The Implementation of Moral Values through the Strengthening of Education Character Program in Muhammadiyah Elementary Schools Gorontalo Regency (original) (raw)

Integration of Character Values in School Culture at Elementary Schools in Jakarta, Indonesia

Journal of Arts and Humanities

Character values can be integrated not only in the classroom, but also in the school culture. Some teachers are not familiar with the ways of integrating these values in the school culture. The purpose of this study was to find out about implementation of character values integration in school culture at elementary schools in Jakarta. This research was conducted in Jakarta, the capital city of Indonesia. A quantitatively descriptive method was used for this study. Questionnaires related to integration of character values in school culture consists of religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture. A total of 63 principals from 63 elementary schools in Jakarta were involved in the study. The result showed that means of character values integration in religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture were achieved 13.40, 6.16, 17.71, 13.24, 11.81, 12.33, and 10.49 or 83.75 %, 68.44...

Management of Character Education Based on Religious Culture in the Global Era: Case Study Al-Ghontory Elementary School Tulungagung, Indonesia

Zenodo (CERN European Organization for Nuclear Research), 2023

The global era that is happening at this time brings the impact of changes in the lives of the world's people. This change can be seen in the behavior and perspective of the community towards ethical values that exist in everyday life. This paper aims to describe the management of character education based on religious culture in elementary schools. Learning character values can be carried out by forming a religious culture in schools. Religious culture can strengthen student behavior in carrying out character values in everyday life. This research was conducted at Al-Ghontory Elementary School Tulungagung, Indonesia. Data were taken by interview, observation, and documentation techniques. The results of the study indicate that character values can be implemented by strengthening the implementation of religious culture in schools. A good religious culture can realize the implementation of quality education, shape the attitudes, behavior, and morals of good students. Students are more disciplined and responsible in carrying out the learning process at school.

Religious Values in Indonesia’s Character Education

Jurnal Pendidikan Islam, 2016

Penelitian ini bertujuan untuk menginvestigasi ideologi di balik peletakkan yang tercantum dalam Panduan Budaya dan Karakter Menteri Pendidikan yang diterbitkan pada tahun 2012. Penelitian ini dipaparkan sebagai bagian dari kurikulum pendidikan karakter dan memberi petunjuk pada guru tentang bagaimana melakukan implantasi untuk nilai-nilai moral yang baik dalam fikiran dan jiwa mereka. Isu pendidikan karakter menandai perubahan signifikan dalam kurikulum nasional pendidikan Indonesia yang menunjukkan potensi bagai pertarungan ideologi. Karenanya, hal ini merupakan isu penting untuk diteliti, khususnya dalam kajian Critical Discourse Analisis (CDA). Dengan menggunakan tiga model dimensional CDA Fairclough (1989), kurikulum Indonesia terkait dengan pendidikan berkarakter secara tekstual dianalisa. Analisa menunjukkan bahwa penggunaan nilai-nilai agama masih dipertanyakan; terkait dengan simbol dan jargon, agama sesungguhnya sangat dihargai; namun nampaknya hanyalah merupakan hal tak jelas untuk diam-diam menekan dan memarjinalkan core penting pengajaran.

Moral Education of Kindergarten Children in Rural Areas: A Case Study in Indonesia

2020

Early childhood is the right time to introduce and grow moral education so that later, children become good people. This study aims to identify moral values developed by teachers, methods practiced, and the results achieved. The research involved kindergarten children in rural areas in the Special Province of Yogyakarta and Central Java, Indonesia. The research subjects were 140 teachers. Data was collected using focus group discussions. Data analysis employed an interactive analysis of Miles and Huberman's model. The results of the study conclude that 1) there are nine moral values developed by teachers: religiosity, independence, confidence, honesty, discipline, tolerance, social care, respect, and patience. 2) The teachers' methods are exemplary, habitual, advisory, tell stories, create dialogue, involve socio-drama, involve social visits, involve educational tours, facilitate, involve singing, involve the introduction of short traditions, and involve playing children&#39...

THE IMPORTANCE OF UNDERSTANDING ETHICAL VALUES IN CHARACTERELEMENTARY SCHOOL STUDENTS

THE IMPORTANCE OF UNDERSTANDING ETHICAL VALUES IN CHARACTERELEMENTARY SCHOOL STUDENTS, 2020

Education is very important to every individual, not least children. Education is also expected to play an active role in changing the mindset, behavior and attitudes of each individual. Education should also be able to understand ethical values. Not without cause, because now the ethical values have begun to go unnoticed by the students. Starting many elementary school students who smoke, drink alcohol, brawls and unscinged sex. The purpose of this research is to know the importance of understanding the ethical values in the character of elementary school students, precisely at elementary school 1 Bareng Malang and what the impact is. In this study there was a sample of fifty (50) students and sample characteristics of fifty (50) students as participants, thirty-four (34) men and sixteen (16) women and using quantitative research method. There is a positive influence between Christian ethical variables and significant Christian character variables of elementary school 1 Bareng students, which means that the higher the Christian ethics lesson the higher the Christian character of elementary school 1 Bareng Malang students.

Developing Moral Values-Based Character Ingrade IV of Primary School

2017

This study aims to describe the teacher's efforts in developing moral values-based character. This type of research is descriptive qualitative. The technique of collecting data in this research is by using observation, interview, and documentation. The results of this study show that of 19 students, there are two students who have different characters and if the teacher gives lessons to the students, it turns out the two students are just playing. These two students also handed in their assignments to the last minute. It revealed that the nature of the two students was influenced by the environment and also the influence of the background of parents of students whose job is only farmers and motorcycle taxi drivers. The condition makes the students less motivated in getting involved in the learning process at school. In conclusion, the teacher has tried to advise, give warning, light punishment, and yet both students keep on doing things that make other students less

Implementation of Character Education at Elementary School Level in Sulawesi, Indonesia

2020

This study aimed to describe the implementation of character education conducted at elementary school in Sulawesi, Indonesia. This study used descriptive qualitative research approach with the use of interview and questionnaire to collect the data. There were headmasters, teachers, and students from eight regions of Sulawesi to participate in the study as the research participants. Four character values were used to be the focus of the present study namely honesty, intelligence, care, and tenacity. Seven stages of character education strategy were used including giving assignment, habituating, training, teaching, guiding, modelling, and conditioning. Results showed that seven out of eight schools had implemented character education along with the seven required strategies, so that the students had been accustomed with the four character values that became the focus of the study. Another result depicted that one school in Central Sulawesi had not been successful in implementing three...

Character education trend in Indonesia

Journal of Education and Learning (EduLearn), 2022

Character education is an educational concept to form and foster a Muslim personality as a whole (syumuliyah). This literature study aimed to determine the implementation of character education and supporting and inhibiting factors for the implementation of character education in formal schools in Indonesia. Data analysis techniques by means of data reduction, data display, and conclusion. Based on research findings, the trend of implementing character education in Indonesian formal schools has the same spirit in the content of character education. In formal schools with the status of public schools, the implementation of character education follows government regulations as stated in the Strengthening of Character Education (SCE), which is an implication of Islamic teachings. As for formal schools with private status on an Islamic basis, character education tends to be oriented towards cultivating akhlakul karimah (moral education) combined with government regulations. The implications of this research lead to the cultivation of character values that are embedded in social attitudes and spiritual attitudes as provisions for students' daily lives. The supporting and inhibiting factors for the implementation of character education are also discussed.

Moral Education in Japanese Schools a Model for Improving Character Education in Indonesia

Analisa: Journal of Social Science and Religion, 2017

Moral or character education has been playing an important role in educating children, teenagers, and younger people noble values of Japanese cultures. This research is based on two research questions: how the practice of moral education in Japanese schools is and how the model for improving character education in Indonesian schools is. This is a qualitative field research with phenomenological approach, in which the data were collected in Japanese schools by using observation, indepth interview, and documentary. The data were analysed descriptively and continuously. The Japanese government gave one hour lesson for moral education in a week. With the moral education, Japanese younger generation is expected to be able to adapt to the social environment and have the ability to think, to make effective decisions and to act independently. In addition, they are also expected to have ability to identify issues they face, and be able to interact with others in international relations an...