Character Strengthening Research Articles

Penguatan Karakter pada Remaja Melalui Teknik Assertive Training pada PKL 1 di Panti Asuhan Ora Et Labora

This paper aims to Strengthen the Character of adolescents through Assertive Training Techniques on assertive behavior owned by orphanage youth who are unable to express their emotions and opinions through Field Work Practices (PKL). The purpose of this street vendor is to carry out a Mini Project by applying the casework method in solving client problems. The method used in this research is descriptive qualitative with a case study approach. Based on the results of observations made on one of the orphanages who were used as clients, it can be seen that the client has difficulty expressing his emotions and opinions, the child cannot refuse his friend's invitation to do negative things because he is afraid of what his friends will think. Based on this, it was identified that the client had problems with controlling emotions (aggressive) and found it difficult to express or convey his thoughts (non-assertive). Through the Assertive Training Technique as a character strengthening method which was carried out several times during the street vendors, there was quite good progress, namely, the client began to be able to apply assertive behavior in everyday life and as a result he became more confident in expressing his feelings and not easily influenced by the environment and his friends.

Welenrengnge Model: Formation of National Character Among Students of SMK Negeri 6 Pangkep Regency, South Sulawesi

The erosion of national character among young generations nowadays, including the students of SMK Negeri 6 Pangkep, highlights the importance of national character strengthening training. This training focuses on strengthening MARITIME character (manly, wise, religiously innovative, tough, integrity, independent) for SMKN 6 Pangkep using the Welenrengnge Model. The method used in this training includes closing reading of training materials, lectures/presentations, in-depth discussions on MARITIME character, each participant making discussion reports, field practices, and tutorials. Field practices are conducted with a number of games to train the practice of MARITIME character. The tutorial method is used for consultation and to strengthen understanding and application of MARITIME character. The results of the training show that students realize the importance of this activity to increase knowledge, insight, national consciousness, and to stimulate creativity and innovation through games. Practice through games can build wisdom, independence, toughness, and humanity. Another important aspect is the creation of a religious atmosphere.

Implementing creative activities for Class II students to foster independence.

This qualitative study aimed to explore the strengthening of independent characters among Class II elementary school students during the Period of Restrictions on Community Activities (PPKM). The research utilized observation, interviews, and documentation as data collection techniques, with the principal, Class II teachers, and guardians of Class II students as subjects. The analysis revealed that four indicators for strengthening independent character were identified within the learning process, despite some suboptimal outcomes influenced by various factors, including students themselves, teachers, and parents. The main strategy employed to enhance independent character was the involvement of parents in providing reinforcement, along with the teachers serving as positive role models. The most frequently implemented indicator for independent character strengthening was completing tasks without disturbing others, employing critical thinking and problem-solving approaches. Moreover, teachers fostered independent characters throughout all learning activities and actively cooperated with parents. These findings highlight the importance of cultivating independent character in elementary schools, emphasizing the significance of self-reliance, critical thinking, and cooperative learning. The implications of this study can inform educators, parents, and policymakers in designing effective interventions to foster independent characters among elementary school students during challenging periods such as PPKM.
 Highlights:
 
 Importance of parental involvement: The study emphasizes the significance of parents' participation in strengthening the independent characters of Class II students during the PPKM period.
 Role modeling by teachers: Teachers play a crucial role in setting a positive example and modeling independent character traits for students in the learning process.
 Fostering critical thinking and problem-solving: The implementation of critical thinking and problem-solving models in classrooms contributes to the development of independent characters among Class II students.
 
 Keywords: Strengthening independent characters, Class II students, PPKM, Qualitative research, Learning process

Stages and Standards of Quality Assurance Planning with Character Strengthening Religious Stackholders at Madrasah Aliyah Plus Az-Zikra Bogor.

Stages and Standards of Quality Assurance Planning with Character Strengthening Religious Stackholders at Madrasah Aliyah Plus Az-Zikra Bogor.

Analisis Penguatan Karakter Siswa Muslim di Sekolah Dasar Minoritas Melalui Pendidikan Agama Islam

This study aims to strengthen the character of Muslim students in public elementary schools in Denpasar Bali through Islamic religious education, especially faith and morals and to analyze teaching materials in strengthening character in the material "Ayo Berperilaku Terpuji". The research method used is qualitative with a descriptive approach and supported by literature in analyzing character strengthening through PAI. The results of the research on strengthening the character of faith and morals through Islamic religious education of Muslim students at SD Negeri Denpasar. There are able to apply character strengthening through habituation carried out in class and school. Through the PAI teachers can provide an understanding of Islamic values to students, namely religion, tolerance, and harmony. While the analysis of teaching materials in strengthening character in the material "Ayo Berperilaku Terpuji", provides an understanding of character strengthening through pictures, comic stories, games and classroom practices. Through this character strengthening, students have a spirit of social behavior, empathy for the environment and foster active participation of peers and the environment.

Penguatan Karakter Beriman, Bertaqwa kepada Tuhan yang Maha Esa, dan Berakhlak Mulia melalui Kegiatan HIMA Prodi PPKn

Background: there is student behavior that is contrary to the values and norms of society. The aim of the research is to strengthen the character of the Pancasila student profile to students through HIMA study program activities. The research method is mixed methods, data collection techniques using questionnaires, observation, interviews and documentation, then analyzed qualitatively and quantitatively. The results showed that the activities of the Al Arqom dalillah Pancasila assemblies, Ramadhan safaris, religious activities, physical and mental activities, interactions without discrimination, social services and deliberation activities can shape the profile character of Pancasila students in tertiary institutions, especially on the dimension of Faith, Faith in God Almighty , and Noble Morals. The conclusion of the study is that student activities in HIMA Study Program can provide character strengthening for all students

Penguatan karakter dalam pembelajaran berbicara dengan menggunakan strategi belajar bahasa

The character that must be possessed by graduates, especially prospective educators, is complex. Moreover, graduates as prospective educators must not only have the graduate character as predetermined, but also transfer these characters to their students in the future. Therefore, a strategy is needed that makes it easier for students/learners as prospective educators to have the expected character. This study describes character strengthening through speaking learning with using Language Learning Strategies (LLS). This study uses the method of literature study. Character strengthening can be carried out in each LLS stage according to the selected SBB. In other words, strengthening character according to the goals and functions of education, 21st Century HR, Industrial Revolution 4.0, Social Revolution 5.0, and even Merdeka Learning-Independence Campus can be carried out in an integrated manner in speaking learning with using LLS. Keywords: character, speaking learning, Language Learning Strategies

Internalisasi Budaya Pesantren dalam Penguatan Karakter Santri Pondok Pesantren ICBB Yogyakarta

Pesantren as an Islamic educational institution that has a dormitory system and has a role in instilling the character of students, the object of this research is at the Bin Baz Islamic Center Islamic Boarding School. The object of this research is at the Bin Baz Islamic Center Islamic Boarding School. So the researcher is interested in doing in-depth research regarding Islamic Boarding School Cultural Relations and Santri Character Strengthening: Studies at ICBB Yogyakarta Islamic Boarding Schools. This research is a qualitative research by collecting interview data, observation and documentation. The results of this study are that cleanliness and tidiness of the dormitories in Islamic boarding schools can be achieved by understanding and carrying out several steps that must be carried out 1) understanding the function of each room, 2) identifying the needs of each room 3) designing and setting up the desired space 4) labeling and visualization management. The characters that are grown in the hostel are independent, responsible for their goods, trustworthy when given assignments, cooperate, leader, respect the opinions of others, honest, dare to think, care (towards other people/environment), disciplined, orderly, patient, agile, sensitive towards other people/environment, diligent. Cleanliness and tidiness activities and programs, namely: room pickets, daily community service in public spaces (yards, terraces, halls, mosques, etc.), mass community service, weekly community service, waste sorting, room/scan surgery, cupboard surgery, lost and found , free clothesline, barracks/auction of found items, kitchen picket, waste bank, know the environment, waste management, gardening, befoster, training on dormitory management, cleanliness competition, 5r (concise, neat, clean, caring, and diligent). The system used in the implementation of cleanliness and tidiness is a rule that is made together and implemented and monitored and evaluated by the person in charge who has been appointed by the pesantren. Habits/good habits of santri related to cleanliness, tidiness which are carried out every day and continuously will become the character of the santri in the future which will become good characters that can be implemented in any field in the future both in the world of work, when in organizations, when already married , and so forth.

Assessment of the Implementation of the Religious Character Strengthening Programe

The purpose of this research is to assess the implementation of the strengthening of religious character education (PPK) at SMK Negeri 7 Bengkulu Utara. This research is an evaluative research with a descriptive approach. The population involved in the implementation of KDP are: principals, teachers and students. The research sample consisted of the principal, vice principal for curriculum affairs, five representatives of the teacher council and 92 students. Data collection techniques using a questionnaire. The data analysis technique used statistical analysis of percentages. The results of this study indicate that: the implementation of strengthening religious character education in SMK Negeri 7 Bengkulu Utara in general has good criteria with the level of program implementation reaching 73.21%.

APPLICATION OF ETHNO-PRAGMATIC LEARNING STRATEGIES IN INDONESIAN LANGUAGE LESSONS IN HIGH SCHOOL IN THE MERDEKA CURRICULUM (PENERAPAN STRATEGI PEMBELAJARAN ETHNO-PRAGMATIK PADA PELAJARAN BAHASA INDONESIA DI SMA PADA KURIKULUM MERDEKA)

The problems discussed in this study are adapting curriculum changes from the 2013 curriculum to the independent curriculum in Indonesian learning in high school. This curriculum is because not all teachers understand the application of the independent curriculum to learning, especially Indonesian learning. For this reason, ethno-pragmatic learning strategies are needed to integrate with the independent curriculum in high school. This ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved by the independent curriculum policy set in Decree of the Head of Balitbang of the Ministry of Education and Culture, Research and Technology No. 028/H/KU/2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Driving School Program. The method is carried out with descriptive qualitative to understand students applying the Indonesian language curriculum in high school. Data were collected using observation methods, in-depth interviews, documentation with note-taking techniques, practical matching techniques, and focus group discussions with stakeholders in high school. The results showed that (1) the application of the ethno-pramatics method to Indonesian subjects in high school was able to accommodate the achievement of curriculum objectives in the use of the Indonesian language in a polite manner, and (2) The application of ethno-pragmatics methods to Indonesian subjects in high school can understand various multimodal texts based on context.

Management of Strengthening Character Education of Students during the COVID-19 Period in Elementary School Creative Schools

The management of character education strengthening is a leadership effort in planning, organizing, monitoring and evaluating student’s strengthening character, specifically during the pandemic Covid-19. The purpose of this thesis to analyze educational planning, organization, implementation and give an evaluation of the students strengthening character education during pandemic Covid-19 at Creative School of Muhammadiyah 2 elementary school 2 tulangan sidoarjo. This research used qualitative approaches with the subjects of the research are taken from the Principal, Vice-Principals, extracurricular teachers, Qur’an teachers, teachers, and Parents. This research was taken at Creative School of Muhamadiyah 2 Elementary School Tulangan Sidoarjo. Data collection techniques used in this research was interviews and observations. The data analysis technique in this research include data, reduction, data presentation and conclusion or verification. The result of this research indicate that: (1) The management planning of character education strengthening for students during the Pandemic Covid-19 at the Creative School of Muhammadiyah 2 Tulangan has implemented all the stages include planning and strategy, program socialization, administration and the learning media. (2) Organizing the students character of education strengthening during the pandemic Covid-19 at the Creative School of Muhammadiyah 2 Tulangan has been implemented by all of the stake holder to grow and achieve good habit easily. (3) The implementation of students character during the pandemic Covid-19 at the Creative School of Muhammadiyah 2 elementary school Tulangan Sidoarjo can be run quite well and effectively which is divided into 4 activities, those are: daily activities, spontaneous activities, programmed activities and exemplary activities. (4) The supervisions of students character strengthening during the pandemic Covid-19 at the Creative School of Muhammadiyah 2 elementary school Tulangan Sidoarjo has been implemented by the Principal and all of the stake holders to find out how the students character strengthening has been applied. (5) Monitoring and evaluation the management of students character education during the pandemic Covid-19 at the Creative School of Muhammadiyah 2 elementary school Tulangan Sidoarjo performed by the Principal, Vice Principal to communicate the students progress to the parents. (6) Students character during the pandemic Coid-19 at the Creative School of Muhammadiyah 2 elementary school Tulangan Sidoarjo, specially the religious character has become habit among the students On the other side, most of the good character of students have been lost and decreased

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.

Higher-Order Thinking Skill-Based Learning In Islamic Religious Education Subject

The Indonesian curriculum is made so that students are able to compete at an international level. However, according to data from several survey institutions, Indonesian education is far behind compared to other countries. It is because the learning pattern is still carried out using the lower thinking skill (LOTS) model. There needs to be a change in the LOTS learning model to become learning based on high-order thinking skills (HOTS). Because of this, this study aims to examine the learning of Islam based on higher-order thinking in senior high schools in the city of Palu. This study uses a qualitative method. Data was collected through direct observation, in-depth interviews, and analysis of written documents in the form of student report cards. Interviews were conducted with school principals, Islamic religious education teachers, and several students. The results of the study show that HOTS-based learning plans in the subject of Islamic Religious Education are prepared based on basic competencies. Indicators of achieving student competence include learning objectives, learning steps based on learning models, and students' cognitive and affective changes. The core learning activities are carried out with a scientific approach, character strengthening, and reflection activities both individually and in groups. Then the implementation of HOTS-based learning also consists of preliminary activities, core activities which include Creativity, Critical Thinking, Communication, and Collaboration), and closing activities. Meanwhile, HOTS-based learning evaluation is carried out with the criteria of measuring students' high-level thinking skills based on contextual problems.

The Concept of the Independent Learning Curriculum (Merdeka Belajar) in Elementary Schools in View Progressivism Educational Philosophy

This study examines the concept of independent learning from the perspective of progressivism educational philosophy. The method used in this research is library research. The researcher reviewed various works of literature and then analyzed related to the Concept of Merdeka Belajar Curriculum in Elementary Schools from the Viewpoint of Educational Philosophy. Data collection techniques are conducted by including eligibility, screening, identification, and analysis from various sources such as books, articles, and relevant research results. The search for research data resulted in 5 electronic books and 36 articles from scholars. The texts studied included educational philosophy books and independent curriculum guides specific to elementary schools. In contrast, there are several selected articles. Articles found in the Sholer and Mendeley databases, using the search terms "Independent Curriculum in elementary schools, Educational Philosophy, Progressivism" in the title and keywords only selected articles which are continued in the discussion and the papers used are the last five years published in national journals (Sinta 1, 2, 3, 4, 5) and several in international journals. Library materials from various sources, both in print and electronic form, go through the stages of eligibility, screening, identification, and analysis as needed to obtain proportions and ideas. The results of this study indicate the concept of independent learning with the flow of progressivism believes that education must be progressive, innovative, flexible, open, rational, and scientific according to the times. The concept of an independent learning curriculum in elementary schools from the point of view of the philosophy of progressivism education has similarities to progress and independence in educational practice. The relationship between the concept of independent learning in elementary schools from a progressivism point of view can be seen from the impact of its implementation: 1) for educators, the administrative burden will be reduced because the RPP tools are simplified; teachers have free time to improve competence through various platforms; Educators have the freedom to innovate and be creative. 2) Students can experience knowledge in their environment as character strengthening, learning themes, or critical issues related to sustainable lifestyles, culture, entrepreneurship, and technology. So that students can take real action in answering these issues according to the stages of learning and their needs.

Dissemination and Implementation of Character Strengthening Learning Technology Modules

This study aims to analyze the process of dissemination and simultaneous implementation of instructional technology teaching materials based on character strengthening using the Dick and Carey model. This research was using the method of steps 8 and 10 of Borg and Gall's development research. The results of this study were the language aspects in this module were accepted by the readers and users (5.69), the teaching material's systematics were very good (8.75) in integrating the Dick and Carey models and the character reinforcement integration in the teaching material's systematics was in very good (9.13). The lecturers' ability in applying teaching materials was in very good (4.04); the students' character in the lecture was excellent (4.06); the student's understanding and mastery was in very satisfying (84.03) with very good (97%) classic completeness value; and student's response to think-point share learning is 83.55%. This study concluded that the language aspect in this module is accepted by both the readers and users in terms of students and lecturers.

MANAJEMEN EKSTRAKURIKULER DALAM PENGUATAN KARAKTER PESERTA DIDIK DI SD SAINS ISLAM AL FARABI

Education is one of the main needs of a person to develop self-potential, intelligence and skills and strengthen the character and personality of students. With education, it is hoped that someone can dig up information or knowledge, train every talent they have to be of higher quality and develop the character and personality of students. Competence skills that support good behavior will produce good and competitive HR products in the future The purpose of this research is more on the management of extracurricular activities. First, study extracurricular programs and activities, second forms of extracurricular activities, thirdly the technical implementation of extracurricular activities and finally parental support in extracurricular activities. This study uses descriptive analysis method with a qualitative approach and data collection techniques through observation, interviews and documentation. Compulsory extracurricular activities include Scouts, BPI, and Calistung. Extracurricular activities include Archery, Angklung, Futsal and English Fun. Extracurricular itself plays an important role in strengthening the quality of discipline of SDSI Al Farabi students. Technically, SDSI Al Farabi's extracurricular activities are responsible for the student sector. Parents of students support all activities related to extracurricular activities, as evidenced by the attitude of parents in guiding their children in practice and guiding students to take part in competitions.
 
 Keywords: Extracurricular Management, Character Strengthening

The Role of P5 Activities in Forming the Character of Students

The application of the project to strengthen the Pancasila student profile (P5) in learning activities is an effort made to shape the character of students. The important thing contained in the implementation of this activity is its aim in strengthening the noble values of Pancasila in students. This study aims to determine the profile of Pancasila students in their role in shaping the character of students. The method applied in this research is the literature study method, that the series of data collection processes to processing data is based on existing literature. The results of this study indicate that the profile of Pancasila students is a government policy in supporting student character strengthening programs. The application of P5 is a learning effort in preparing the character and competence of students in dealing with all situations they face now and later at the next level of life. In general, the implementation of the P5 project is in the form of intra-curricular activities combined with extra-curricular and co-curricular activities which are able to provide opportunities for students to train and develop the values of responsibility, cooperation, problem solving and creativity, and leadership which is the result of the development of the dimensions of the Pancasila student profile and national character values

Strengthening The Tolerance And Cooperative Characterthrough Volleyball Learning

Physical education has a significant position in national education and is very popular to become students' favourite. One of the physical education lessons is volleyball which has several potential aspects for building the student's character. This research aims to identify the strengthening of tolerance character in volleyball learning; and the strengthening of cooperative character in volleyball learning. This research method used four stages of design: planning, action and observation, reflection after the reflection, and then proceeds with re-planning, which is planned for two cycles. The results show that in cycle 1, the tolerance character is 48%, and in cycle 2 is 80%. Meanwhile, the cooperative nature in cycle 1 is 49%, and in cycle 2 is 79%. These results confirm that character strengthening can be conducted in all physical education lessons, including volleyball. Based on the results, it can be concluded that tolerance and cooperative character strengthening can be done through systematic volleyball teaching

Spiritual Intelligence: Vision, Mission, and Character Strengthening Strategies in Education Policy

Spiritual intelligence is the soul of national education. Forgetting this creates a gap between ideals and the reality of education. Without mapping, educational understanding can be fragmented so that education is only seen partially. The academic challenge is how to map the education, character, and context of the digital age as well as the threat of disintegration of the nation can be done. Using the method of literature review with descriptive analytics, this research reveals the essence of education as character formation. At the end of the study, the answer was presented with three things: character education is a vision of national education, continuing education as the times becomes the general mission of national education, and adaptive implementation supports the development of the nation's character.

Mata Pelajaran PPKn Kd. 3.6/4.6 Materi Ancaman Terhadap Negara dan Upaya Penyelesaiannya di Bidang Ipoleksosbudhankam dalam Bingkai Bhinneka Tunggal Ika Melalui Model Project Based Learning Metode Focus Group Discussion Pada Kelas X.IPS.4 MAN 2 Kota Payak

This study aims to see and analyze the improvement of student learning outcomes in Civics subjects 3.6/4.6 the topic of threats to the state and its resolution efforts in IPOLEKSOSBUDHANKAM within the framework of Bhinneka Tunggal Ika through a project-based learning model with focus group discussion method in Class X.IPS.4 MAN 2 Payakumbuh in the even semester of the 2021/2022 academic year. This research was conducted using the Classroom Action Research method which consisted of two cycles. The results obtained from this study were by using a project-based learning model, the focus group discussion method can improve character strengthening and student learning outcomes. This can be seen from the increase in learning outcomes. Strengthening student character can be improved. The implementation of this research was carried out in two cycles, the second cycle was used to complete the first cycle. The subjects of this study were 35 students who had a low average character, namely in the pre-cycle 69.80% classically and 67.86% individually, with category K. The conclusion obtained from this study was the use of project-based learning models with focus methods. group discussion can improve the character and student learning outcomes.