Strengthening Character Research Articles

PENGUATAN PENDIDIKAN KARAKTER (PPK) BERBASIS BUDAYA SEKOLAH

Abstract: This study aims to describe the imple-mentation of the strengthening of character education based on school culture in SMP Khadijah 2 Surabaya along with inhibiting factors and school strategies in overcoming inhibiting factors Strengthening school culture-based character education at SMP Khadijah 2 Surabaya. This research is a qualitative descriptive study, data collection techniques used are observation, interview and documentation. Data analysis uses interactive miles, hubermen and saldana data analysis models, namely data condensation, data presentation and conclusion drawing. The results showed that the strengthening of school culture-based character edu-cation was done by accustoming the main values of religious values, providing role models among school members, involving all stakeholders, developing and complying with school norms, regulations and traditions, developing Branding Schools, developing literacy activities, developing interests, talents, and potentials through extracurricular activities and providing mentoring. The impact of the application of Strengthening character education at SMP Khadijah 2 Surabaya is that there is a significant increase in the character development of students, students are accustomed to doing 5S, students who usually pray not on time become prayers on time, students who are usually late for school, now are not late to enter school.Keywords: character education, school, values

The Effect of Strengthening Character Education on Tolerance Increasing and Development of Pancasila Students in Border Area: Case of West Kalimantan Province

This paper aims to explain the relationship between the variables of Principal Leadership (PL), Extracurricular in Schools (ES), Parents’ Participation (PP), Community Leaders (CL), and Border Area Development (BAD) on Strengthening Character Education (SCE). and Strengthening Character Education (SCE) on Improving Tolerance (IT) and Pancasila Student Profiles (PSP). This paper is a case study in the state border area in West Kalimantan Province which is carried out in 6 (six) Senior High Schools. The main data collection was carried out by distributing questionnaires with a sample size of 180 grade 11 students at the school who were obtained randomly (random sampling). Analysis using Structural Equation Modeling (SEM) with the help of the LISREL 8.70 program. The results showed PL, ES, PP, CL, and BAD on SCE, while SCE had a positive effect on IT and PSP. On the other hand, efforts to strengthening character education need to pay attention to the strength of indicators that contribute to each of these influence variables, including: the vision of the principal's character education, the availability of teaching staff / experts to support character education, provision of educational facilities character, socialization to increase awareness and tolerant behavior by involving non-formal leaders, attention to development that leads to increased understanding of differences in beliefs and ethnicities, and indicators of the availability of character education teachers in competent schools. Emphasis on these indicators will increase student tolerance and foster the profile of Pancasila students. Received: 9 April 2021 / Accepted: 19 August 2021 / Published: 5 September 2021

STRATEGY FOR THE IMPLEMENTATION OF STUDENT CHARACTER EDUCATION SENIOR HIGHS SCHOOL I MARON OF PROBOLINGGO

Strengthening character education in the Formal Education Unit is carried out by optimizing the function of the trip-center education partnership which includes schools, families, and communities. The implementation of KDP which optimizes the function of the education trip center is carried out with a class-based or integrated approach through learning activities, school culture, and the community. Research Type This research is a qualitative descriptive research type. Descriptive research is research that is intended to investigate circumstances, conditions, or other things that have been mentioned, the results of which are presented in the form of a research report. Based on the results of research and data analysis conducted by researchers regarding the strategy for implementing character education at SMAN 1 Maron, it can be concluded that the implementation of character education at SMAN 1 Maron is carried out in an integrated manner in every school activity through three main channels, namely 1) integrated through learning activities , 2) integrated through extracurricular activities, 3) integrated through cultural and habituation activities

Strengthening Character Education through E-Book during the COVID-19 Pandemic

The purpose of this study was to explore on strengthening character education through e-books for online or distance learning in the times of COVID-19. The present study employs a descriptive qualitative with the aim of being able to provide clear, objective, systematic, analytical descriptions and information, and critical aspect of Character Education-Based E-book for learning during the Covid 19 era in higher education. There were several steps such as collecting the required data, then classification and description were carried out. The sources of data in this study were government policies, books and articles concerning the implementation of distance learning during the covid 19 period and character education. The method used to collect research data is in the form of literary data that has been selected, searched, presented, and analyzed. The application of Indonesian e-books based on character education is a solution that can be done to overcome the problems of character education during the COVID-19 crisis, especially regarding the use of diction and literature. Findings suggests that in utilizing E-book, character values ​​can be inserted in the introduction, materials, and assignments to induce character values to students. Additionally, the e-book was developed based on the curriculum and the values ​​of character education. E-books are provided in online learning and can be studied by students from their homes both online and offline. In order to attract the attention of students, the e-book must be designed to be visually attractive so that the material within can be learned and easily understood by students.

PROGRAM GERAKAN LITERASI MA’ARIF DALAM MENINGKATKAN MODERASI BERAGAMA (WASATIYYAH ISLAM)

The purpose of this study is to describe religious moderation in Ma'arif Literacy Movement program, Nahdlatul Ulama Central Java in the period 2018-2023. This research method is descriptive qualitative by using the techniques of observation, documentation, and interviews to collect the data. The results show that religious moderation through Ma'arif Literacy Movement program was very effective in forming literate and moderate characters. The religious moderation characted instilled in Ma'arif Literacy Movement comes from Strengthening Character Education, basic principles of Aswaja Annahdliyah, Ukhuwah Nahdliyah, and Mabadi Khaira Ummah. The impact of the program makes teachers and students literate and moderate.Keywords: Religious Moderation; GLM, Literacy; Ma'arif; Students

The Development of Education Character Policy and Programs in Information Society of Kampung Cyber Yogyakarta

This ariticle presents studies about the Strengthening Character Education policy and practised in Kampung Cyber Yogyakarta's information society. The aim of this research was to describe how character education policy materializes in Kampung Cyber community's efforts in developing character education programs. The research was a qualitative research with a case study approach. The data were obtained through interviews, observation and documentation in the field directly. The results were divided into two things according to the main study. First, related to the dimensions and second related to the results of character education development in Kampung Cyber. The results show that the development of character education in Kampung Cyber covered five primary characters and targeted three fundamental problems: foundational problems, structural problems and operational problems. In general, the product of character education in Kampung Cyber was positive, because they can increase social-communal awareness, improve religious practice, and the synergy of character education and its natural habituation.
 Keywords: Education Character Policy, Strengthening Education Character

Pentingnya Pendidikan Karakter Di Masa Pandemi Covid 19

<p><em>Character</em><em> education is very important in order to shape the character of the nation. Character education can make students become social beings who help each other, are civilized and polite. Teaching and learning activities carried out in Indonesia previously were face-to-face or offline learning. At the time of face-to-face or offline learning, teachers can easily observe the character of students and can provide direction and character education easily. However, the COVID-19 pandemic has forced the change of face-to-face or offline learning to be replaced by online or virtual. For this reason, collaboration and communication between teachers and parents of students to jointly apply character education is very necessary. Teachers can provide good habituation tasks, by implementing PPK (Strengthening Character Education) in online or virtual activities, and parents working with teachers to supervise student activities from home.</em></p>

Strengthening Character Education Through School Culture in The New Normal Era: A Case Study at Al-Karim Lampung Basic Natural School

Strengthening character education in schools is a government policy as an effort to re-put character as the core of education. The process of teaching and learning activities is currently carried out online and face-to-face while still prioritizing health protocols due to the pandemic. So, currently schools are required to continue to innovate in order to maximize the character education process in schools. The purpose of this study is to describe the strengthening of character education through school culture, the obstacles and efforts made during the pandemic. This research uses descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The research location was conducted at Alam Al-Karim Elementary School, Lampung. The research subjects are the Principal, Deputy Principal and Teachers. Based on the results of the research, strengthening character education through school culture is carried out in the form of habituation activities namely, Morning Activity, Daily Worship, Murajaah Qur'an, and Green Therapy as a means of socializing character values ​​and awareness to maintain health and mentally facing a pandemic. The obstacles are the limited time available and limited physical communication. The effort made by the school is through making a special curriculum in the new normal era. The conclusion of this research is that strengthening character education through school culture in the middle of a pandemic carried out by the Alam Al-Karim Elementary School is an alternative concept that can be applied in order to make character education effective as an important goal in education.

Prediction System for Problem Students using k-Nearest Neighbor and Strength and Difficulties Questionnaire

The student counseling process is the spearhead of character development proclaimed by the government through education regulation number 20 of 2018 concerning strengthening character education. Counseling at the secondary school level carries out to attend to these problems that might resolve with a decision support system. So that makes research challenging to measure completion on target because it is not doing based on data. The counseling teacher does not know about student's mental and emotional health conditions, so it is often wrong to handle them. Therefore, we need a system that can recognize conditions and provide recommendations for managing problems and predicting students who have potential issues. The Algorithm used to predict problem students is K-Nearest Neighbor with a dataset of 100 students. The stages of predictive calculation are data collection, data cleaning, simulation, and accuracy evaluation. Meanwhile, building the system is done using the rapid application development methodology where the instrument used to map the student's condition is the Strenght and Difficulties Questionaire instrument. This research is a system to predict problem students with an accuracy rate of 83%. The level of user experience based on the User Experience Questionnaire (UEQ) results in the conclusion that the system reaches "Above Average.". This system is expecting to help counseling teachers implement an early warning system, help students know learning modalities, and help parents recognize the child's personality better.

URGENSI KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM FENOMENA RADIKALISME DI INDONESIA

The phenomenon of radicalism in Indonesia has recently become increasingly commonplace, there are many intolerant activities taking place in various layers of society. In particular, the radicalism carried out by elements who divide the ummah from the Islamic group, has made the image of Islam as a religion of peace for all nature and incompatible with a tolerant and moderate Islamic person. Not to mention that the understanding of intolerance has begun to be detected in educational institutions, many educational institutions are infiltrated with radical and intolerant views. Therefore, this study wants to describe how urgent the deradicalization program is in the curriculum in Indonesia. How is the concept of deradicalization in the curriculum, and how to deradicalise the existing curriculum in Indonesia. This study aims to determine the concept of deradicalization in the curriculum, as well as how to deradicalise existing curricula in Indonesia. The research method uses literature studies by collecting data from documents using descriptive-analysis methods. Deradicalization of the curriculum in Indonesia is very depleted, deradicalization in education can be carried out with a pedagogical approach through careful planning in the curriculum for learning Islamic religious education. In Indonesia, the government has begun to promote curriculum deradicalization with the Strengthening Character Education

Teacher Personality Competencies in Citizenship Education Learning Based on Strengthening Character Education

Citizenship education (Civics) as a subject of strengthening character education aims to shape students to become good citizens according to Pancasila. Civics Education Teachers must have sufficient competence to shape student character. Teacher competence is the teacher's ability to responsibly carry out their duties appropriately. To form student character, the teacher must master personality competencies. The purpose of this article is to describe the personal competences of teachers in Citizenship Education learning based on strengthening character education. The method used is literature review by examining relevant sources. Personality competencies that must be possessed by Civics teachers, namely having a good personality in accordance with the religious, legal, social and national cultural norms of Indonesia, being honest, having noble character, being an exemplary, steady, stable, mature, wise and wise, dignified, having a high work ethic , responsibility, proud, confident, and objectively willing to evaluate their own performance, and develop themselves independently and sustainably.

Improving Teacher's Ability in Developing Innovative RPP During The Covid-19 Pandemic Through Academic Supervision Program in SMAN 1 Puloampel Academic Year 2020/2021

This School Action Research (PTS) aims to improve the ability of teachers to develop innovative lesson plans through academic supervision (individual scientific and technical supervision models) during the COVID-19 pandemic. This research was conducted in four stages, namely planning, implementation, observation and reflection, and was carried out in two cycles. The research subjects were 4 science teachers and 4 social studies teachers in my school, namely SMAN 1 Puloampel, Serang district, Banten province. The components of the innovative RPP assessment consist of formulating indicators, formulating learning steps (KBM), allocating time, determining learning resources, formulating teaching methods, and formulating assessments while the innovations that are expected in making the RPP are RPPs that can produce, combine, have added value, something new and answers problems and is integrated with Strengthening Character Education (PPK), oriented to HOTS or improving students' higher thinking skills and having 21st-century skills. In the first cycle, the researcher observed an increase in teacher competence in making innovative lesson plans. The results of observations of individual RPP assessments in the first cycle showed an average value of 68.4%. In the second cycle, the teacher's average value increased in making lesson plans, which was 77.6%. While the classical lesson plan completeness assessment from cycle I and cycle II showed a good average value of 73%. This proves that academic supervision can improve the ability of teachers in preparing innovative RPP (Learning Implementation Plans).

Perception of School Heads in the Implementation of Strengthening Humanis-based Character Education

This study aims to find out the perceptions of school principals related to the implementation of humanist-based PPK in SDN 39 Ternate City. This type of research is qualitative research and the respondents in this study were the principal of SDN 39 Kota Ternate. Data collection techniques using questionnaires and in-depth interviews. While data analysis used data reduction, data presentation, and conclusions. The implementation of the Humanist-based Strengthening Character Education (PPK) has been carried out in SDN 39 Ternate City. From the data obtained, the inculcation of character values in the classroom and student-centered learning has not been implemented properly. Refraction has been carried out at school such as the teacher picks up students, spreads 5S reading short letters in the Koran, chants Asmaul Husna, pats PPK, greetings PPK, and applauds enthusiasm. For cooperation with the community/parents. The community plays its role every time they report to the school when there are students who come home from school and have not yet arrived home and are still hanging around in the alleys and or want to do things that can upset the community. As for parents, the school builds communication with parents and informs about things that need to be improved jointly between parents and teachers. So teachers and parents continue to build intense communication to ensure this humanist-based KDP can run with and benefit from it.

The Principal Transformational Leadership Strategy in Developing National Policies for Strengthening Character Education in Eastern Indonesia

This study aims to describe the development of national education policies by uniting the main character values set by the Indonesian Ministry of Education with the moral values of the Lonto leok culture of the Manggarai community. Also, to find out and explain the role of the principal’s leadership based on the Lonto Leok culture teaching approach. This research used a qualitative approach, case study design. To achieve research objectives, data collection through in-depth interviews, observation of participants, and study documentation. Data analysis used a modified analytic analysis method. Data validity is assessed based on the level of credibility, transferability, dependability, and confirmability. The results of the study explained that the school’s character values derived from the unification of national character values and the cultural values of Lonto Leok culture had an effective impact on shaping the character of students at school. Besides, explaining that the application of the principal’s transformational leadership role model based on the approach of Lonto Leok’s cultural teaching dimensions encourages all components of the school, parents, and community to actively participate in supporting the implementation of character education strengthening programs in schools. The contribution of this research is to position the moral values of the “Lonto Leok” culture of the Manggarai community as local cultural assets that support the formation of student character. Also, the dimensions of teaching lonto leok culture affect effectively supporting the principal’s transformational leadership behavior, so that the program to strengthen character education is optimally implemented.

KEARIFAN LOKAL MASYARAKAT ADAT KAMPUNG NAGA SEBAGAI PENGUATAN PENDIDIKAN KARAKTER BERBASIS MASYARAKAT

The formation of national character which is mandated through education in schools at every level, but in its implementation has not given optimal results. The Strengthening Character Education Program designed by the government focuses on three main activities, namely Strengthening Class-Based Character Education, Strengthening Community-Based Character Education, and Strengthening School-Based Character Education. Strengthening Community-Based Character Education is intended to support and strengthen the character education that has been given in classrooms and schools. This study discusses local wisdom that is still adhered to by the indigenous people of Kampung Naga as a reinforcement for community-based character education. This study uses a qualitative approach with descriptive methods. Data collection techniques are observation, interview, and documentation study. Data analysis is based on Miles & Huberman (2014), in the form of data collection, data reduction, data presentation, and drawing conclusions. The results showed that the indigenous people of Kampung Naga reflect the main character values contained in Character Strengthening Education. These character values include religion, nationalism, cooperation, independence, integrity, and cooperation. The manifestation of these character values can be seen in their lives, both physically (in the form of houses, clothes, and furniture), social (life of social interaction, cooperation, deliberation system), and culture (certain arts and ceremonies). warning). Therefore, the indigenous people of Kampung Naga can be used as school partners as a learning resource for Strengthening Community-Based Character Education.

The development of thematic modules based on Strengthening Character Education (PPK) and Quick Response (QR) code

Less attractive and effective learning modules in thematic learning and less reinforcement in character education make students bored and do not really implement strengthening character education in the school environment and society. Therefore, alternative teaching materials are needed in thematic learning and strengthening student character education. The purpose of this research is to develop thematic modules based on PPK and QR code. This study applied the Bog & Gall development research model. The data analysis technique used was quantitative and qualitative data analysis. The research instruments used were observation, questionnaires and documentation. The results of research on the development of thematic modules based on PPK and QR Code, it is known that the results of the analysis of media experts obtained a score of 92.86 percent with a very valid category, material experts obtained a score of 88.64 percent in the very valid category, linguists obtained a score of 75 percent with a fairly valid category, the response of educators obtained a score of 89.92 percent in the very practical category, the response of students obtained a score of 87.78 percent in the practical category. Based on the results of the explanation above, the thematic module based on PPK and QR Code can be used as a supplementary teaching material for the thematic book to make it easier for students to acquire the lesson content and apply characters education in schools and communities.

CHALLENGES AND OPPORTUNITIES IN THE IMPLEMENTATION OF STRENGTHENING CHARACTER EDUCATION IN EFL CLASSROOM

Strengthening Character Education is an educational program in schools to strengthen students' character with moral values. The Indonesian government launched this program to faced students’ moral degradation. As the country that used English as a Foreign Language (EFL), this study investigates the challenges faced by a teacher in the implementation of Strengthening Character Education in the EFL classroom and to know teacher strategy to change the challenges become opportunities. This study conducted a case study of the EFL teacher in Junior High School. The data collection consisted of classroom observation, interview, documentation, and data triangulation. The findings gained, the teacher has implemented several character values in the EFL classroom activities. The teacher faced challenges coming from the students, learning situations, and learning materials. For the opportunities, there was classroom management and being a role model.

Implementation of Character Education during the Pandemic In Tk Aisyiyah 1 Gurah Kediri

The purpose of this study was to determine the implementation of the Strengthening Character Education policy based on Regulation of the Minister of Education and Culture (Permendikbud) Number 20 of 2018 during the Covid 19 pandemic. This study used a descriptive qualitative research method. The data sources were the principal and teachers in TK Aisyiyah 1 Gurah Kediri. Based on the research results, it is known that there are three stages in the implementation of Strengthening Character Education (PPK), namely through planning, implementation and evaluation activities. Religiosity, nationalism, independence, mutual cooperation, and integrity as character value listed in Permendikbud No. 20 of 2018 are integrated into the kindergarten curriculum, namely aspects of religious and moral values, social emotional, language, cognitive, art, physical motor skills, Al Islam and Kemuhammadiyahan. During the pandemic, learning activities at TK Aisyiyah 1 Gurah were attempted to achieve the target by planning student activities at Home Learning. The learning process uses a portfolio system through groups on one of the messaging platforms. PPK integrated curriculum evaluation is carried out periodically to find out the deficiencies and necessary improvements.

The Implementation of Anti-Corruption Education through Strengthening Character Values In State Senior High School of North Biak Papua

This study aims to determine the implementation of anti-corruption education by strengthening SMA Negeri 1 North Biak's character values. This type of qualitative research used a phenomenological approach to reveal events in the field. The collection technique employed participatory observation, semi-structured interviews, and documentation. Respondents in this study consisted of one school principal and all subject teachers, determined using cluster sampling. Data analysis utilized analysis through data collection, data presentation, data reduction, and conclusion drawing. The results showed that the lack of implementation of anti-corruption education in SMA Negeri 1 North Biak caused students’ characters not to be maximal in three aspects: (1) there is a need for an increase in moral knowledge in independent personality control, (2) there is a need for increased behavior that can increase self-confidence and self-control., and (3) there need to be good role models, both in the school and community environment.

Analysis of the Relevance of the Illustrated Folklore Book "Jaka Tarub and Jaka Tingkir'' in Instilling Character Values ​​for Elementary School Students

This research is motivated by the value of characters in the illustrated folklore book "Jaka Tarub and Jaka Tingkir" in instilling character values ​​for grade II Elementary Schools. This study aims to determine the concept of character values ​​in the illustrated people's books of "Jaka Tarub and Jaka Tingkir" and to instill character values ​​in grade II Elementary Schools. This study uses a qualitative research type approach. The data sources of this research are the theory of secondary and primary data obtained from the illustrated folklore book "Jaka Tarub and Jaka Tingkir" in 2017. The data collection method uses content analysis or content analysis. The data analysis technique in this study uses descriptive analysis. The character values ​​of Jaka Tarub's folklore book and Jaka Tingkir's folklore book are analyzed based on the PPK (Strengthening Character Education) which consists of 5 Main Values ​​in the 2013 Curriculum PPK Presidential Decree No. 87 of 2017 namely: (1) Religious, ( 2) Nationalist, (3) Independent, (4) Mutual Cooperation, (5) Integrity. The benefit of this research is to find out the relevance of folklore books with pictures of Jaka Tarub and Jaka Tingkir in instilling character values ​​in second grade elementary school students.