Character Building Values Research Articles

Development of Character Education Curriculum Management Based on the Integration of Pancasila Values in PAUD Tampahan District Toba Regency

Education management according to Law No. 20/2003 Article 1 Paragraph 1 includes planning, organizing, directing and controlling educational resources to develop human potential holistically, including mental, moral and physical. Character education management emphasizes developing learners' characters with moral values such as honesty, responsibility and tolerance. The integration of character values in the curriculum aims to create academically intelligent and highly moral individuals. In PAUD Tampahan sub- district, the current Curriculum 2013 (K13) focuses more on academic and cognitive aspects, while character development and Pancasila values receive less attention. K13, which refers to Minister of Education and Culture Regulation No. 146 of 2014, has not been optimal in emphasizing Pancasila-based character education. Based on observation, 70% of PAUD teachers felt the need for a more structured curriculum to teach Pancasila values. This research aims to: (a) to produce a character education curriculum management design based on the integration of Pancasila values in PAUD Tampahan District, Toba Regency, and (b) to find Pancasila values that are integrated and their implementation in daily learning. This research is a Research and Development (R&D) that aims to develop and validate a character education curriculum based on Pancasila values for PAUD. The curriculum design was developed through four stages: (1) Planning: Identifying the need for character education based on Pancasila values, with 70% of PAUD teachers stating the need for a structured curriculum. (2) Organizing: Establishing the structure and components of the curriculum, including learning objectives, core competencies, and basic competencies. (3) Implementation: Pilot testing of the curriculum at Jagung PAUD showed 88% of learners in the "Developing as expected" category and 12% in the "Developing Very Well" category, with no learners in the "Not Developing" or "Beginning to Develop" categories. (4) Monitoring: Pre-test and post-test evaluations showed an increase in learner development, indicating the success of the curriculum.This curriculum integrates 10 of the 18 values of national character building according to Syarbaini (2011), namely: Sincerity, Unity, Mutual cooperation, Deliberation, Cooperation, Harmony, Patriotism, Simplicity, Dignity and self-respect, and Hard work.

Eksplorasi Nilai Pendidikan Agama Islam dalam Film: Analisis Film “Hafiz dan Hafizah” Episode 1-4

The existence of films is often not only limited to providing spectacle or entertainment but also aims to provide values demands, especially for children's films. One of them is the film “Hafiz dan Hafizah”. This study aims to explore the values of Islamic religious education contained in the series "Hafiz dan Hafizah" in episodes 1-4. This type of research is a literature study with a pragmatic approach. The research data used in this research study is descriptive qualitative. The research data is obtained through primary and secondary sources with documentation techniques from various literature on the Hafiz and Hafizah films. The data that has been obtained is then analyzed using content analysis techniques. In this study, it can be concluded that the “Hafiz dan Hafizah series is able to present the value of worship, morals, and cooperation in every scene. Movie media has a great influence, especially on children in the formation of religious values, attitudes, and ethics. Parents need to pay attention to what their children watch, especially educational movies for character building and Islamic values.

PERANAN BIMBINGAN PENYULUHAN ISLAM DALAM PEMBENTUKAN KARAKTER ANAK DI TAMAN PENDIDIKAN ALQUR’AN

Islamic counseling guidance is an effort to provide assistance in the form of directions delivered by someone who is more knowledgeable in his field, so that someone can optimize himself well. This study aims to determine the role of Islamic counseling guidance in the formation of children's character in the Al-Qur'an Education Park. This type of research is field research, with the nature of qualitative descriptive research. This study uses interview data collection techniques, observation and documentation. Interviews were conducted with ustadzahs, children, and parents of children who recited the Koran at the Al-Qur'an Education Park. All the data were analyzed deductively. This type of research is field research, with the nature of qualitative descriptive research. This study uses interview data collection techniques, observation and documentation. Based on the results of research on the role of Islamic counseling guidance in the formation of children's character in the Al-Qur'an Education Park, there are Islamic counseling activities in the Al-Qur'an Education Park, one of which is in the form of delivering material. As for the delivery of material related to character, namely commendable and despicable moral material. Likewise, at the beginning of the character of the children who recited the Koran at the Al-Qur'an Education Park, there were children who had negative characters such as being lazy, temperamental, and speaking harshly. Punishment and motivation. Apart from that, in the Al-Qur'an Education Park the ustadzah instill values such as religious and discipline to children who recite the Koran in the Al-Qur'an Education Park which can change the character of children from negative ones to better ones. Activities related to Islamic counseling guidance in the Al-Qur'an Education Park are recitation of the Qur'an, Arabic such as memorizing vocabulary, then short letters, prayer, gymnastics, natural meditation and delivery of material such as monotheism, fiqh, tajwid, reading and writing the Qur'an and morals. Activities related to Islamic extension guidance in the Al-Qur'an Education Park in strengthening character are the delivery of moral material (commendable and despicable). Handling for children who have both positive and negative characters such as exemplary, habituation, advice and punishment. Planting related to character building values such as responsibility, healthy, clean, religious, and discipline.

INTEGRASI ILMU EKONOMI ISLAM DAN PENDIDIKAN AGAMA ISLAM ERA SOCIETY 5.0

In the era of Society 5.0 which is marked by the rapid development of digital technology and a shift in the paradigm of society, the integration between economics and Islamic religious education is becoming increasingly relevant and important. This integration provides a strong foundation in facing economic and spiritual challenges amidst rapid social change. Economics is a scientific discipline that studies how people allocate limited resources to meet their needs and wants. On the other hand, Islamic religious education emphasizes character building and basic spiritual values​​for individual Muslims. The combination of these two fields can provide a comprehensive understanding of how to manage resources fairly and sustainably, while still considering spiritual and moral aspects in making economic decisions. The integration of economics and Islamic religious education in the Society 5.0 era can be carried out through an interdisciplinary approach in teaching and research. Islamic religious education can provide an ethical and moral foundation for economic decision-making, while economics provides an analytical framework and instruments for analyzing complex economic phenomena.In addition, this integration can generate innovative thinking in facing global economic challenges. The principles of a just and sustainable economy taught in economics can be applied in the context of Islamic religious values, such as social justice, income distribution and environmental sustainability.By integrating economics and Islamic religious education, we can produce graduates who not only have a strong understanding of economic concepts, but also have moral integrity and spiritual awareness. They will be able to respondto economic challenges by prioritizing the principles of justice, ethics and sustainability, in line with Islamic religious values.In conclusion, the integration of economics and Islamic religious education in the era of Society 5.0 brings great benefits in dealing with the complexity of economic and spiritual challenges. Through an interdisciplinary approach, we can develop a holistic understanding of a just and sustainable economy, which is in harmony with Islamic religious principles. Thus, this integration can become the basis for building a more harmonious and sustainable society in the era of Society 5.0

CHARACTER BUILDING IN THE PERSPECTIVE OF PANCASILA: A CASE STUDY OF ISLAMIC RELIGIOUS EDUCATION STUDENTS

The values of character building in students are a reflection of the institution in preparing future generations who have religious, tolerant, democratic and love the country’s characters. The purpose of this study is to describe character building for students, and the implementation of character building in the perspective of Pancasila. This research uses a qualitative method with a case study type of research. The results of the study illustrate that: (1) character building in students is seen in student discipline when attending lectures offline and online. In addition, student creativity when attending lectures is getting better with creative ideas, high curiosity leads students to have an attitude to ask questions and provide arguments in accordance with the experiences students have. character building for students is also seen in the responsibilities of students in submitting assignments for Pancasila Education courses in a timely manner; and (2) the implementation of character building in accordance with the perspective of Pancasila is manifested in the core values of Pancasila which are internalized in the first precept character building reflected in the behaviour of diligent worship, and tolerance between religious communities; the second precept is reflected in polite behaviour, mutual respect, and as an example; the third precept which is manifested through a sense of unity and oneness, a spirit of self-sacrifice, and love for the motherland; the fourth precept through the embodiment of always respecting the opinions of others, prioritizing deliberation for consensus, and upholding democracy; and the fifth precept through fairness in opinion, mutual welfare, and always respecting each other's self-actualization.

PERBANDINGAN POLA PENAMAAN MAHASISWA BERDASARKAN LATAR BELAKANG AGAMA, MAKNA, DAN KANDUNGAN PENDIDIKAN KARAKTER

This research aims at (1) analyzing the comparison of Islam and Catholic Students’ names naming pattern based on word class combination and nomenclature pattern, (2) analyzing the comparison of religious background (Islam and Catholic) influence towards Students’ names, (3) analyzing the comparison of Islam and Catholic Students’ names meaning by referring to the references, and (4) analyzing the character building value carried by the names based on the six Pancasila Student Profiles as a reflection of Nation value-based character building. The data of the research are the names of 75 students of State Institute of Islam Religion (IAIN) Ponorogo and 75 students of Education and Teacher Training Institute (STKIP) Widya Yuwana Madiun. The research result shows that based on the word count, most Catholic and Islam names are made of three words with the combination of Adj+N+N for Islam names and N+N+N for Catholic names. Based on the influence of religious background, 35 Islam name reflect Arab language and 52 Catholic names reflect European and Indonesian language. Based on the meaning carried by each names, both Islam and Catholic names convey hope, prayer, and gender marking meanings. Finally, character building values reflected from the names are (1) having faith and fearing God Almighty, and having noble character, (2) global chitizenship, (3) creative.

RELEVANSI PERUBAHAN KURIKULUM 2013 TERHADAP KURIKULUM MERDEKA BELAJAR DI ERA DIGITAL

The curriculum is a very important part of the educational process, because the curriculum is the main substance in the material being taught. The Minister of Education and Culture of the Republic of Indonesia emphasized the need for changes and developments in the 2013 curriculum Besides that, the 2013 curriculum also develops information and communication technology literacy, as well as strengthening character education in character building and spiritual values. All education standards in Indonesia are formulated into the Indonesian Partnership for 21st Century Skill Standards. The author takes a study where the curriculum was made when the times were so fast with the use of technology, namely the 2013 curriculum or better known as K13 with the independent learning curriculum. The rapid changes in the Indonesian education curriculum where the 2013 curriculum has begun to be seen and can be felt has born a new system, a new curriculum that is echoed as the Independent Curriculum which has started in the 2022/2023 school year. This research uses a systematic review approach because the writing of this article is based on several references in the form of books and articles as well as scientific publications online. The 2013 curriculum is a competency and character-based curriculum that aims to increase educational attainment and is expected to produce productive, creative, innovative and effective young people. independent learning focuses on the freedom to learn independently and creatively. It is very appropriate that now a different curriculum is needed from the previous curriculum in dealing with the digital era.

Umpasa as Character Building in Simalungun Community

This paper is entitled " Umpasa as Character Building in the Simalungun Community". Umpasa as a cultural tradition and oral tradition owned by the community serves as a medium for conveying hope, and advice on moral teachings that can be guided by the Simalungun community, Simalungun Umpasa is often played in traditional ceremonial activities such as at wedding ceremonies, funeral and others. etc. This study aims to describe the character values contained inSimalungun Umpasa. The theory used in this paper refers to Suyanto (2011) about the values of character building by using qualitative descriptive analysis methods. The results showed thatSimalungun Umpasa found values that can be used as character building, namely: religious values, honesty, tolerance, discipline, hard work, creative, independent, curiosity, love for the homeland, love of peace, love to read, care environment, gender management, love of culture, perseverance and frugality. Keywords: Umpasa, Character Building, Simalungun Community.

Urgensi Pendidikan Karakter Melalui Pembelajaran PKn di SDS IT Cendekia Medan

Initial observations at Sds It Cendekia Medan revealed that the school had made progress in implementing character education. Each school displays character building values on the classroom walls, encourages students to practice good hygiene before entering class, provides conservation areas, and teaches students to take off their shoes before entering class. The aims of this research are as follows: 1) describe the teacher's knowledge about character education; 2) describe the incorporation of 18 character values into the PKn instruction; and 3) describe the factors that facilitate and hinder the implementation of character education. This research proposal is a qualitative descriptive research. The five phases of descriptive quantitative research are as follows: pre-study planning and design; data collection; reduction and presentation of data; data analysis and interpretation; as well as data verification and validation. Information Gathering Strategies Through Observations, Interviews, and Documentation. The research findings show that taking all things into consideration, the integration of the 18 characters into the Civics curriculum in the second year class of SDS It Cendekia Medan was successful. The results of research on the incorporation of character education into Civics education are included in the successful category; most teachers have a general understanding of character education. Teachers are tasked with shaping the personality of their students by incorporating character values into the classroom experience in all subjects; in return, students are expected to pay attention to their instructors as they present course material and apply the good habits they learn from their teachers into their daily lives at home and at school.

Exploring Children's Character Education through the Moral Teachings of Raden Mas Panji Sosrokarton

This research examines Sosrokartono's teachings that involve the harmony of human relationships with God and fellow creatures. These teachings align with the values of Pancasila as the foundation of the state and reflect the character of education. This literature research uses a qualitative method with interpretation, abstraction analysis, and verstehen. The results show that Sosrokartono's moral teachings are practical and humanist. The practical nature is reflected in daily examples, while the humanist nature invites humans to help others with love and devotion to God. These teachings align with the main values of character building, including religion, nationalism, independence, cooperation, and integrity. In conclusion, Sosrokartono's teachings have strong relevance to character education and the values of Pancasila.

Character Based Leadership

The leader has his own unique and distinctive nature, habits, temperament, character and personality so that it is his behavior and style that distinguishes him from others. This style will definitely color the behavior as well as the type of leadership. Leadership is aspirational power, creative spirit, and moral strength, which is able to influence members to change attitudes, so that they are in line with the wishes and aspirations of the leader. Leaders should be figures who become role models for those they lead. Some types of leadership in general are autocratic, charismatic, laisser faire, democratic, to make quality improvements. But if every time and in every case you have to give orders or directions, it will cause difficulties, because every time to do a good job it must be with the orders of the leadership, and if there is no order from the leadership not to do a good job, then continuous improvement of the quality of performance will be difficult to realize. A leader motivates followers through a leadership style based on Indonesian Local Wisdom, namely a character-based leadership style in realizing this, currently a leadership management style that integrates 18 character building values into the leadership style of University management is achieved so that the vision and mission of the university is achieved.

Nurturing Character Education through an established Working Environment for Government Employees

Character education is currently being promoted in various educational institutions. Various methods have been undertaken, one of which is using the work environment. With this method, the character development of learners can be established and monitored directly. Starting from this condition, this research was conducted to describe the implementation of character building through the work environment and the impact of the emerging values of character building through the work system conducted at the Institute of Education of Institute Government of Home Affairs (IPDN). This research is grounded in three coding systems, where sampling was conducted purposively. Technical analysis of the data consisted of data reduction, data presentation and conclusion. The findings revealed that an educational process comprised of character values in a work environment could help to improve work behaviors.

ANALYSIS VALUES OF CHARACTER EDUCATION IN UPIN AND IPIN FILMS ANIMATION AT KISAH RAJA PEMBURU EPISODE

This study aims to describe the values of character building based on the application of character Education (PPK) in Upin and Ipin animation film at Kisah Raja Pemburu episode. It researched at Riau Universitty, Education Faculty which located on Kampus Bina Widya street Simpang Baru, Pekanbaru. This research design with a descriptive qualitative research. The basic technique used in this method teknik simak libat cakap. The object is the dialogs and the acts in Upin and Ipin animation film which contain and show the values of character building. The result of this study show four values which relies on Upin dan Ipin animation film at Kisah Raja Pemburu. It is: 1) Nasionalism, 2) Independent, 3) integrity, 4) Mutual assistance. Based on that values, mutual assistance is considered as the dominant character that lead the four character in mention. Then also in the Upin and Ipin research it shows that the characters are good to observed

The Analysis Of Character Building Values Found In Aladdin 2019 Movie

Learning media is a means of communication in conveying information, to facilitate the learning process, and improve the quality of education. movies can be used as learning media. Movies present various kinds of stories that contain values in life such as social values, educational values, and cultural values. One of the movies to choose from is Aladdin 2019 movie. Aladdin 2019 is a movie adaptation from the original animation version 1992. The Aladdin 2019 movie was directed by Guy Richie, written by John August and Guy Richie. The objective of this study is to find out the character building values in the Aladdin 2019 movie and describe the character building values represented in the movie. This study used the formulation of Kemendiknas (2010) and theory from Peterson and Seligman (2004), and perception theory by Mcelmeel (2002). The researchers used descriptive qualitative research. The subject of this study used the subtitle in the Aladdin 2019 movie. The researchers have found 9 character building values in the Aladdin 2019 movie include ,social care, responsible, creative, independent, patriotism, appreciation, communicative/friendly, love of peace, and reading interest. Based on the results of data analysis, it was found that love of peace is the most dominant character building value in the Aladdin 2019 movie.

Efektifitas Model Pendidikan Boarding School terhadap Peningkatan Karakter Kadet Mahasiswa Permesianan Kapal

Boarding school is a system, where students, as well as teachers, and school managers live in dormitories that are in the school environment for a certain period of time. The education of shipping cadets uses the system. With the dormitory education model for shipping cadets is an effective educational model in educating intelligence, skills, character building and planting moral values in learners, or cadets so as to become more knowledgeable about the value of truth, honesty, virtue, wisdom, and compassion as universal values. All components of cognitive, affective and psychomotor education develop here. The problem is how character-based education patterns can form high-quality shipping cadets? Based on this study this time to find out the effectiveness of the boarding education model to improve the character of shipping cadets. With descriptive methods this research concludes that character education is very effective to form shipping cadets into reliable leaders in the future.. So as to be able to lead well in accordance with the principles of leadership has religious spiritual power and is able to uphold honesty, honor, responsibility, justice, caring, citizenship and having intelligence in work and decision making.

Efektifitas Model Pendidikan Boarding School terhadap Peningkatan Karakter Kadet Mahasiswa Permesianan Kapal

Boarding school is a system, where students, as well as teachers, and school managers live in dormitories that are in the school environment for a certain period of time. The education of shipping cadets uses the system. With the dormitory education model for shipping cadets is an effective educational model in educating intelligence, skills, character building and planting moral values in learners, or cadets so as to become more knowledgeable about the value of truth, honesty, virtue, wisdom, and compassion as universal values. All components of cognitive, affective and psychomotor education develop here. The problem is how character-based education patterns can form high-quality shipping cadets? Based on this study this time to find out the effectiveness of the boarding education model to improve the character of shipping cadets. With descriptive methods this research concludes that character education is very effective to form shipping cadets into reliable leaders in the future.. So as to be able to lead well in accordance with the principles of leadership has religious spiritual power and is able to uphold honesty, honor, responsibility, justice, caring, citizenship and having intelligence in work and decision making.

Konsep Pendidikan Karakter Menurut Imam Al-Haddad dan Relevansinya dengan Pendidikan Karakter di Indonesia

The community needs special attention to improve in a better direction; significant efforts are required. The built actions are a form of improvement efforts to various problems in the world of education. Character building is seen as a solution to these problems. This study aims to describe conceptually Islamic character building in the millennial era. This study uses a descriptive qualitative approach. This type of research is library research (library research). The subject of this research is the thought of Imam Al-Haddad. The study results suggest that character building, according to Imam Al-Haddad, is a perspective through the approach of tasawuf moral. Sufism is a teaching that has developed since classical and modern in countries with the Syafi'i school of thought. Sufism moral orientation leads to comprehensive character improvement based on the Al-Qur'an and hadith. In Sufism, it contains the morals of students to Allah SWT, the morals of students to teachers, the morals of students to themselves, and the morals of students to fellow humans. According to Imam Al-Haddad, the conception of character building is related to the values ​​of character building. This linkage will strengthen the character values themselves, which students easily apply in studying or in their daily lives.

Character Education Strategy Through Systemic-Integrative Model in Modern Pesantren Ar-Raudlatul Hasanah Medan

This research aims to find out the character values developed in Ar-Raudlatul Hasanah pesantren and its implementation strategy. This research method uses qualitative methods with descriptive types of analytical. The results showed that the implementation of character education in Ar-Raudlatul Hasanah boarding school refers to a systemic-integrative model. All components of education in the formation of santri's character have a strong relationship with each other that is built systematically and integrated. All santri activities from waking up in the morning to going back to sleep at night accumulated in the pesantren system and culture based on the values of Panca Jiwa consisting of sincerity, simplicity, independence, Ukhuwah Islamiyah, Freedom. In addition, pesantren also developed the motto that is virtuous, able-bodied, knowledgeable, free-thinking, and charitable. These character-building values are applied and developed systemically-integratively through learning activities in the KMI curriculum, the formation of pesantren culture/ culture, and through co-curricular and extracurricular activities. Methods used in the application of character education values are direction, transparency, assignment, training, habituation, discipline, appreciation, and punishment. Therefore, it can be said that Pesantren Ar-Raudlatul Hasanah is a modern system pesantren that applies character education systematically and is integrated into the overall totality of education starting from the learning process, pesantren management, and daily activities.

Pendidikan Karakter Anak Usia Dini Melalui Mainan Edukatif Amigurumi Berbasis Budaya Lokal

Character building needs to be given as early as possible. Educational toys can be a medium for character building, but it is still rare to find educational toys that have local cultural values. Most of these educational toys refer to popular toys that are oriented towards Western culture. This condition needs to be balanced with the creation of educational toys that have local cultural characteristics as a form of early childhood introduction to their culture as well as a medium for educators to internalize character building. The process of creating educational toys in this paper uses methodological steps that are described in a descriptive qualitative way, starting from data collection, data analysis, and the embodiment process. In this paper, will be described the process of creating educational toys in the form of amigurumi with the theme of Ramayana, represented by the characters Rama and Sinta which visual ideas are based on Kamasan-style puppet paintings and an analysis of their use for early childhood character building. The benefits of using Rama and Sinta amigurumi dolls in learning are: as a visual literacy of local culture for early childhood and as an interesting medium for conveying character building values.

Implementation of Leadership Values in Pancasila Paradigm as Character Building Values

<p><em>The purpose of this study was to determine the implementation of leadership values in the Pancasila paradigm as a character-building value. This research uses descriptive qualitative type and literature study by applying the technique of observation, documentation, and interviews. The data analysis technique is done by categorizing and classifying based on the logical analysis, then interpreted in the context of the whole research problem. The findings of the research show that students of basic leadership training do not understand the values of leadership in an applicative manner, this can be seen by the incomplete understanding of leaders and leadership. This research is expected that students are able to implement leadership values in the context of the Pancasila paradigm through character building in everyday life.</em></p>