's point number 16. On the other hand, the realization of this Gold must be accompanied by multiracial, gender and multireligious knowledge. Building the ideal adolescent character in realizing a Golden Indonesia 2045 involves quality education that emphasizes moral integrity, social skills, a sense of responsibility, and awareness of justice values. Quality education that can realize a Golden Indonesia 2045 requires a holistic approach that integrates character building, multicultural inclusiveness, social skills development, and the participation of all relevant parties. Critical Pedagogy and Social Development theories have an important role in reviewing and creating novelty in this research. The focus of development rests on aspects of criticality, social skills and understanding by encouraging collaboration. Then local values, history and religion become one of the reinforcing factors in achieving a Just and Peaceful Indonesia.

Character Education Strategies in The Millennial Era

Character Education Strategies in The Millennial Era

Character Education Strategies for Children with Special Needs

Character Education Strategies for Children with Special Needs

Implementation of Honesty Canteen Program as Character Education Strategy in Elementary Schools

Integrity character, particularly the value of honesty, among elementary school students often faces significant challenges. Studies on cheating in exams and reports from teachers and school supervisors provide concrete evidence that this issue remains relevant and requires serious attention. The aim of this research is to describe the implementation of the honesty canteen program as a character education strategy at State Elementary School 10 Regol Garut. A qualitative approach using a case study method was employed in this research. Data collection techniques included observation and in-depth interviews. Data analysis followed the Miles and Huberman model, utilizing data condensation, data display, and conclusion drawing/verification techniques. The findings indicate that integrity character education in elementary schools is carried out through four activities: routine activities, spontaneous activities, exemplary activities, and conditioning, with the implementation of two systems, namely self-service and active student involvement. However, several challenges persist, such as some students' difficulty in practicing honesty, income disparities, and implementation constraints. Efforts to address these challenges include issuing warnings, providing guidance, and enhancing service quality and management. This study provides a comprehensive overview of the implementation of the honesty canteen program as part of efforts to enhance the integrity character of elementary school students.

Innovation Strategy Implementation of Character Education for the Young Generation of Indonesia

The discourse of scholars in the field of education is that educational institutions are strategic for carrying out the transformation of values ​​and science, technology and art. This is how strategic educational institutions are as places for the transformation of values, knowledge, technology and art, so that in order to internalize and develop good character, it cannot be separated from the role of education in informal, formal and non-formal education channels. This research aims to analyze and discover the concept of implementing character education, character education strategies and values ​​implemented in character education. The results of this research show that the implementation of character education can be carried out through three stages of knowing the good, feeling the good and acting the good. Character education strategies can be integrated between micro, meso and macro level education. Character education is important for humans, so the role of educational institutions must not just provide insight into character, but also train, familiarize students with positive character over a long period of time so that it crystallizes in humans. The various character education values ​​developed in Indonesia are taken from 4 sources, namely: religion, Pancasila, culture and national education goals. Keywords: Educational Character, Educational Strategies, Sources of Character Values

The Role of Pancasila and Citizenship Education Teachers in Forming Students' Character in Primary Schools

This research aims to examine the role of Pancasila and Citizenship Education (PPKn) teachers in shaping student character in elementary schools. The qualitative method was chosen as the approach in this research, where analysis was carried out on documents related to the Pancasila education program in elementary schools to understand the strategies and practices implemented by teachers in character formation. The research results show that PPKn teachers play a key role in providing good examples, directing, and collaborating with parents in creating an educational environment that is conducive to student character development. Obstacles faced include students' non-compliance with rules, tardiness, and truant behavior. This study confirms that collaboration between schools, families, and students is very important in the effective implementation of character education. Based on these findings, further research is recommended to conduct deeper exploration of the impact of this interaction on student character formation. This research provides important insights for the development of character education strategies in elementary schools.

Integrating Pancasila in Character Education: A Qualitative Analysis of Ethical Values for Nation-Building

This research delves into the critical role of Pancasila, the philosophical foundation of Indonesia, in shaping character education within the nation. Utilizing a qualitative descriptive methodology, predominantly through extensive literature reviews, the study investigates how Pancasila's core ethical values significantly influence character development. Emphasizing the integration of Pancasila's principles—Belief in the Divine, Just, and Civilized Humanity, Unity of Indonesia, Democracy led by the Wisdom of Deliberations among Representatives, and Social Justice for all Indonesians—this research underscores their essentiality in instilling moral and ethical consciousness in Indonesia's diverse populace. Key findings reveal the effectiveness of the threefold strategy of "star yourself, start small, starting from now" in embedding these values into character education. Despite modern challenges, the study highlights the transformative potential of Pancasila in fostering morally and ethically conscious citizens. The implications for educators and policymakers are profound, advocating for comprehensive and integrated character education strategies. This research contributes to the broader understanding of character education's pivotal role in promoting ethical development and fortifying Indonesia's unique cultural and philosophical identity.

Strengthening Religious-Based Character Education In Forming Kamil People In The School/Madrasah Environment

Character education is a basic education that must be formed from an early age. The initial foundation of character education is in the family. Meanwhile, the school is an educational institution in charge of continuing and developing the character of children. This study aims to determine the application of religious-based character education in the Islamic Education Kencong village at the Elementary School level. This type of research is qualitative research whose data is obtained from observation, open questionnaires, interviews, and documentation. The results of this study indicate that religious-based character education is implemented through the Maqoman Mahmudan program and the Evereday program with Al Quran. Some character education strategies carried out are: 1) Exemplary; 2) Learning; 3) Empowerment and civilization; 4) Strengthening; and 5) Assessment. 6) Communication. Why should character education be integrated into religious education? Because the role of religion can meet human needs in terms of directing, mentoring, and balancing the character of students. Equipped with a strong character education base, students will later become a generation of character and eventually become kamil people, in accordance with educational ideals.

Character education and early childhood creativity strategies through educational games in Megamendung village

This dedication aims to emphasize the role of educators in shaping the character and creativity of early childhood. It goes beyond theoretical discussions during meetings or face-to-face classes, but involves active creation using instructional instruments and learning techniques that utilize direct teaching media. Innovation must be maximized as it can enhance children's reasoning abilities. All thoughts within teenagers can be created through creative activities. Creative activities provide valuable opportunities to express feelings and perspectives, fostering creativity in children. Educators are expected to continuously demonstrate innovative strategies. This technique brings children into active participation in learning cultivating their excellence effectively. The activity was carried out on July 15-16, 2023, at Camp Ground Lentemland, Curug Panjang Subdistrict, Bogor Regency, West Java, involving 20 elementary school children and 30 students from the Department of Islamic Education, 45 Islamic University, Bekasi. Based on the results of the dedication, it can be concluded that education strategies for the character of early childhood through learning while playing, engaging in learning activities, playing, and developing artistic souls can provide a new impression on children and enhance their creativity. Additionally, children begin to interact with their peers and accompanying students, creating a sense of enthusiasm and synergy

Character Education Strategy In Improving Student Discipline At Islamic State University Higher Education Mahmud Yunus Batusangkar

The vulnerability of knowledge about discipline in the world of education today is the result of a lack of respect for others. Therefore, it is necessary to instill character education to make improvements in students so that it becomes a form of disciplined assessment of character formation in the educational environment. The role of character improvement in education is the aim of the author's research to analyze the extent to which character is implemented as a form of improving moral discipline among Islamic State University Higher Education Mahmud Yunus Batusangkar students. This research is a type of qualitative descriptive research with data collection taken from field observations carried out by researchers regarding the 3 option assessments observed and interview techniques. From the results of the research, it was found that the application of the options observed was able to provide increased discipline in students. The results of this observation were also supported by an interview process which provided views on whether the application of student character was able to instill discipline towards others. Therefore, the conclusion in this research is that it is able to provide an allocation if Islamic State University Higher Education Mahmud Yunus Batusangkar students have implemented maximum character education, thereby creating students who have moral character and high discipline

The Headmaster's Supervision Strategies in Building Character Education at MIS Guppi 12 Lubuk Kembang.

This research aims to explore and analyze the implementation of character education strategies in Madrasah Ibtidaiyah (MIS) Guppi 12 Lubuk Kembang. The research method employed a qualitative approach with a case study design. Data were collected through participatory observation, semi-structured interviews, and document analysis, focusing on classroom dynamics, extracurricular activities, and documents related to the character education program. The results of the study indicate that the school principal and the character development team successfully integrated character values into the curriculum and extracurricular activities. Support and training provided to teachers through a reward system also proved effective in motivating students. Regular monitoring and evaluation support continuous improvement, creating a profound learning environment. This research contributes to a better understanding of character education practices at the Madrasah Ibtidaiyah level and provides a foundation for the development of more effective strategies in the future.

Exploration of Strategies to Enhance the Character Education of Students for the Development of High-Quality Indonesian Human Resources

An in-depth examination of character education approaches can enhance our comprehension of how to cultivate people with qualities such as integrity, ethics, empathy, and excellent social skills. By employing effective character education strategies, we can facilitate students' comprehension of the esteemed principles of our nation and steer them towards being proactive citizens who contribute to the construction of a more prosperous future for Indonesia. The literature search was conducted on multiple databases, including PubMed, Web of Sciences, EMBASE, Cochrane Libraries, and Google Scholar, to explore ways for cultivating character education in pupils to develop exceptional human resources. The character education of students is a crucial element in shaping people who are accountable, moral, and make constructive contributions to society. Educators and other people have a crucial responsibility to exemplify exemplary conduct and foster positive moral qualities in children. It is imperative that they demonstrate unwavering consistency in displaying their moral principles. Utilizing narratives, parables, and ethical anecdotes aids students in comprehending character virtues in a captivating and emotionally stimulating manner. These narratives foster emotional connections and facilitate students' introspection about their individual experiences. Facilitating chances for dialogue on moral and character values, as well as encouraging students to contemplate their own personal experiences, proves to be a highly effective approach to fostering a profound comprehension of character values among students. This promotes profound comprehension and the cultivation of analytical reasoning abilities. By implementing a well-organized character program with a specialized curriculum, we can ensure that character education becomes a fundamental aspect of the student's educational journey. This encompasses various aspects such as academic disciplines, non-academic activities, professional development for educators, and engaging parents.

Penerapan Pendekatan Konstruktivisme Dalam Metode Cerita Dilema Moral

This research aims to stimulate the ability to understand moral considerations for PGSD students as a provision for knowledge of character education theory. Understanding moral dilemmas is important in moral and character education strategies. The researcher used a qualitative approach with a descriptive method with data collection techniques using interviews through a zoom meeting platform with 71 students consisting of PGSD Muhammadiyah University Cirebon students and PGSD UNNES. The results of the study revealed that the application of the discussion of moral dilemmas to a constructive approach received a positive response from the students. The fact was found that discussions of moral dilemmas presented in learning through zoom meetings were able to stimulate critical thinking skills which increased the moral judgment abilities of PGSD students as prospective educators. This increase was found from the results of the discussion of students' moral dilemmas which showed maturity in thinking hypothetically. The discussion of moral dilemmas also provides an understanding from the perspective of others, so that listening to other people's reasons for making decisions can increase judgment. The importance of ability in moral judgment and reasoning is one of the processes that can guide individual moral decisions to be more mature.

Analysis of Character Education Strategy, Personality, and Cadet Professionalism Through Preventive Punishments

Discipline and exemplary must be carried out continuously or habitually to create a character. Character education strategies require tools/media to implement them. The tool is in the form of rules, regulations, norms, and existing ethics. Cadets are among the representatives of a generation that demands high quality and performance. Cadets are essential in deciding a nation's progress since an advanced nation has a high degree of quality people resources, praiseworthy character, and a strong and resilient mental attitude. This study aims to find out how the application of character education to the formation of personality and professionalism of cadets in carrying out education and to find out the options/views that can be developed in character education, personality, and professionalism of cadets. This research used a descriptive approach. The data was collected from interviews, field notes, personal documents, notes or memos of researchers, and other supporting official documents. The results of this study in the form of character education factors explain the variance of 48,437%. Personality factors can explain the variance of 15,635%. The professionalism factor is the third factor, with an eigen of 3,591 and a variance value of 38,129%. The Preventive Punishment factor is the fourth factor that has a variance of 25,456%. It can be concluded that the analysis of several factors in determining cadets' character education strategy, personality, and professionalism, with preventive punishments, is carried out with rules, recommendations and orders, prohibitions, and discipline.

Validity of Traditional Guidebooks for Character Education in Children Aged 4-6 Years

Early age is the most important and fundamental initial period in the entire range of growth and development of human life. Children in early age from 4-6 years old which still want to know and explore whatever in around them in a game. They mustn’t study seriously such as reading text book, counting number, and memorizing something else. So, in this study aims to determine the validity of traditional play guidebooks as a character education strategy for children aged 4 6 years. The type of research used in this research is development with the ADDIE model. The data collection technique in this study validation. The result of the study show score of 3.50 for language validation which is in the very good category. Score 3.81 for design validation with every good category and score 3.58 for material validation with very guidebook can be used for learning