Development Of Quality Education Research Articles

The Relevance of Warahan Teaching Material in Developing Character Education Value for the Language Class

This study aims to analyze the relevance and feasibility of Warahan's teaching materials in developing character education values for language classes. This study used a qualitative approach with content analysis methods. The data was taken from the warahan literature, still developing in the Jabung Lampung community, with as many as seven warahan stories. Data were collected through observation and interviews with seven community leaders, traditional leaders, and ten language teachers at secondary schools in Jabung regarding their understanding of warahan oral literature. Data analysis techniques included (1) problem formulation, (2) selection or categorization of data sources, (3) elaboration of data categories based on operational definitions, (4) reliability checking, (5) data analysis, research, reports, and evaluation of research results. From the results of data analysis, it is concluded that written and oral literature is appropriate for use as teaching material in language classes and is relevant to current conditions in developing character education values that the government has set. Of the seven warahan stories analyzed, three main values were found in character education: religious, social, and humanist values (humanity). Of the three main character education values, 17 were found, including religious, sacrifice, polytheistic, mutual respect, trust, patience, lack of sympathy, courage, unyielding, and careless values. Value of Pride, Value of Caring, Value of Not Caring, Value of Cooperation, Value of Honesty, Value of Responsibility, and Value of Innovation and Creativity.

The Position of Teachers in the Development of Early Childhood Character Education

The teacher's position once looked down upon, is now considered a professional and even stipulated in Law no. 14 of 2005 Chapter II Article 2. Therefore, the position of the teacher now is no longer just teaching but also educating, fostering, motivating, and becoming a model for students. Efforts to instill commendable behavior in early childhood can be made through character education if a teacher understands his position. This study sought information about the teacher's position in instilling character education in early childhood at Shafa Marwah Karawang Kindergarten. The method used in this research is qualitative with descriptive analysis. Data collection techniques using passive participatory observation, semi-structured interviews, and documentation. The results of the study show that the teacher's position in the development of early childhood character education at Shafa Marwah Karawang Kindergarten is not only as a learning resource, facilitator, manager, demonstrator, mentor, and evaluator but also has a position as a motivator. Teachers are also motivators because the teachers 1) explain or give direction and guidance on the objectives of each activity carried out, 2) arouse student interest will be encouraged them to learn and get used to it well, 3) use various learning models and strategies, 4) creating a pleasant atmosphere, and 5) giving awards or praise to students after doing commendable things.

Development of Character Education Through Positive Discipline of Madrasah Students

Character education is essential in the learning process to form positive attitudes and values in students. Discipline is one of the strengthening of character education that needs to be considered. The formation of the disciplinary character of students can use positive discipline methods. This article aims to explain and analyze the implementation of positive discipline to support student character education in MI Al-Ishlah Sorong City. The research method used is qualitative descriptive with data collection techniques through observation, interviews, and documentation. The data collected is then analyzed using analytical techniques designed by Huberman & Miles: data collection, reduction, data presentation, and conclusion. Teachers adopt a positive reinforcement and reward approach to increase student participation, cooperation, and responsibility. In addition, clear rules and fair consequences are also applied to develop good behavior and respect for the environment. In the context of character education, positive discipline helps students internalize moral values such as honesty, responsibility, and mutual respect. Students also learn to recognize and manage emotions positively and develop social skills that are important in everyday life. The results showed that positive discipline can be effective as a means of character education for students in MI Al-Ishlah Sorong City. Positive discipline can help students to understand positive values such as responsibility, cooperation, and honesty. In addition, the application of positive discipline can also help students to develop good social and emotional skills. Therefore, positive discipline can be used as one of the effective character education strategies for students at MI Al-Ishlah Sorong City.

Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal

Background: The development of quality education, as stated by the United Nations in the 4th Sustainable Development Goal of the 2030 Agenda, is a very relevant aspect to work on, and specifically, motivation can play an important role. Consequently, the development of intrinsic motivation (IM) in university education and searches for possible interventions have increased exponentially in the last decade. However, no reviews have been published analyzing the interventions and the results obtained. Therefore, the purpose of this review was to systematically analyze the development of IM in online education through the different intervention programs carried out in university teaching. Methods: A systematic review of PubMed, Web of Sciences and Scopus was performed according to PRISMA guidelines. Results: Of the 255 studies initially identified, 17 were thoroughly reviewed, and all interventions and outcomes were extracted and analyzed. Most of the interventions achieved better outcomes after implementation. Five types of possible courses of action to promote IM have been identified. Conclusions: It is worth highlighting the unanimity found regarding the importance of proposing specific approaches based on the development of IM in university online teaching since it promotes satisfaction regarding studying and greater involvement of students.

Head teachers' perceptions about time spent on teaching and learning: A context from Nepal

Purpose: The study explores the perceptions of head teachers about time spent on teaching and learning in their schools. Specifically, the study investigates the headteachers' perceptions of teacher-spent time (TST) in teaching and its implementation status in school-level education in Nepal. 
 Design/Methodology/Approach: It is based on the qualitative descriptive survey research design. It was carried out with ten community school headteachers of the Ilam district as the sample. Six of them belonged to three rural municipal areas, and four were from two municipal areas. The sample for the study was drawn purposively. A semi-structured interview was used to collect the data from the headteachers as the respondents, and the data was analyzed by applying the thematic analysis technique under five themes. 
 Findings: The result indicates that the disparity among the schools in terms of physical conditions and resources resulted in workload management problems, challenges with TST implementation, and weak supervision. 
 Conclusion: It was concluded that the promotion of teacher awareness about their profession was necessary for effective TST implementation and the overall development of quality education. 
 Limitations and Implications: The study uses only one variable-headteachers' perceptions of TST and a small sample that may affect the generalizability of the result. So, it is suggested that a further study be conducted covering various dimensions of TST. 
 Practical Implications: Despite these limitations, the study has a number of practical implications for the Nepalese education policy and practice as well as other contexts with a comparable set of circumstances. These include improving school leadership, enhancing teacher preparation, and addressing resource shortages to improve student learning outcomes.
 Contribution to Literature: The study can contribute to the literature on education by highlighting the perspectives of head teachers and providing insights into effective strategies for optimizing the amount of time spent on teaching and learning.

The Integration Models of Character Education in Social Studies: A Literature Review

Current character education needs to be integrated into every lesson, including the integration of character education in social science. The ideas that should be prioritized in character education are values such as experience, empathy for others, personal obligation, feelings of the same destiny, suffering, peaceful conflict solvers. This study aimed to determine how to integrated character education in social science learning in elementary schools. The method used in this research is a literature study using book sources and articles, both national and international journals. The study focus is to reveal models that can be used to integrate character education in social science in elementary schools. The result is that character education can be integrated with the following four models: ARCS, VC, CTL, and LVE models. These models have in common is integrating values ​​through contextual problems. These contextual problems are the main components for the development of values ​​that are integrated into character education. However, the differences between the four models can be distinguished by the nature, context and application of social science learning. The integration of character education in every subject is essential for students' readiness to face every problem in their life. Further research needs to clarify the effectiveness of these models in efforts to develop character education.

RELIGIOUS VALUES IN FOLKLORE OF KANG CIDRA IN PANCASILA CHARACTER EDUCATION

This study aims to analyze the religious values contained in the Wahyu puppet show of Kang Cidra’s student play Nyi Lucia Siti Aminah Subanto which can be the basis for the development of pancasila character education. Religious values in Catholicism include various aspects related to faith deepening and spiritual strengthening. This play is interesting to study because it is a representation of the sacred event of the crucifixion of Jesus Christ, so it contains teachings on religiosity that serve as a subject of faith for Catholics. The meaning of religious values is analyzed through dramatic structures and textures. The result of this study is that this play contains religious values, including: love, repentance, and loyalty. This value can be lived in everyday life as a development of character education for Catholics. The play Siswa Kang Cidra contains a meaning to invite Catholics to appreciate suffering through the story of the passion and death of Jesus Christ. On the other hand, this play also reveals a reflection of the inner religious attitude shown through Jesus’ disciples. God’s love and forgiveness is very clear in how God still accepts Peter even though he has denied it. This event changed Peter to repent and live by the teachings of Christ until the end of his life. Meanwhile, the act of betrayal by Judas was a reflection of the failure of the faith process. Repentance is the path to blessing because God always accepts repentant humans. The failure of the faith process is a sign that closeness to God is always faced with trials and obstacles. Misguidance due to trials and obstacles can occur if faith is weakened, and weakened faith allows people to make decisions that deviate from the teachings of Christ. For this reason, learning from the failure of the faith process is an effort to strengthen the belief that humans follow and proclaim the teachings of Jesus Christ. The religious values contained in the play include: loyalty, love, and repentance. These values can be lived out in everyday life as the development of Pancasila character education.

Exploring the Experiences in Developing Character Education through E-Learning During the COVID-19 Pandemic

The limited implementation of direct learning has forced lecturers and students to seek alternative learning solutions. E-learning has proven to be a suitable solution for optimal learning in this new era of education. Therefore, this qualitative phenomenology study aimed to explore the experiences of e-learning during the COVID-19 pandemic by analyzing two lecturers and 190 PK course students. Appropriate techniques and instruments were used to obtain data, and triangulation was performed to ensure its reliability. Furthermore, data analysis involved reduction, presentation, and conclusion. The results showed that (1) e-learning was implemented through various platforms such as WhatsApp Group for communication, Google Classroom for assignments and exams, and Zoom Meeting for virtual classes, (2) good learning outcomes were achieved through the use of various platforms and students’ involvement, and (3) the biggest challenge faced was the availability of electricity and internet access. The novelty of e-learning lies in its integration of different platforms with student-centered and self-directed activities.

Literature Study: Character Education Model of Elementary School Students

Character education for most parents is a top priority for sending their children to school according to the educational institution they choose. The development of character education in elementary schools has existed since the changes to the KTSP regulations. This research uses literature study method. The purpose of this study is to describe a model of character education for elementary school students. There were five articles that were analyzed. Based on the analysis of the character education model, a description of the forms of character education was found including through culture, which is often carried out in daily life which includes discipline, religious attitudes, independent attitudes, and also responsibility. The supporting factor is the existence of exemplary teachers, so that teachers who carry out their professions main goal is not to seek material, but to make a positive contribution to the formation of noble character. Learning at the elementary school level is integrated into the selection of learning models.
 Keywords: character education model, elementary school students

KONTRIBUSI PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER SISWA SEKOLAH DASARDI ERA REVOLUSI INDUSTRI 4.0

Education has a very influential role in shaping the character of students in every era, including in the era of the industrial revolution 4.0. The students’ character education is an important aspect of the implementation of learning in any field. However, this character education must be formed one of them with Islamic religious education, for example carrying out customs in schools, such as congregational Duha prayers, congregational midday prayers, tadarus, and others. The instilling character values ​​as part of the vision, mission, and goals of the institution and trying to make it happen through real activities is one of the strategies that can be applied in developing character education for students. Writing this article aims to determine the formation of students’ character through Islamic religious education in schools. The results showed that the formation of students' character through Islamic religious education was formed by learning aqidah as the basis of religion, learning the Koran and hadith as a way of life and as a legal guide in worship, and learning morals as a guide. guide. for good or bad behavior. Quality education is education that can shape the character of its students. This study concludes that individuals must familiarize themselves with the realization of teachings that are in harmony with Islamic teachings to have a wise personality.

KEARIFAN LOKAL BALI DALAM MEMBANGUN KARAKTER SISWA SEKOLAH DASAR

The purpose of this study is to convey thoughts about the role of Balinese local wisdom in developing character education. Indonesia, which is currently experiencing a degradation of character values as shown by the low manners of teenagers, brawls, cheating culture and the behavior of corrupt officials, illustrates that implementing good education in schools, families and communities does not build the character of this nation. To overcome this problem, one way that can be done is to explore the national character, especially the integration of local Balinese wisdom in implementing education in schools. (a) Local wisdom integrated into character education is: (1) Tumpek Uduh, (2) Tumpek Kandang, (3) tattwan asi, (4) subak, (5) salunglung sebaya taka, (6) asta kosala-kosali, (7) Shanti greetings, (8) Nyepi Day, (9) ngopin, (10) medelokan, (11) resik, (12) menyama beraya, (13) eling, (14) swadharma, and (15) other cultures. (b) Balinese local wisdom can be integrated into character education by: (1) integrating in building school culture, (2) integrating in building class culture, and (3) integrating in learning, both in carrying out education and promoting Balinese culture that appropriate or relevant to the subject matter in learning.Keywords: Character, Balinese Local Wisdom, Elementary School Students

Peran Kepemimpinan Kepala Madrasah dalam Mengembangkan Pendidikan Karakter di MTs Negeri 2 Lombok Timur

Madrasa as educational institutions with religious characteristics (Islam) aim to produce student outputs with character (akhlakul karimah). Educators or teachers are the spearhead in the formation of the character of students, and the head of madrasah has a very important role in developing character education, especially in mobilizing and coordinating all existing potential and educational resources. Character education is an effort to help the mental development of students both physically and mentally from their natural nature towards a better direction. This research aim to: 1) analyze the role of the principal in developing character education, 2) describe the implementation of character education, and 3) describe the values of character education developed. The type of research used is a qualitative research with a descriptive design. This research was conducted at MTs Negeri 2 Lombok Timur. Data analysis is carried out interactively and takes place continuously until it is complete so that the data is saturated. Activities in data analysis using the Miles and Huberman model are data reduction (data reduction), data presentation (data display), and conclusion drawing (verification). The results of this study indicate that: 1) the role of the madrasah principal in developing character education at MTs Negeri 2 Lombok Timur, namely: (a) the madrasa principal as a character education program developer (Manager), (b) the madrasa head as a character education program leader, (c) the head of the madrasa as a character education coach (Educator), (d) the head of the madrasa as a role model in the application of character education (Modelling), and (e) the head of the madrasa as a liaison to parents and the community (Connector). 2) the implementation of character education at MTs Negeri 2 Lombok Timur is carried out through: (a) integration in madrasa management, (b) integration in learning activities, (c) integration through extracurricular development, (d) integration in daily activities in madrasas. 3) Of the 18 character values according to the Ministry of National Education, there are six character values developed at MTs Negeri Lombok Timur, namely: (1) religious, (2) honest, (3) disciplined, (4) environmental care, (5) social care and, (6) responsibility.

Strategi Pengasuh Dalam Mengembangkan Pendidikan Karakter Pondok Pesantren As – Salma Bahrul Ulum Tambakberas Jombang

The purpose of this study was to find out the caregiver's strategy in developing character education period as well as the supporting and inhibiting factors at the Pondok Pesantren Putri As - Salma Bahrul Ulum Tambakberas Jombang. The approach used in this research is a qualitative approach with the type of case study research. The method used is observation, interviews, and documentation. The data analysis technique uses a qualitative descriptive analysis technique. The caregiver's strategies in developing character education for students at the Putri As - Salma Bahrul Ulum Islamic Boarding School Tambakberas, include: looking for quality teachers, good communication, showing exemplary, educating students with habits, fixing management. The supporting factor is the prohibition on leaving the Islamic boarding school, so that students are protected from outside influences. The inhibiting factor is the activities of students who are limited to Islamic boarding schools, so that the development of character education for students is not optimal. The results of this study indicate that the caregiver's strategy in developing character education for students is good and activities in Islamic boarding schools are able to support the development of character education for students.

Penguatan Karakter Peserta Didik Melalui Pembelajaran IPS Terpadu

Character is inherent in every individual which is reflected in behavior patterns in everyday life. A person's character is influenced by environmental factors (nurture) and innate factors (nature). This character education aims to develop a person's ability to make good and bad decisions, maintain what is good, and realize that goodness in everyday life wholeheartedly. Where at this time the condition of the Indonesian nation is experiencing a decline in character. We realize that if this demoralization is not corrected immediately, this nation that we love will be on the brink of collapse. Therefore character education is a habit, so the formation of one's character requires communities of character. The role of schools as communities of character in character education is very important. Schools develop character education processes through learning processes, habituation, extracurricular activities, and working with families and communities in their development.

PENGEMBANGAN PENDIDIKAN KARAKTER DALAM KURIKULUM MUATAN LOKAL BERBASIS BUDAYA DAERAH PADA SISWA SEKOLAH DASAR


 
 
 
 
 Curriculum needs due to local content based on regional culture as character education in elementary schools that children need are the nation's next generation. This is also a concern and needs to be developed in the city of Surakarta. Local content in schools will raise the awareness of students by educators to have characters that reflect the noble values ​​of Javanese culture, as part of local wisdom. The development of character education based on regional arts and culture is very important to do because: (a) there is an erosion of regional culture with the presence of "gadget" technology for children who prefer a culture that is more attractive to them; (b) there are still many children who do not have quality mental and character, such as making decisions to continue to a higher level of education they are still very dependent on their parents. The service team from the Unisri PPKn study program was dedicated to providing workshops on the implementation of a regional culture-based curriculum.
 Methods of implementing the activities carried out include counseling and training in implementing local content curriculum based on regional culture. The result of community service activities at SDN 01 Bumi Laweyan is that teachers can start implementing and implementing regional culture in daily learning activities such as greetings, greeting fellow friends and with teachers using smooth Javanese language.
 
 Keywords: Regional Culture, Implementation, Character Education
 
 
 

The Effectiveness of the POE2WE Model in Developing Student Character to Face the Challenges of the 21st Century

This study aims to assess the character building of students who learn using the POE2WE learning model. Character building, which is the focus of research, is religion, nationalism, integrity, cooperation, and autonomy. The study sample consisted of 170 students from 284 students at Siliwangi University, Galuh University, and Institute of Health Science of Ministry of Health in Tasikmalaya. It was selected using a purposive sampling method. The research method is survey research. The validity and reliability of the instruments were measured using the Alpha Cronbach and Pearson's correlation. The results showed that students have good religious character, nationalism, integrity, cooperation, and autonomy in learning. Meanwhile, there was a relationship between religious character, nationalism, integrity, cooperation, and autonomy in learning. Finally, this study shows that the POE2WE learning model contributes to developing character education for students to face the challenges of the 21st century.

PENGEMBANGAN KURIKULUM PENDIDIKAN KARAKTER DI MADRASAH BERBASIS KURIKULUM MERDEKA

This study examines the development of the character education curriculum in Madrasahs with reference to the Merdeka curriculum. The concept of the Merdeka curriculum is expected to be able to produce students who are knowledgeable, characterized, civilized, and noble according to the noble ideals of the Indonesian nation. Madrasahs as educational institutions must implement character education in the Merdeka curriculum with the concept of its Pancasila learner profile. The approach used in this research uses qualitative with the literature study method, researchers use several books, journals, and the results of recent observations as references. The findings reveal that the development of character education carried out in learning must be integrated into each subject, self-development, and Madrasah culture. Character values developed in students can be through two attitudes, namely spiritual and social. Spiritual is carrying out the teachings of the religion they adhere to, while social includes honest behavior, discipline, responsibility, courtesy, environmental care, and confidence in interacting with the environment. Some stages of learner character development can be passed through 1) knowledge, 2) implementation, and 3) habits.

TRACER STUDY TOLOK UKUR KUALIFIKASI MADRASAH

The purpose of this research is to find out; the implementation, function, and management objectives of the alumni empowerment strategy through tracer study activities and their evaluation; Research location: Madrasah Aliyah al-Amiriyyah Blokagung. The research method used is descriptive qualitative. Collecting data through observation, interviews, and documentation. Data analysis techniques using data reduction, data presentation, and drawing conclusions. The results of the study: implementation of the management strategy for empowering alumni: (a) Forming a family of alumni in the year of graduation; (b) Forming an alumni management for all members; (c) Appoint alumni who have a national reputation as alumni leaders; (d) Involve outstanding alumni in the publication of acceptance of new students; (e) Inviting alumni to events held both competitions and birthdays; (f) Presenting reputable alumni as motivators and fillers for activities. The functions and objectives of the management strategy for alumni empowerment are: (a) Evaluating tracer study activities as part of alumni empowerment in each graduate to measure the success of the implemented educational curriculum; (b) The need to review the educational curriculum so that it is able to achieve educational goals as expected by stakeholders; (c) monitoring the development of alumni as madrasah ambassadors for the community and government; (d) Monitoring results as a basis for activities to increase alumni activities that contribute to the development of educational quality. While the evaluation of tracer study activities is through (a) Drawing up a yearly alumni chart containing alumni identities and their activities; (b) holding meetings with alumni which are used to strengthen friendship as well as measure loyalty to the madrasah; (e) accommodate the messages and impressions of alumni to improve the quality of madrasas through a tracer study in the form of a google form application that can be accessed widely; (d) recruit alumni with high achievements and high loyalty as part of Madrasa management.

ANALISIS KEBUTUHAN KURIKULUM MUATAN LOKAL BERBASIS BUDAYA DAERAH DALAM PENGEMBANGAN PENDIDIKAN KARAKTER PADA SISWA SD

The purpose of the study is to: (1) analyze the needs of a local content curriculum (Mulok) based on regional culture in the development of character education in elementary school students in 2021 in the city of Surakarta. (2) make procedures for developing local content curricula based on regional culture. (3) testing the effectiveness of the regional culture-based local content curriculum (Mulok) in the development of character education in elementary school students in 2021 in the city of Surakarta. (3) Draft a guidebook for the local Content Curriculum (Mulok) based on regional culture in the development of character education in elementary school students in 2021 in the city of Surakarta for use in elementary schools in Surakarta, seen from educational, creative, and competitive aspects. Research methods through literature studies, interviews, surveys, observations, and documentation. Qualitative descriptive data analysis. About the local content curriculum (Mulok) based on regional culture in the development of character education in S D studentsin Surakarta, supported through psychological, educational, and socio-cultural approaches. The findings: (1) identification of various regional cultural activities in schools; benefits and objectives, materials used, and technical activities, (2) identification of local Content Curriculum figures; various regional cultural activities, (3) formulate character education based on regional culture

Nilai-nilai Pendidikan Akhlak dalam Al-Quran (Kajian Tafsir Surat An-Nahl Ayat 90-97)

The background of this research is that along with the times in this era of globalization, the inculcation of morals from an early age is still lacking, considering that many young people commit violations, such as fighting parents and teachers, smoking in class, skipping class, fights between students. student. Even though the government has implemented the 2013 curriculum system, which is about developing character education, it still tends towards cognitive abilities rather than towards developing the students' own character.This type of research is library research. The data sources used by researchers are primary data sources, namely Al-Quran Surah An-Nahl verses 90-97 and Tafsir al-Munir and al-Azhar. Secondary data sources are books and literature related to this research. The data collection technique that researchers used in this study was a documentation technique by collecting data on matters related to the research object in the form of books, commentaries, journals and so on. The data analysis technique uses deductive and inductive techniques.Based on the results of the research, it can be concluded that the educational values contained in surah an-Nahl verses 90-97 and according to the interpretations of al-Munir and al-Azhar are: (1) Fair is weighing equally, punishing those who are wrong, and justifying those who are wrong. Correct. Fair is divided into three, namely fair to Allah, fair to oneself and fair to others, (2) Keeping promises, Allah SWT forbids and threatens people who break agreements and Allah likens like a woman who is not sane who deciphers the threads spun that have been he spun firmly, (3) Patience, Allah SWT sees the patience of his servant by giving tests, for those who are weak will fall and for those who are strong will harvest the fruits of their patience.