Effect Of Character Education Research Articles

Implementasi Pendidikan Karakter dalam Pembentukan Taruna Pelayaran

Character education has its own uniqueness when applied in the context of shipping cadet education. Sailing cadets are those who are undergoing education to become reliable sailors or sailors. In this profession, it requires not only technical expertise in navigation and ship operations, but also a strong character to face challenges in an often harsh and dangerous maritime environment. Qualitative method with case study is a suitable research approach to investigate the implementation of character education in the formation of shipping cadets. Through this method, research will be conducted in depth to understand how character education is integrated in curriculum and daily practice in specific shipping schools. In this context, research shows that there is a need to strengthen the integration of character education in the cruise education curriculum to ensure that character values and principles are not only taught separately, but also integrated in every aspect of cadet learning and experience. This can be done through the development of more holistic and well-rounded programs, as well as through training for cruise school faculty and staff to understand how to best integrate character education into their teaching. Studies show that cadets consider strong character important in the maritime profession. However, there are variations in their views on the effectiveness of character education in cruise schools. There needs to be stronger integration between character education and technical curriculum, as well as training for shipping school teachers and staff. The findings of this study provide the basis for the development of more effective strategies in improving the integration of character education in cruise schools.

The Effectiveness of Textbook Character Education-Based in Madrasah Aliyah at Gorontalo

The objective of this study is to find out the effectiveness of character education in Madrasah Aliyah at Gorontalo. Four Madrasah Aliyah are used as research settings such as MAN Insan Cendekia, Madrasah Aliyah al-Khairaat, Madrasah Aliyah Muhammadiyah, and Madrasah Aliyah al-Yusra. The number of subjects in this study was 221 students divided into two groups control groups as many as 114 students and experimental groups of 107 students. In addition, researchers also involved four lecturers of the poetry appreciation universities. This study used an experimental method with an independent t-test model that compares the difference between the pre-test and post-test values ​​of the control class and the experimental class. The result of the analysis shows that the average score of the experimental group is 15.68 and the control group average is 10.86. Then an independent t-test result of the t-count is 5.087 along with a significance value of 0.000. Due to the significance of 0.000 <0.05, the Ho was rejected and there was a significant difference between the pretest and the post-test, the experimental group and the control group. Thus, the character-based education is effectively used in higher education.

The Effect of Character Education on Students' Learning Motivation

Penelitian ini bertujuan untuk mengetahui pengaruh pendidikan karakter terhadap motivasi belajar siswa kelas V SD Swasta Assisi Medan tahun pembelajaran 2021/2022. Populasi dalam penelitian ini adalah seluruh siswa SD Swasta Assisi Medan. Metode yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif jenis survei. Sampel yang digunakan dalam penelitian ini adalah <em>simple random sampling</em>, dalam penelitian ini peneliti memilih kelas V sebagai sampel penelitian sejumlah 40 siswa. Alat pengumpulan data yang digunakan peneliti adalah angket yang dibagikan kepada 40 orang siswa yaitu angket pendidikan karakter dan angket motivasi belajar. Untuk menguji hipotesis, uji hipotesis yang digunakan adalah uji hipotesis uji -t. Hasil penelitian menunjukkan bahwa pendidikan karakter (X) memiliki nilai rata – rata 80,57 yang di interpretasikan sebagai tinggi dan motivasi belajar (Y) memiliki nilai rata – rata 92,37 yang diinterpretasikan sebagai sangat tinggi. Hasil koefisien korelasi dalam penelitian ini adalah dengan hasil pengujian hipotesis menggunakan uji -t di peroleh hasil > dengan hasil 3,204 > 1,685 dengan taraf signifikan (α = 0,05) maka Ho ditolak dan Ha diterima yaitu ada pengaruh yang signifikan antara pendidikan karakter terhadap motivasi belajar siswa kelas V SD Swasta Assisi Medan.

Pengaruh Pendidikan Karakter, Budaya Sekolah, dan Keterampilan Mengajar Guru Terhadap Prestasi Belajar Siswa Di MAN 2 Banyumas

This research is categorized as quantitative research with a survey method at MAN 2 Banyumas. This study aims to analyze: (1) The effect of character education on student achievement at MAN 2 Banyumas; (2) The influence of school culture on student achievement in MAN 2 Banyumas; (3) The effect of teacher teaching skills on student achievement in MAN 2 Banyumas; (4) The influence of character education, school culture and teacher teaching skills on student achievement in MAN 2 Banyumas. This study used a population of students of class X, XI, Science and Social Sciences at MAN 2 Banyumas with 848 students. As for this study, for taking samples using random numbers so that a total of 170 students were obtained. This study uses multiple regression analysis, classical assumption test, F test, t-test, and coefficient of determination. Based on the results of research and data analysis with the SPSS 23 program, it shows that: (1) There is a positive influence between character education on student achievement at MAN 2 Banyumas; (2) There is a positive influence between school culture on student achievement in MAN 2 Banyumas; (3) There is a positive influence between teacher teaching skills on student achievement in MAN 2 Banyumas; (4) There is a positive influence between character education, school culture, and teacher teaching skills on student achievement in MAN 2 Banyumas.

THE EFFECT OF CHARACTER EDUCATION AND THE ROLE OF TEACHERS ON THE COMPETENCY OF STUDENTS IN ACCOUNTING AND FINANCE PROGRAM SMKN 1 TORAJA UTARA

The World of Business and the World of Industry requires competent human resources and prioritizes human resources who have character according to company criteria. As a school that prepares students to enter the world of work, Vocational High School is required to answer the needs of the world of work. From this problem, this research was conducted to see the effect of character education and the role of teachers on the competence of students majoring in accounting and financial institutions at SMKN 1 Toraja Utara, using quantitative research methods. The research results showed a positive influence between character education and student competence shown in the sig results. Deviation from linearity of character education 0.641> 0.05, which means that there is a linear relationship between character education and student competence, further proof is done through a correlation test which shows a significant result of 0.00 <0.05 and a Pearson Correlation value of 0.715, which means that there is a correlation between character education and student competence. With the degree of strong category relationship. Likewise, the teacher's role in student competence has a positive influence on sig results. Deviation from the linearity of character education is 0.333> 0.05, which means a linear relationship between the teacher's role and student competence. A correlation test is carried out which shows a significant result of 0.00 <0.05 and a Pearson Correlation value of 0.647, meaning a correlation between the teacher's role and student competence with degrees strong category relationship. From the results of the F test, it can be concluded that there is a simultaneous influence of character education and the role of teachers on the competence of students in financial accounting expertise programs and institutions at SMKN 1 Toraja Utara, where Fcount is more significant than F table (20,798. 3,33), with a significance value of 0,000. <0.05. Likewise, it can be seen from the coefficient of determination of 0.598, which means that 59.8% of character education and the role of teachers affect student competence, while variations influence the remaining 40.2% in other variables.

Analisis Pengaruh Pendidikan Karakter, Status Sosial dan Jiwa Humanis terhadap Budaya Keselamatan dan Kesehatan Kerja (Studi Pada Universitas Pamulang)

This study aims to determine the effect of character education and social status on the culture of Occupational Safety and Health (K3) (a study at Pamulang University). This research is a causal quantitative research (cause and effect by processing numerical data), using a survey method of data collection through distributing questionnaires to Pamulang University students of Management Study Program, by determining the sample using the Slovin formula. Data analysis used validity test analysis, reliability test, classical assumption test, multiple regression analysis, correlation coefficient analysis, determination coefficient analysis, t test, and F test. Data obtained from respondents were processed using SPSS 26. The results showed that there was an influence between character education, social status and a humanist spirit towards K3 culture. Based on the results of the study, the conclusions of the research results are as follows: the results of character education (X1), social status (X2) and a humanist spirit (X2) together have a very significant effect on the K3 (Occupational Health and Safety) culture of students in the Management Study Program at Pamulang University.

EFFECT OF CHARACTER EDUCATION TO STUDENT LEARNING OUTCOMES OF SD NEGERI 006 RAMBAH SAMO DISTRICT

Character building should be something that must be done continuously without stopping either through coaching, habituation, coaching and other things that improve the character improvement of students. The characters that have been formed will show student behavior through attitudes. Based on observations made at SD Negeri 002 Rambah Samo for the 2019/2020 school year, character education has been implemented through several indicators of character education, so that it will have an impact on student achievement. This study aims to reveal whether there is an effect of character education on student achievement in SD Negeri 006, Rambah Samo District. The hypothesis proposed in this study is character education has an effect on learning achievement. This type of research is simple linear correlation and regression. The research method used in this research is correlational quantitative method. The population in this study were high-grade students (Class IV, V and VI) SD Negeri 006 Rambah Samo, Rokan Hulu Regency, totaling 107 students. The sample size was determined using the Slovin formula, so that the total sample size was 84 students. Data were collected using a Likert scale model questionnaire which has been tested for validity and reliability. Test the questionnaire by comparingvalue Cronbach's alpha (0.620). The results obtained in testing the research instrument were 0.848, greater than 0.620, so the research instrument was said to be reliable or valid. The results of data analysis showed that the effect of character education on learning achievement was obtained by 52.3%. The level of achievement of the character education variable is in the quite good category, namely 79.25%. Meanwhile, the level of the respondents' achievement in the learning achievement variable was obtained by 77.26% with a fairly good category.

신체활동을 통한 유아인성교육이 유아의 자기조절력, 친사회적 행동, 신체활동 즐거움에 미치는 효과

본 연구의 목적은 신체활동을 통한 유아인성교육이 유아의 자기조절력, 친사회적 행동, 신체활동 즐거움에 미치는 효과를 검증하는데 있다. 이를 위해 S시에 위치한 N유치원의 만 5세 유아 40명을 연구대상으로 선정하고, 이를 실험집단 20명과 비교집단 20명으로 나누어 8주에 걸쳐 연구를 실시하였다. 실험집단 유아들에게는 신체활동을 통한 유아인성교육을 적용하였으며, 비교집단 유아들에게는 토의활동을 통한 인성교육을 적용하였다. 연구결과 신체활동을 통한 유아인성교육을 적용한 실험집단 유아가 토의활동을 통한 인성교육을 적용한 비교집단 유아보다 자기조절력, 친사회적 행동, 신체활동 즐거움이 통계적으로 유의미한 수준에서 더 높은 것으로 나타났다. 본 연구결과는 신체활동을 통한 유아인성교육이 유아의 자기조절력, 친사회적 행동, 신체활동 즐거움을 증진시키는데 보다 더 효과적인 교수방법임을 시사한다.

TANTANGAN DAN PELUANG IMPLEMENTASI PENDIDIKAN KARAKTER DALAM PRAKTEK KERJA LAPANGAN (PKL) DI ERA INDUSTRI 4.0

This study aims to determine (1) the influence of the industrial era 4.0 on the implementation of street vendors in SMK Negeri 2 Manokwari (2) the effect of strengthening character education on the implementation of street vendors in SMK Negeri 2 Manokwari. (3) Simultaneous influence of character education and industry era on the implementation of street vendors in SMK Negeri 2. Manokwari (4) The challenges of implementing street vendors in SMK Negeri 2 Manokwari. (5) Opportunities for implementing street vendors in SMK Negeri 2 Manokwari. The method used in this study is a quantitative method with quantitative analysis techniques. The results showed that: (1) There was no effect of the industrial era 4.0 on the implementation of street vendors in SMK Negeri 2 Manokwari. (2) There is an effect of strengthening character education on the implementation of street vendors in SMK Negeri 2 Manokwari. The effect of character education and industry era simultaneously on the implementation of street vendors in SMK Negeri 2. Manokwari. (3) The biggest challenge in implementing street vendors in SMK Negeri 2 Manokwari is family economic factors: the importance of strengthening the competency of students at apprenticeship, both in related OPDs, or in existing training bodies

MODEL PENGEMBANGAN PENDIDIKAN KARAKTER BERBASIS PENGUATAN BUDAYA SEKOLAH RELIGIUS DI SMA ISLAM SULTAN AGUNG 3 SEMARANG

The problem of national identity and character lately is at risk. The number of negative events and behaviors, both individually and in groups in the community, illustrates the degadration of the nation's moral values. The character crisis is characterized by an increasing number in crime and violence in the society, including in the world of education. This fact encourages the emergence of various lawsuits on the effectiveness of character education in schools which so far have been seen by some communities as having failed in building students' affection with eternal values and being able to answer the challenges of the changing times.That the crisis of character, one of which is caused by a lack of understanding and practice of religious teachings. Religious characters that require students to understand and be able to practice the teachings of their religion become one of the most important character points in order to improve the good character of students. Religious becomes the foundation of the nation's character, so we need a way to build religious character for each student. Departing from this, in this article the author will discuss about the development model of religious school culture-based character education. The problem in this article will be focused first, on how to develop character education models based on the strengthening of religious school culture in Sultan Agung 3 Islamic High School Semarang; second, how the results of the implementation of the development of character education based on strengthening the culture of religious schools in Sultan Agung 3 Islamic High School Semarang. This article is the result of a qualitative descriptive study conducted by the author at Sultan Agung 3 Islamic Senior High School Semarang. From the research conducted by the author, the results of this research are: the model of character education development based on strengthening the religious school culture is needed in order to increase the effectiveness of character education in schools.�Keywords: Character education, character crisis, religious school culture.�

도덕과 교육에서 인성교육의 효과성 검증 방법

현재 한국의 초･중등학교에서 인성교육은 범교과적으로 이루어지고 있다. 그 중에서도 도덕과 교육은 학교 인성교육의 핵심 교과 역할을 수행한다. 왜냐하면 이론과 실천, 양성기관과 교육과정 등에서 모든 면을 갖추고 있기 때문이다.BR 그런데 현행 도덕과 교육의 일반적인 경향이 그러하듯이, 인성교육의 효과를 검증하려는 노력은 상대적으로 부족했다. 효과 검증은 향후 교육을 위한 중요한 밑거름이기 때문에 반드시 필요하다. 도덕과 교육에서 도덕성 측정에 대한 이론적 논의는 주로 도덕 심리학 분야에서 진행되어야 함에도 불구하고 지금까지 한국의 도덕 심리학적 조류는 또 하나의 교과 이론에 안주하고 있다. 도덕 심리학에 대한 이해는 도덕과 교육에서 효과성 검증을 위한 논의의 토대를 마련하고, 더 나아가 현장 교사들이 손쉽게 활용할 수 있는 검증 절차를 제시하는데 도움을 줄 수 있어야 한다.BR 본 연구는 현장 교사들이 도덕과 교육에서의 인성교육의 효과를 검증해 볼 수 있도록 관련 프로그램의 절차에 따라 화면을 통해서 제시한다. 본 연구에서는 다음의 세 가지 단계를 제시한다. ①도덕과 성취기준 분석 및 관련 인성 구인 추출, ②측정 문항 선정 및 측정 실행, ③측정 결과 분석 및 향후 교육 시사점 도출의 단계.BR 본 연구는 향후 도덕과 교육의 효과성 측정 면에서의 과제를 제시한다. 현행 도덕과 교육은 국가 교육과정 설계상에서 효과 측정을 위한 명확한 구인을 설정하는 데 제한점을 갖고 있다. 이러한 제한점을 극복하기 위해 도덕적 역량 개념을 도덕과 교육과정 속에 포함하기를 제안한다.

네트워크 분석법을 활용한 인성교육 효과성 검증

네트워크 분석법을 활용한 인성교육 효과성 검증

IMPLEMENTASI PENDIDIKAN KARAKTER DALAM PERKULIAHAN

Mentality is related to ways of thinking that have become habits, or habits of thought. And a habit, generally formed through habituation. Therefore mentality can be formed, by way of habituation and coaching. Efforts to refract and guide need to touch two factors at once: ways of thinking and the environment. And the educational environment is one way out to foster the character of the younger generation in a directed, programmed, and optimal way so that young people who are intelligent intellectual and moral quality can be formed. Planting character values that are integrated in lectures can be expected to be internalized in students. The courses taught are not just theoretical knowledge, but can also be shown in the form of behavior in preparation for The research steps are plan, action, observation, and reflection. The research subjects were students in the 4th semester Learning Planning lectures in the STKIP PGRI Tulungagung economic education department. The method of implementation is(1) conveying character values when delivering learning planning as a basis for completing tasks; (2) delivery of values associated with the content of learning planning material; and (3) monitoring internalization of values through interviews and weekly task consultations, assessment points include indicator hard work points in the form of consultative discipline and task quality, indicator collaboration points in the form of division of roles, communication, interactions, and initiatives in study groups. The results of the character education implementation study showed an increase towards the good behavior of students and able to improve student achievement. Learning achievement is considered as a side effect of character education in the learning process.

Experiential learning theory (ELT)-based classical guidance model to improve responsible character

This research aims to: (1) determine the improvement of responsible character of students before and after experiencing character education based on classical guidance service using Experiential Learning Theory (ELT) approach; (2) determine the effectiveness of character education based on classical guidance service ELT approach. This is a quantitative study using pre-experimental One-Group Pretest-Posttest Design. The data collection used Responsible Character Questionnaire with reliability 0.788 in Alpha Cronbach. Subjects in this study were 30 students of class VII A batch 2014-2015 in Kanisius Junior High Schools, Yogyakarta. The results of the study show that: (1) there is an improvement in responsible character of students before and after experiencing seen from the score distribution in each category and from the average score; (2) based on the t-test, there is a significant improvement in the students' responsible character in the Sig. value of (2-tailed) (0.001)<(0.05). Therefore, the implementation of classical guidance service using ELT approach is effective in improving the students' responsible character.

가해자 집단의 인성 특징에 따른괴롭힘 역할 성향 및 인성교육의 효과성 차이

가해자 집단의 인성 특징에 따른괴롭힘 역할 성향 및 인성교육의 효과성 차이

Dewey’s Aesthetics and Today’s Moral Education

Dewey’s Aesthetics and Today’s Moral Education Jiwon Kim (bio) Today we face many new issues in terms of technology, political and economic relations, humanities, and ecological environment. In addition, these complex interests are shaped by responses to globalization and multiculturalism; and they are becoming more influential to individual lives. This kind of era requires understanding of and sensitivity to diverse needs, communication, and collaboration. Therefore, mere inculcation or transmission of knowledge has limitations in preparing students to live meaningfully in a changing world. Instead, students need embodied reasoning. A meaningful and harmonious life coupled with responding to one’s environment is always a goal of education, in particular, moral education. In a new century, we need to rethink the fundamental meaning of morality and moral education. As a few recent researchers claim,1 obeying a society’s rules, laws, and regulations or possessing certain virtues such as knowledge does not necessarily make us moral; it may just rather cause us to benumb the virtuous consciousness. In this view of moral education, we need to examine our current system of moral education. As a contemporary and systemic effort, character education dominates the field of practice in moral education. Philosophers and practitioners of character education convince themselves and their students that books on moral theory will tell us how we ought to behave. However, recent thinkers interested in moral education have argued about the effectiveness of character education. It could be argued that deficiencies in contemporary school-based moral education have led us down this path to narrowly cognitive, character trait, or general values list approaches. It should be also questioned whether it is possible to teach virtues directly and whether indoctrination as the method of such inculcation of virtues is an appropriate method of education.2 The overall problem is grounded in a misguided view of reason, following mind versus body dualism and neglecting the importance of aesthetic dimensions of experience. Consequently, moral reasoning has been regarded as consisting primarily of discerning the appropriate [End Page 62] universal moral principle that tells us the single “right thing to do” in a given situation. 3 Recent empirical research in the cognitive sciences has revealed this concept to be false; both our concepts and our reasoning about them are grounded in the nature of our bodily experience and are structured by various kinds of imaginative processes. We need to provide students the opportunity—in time and space—to reason imaginatively and empathetically about how their various actions might alter their lives and affect the lives of others. For this, it is necessary to change our views of reason and meaning, grounded by a far deeper exploration into the qualities, feelings, emotions, and bodily processes that make aesthetic moral education possible. There is a rich tradition, culminating in the work of the pragmatist philosopher John Dewey, which gives pride of place to aesthetics. Dewey insists that “arts are educative,” so that “they open the door to an expansion of meaning and to an enlarged capacity to experience the world.”4 This insight retains remarkable implications for today’s moral education. Aesthetic experience is holistic, taking us to a deeper understanding and more enjoyable appreciation and investigation of everything that goes into human meaning making, regardless of whether it is artistic or not. For Dewey, education needs aesthetic elements such as responsiveness, an emotional reaction supplying a delicacy and quickness of recognition, sensitiveness, and susceptibility. Dewey also states that the individual has a natural tendency to react in such an emotional way, but this natural disposition requires cultivation, and aesthetic experience affords the training of an emotional reaction and responsiveness. First, I will explore Dewey’s aesthetic theory in relation to moral education. Then, I will address what difference the characteristics inherent to aesthetic experience—feelings and emotions, imagination, and embodiment—make in moral education for a new century. Dewey’s Aesthetic Theory Dewey’s theory of art is the key to his entire philosophy, because his philosophy is “all that he meticulously worked on in the areas of logic, metaphysics, epistemology, and psychology brought to culmination in his understanding of the aesthetic and art.”5 However, it has been only since the...