Implementation Of Character Values Research Articles

Program Penguatan Dan Pembetukan Karakter Sejak Dini di SDN Pradah Kalikendal 1 Melalui Kegiatan Pembinaan Kenakalan Remaja

Various forms of juvenile delinquency carried out by students have recently become widespread. This reality really makes parents, teachers, community leaders and even the government feel angry. To overcome this problem, the government finally established a policy of strengthening the character of education for the entire community, including the education sector. Because of the importance of enforcing educational character in schools, the author conducted research aimed at examining the role of the educational ecosystem in implementing strengthening character education for students in schools. The method used in this research is a qualitative method by conducting interviews and surveys at schools based on the results of the analysis. The results obtained are that the implementation of character values ​​by school principals, in the form of socializing school policies regarding character education, provides an example in implementing character values ​​to students, and so on, teachers, in the form of: teachers as the center of school civilization, providing opportunities for opinions equally to students, assessing and reporting learning outcomes fairly and transparently, especially those related to instilling character values, forming students' personalities, and so on , staff/educational personnel in the form of: neat appearance. Speaking politely, and so on, parents/community in the form of mediators (building networks) with other institutions or communities in the action of instilling character values ​​in schools, actively participating in school adiwiyata, holding training in schools, holding training in schools by inviting students. experts, and so on. With synergy in strengthening the character of education in schools, a conducive atmosphere will directly be created in the school environment.

Implementasi Pengembangan Kurikulum PAI Berbasis Pendidikan Karakter

Education is one of the important elements in educating the nation's generation that must be managed properly in order to improve the nation's morals. This is because the essence of education is not just teaching, but also educating morals. This research is a library research that uses secondary data obtained through scientific articles and other relevant documents. The purpose of this research is to explain the implementation of PAI development which is oriented towards character education. The implementation of character values in PAI learning includes religious, integrity, character, discipline, responsibility, great interest in science, curiosity, confidence, respect for style, obedient to social rules, healthy lifestyle, aware between right and abigation, good job, and pay attention. To optimize the implementation of character education, it must receive support from all parties, especially teachers and parents who have a very important role.

Implementasi Penguatan Pendidikan Karakter Melalui Pembelajaran Jarak Jauh di Masa Pandemi Covid-19

Strengthening character for students is the main task of the world of education starting from pre-school, secondary school, and higher education, because it is a mandate of the Law. Strengthening character must be carried out even in the conditions of the Covid-19 pandemic, where all educational processes must be carried out through distance learning as stated in the Circular Letter of the Minister of Education and Culture. This research aims to photograph and describe how the implementation of character strengthening through distance learning (PJJ) during the co-19 pandemic. This research is a field research with a qualitative descriptive approach. This research is located at Muhammadiyah University Prof. Dr. HAMKA with research informants are the AIKA Institute, lecturers, and students. In obtaining the data, the authors used observation, interview, and documentation techniques. And in analyzing the data obtained by the author using the Miles and Huberman model analysis, with analytical activities including data reduction, data display, and conclusion drawing/verification. The results of this study are (1) the implementation of character values ​​through Al-Islam and Kemuhammadiyahan learning. AIKA is a core curriculum that specifically teaches students deep Islamic values. All AIKA courses must be taken by every student. The output of this learning is the formation of human learners who are pious, have noble character, are progressive and excel in science and technology as the embodiment of tajdid da'wah amar makruf nahi munkar. (2) Optimization of campus cooperation with parents of students. the role of the campus and parents is carried out as an effort to control the process of internalizing character values ​​during learning, because the campus and parents are an inseparable part of the development of students. (3) Through special character improvement programs, such as Student Baitul Arqam (BAM) activities, student recitations, learning to read the Koran, and dhuafa family assistance programs which are carried out in groups by each student taking Muhammadiyah courses.

Implementation of Character Values In The Thematic Learning Contained In Social Sciences In Ibtidaiyah Al Iman Merden Padureso Madrasah

This study aims to describe: 1) the implementation of character values , 2) barriers to implementing character values , and 3) solutions to overcome obstacles in implementing character education. This research is a qualitative descriptive study. Data collection techniques using observation, interviews, and documentation. Data analysis used steps of data collection, data reduction, data presentation, and drawing conclusions. The results showed that (1) the implementation of character values was carried out to foster social character, mutual respect and respect for students' opinions, interact and help each other, ask questions, explore students' knowledge and experiences, form an attitude of trust with their own abilities, and form a cooperative attitude. in groups, study hard, be polite and courteous. (2) Barriers to the implementation of character values are that there are some students who do not like learning, do not pay attention to the teacher's explanations, have difficulty in memorizing the material, and do not yet understand the character values applied in learning. (3) Solutions to overcome obstacles are carried out by teachers in collaboration with other teachers to provide guidance to students, principals and teachers also provide examples, remind students who commit violations, remind students to obey school rules, enter class on time and pay attention to the material explained. by the teacher.Keywords: Implementation, Social Studies, Character, Values, Thematic

Pelaksanaan Penanaman Nilai Karakter Religius, Disiplin, dan Rasa Ingin Tahu pada Pembelajaran Pendidikan Agama Islam di SMAS PGRI Rumpin

This study aims to describe the implementation of inculcating religious character values, discipline, and curiosity in Islamic religious education learning at SMAS PGRI Rumpin and to find out what obstacles exist in planting character values in Islamic religious education learning. This research is a qualitative research. The research subjects are the curriculum, PAI teachers, and students. Using data collection techniques by observation, interviews, and documentation. In analyzing the data, the researcher used qualitative analysis techniques with the steps of data collection, data reduction, data presentation, and drawing conclusions and verification. The results of the research findings indicate that the implementation of character values ​​in learning Islamic religious education is through a program to strengthen character education in schools, namely religious character, discipline and curiosity because before the start of learning. Students carry out tadarus, pray and pray before learning, and come on time at the time of learning, read the material to be studied and are given pus-pus/advice on positive habits so that in students religious character, discipline, and sense of belonging are formed. want to know as written in the teacher's curriculum and lesson plans. Meanwhile, the obstacle starts from the parental factor.
 Keywords: inculcation of character values, character education, Islamic religious education

Implementasi Full Day School pada Madrasah Tsanawiyah Negeri 3 Aceh Barat

Full day school is the implementation of 8 hours teaching and learning process in the schools per day from Monday to Friday. It aims at developing students’ full potential, strengthening character building, improving the quality of education. However, the goal of implementing full day school will not be achieved optimally if it is not managed properly. The purpose of this study was to describe and analyze the implementation of full day school. it was performed as a case study under a qualitative research approach. The research subjects were the head and deputy madrasah, teachers and students. Data was collected by interviews, observation and documentation. Data analysis was carried out through the stages of data reduction, data display, verification and conclusion. The results of the study concluded that the preparation carried out by madrasahs in the implementation of full day school is holding regular and scheduled meetings involving all school personnel, parents/guardians of students and madrasah committees. Through meeting activities, programs and schedules for implementing activities will be determined as well as preparing supporting facilities taking into account the available funds. The activity programs carried out are based on the implementation of character values and the development of the potential possessed by students. The Covid-19 pandemic has an impact on the implementation of full day school so that programs are not carried out according to plan.

Analisis Implementasi Nilai Karakter Melalui Layanan Home Visit pada Tema Udara Bersih bagi Kesehatan Siswa Kelas V SDN Sidototo Tahun Ajaran 2021/2022

<p><strong><em>Abstract</em></strong></p><p> </p><p><em>The study aimed to describe: the implementation of character values through home visit services, the obstacles, and the effort to deal with obstacles in implementing character values through home visit services in the theme of Fresh Air for Health to fifth grade students of SD Negeri Sidototo. It was qualitative method. The subjects were teachers and students of fifth grade. The results indicated that character values consisted of tolerance, disipline, honest, responsibility, environmental concern, curiosity, hard work, communication, cooperation, and perseverance. The home visit service applied the following aspects such as volunteerism, open-minded, activity, independence, dynamics, cohesiveness, normativity, and contemporary. The obstacles in implementing character values through home visit were the student’houses were far from the place for home visit activities, the students did not go to the home visit to study for various reasons, the students were jealous since their houses were not used as a place for home visit, the students had limited transportation, the learning facilities at the home visit were limited, and the students were pivky in making friends. The teachers made appropriate efforts to overcome the obstacles in implementing character values through home visit services.</em></p>

The Inculcation of Character Values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta

This study aimed to: 1) review the implementation of the Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta, 2) examine the process of inculcating character values of PPA Domby Kid's Hope 2 Yogyakarta, 3) find out the supporting and inhibiting factors in inculcating character values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta. This study employed a descriptive qualitative approach. Data were collected by observation, interview, documentation, and study of documents. Data analysis was conducted using the Miles and Huberman Interractive Model, which consisted of data collection, condensation, data display, and conclusion drawing. The validity of the data was obtained by using triangulation of the source. The results of the study showed that: 1) Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta using Holistic Integralistic Approach which develops all child's potencies either physical, cognitive, socio-emotional, and spiritual, 2) the implementation of character values was integrated with every mentoring activity by using habituation, exemplary, reward, and punishment, and civilizing Senyum, Sapa, Salam dan Terimakasih (3S-T). The main character values that were embedded in Domby Kid's Hope 2 foster children were religious, honest, disciplined, independent, tolerant, hard-working, caring, and respectful of others. In addition, 3) inhibiting factors that emerged according to this study were foster children's characters that have been formed before, time constraints, the attitude of foster children such as laziness, lack of fighting spirit, and inconsistencies, as well as mentor changes. Meanwhile, the support of foster children's parents, the commitment of the volunteers, and the spirit of mentoring children to be better were supporting factors in the inculcation of the character values in foster children.

The Concept of Sekolah Perjumpaan in Promoting Holistic Character Education

School is a place where children interact with other people, the possibility to be influenced or influence others is definitely there. Therefore, this article will discuss the implementation of Sekolah perjumpaan (Meeting School) must be applied in formal education to inculcate holistic personality of the students, because the values are closely related to the values practiced by character education such as: Pancasila, religious, honest, responsible, empathetic, commitment, and mutual respect for each other. Implementation of character values into practice in the sekolah perjumpaan, the approach of mental state (inner condition) and language (language) is used to shape the character of students. Furthermore, the school divides human relations into three parts (1) human relations with God (Trans-Subjective), (2) human relations with humans (Inter-Subjective), and (3) human relations with objects (Subjective). This type of relationship is universal and can be used in micro classes and macro classes. The student character is measured using both cognitive assessment and on Re-Cognitive assessment, namely assessment based on student commitment and behavior when interact with other people.

CHARACTER EDUCATION IN INDONESIA: HOW IS IT INTERNALIZED AND IMPLEMENTED IN VIRTUAL LEARNING?

Character education is an essential component in directing students to become complete human beings, namely human beings who are cognitively smart, emotionally intelligent, and able to actualize the values of goodness in social life. As currently learning is done virtually, character education is facing obstacles. This research uses mixed methods with sequential mixed methods strategy and sequential explanatory techniques. The research data were obtained through questionnaires filled out by elementary, middle, and high school teachers who participated in the e-workshop on developing the internalization of character values. 576 teachers filled out the research questionnaire. The collected data were then tabulated and analyzed to get a profile picture of the internalization and implementation of character education carried out by the teachers. The results showed that off the three ways used by to implement character education; habituation, integration, and emulation, only one of them is applied by teachers in schools. In addition, teachers experience difficulties in internalizing and implementing character values when learning is done virtually. This is due to the absence of physical meetings between teachers and students. In fact, it is understood that the internalization process plays an important role in the implementation of character values.

THE CHARACTER VALUES IMPLEMENTATON OF THEMATIC LEARNING IN PANCASLA AND CIVIC EDUCATION FOR 3rd GRADE STUDENTS OF SD N 01 TENGKLIK KARANGANYAR REGENCY

This article aims to describe: 1) the implementation of character values ​​in PPKn thematic learning, 2) supporting and inhibiting factors in the implementation of character values ​​in PPKn thematic learning, 3) solutions in overcoming the inhibiting factors in the implementation of character values. through thematic learning of PPKn content.
 This research is a qualitative descriptive study. The research was conducted at SD N 01 Tengklik, Karanganyar Regency. The data sources in this study consisted of third grade teachers and third grade students. Data collection techniques using observation, interviews, and documentation. The validity of the data was tested by increasing persistence and triangulation (source, technique and time). The data analysis technique uses an interactive model, namely data collection (data collection), data reduction (data reduction), data display (data presentation), and conclusion drawing/verification (drawing conclusions).
 The results of the study show that: 1) the implementation of character values ​​in the thematic learning of PPKn content is carried out by carrying out habituation activities that are routinely carried out every day, integrated character values ​​are religious, nationalist, independent, and mutual cooperation values. 2) The supporting factor in the implementation of these character values ​​is the teacher as an example to instill character values ​​and self-awareness of students to realize character values. The inhibiting factor is the lack of attention from family and community in planting character values. 3) The solution to overcome these obstacles is to invite collaboration between parents or guardians of students and teachers to take part in instilling character values.

Values Of Character Education In Their Learning Era

<p>Freedom of learning is an educational policy that was initiated in 2019. Free education is inseparable from the bonds of character values. Even though the policy of independent learning was able to produce several new regulations in the world of education, the implementation of character values as a form of virtuous human resources cannot be eliminated. The implementation of these character values can be applied in the process of teaching and learning activities in schools. The character values that are applied in independent learning include: (1) having faith, being devoted to God Almighty, and having a noble character, (2) global diversity,</p><p>(3) mutual cooperation, (4) independent, (5) critical reasoning, (6) creative. All of these values can be applied in teaching and learning activities in schools.</p>

Implementation of Character Education In Fostering Elementary School Students In Gelumbang, Indonesia

This paper is a qualitative research, which aimed at providing an overview of the implementation of character education in fostering students at SD Negeri 17 Gelumbang. The subjects in this study were the principal, teachers, and students. Data collection were carried out through interviews, observation and documentation. Data were analyzed by reduction, presentation, and conculsion. The results concluded that the implementation of character values ​​at SD Negeri 17 Gelumbang is carried out by internalizing character values ​​into compulsory subject matter, namely Islamic Religious Education, Citizenship Education, Indonesian Language, Mathematics, Social Sciences, Natural Sciences, and Physical Health Education through a learning process. The implementation of character values ​​at SD Negeri 17 Gelumbang is carried out programmatically.

ANALYSIS OF CHARACTER EDUCATION IMPLEMENTATION THROUGH 5 HABITS (SMILE, HANDSHAKE, GREETING, POLITENESS, AND COURTESY) IN SD NEGERI 1 KUTOSARI, KEBUMEN SUB-DISTRICT, KEBUMEN REGENCY IN ACADEMIC YEAR OF 2019/2020

<p><strong><em>Abstract </em></strong></p><p><em>The objectives of the research were: (1) to describe the implementation of character education through 5 habits in SD Negeri 1 Kutosari, (2) to describe the implication of character values about 5 habits in SD Negeri 1 Kutosari, (3) to analyze the obstacles and solutions in implementing 5 habits in SD Negeri 1 Kutosari. The research used descriptive qualitative research. Type of data was qualitative data. The researcher described the analysis of character education implementation through 5 habits. Data collection techniques included observations, interviews, and qualitative questionnaires. The data validity technique was triangulation of source. Data analysis techniques included data reduction, data presentation, and verification. The results showed that the implementation of 5 habits and the implementation of character values at school run well while the obstacle was the students failed to implement 5 habits at home. It affected the implementation of 5 habits at school. The solution was the teachers supervised and managed the students to implement 5 habits consistently in daily life. It concludes that the implementation of character education through 5 habits run very well</em><em> with cumulative presentation 96,2%</em><em> and the obstacle was handled by the teachers.</em></p>

Penguatan Karakter Anggota ‘Aisyiyah Melalui Penyuluhan Nilai-nilai Hijrah Rasulullah

Strengthening the character through the promotion of the values of the Prophet's migration was carried out as a responsive form of PP 'Aisyiyah Tabligh Assembly to the dynamics of globalization in an effort to member' Aisyiyah who is not a phobia and has resistance to the development of information technology but still holds firmly the values of the hijrah experienced by Rasulullah . Strengthening these character values is carried out through counseling with the recitation model in the monthly recitation in October 2019. The reinforcement results show that the counseling participants understand the values of the Prophet's migration which underlies the strength of personal character and as a member of the isy Aisyiyah organization in developing da'wah. Implementation of character values need to follow the Prophet migrated more intensive training on leadership twig 'Aisyiyah respectively.

Kepemimpinan Modern Berbasis Karakter Pesantren

Artikel ini membahas tentang relevansi dan reevaluasi pendidikan karakter pesantren dengan kebutuhan nilai-nilai karakter di masyarakat modern. Artikel ini menggunakan analisis deskriptif kualitatif terhadap obyek pembahasan dengan memanfaatkan sumber-sumber rereferensi tentang tema terkait. Artikel ini berargumen bahwa pendidikan nilai yang berlangsung di pesantren merupakan prototipe pendidikan karakter yang masih relevan bagi kebutuhan masyarakat dan dapat diadopsi untuk regenerasi kepemimpinan bangsa. Kesintasan (survival) dan eksistensi pesantren salaf dan khalaf yang tetap dibutuhkan oleh masyarakat membuktikan relevansi pendidikan karakter ala pesantren tersebut. Namun demikian, artikel ini juga memberi catatan tebal bahwa pendidikan karakter pesantren tidak menggaransi bagi proses obyektivasi dan implementasi nilai-nilai karakter oleh para alumninya dalam kehidupan nyata di masyarakat. Hal ini terjadi karena hubungan antara pendidikan karakter di pesantren dengan obyektivasi dan implementasi nilai-nilai karakter oleh para alumninya di masyarakat bukanlah hubungan yang linear, verbatim dan aksiomatik. Oleh karena itu, artikel ini juga menawarkan solusi agar pendidikan nilai-nilai karakter di pesantren harus berjalan secara tandem dengan proses kapasitasi mekanisme pertahanan internal dan pengawasan eksternal di kalangan para santri.

Pendidikan Karakter Melalui Pembelajaran Tahfidz Al-Qur’an Berbasis Metode Ummi Bagi Siswa SDIT Salsabilla Sleman

This study aims to determine the steps of character education through the Al Qur`an SDIT Salsabila 8 Sleman tahfidz program, to identify the character values of Salsabila 8 Sleman SDIT students through the Al Quran tahfidz program, and to determine the evaluation of character education through the Al Quran tahfidz program. This study uses a qualitative descriptive study with data triagulation analysis techniques. To obtain information the researchers used interview, observation and documentation techniques with the subject of the teacher and the principal. Based on the results obtained: Steps in character education through learning the Koran tahfidz at SDIT Salsabila; 1) Preparing the teaching staff, 2) mapping the levels of students, 3) Grouping, 4) Making a schedule, 5) implementation. Implementation of character values that are applied through learning Tahfidz Al Qur'an at SDIT Salsabila 8 Sleman there are 18 characters, but there are 7 dominant character values that appear including: 1) Religion, 2) honest, 3) hard work, 4) fond of reading, 5) creative, 6) responsible, and 7) discipline. Evaluation of character learning through Al Quran tahfidz education at SDIT Salsabila 8 Sleman has been going well where students will be evaluated daily and at the end of the semester by examiners and controlled through achievement books.

IMPLEMENTASI NILAI-NILAI KARAKTER DALAM PEMBELAJARAN TEMATIK KELAS III SDIT DARUL HASAN PADANGSIDIMPUAN

Abstract This study aims to describe the implementation of character values in thematic learning, character values developed and find out the supporting factors and inhibiting factors for the implementation of character values in class III SDIT Darul Hasan Padangsidimpuan thematic learning. This study uses a qualitative approach with descriptive types. The research subjects were class III students and homerooms and principals to support the data. This research was conducted at SDIT Darul Hasan Padangsidimpuan in the odd semester of the 2017/2018 academic year. Data collection techniques used by observation, interviews and documentation. Data analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. Data validity technique with source and technique triangulation. The results of the study show that the implementation of character values includes planning and implementation. In planning learning consists of syllabus from the service / government and RPP made by the teacher. Whereas in its implementation, the teacher in implementing character values through learning activities and methods of learning, assessment, discipline, discipline, habituation and example. Character values developed by the teacher in thematic learning character values are obtained which often appear values of other characters that rarely appear. The main supporters in the implementation of character values are school through activities and facilities, teachers through exemplary, learning strategies, media and learning resources. The inhibiting factor is the environment, students and time. Keywords: Implementation, Character Values, Thematic Learning.

INSTILLING CHARACTER VALUES IN EARLY CHILDHOOD IN THE PERSPECTIVE OF CURRICULUM AND PARENTING (MULTI-SITE STUDY IN PAUD ISLAM SABILAL MUHTADIN AND PAUD MAWADDAH, BANJARMASIN, INDONESIA)

Instilling character values since early childhood is a responsibility of parents, educators, tutors, society, and government. For this reason, togetherness, harmony, and partnership in instilling the character values from early childhood must be supported and optimized together. Therefore, this article will discuss the implementation of character values in early childhood in the perspective of the curriculum and parenting of parents at PAUD Islam Sabilal Muhtadin and PAUD Mawaddah, Banjarmasin. Both of these schools apply the implementation of character values through curriculum and parenting parents. This study used the qualitative technique with exposure of informant finding in descriptive. Data collection techniques in this research is by observing participant, interview deeply and documentation analysis. This research was conducted more than one site with the different characteristic (multisite). Based on the results of the analysis of the study, it is concluded that: 1) Implementation of curriculum management supports the implementation of character values in PAUD Islam Sabilal Muhtadin and PAUD Islam Mawaddah Banjarmasin integrated into learning activities in groups and the center of the curriculum are made before the early semester, it is made by the headmaster as well as teacher, and it is made according to the stages of students development 2) Implementation of the program management is carried between school and parents in implementing of parenting through parenting’s activity, family day and other activities 3) Implementation strategies which are used in character education in both schools are habituation, exemplary, assignment, direction and conditioning (cultural). Article visualizations:

Character Based Physical Education Model

The purpose of this study was intended to obtain an integrated character education model of physical education by using experimental methods with group pretest-posttest design in a class that is determined based on random cluster sampling. This stage begins with the selection of schools, training of physical education teachers, and experimental models of character education. Data collected from the learning process, pre and posttest and processed using t-tests. The result showed that the implementation of character values in teaching physical education increased with the addition of the frequency of the number of treatments Award; there are significant differences between the scores implementation of the values of characters in the beginning and the ending of treatment.