Values Of Character Education Research Articles

Panji Asmorobangun Mask Dance as Local Culture and Its Relevance to Character Educational Values

Instilling cultural values can be done early on through learning that utilizes teaching materials available in the surrounding environment. It is considered that the learning process can run effectively and efficiently and in accordance with the potential of local wisdom. One of the alternative teaching materials can be taken by utilizing the circumstances surrounding the students’ environment which are used as additional teaching materials. In addition, the teaching materials contain local wisdom so that the given knowledge is wider. The introduction of the wealth of local wisdom in the form of traditions in East Java, especially Malang, has an orientation towards developing the national character based on local wisdom and unique culture in Indonesia. This research aimed to describe and analyze character educational values that could be found in the Panji Asmorobangun mask dance as a local culture of Malang. The research method used was descriptive qualitative research method, with data collection techniques of observation, interviews, and documentation. The research result found that character educational values in dance material are based on local wisdom obtained through the learning process of the Panji Asmorobangun mask dance. Character education values that emerged include religious, nationalist, loving the environment, mutual help, independence, excellence, empathy, mutual cooperation, responsibility, and integrity. This value was reflected in the idea of the dance work, and the structure of the work which consists of movements, musical accompaniment, costumes, and mask properties in dance. This research was a form of preserving local culture by introducing traditional dance at schools, by instilling educational values embedded in a curriculum filled with local cultural values so that the next generations kept interest and sustained their national identity. Keywords: local wisdom, character, mask dance

The Value of Character Education in Wayang Beber Pacitan Ninth Scene

Wayang beber Pacitan is a type of wayang that has existed since the Majapahit era. This type of wayang is a painting which is divided into 24 scenes. Each scene has a main character and supporting characters. Each character possesses different characteristics. The purpose of this study is to find out and describe the main characters in the ninth scene of wayang beber Pacitan, namely, Prabu Brawijaya and Prabu Klana. This study follows the qualitative descriptive research methodology. Several data collection techniques were used, for example, observation, interviews, and document analysis. Purposive sampling was used as a sampling technique. Interactive analysis methods, with Roland Barthes’s semiotic theory, namely, through denotative, connotative, and mythical stages, were used for data analysis. Moreover, triangulation was used for data validation. The research concludes that the characters in the ninth scene can be divided into two, namely, Prabu Brawijaya, as the protagonist, and Prabu Klana, as the antagonist. Prabu Brawijaya, as the protagonist, has the character of being careful, wise, and alert, while Prabu Klana, as the antagonist, has the character of being easily angry, self-willed, and arrogant. The ninth scene of wayang beber Pacitan teaches us about the value of character education so one should always be careful in acting and wise in making decisions and should not be arrogant and selfish as this will have a negative impact on oneself and others. Apart from being an entertainment medium, wayang beber performances can also be used as a medium to convey moral messages. Through stories and understanding the characters in each scene, it can be used as a medium of character education. Keywords: antagonist, character, protagonist, scene, wayang beber

Values Of Character Education: Study of Strengthening the Culture of Digital Literacy for Youth in Disruptive 5.0 Era

Values Of Character Education: Study of Strengthening the Culture of Digital Literacy for Youth in Disruptive 5.0 Era

Character Education Values of Kresna Character in Wayang Kulit Performance Lakon Kresna Duta by Ki Sigit Manggolo Seputro

Current era of information and technology openness does not always have a positive impact on humans but there are also negative impacts, one of which is the moral decline in society, especially children and adolescents. One way to improve the morale of the nation's children is by reintroducing traditional arts which contain a lot of character education values in them, one of which is the wayang kulit performance. This study explores the values of character education in the character Kresna in the story Kresna Duta presented by Ki Sigit Manggolo Seputro. The data in this study were sourced from the transcription of the wayang kulit performance Kresna Duta by Ki Sigit Manggolo Seputro. The analysis technique used in this research is data analysis technique the Miles and Hubernam model.The results of this study reveal that there are 13 values of character education based on the perspective of the Ministry of Education of the Republic of Indonesia that exist in the figure of Kresna namely: 1) religious, 2) democratic, 3) friendly, 4) hard work, 5) honest, 6) independent, 7) love the motherland, 8) creative, 9) love peace, 10) responsibility, 11) appreciate achievement, 12) social care and 13) tolerance. Wayang kulit performance lakon Kresna Duta by Ki Sigit Manggolo Seputro can be a good alternative solution to increase the morale of the nation's youth, one of which is through the teachings of character education values.

Image of the Main Character and the Value of Character Education in Beranak Beruk Folklore

Background:  The position and function of folklore in the last decade seem to have been increasingly shifted due to advances in information technology, cultural systems, social systems and currently developing political systems. It is not impossible that various forms of old culture, including folklore, will be neglected amidst the increasing activity of development and renewal, so it is feared that oral literature which is full of values, norms, and customs will eventually disappear without a trace. Purpose: explaining the image of the character and the value of character education in the story of Beranak Beruk so that it can become a reference in improving character in the world of education. Design and methods: The research method used is qualitative, with data collection techniques through document study and library observation. Results: there are two types of character images in the story Beranak Beruk, there are good images and bad images. Of these two images, only the positive image can be used as a reference for character education values, namely religious, honest, tolerant, disciplined, hard work, creative, independent, democratic, curious, national spirit, love of the country, respect for achievement. , Friendly/Communicative, Loves Peace, Likes Reading, Cares for the Environment, Cares for Social Affairs. Responsibility.

Manifestation of Character Education in Ponorogo Keling Dance and Its Relevance as Teaching Material

The study aims to identify character education values in the Ponorogo Keling Dance. The character education values identified were assessed for their relevance as teaching material for the Javanese language subject for secondary-level students. The approach used in this research was qualitative with a constructivist paradigm. The data collection techniques were observation, interviews, literature study, and documentation. The resource person in this research was Wiyoto, head of the Guno Joyo Studio, Keling Dance Association. Data in terms of symbols and meaning will be analyzed using the hypersemiotic theory. The data validity used triangulation of data sources. The results showed that the Keling dance had local wisdom values indicated in symbols. These symbols were visualized in the Keling dance choreography and characters. After employing hyper semiotic theory, the study found symbols in the Keling dance containing character education values. These values are tolerance, creativity, national spirit, love of the nation, and care for the environment. These values are relevant to teaching material for the Javanese language subject in terms of character education values, availability to be integrated with the Javanese language subject, and contextuality following local cultural characteristics. The use of the Keling Dance as teaching material for the Javanese language subject hopefully introduces native Ponorogo arts other than reog.

Pendidikan Karakter dalam Tembang Macapat Mijil

The purpose of this study is to interpret the array of macapat songs, especially Mijil songs as a support for character education. The type of research used is library research. To sharpen the analysis of descriptive qualitative methods, content analysis techniques are used, namely scientific analysis based on the content of messages in communication. Message content in communication. The results of this study are in the form of character education values that exist in the mijil song, these values include being smart, humble, yielding, not arguing, simplicity, and not gossiping. The community and education actors can explore cultural values or local wisdom to provide a stimulus in learning with different, interesting, and fun nuances.

A Comparison of Character Education in Primary and Junior Secondary Schools in Hong Kong, Taiwan and Mainland China

Character education have been implemented in schools worldwide from twenty centuries, considering the growing social-moral problems that beset modern societies. The fact of moral decline and negative behavior of youth require character education to provide programs of eliminating such behavior that emerge in social, political, and economic contexts. It was proved that students who received character education and moral values in schools had better test scores and had lower incidents of vandalism, absenteeism, and dishonesty on tests. An interpretive approach has been used in this study and focused on the difference of character education among Hong Kong, Taiwan, and mainland China, seeking how the character education implements in schools and its communication with other subjects on the support of policies, how the teachers make of this curriculum, and whether the program of character education takes the impact on children’s character building.

Educational Values in the Mepopoidulu Tradition in the Bada Tribe of Poso Regency, Indonesia

This study discusses the Mepopoidulu tradition implemented by the Bada tribe, Poso Regency, in Indonesia. The aim of this study is to reveal the cultural values contained in the Meppoidulu tradition in the Bada tribe. This study used a qualitative method with an ethnography approach. The data was gathered through field observation, in-depth interviews with local communities, and written document analysis. The data, then, was analyzed using data reduction techniques, data presentation, and data verification, and ended with checking validity and drawing conclusions. The results of this study show that the implementation of the Mepopoidulu tradition consists of five main elements: Pousuana Katuwon'na Tauna, and the womb salvation ceremony during a mother's first pregnancy. Second, Pompetimbali Poadakana Tauna. Namely, manners are polite habits agreed upon in the social environment between people when they are adults in the stages leading to marriage. Third, poparewa, which implies ownership, means that humans will always live and strive and will own and have property rights. The fourth is Maroro'u, which means the implementation of expressions of gratitude to the almighty creator God for the agricultural harvests of the Bada community. The fifth is Mpegiwuw, which sanctions or punishes those who violate the traditional rules/customs of the Bada tribe. The educational values contained in the mepopoidulu tradition include the Value of religious education, an awareness deeply manifested in the depths of the human heart as human nature. Then, the Value of social education is a collection of attitudes and feelings manifested through behavior that influences the behavior of a person with values. Furthermore, the Value of moral education is a way of life that differentiates humans from other creatures. Cultural education is a value that has been embedded and agreed upon by the Bada tribe in the form of habits, behavior, and responses to a situation after or before it occurs. Finally, the Value of character education, which is an effort designed and implemented systematically to help understand human behavior, including the Value of caring, the ability to be sensitive to the needs of other people, and the ability to feel the feelings of different people and put oneself in other people's situations (empathy).

Internalization of Character Education Values in Arabic Language Learning for Tsanawiyah Students Dayah Al Muslimun Lhoksukon North Aceh

This study aims to describe the implementation of character education values and their internalization in Arabic language learning for tsnawiyah students of Dayah Al Muslimun Lhoksukon North Aceh. This research uses descriptive qualitative methods, and the data collected are the results of observations, interviews and documentation. Data analysis in this study used Miles Huberman's interactive analysis theory. The data analysis technique in this study begins with collecting data, presenting, reducing and concluding. The results of this study indicate that the value of character education values contained in Arabic learning materials in the book Arabiyah Baina Yadaik for Tsanawiyah students, namely: religious values, ethical values, tolerance values, disciplinary values, complex work values, independent values, democratic values, curiosity values, national spirit values, recognizing excellence, communicative values, reading values, environmental care values and responsibility values and the value of character education values are internalized into the process of Arabic learning stages through teaching materials, learning models and evaluation (authentic assessment).

청소년의 관계형성역량 향상을 위한 가정과교육의 방향 탐색

The purpose of this study is to explore the direction of home economics education and provide specific implications to help adolescents develop relationship competency. For this purpose, the contents of Korea's character education and UK's relationships education curriculum were analyzed, and the results are as follows. Character education in Korea focused on character education values such as responsibility, respect, consideration, and communication throughout the public education system. These contents were largely consistent with the learning content elements for cultivating relationship-competency in home economics education. UK's relationships education at the primary and secondary levels were similar to that of home economics education in middle school in Korea in its goals and learning contents for understanding and maintaining healthy relationships. However, differences existed in areas of safe relationships, setting boundaries with others, comprehensiveness of sex education content, rights to refuse sex education, and education content based on equal rights. Based on these results, this study concludes that the concept of education on relationships needs to be defined, the composition of educational content should be systematically developed, and further research on the development of teaching and learning methods and learning programs that can elicit and internalize students' attitudes and changes is needed. In addition, insights were gained regarding additional educational contents and considerations to take into account.

Strengthening Local Culture-Based Character Education

When diversity causes numerous multi-dimensional challenges for the Indonesian country, it is thought important to reorganize character education. The purpose of this research is to create a descriptive image of how to develop local culture-based character education for pupils. An ethnographic approach is used in the descriptive qualitative research method.. The data sources used are primary data and secondary data. This research is located at the Daarul Qur'an Al Ismailliyah Foundation in Kalianda, South Lampung. Research results: 1) Integrating the values of character education in the curriculum in each subject, consistent habituation from the start of school entry to the end of the activity, routinely carrying out Dhuha prayers in congregation, reading Asmaul Husna and reading the Qur'an, performing arts and martial arts exercises regularly, character education based on local culture focuses on discipline, there is an evaluation of the implementation of school regulations by doing morning assembly regularly. related to local culture-based character education, providing a sustainable understanding of local culture,

Astabrata and Educational Values In Wayang Script “Anoman Duta” By Ki.Ng. Edi Sulistyono

<p>Literary works have many varieties and types. One of the well-known literary works is wayang script. The purpose of this study is to identify the philosophy of Astabrata and the value of character education in the "Anoman Duta" Puppet Manuscript by Ki.Ng. Edi Sulisyono. Research conducted in the form of qualitative research. The data obtained comes from the prologue, dialogue, and character behavior. Sources of data in this study came from interviews with literature experts, teachers, and students. The sampling technique used is a purposive sampling technique. Collecting data using document analysis and interviews. The validity test technique uses theory triangulation and data sources. The research results obtained are: (1) Astabrata includes the properties of the sun, moon, stars, earth, fire, wind, sky and ocean. The most dominant trait is the Sky and Ocean trait; (2) Values of character education include religious attitude, honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love of the motherland, respect for achievement, friendly/communicative, love peace, love to read, care environment, social care, and responsibility. The most dominant attitude is religious attitude. The results of this study are aspects of astabrata philosophy and educational values that can be used as a guide in everyday life to become a better person.</p>

Integration of Religious Character Education Values of Santri at Dayah (Pesantren)

This research aims to provide a description, analysis, and interpretation of the values and integration of religious character education values of santri at Dayah Ummul Ayman Samalanga Bireuen Aceh. Based on the research questions, the method used is a qualitative approach with a case study design. The research locus was chosen at Dayah Ummul Ayman Samalanga Bireuen Aceh, and the research sample consisted of santri and teachers at the dayah. The sampling technique used was purposive and snowball sampling. Data collection was conducted through observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman Interactive Qualitative Analysis Technique. The Miles and Huberman Interactive Qualitative Analysis Technique was performed by collecting data, displaying data, condensing data, and then drawing conclusions. The analyzed data were verified for their truth and validity through triangulation. The results of the study indicate that the religious character education values found are piety, earnestness, patience, courtesy, honesty, love of knowledge, and simplicity. The integration of religious character education values of santri is applied in the vision and mission of the dayah, in the dayah curriculum, and in dayah learning. These religious character values have implications for improving understanding and practice of religious values, shaping characters that are honest, patient, and polite, and encouraging earnestness and concern in activities.

Analysis of The Potential Values of Character Education in The Independent Curriculum on Traditional Arts Typical of The Sasak Tribe of Lombok "Peresean"

Analysis of The Potential Values of Character Education in The Independent Curriculum on Traditional Arts Typical of The Sasak Tribe of Lombok "Peresean"

Management of Educational Curriculum Development from a Koranic Perspective in Improving the Morals of Students at Al-Washliyah 18 Tembung

The Islamic curriculum not only describes a series of knowledge that must be taught by educators (teachers) to students, but also all educational activities that are deemed necessary because they have an influence on students in order to achieve the goals of Islamic education. Among the educational activities that are considered urgent are instilling the values ​​of discipline and character education in children. This research: Management of the Islamic education curriculum is a necessity that must be carried out as an effort to increase the success of Islamic education. Because management essentially involves optimizing the work of school/madrasah institutions systematically and systemically to become the educational goals to be achieved which are colored with Islamic nuances. Based on this idea, it is necessary to carry out and implement educational curriculum management from a Koranic perspective in improving the morals of students at Al-Washliyah 18 Tembung.

Batetannga Village Community, Binuang District, Polewali Mandar Regency: The Value of Responsible Character Education in Sibali-Sipatambak Culture

Purpose of the study: This research aims to find out whether there is a value of responsible character education in the Sibali-Sipatambak culture in the people of Batetannga Village, Binuang subdistrict, Polewali Mandar Regency, to find out what factors influence changes in the social characteristics of the Sibali-Sipatambak culture towards society.
 Methodology: This type of research is qualitative. The data source used is information originating from direct observation at the research location. Data collection was carried out using field research through centralized observation and interviews.
 Main Findings: The results of this research show that there is a value of responsible character education in the sibali-sipatambak culture in Batetannga Village. Sibali-sipatambak is mutual cooperation in Batetannga Village in lightening the workload based on the abilities and abilities of each individual, which is based on the principles of togetherness, cohesiveness, kinship and humanity are so deep in order to lighten the burden carried together. The factors that influence changes in the socio-cultural characteristics of Sibali-Sipatambak influenced by cultural factors, modern technology, the increasing economic needs of the community and increasingly difficult life challenges.
 Novelty/Originality of this study: The novelty of this research is that there is still little research that specifically explores the relationship between the value of responsible character education and the Sibali-Sipatambak culture in Batetannga, Binuang District Village, Polewali Mandar Regency. Therefore, there is a description of knowledge that needs to be filled in to understand how the values ​​of responsible character education are practiced in the Sibali-Sipatambak cultural context, as well as their impact on the formation of a society with environmental character.

Pendidikan Karakter dalam Perspektif Al-Qur’an (Analisis Corak Tafsir Tarbawi dalam Qs. Luqman Ayat 12-19)

Education plays a crucial role as a means to enhance the quality of human resources. However, the challenge faced by education today is the occurrence of moral decadence. The Quran, as the source of Islamic teachings related to all aspects of human life, contains answers to various issues, including the educational aspect. Nevertheless, not everyone can easily understand it. Hence, commentators or experts in interpretation, known as mufassir, emerged to facilitate our understanding of the Quran. The verses under study in this research are from Surah Luqman, specifically from verse 12 to verse 19. The research applies a literature approach, where information and data are gathered from various library sources. The data is divided into two types: primary data from the Tafsir Al-Mishbah by M. Quraish Shihab, and secondary data from relevant articles and books. The analysis process involves data collection, classification based on the research formula, citation of references to organize findings, abstraction to obtain concrete information, and interpretation of data with conclusions drawn. The result of this research is the pattern of tarbawi interpretation with a specific orientation toward interpreting Quranic verses related to education and educational goals. One form of tarbawi interpretation is M. Quraish Shihab's interpretation of Surah Luqman verses 12-19, which discusses the teaching of wisdom and advice provided by Luqman to his son. This interpretation is relevant to modern character education values, supplemented with Islamic teachings. In the Islamic perspective, character is not only identified with morality. Noble character or morality is produced through the application of Sharia (worship and transactions) based on a strong foundation of faith ('aqidah).
  Keywords: Education Character, Al-Qur’an, Analyizing Tafsir Tarbawi

Nilai-nilai Pendidikan Karakter dalam Seloko Adat Kelurahan Sengeti

Introduction. The research aims to determine the values of character education in the traditional seloko of Sengeti subdistrict. The purpose of this article is to find out what character education values are contained in traditional seloko. Research methods. The research method used in this research is descriptive, namely an ethnographic study which aims to explain the values of character education in the traditional seloko of Sengeti Village. Results and Discussion. The results of this research illustrate: first, carrying out and applying various traditional seloko activities based on the Hadith and Al-Qur'an in accordance with the value of religious character education. Second, the attitude of thinking and acting in traditional seloko is based on a sense of sincerity and enthusiasm in accordance with the values of nationalist character education. Third, a responsible and trustworthy attitude in traditional seloko is in accordance with the value of independent character education. Fourth, an attitude of mutual assistance, respect and enthusiasm in accordance with the value of mutual cooperation character education. Fifth, an attitude of trustworthiness and trustworthiness is in accordance with the character education value of integrity. Conclusions and suggestions. Seloko Adat contains character education values. It is hoped that traditional institutions and the government will carry out traditional seloko training for the next generation of young people in Sengeti Village.

Pendidikan Karakter Berbasis Budaya Spiritual di SD Sathya Sai Denpasar

Character is the result of education and learning from physical and spiritual knowledge obtained from school and family. The education provided by teachers at school will have an influence on students, therefore the role of teachers, parents and the environment plays a very important role in character formation. The educational process in schools based on spiritual culture will determine a lot of a child's progress in learning for the rest of his life and understanding the meaning of life for life. The aim of this research is to find out more about the spiritual culture implemented at Sathya Sai Elementary School in instilling character education values at school. This type of research is qualitative. The data collection methods used in this research are interviews, observation, literature study by analyzing data descriptively qualitatively. The location chosen in this research was Sathya Sai Elementary School. Primary data sources were obtained through interviews with several informants and secondary data were obtained through documentation and literature study. Determining informants using purposive sampling. The research results show, first: the application of spiritual culture is used and implemented because it aims to instill religious teachings as a basic concept of education which is carried out by starting from example, habituation and strengthening to students. Second, a form of education based on spiritual culture in the form of sitting in silence, satya, dharma, ahimsa, prema and santi. Third, the impact of education based on spiritual culture in the form of discipline, honesty and religion on students at school and at home.