Analysis of the Influence of Character Education and Social Status on Occupational Health and Safety (OHS) Culture at the Pamulang University (original) (raw)
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This study aims to describe: a) the implementation of character education through the school culture in SMA Negeri 1 Dompu and SMA Negeri 1 Kilo, Dompu Regency and b) the impacts of the implementation of character education through the school culture in those two schools.This was a qualitative study employing the naturalistic approach, carried out in SMA Negeri 1 Dompu and SMA Negeri 1 Kilo. The data were collected through observations, in-depth interviews, and documents. They were analyzed by adapting the interactive model, consisting of three recurring and continuous activities, namely data reduction, data display, and data verification/conclusion drawing.Based on the research findings, the following conclusions are drawn. 1) The development of the school culture to build character in SMA Negeri 1 Dompu, consisting of planning, implementation, supervision, and evaluation, runs well. The implementation of character education through the school culture in SMA Negeri 1 Dompu runs well, supported by the school personnel and school committee. SMA Negeri 1 Dompu carries out a lot of activities to develop the school culture that the students adopt. Meanwhile, in SMA Negeri 1 Kilo, the planning of the school culture development is good but the implementation, supervision, and evaluation are not good enough. The implementation of character education through the school culture in SMA Negeri 1 Kilo does not run smoothly due to the lack of the school personnel's support and the school committee's support and the lack of activities to build the school culture. The difference in the conditions of the implementation of character education through the school culture between SMA Negeri 1 Dompu and SMA Negeri 1 Kilo depends very much on the principals' roles. The roles of the principals as leaders are capable of building a positive school culture. 2) The impacts of character building through the school culture are, among others, manifested in: a. caring cleanliness; b. beauty and tidiness c. religious service obedience; d. conformity to the rules; e. mutual respect, politeness, and family like relationship; f. honesty and responsibility; g. togetherness; h. tidy document filing and educational infrastructure; and i. stakeholders 'participation and involvement. Keywords: character education, school culture. A. Background In line with the development of science and technology, culture and structure changing dynamics Indonesian society as a whole experienced a fantastic change. The values of the communities began began slowly abandoned or likely to eliminate moral values and character that has been built by the structure and culture of the people. These changes have underlying patterns of social life not only on the adults but also among youth has penetrated the fabric of life including students. The crisis experienced by the character of the Indonesian nation is now located at a very alarming nature sincere, noble, noble, honest, courtesy, and responsibility are eroded instantly replaced with a sense of anxiety, violence, behavior contrary to the values, beliefs, norms, religious customs prevailing in the society, nation and state of Indonesia. Images of the character crisis that hit the Indonesian nation is not only happening in one multi-dimensional but multidimensional even institutions. Ary Ginanjar Agustian (Zuchdi, et al, 2009: 35-37) noted some important points related to the portrait of Indonesia today. First, as many as 42.3% of high school students in Cianjur have had sex outside marriage. According to them, the sex was done as they liked, and some even have multiple partners. The research was conducted Annisa Foundation (AF) in July-December 2006 against 412 respondents from 13 middle and high schools as well as private land. Even more disheartening is apparently as much as 90% of them understand the religious values. Secondly, in Indonesia is estimated to occur each year 2 to 2.6 million abortions or 43 abortions occur for every 100 pregnancies, 30% of which is expected to be done by people aged 15-24. This information is based on data from the World Health Organisation (WHO: World Health Organization). Third, the gang at SMAN 34 (SMA model and idol in Jakarta) put through torture junior students. The senior students who are members of the gang are also frequent bullying. The emergence of the crisis character not only occur at the national level but also at the local level including Dompu district, it can be observed from the cases that occurred in the district Dompu example, in 2005, there was another incident jab fights between individual teachers at SMAN 1 Kilo due to incorrect an individual teacher hit the student who happens to have a family relationship with a person other teachers. In April 2009, the students of SMK Negeri 1 Woja damage school facilities and teachers pursue; event was triggered by the high
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KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT
Safety culture is the key in the preventing of accidents and occupational diseases in the work environment and industry. Safety culture must be trained since school, especially vocational high school. The results of the literature state that OHS training taught during formal schools has an effect on decreasing working injury incidence (WIs) when they work in industry. Occupational Health and Safety (OHS) training for Vocational High School students majoring in Graphic Production has never been carried out and even there is no subject. Therefore, the OHS training is expected to become a routine training as a provision and familiarize the safety culture in the schools. The aim of this training is to improve the competence of students in SMKN 7 Jakarta majoring in Graphic Production. The method in this training is carried out online using the media zoom meeting for 3 hours with two meetings. This training begins with a general OSH behavior assessment and then the results of the asses...
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The primary objective of Occupational Health and Safety (OHS) is to create a healthy and safe working environment. Because of this should be provided at a young age to instill awareness of a safety culture. This study aims to examine the integration of OHS into education in the K-12 Curriculum published by the Ministry of National Education. The study employed the qualitative research method of document analysis. The data source consisted of documents from the Ministry of National Education, specifically the K-12 curriculum, content analysis was performed. OHS topics identified in the study include Health, Hazard, Risk, Safety, Precaution, Emergency, Security, Protection, OHS, Duties, Responsibilities, Equipment, Traffic Rules. The results of the study indicate that the preschool education program emphasizes objectives, are considered important in developing attitudes toward health protection and imparting safety awareness. In primary school programs, it is understood, the fundamental objectives related to OHS are aimed at creating a culture of health and safety. However, the effort to instill awareness of health and safety culture in primary schools is deemed insufficient, leading to a lack of continuity in other educational levels. In vocational education programs, objectives related to OHS were identified, but it was observed that these objectives were more of a warning nature rather than developing the ability to understand, assess sector-specific risks. Particularly in vocational education, it is recommended to add practical programs to the curriculum in collaboration with occupational safety experts and industry representatives, providing students with the opportunity to assess potential hazards in the workplace.
The problems that occurred in SMAN 9 Manado that the way teachers work has not shown that the maximum performance due to lack of awareness and discipline in the execution of duties as a professional teacher. Similarly, they found the study of students at SMAN 9 Manado low level of absorbency. Objective research is to determine whether there is influence morale, the teaching profession and character education in shaping the character of the students at SMAN 9 Manado The samples used were 45 respondents and data analysis techniques by using Karl Pearson correlation product moment. Results of research on the relationship variables X and Y are the relationship working moral Influence, the teaching profession and character education in shaping the character of the students at SMAN 9 Manado result means 0.974 classified as very strong relationship. To determine the magnitude of the power of determination working moral relationship influence, the teaching profession and character education in shaping the character of the students at SMAN 9 Manado result is 95% and the remaining 5% is influenced by other factors not examined by the author. To test the significance of the formula t count by rule of testing: the result is 8.834 and the equation t table is 1.671. t count > t table or 8.834> 1.671. In conclusionmoraleeffectrelationship, the teaching professionandcharacter educationin shapingthe character ofthe studentsatSMAN9Manadoresults are significant. I. Antecedent Reasoning Of Writing In order to achieve the goal of education is needed for the development of education towards a just and prosperous society. In the development of education no impact or negative impact posited which is a problem in improving the morale and the teaching profession in order to improve the quality of education and shape the character of the students. Thus the character formation of students is often positively or negatively. Therefore the negative need to be tackled together of parents, governments and communities to shape the character of good students. The problems that occurred in SMAN 9 Manado that the way teachers work has not shown that the maximum performance due to lack of awareness and discipline in the execution of duties as a professional teacher. Similarly, they found the study of students at SMAN 9 Manado low level of absorbency. Therefore it is necessary motivation for teachers who are less eager to have a creative attitude in carrying out the duties carried in order to establish the character of the students. Thus, character education can be integrated in the learning in each subject. Learning materials related to norms or values on each subject needs to be developed, with the context of everyday life. Thus, learning the values of character not only on the cognitive level, but touched on the internalization and practice in the life of students everyday in the family and society. Character formation of students is not solely will be the task of a teacher at the school but also within the family and society. Each student can spend time to move not only in school, but can be implemented also in the home and in the community. Therefore formal education in schools, where the teacher as a person who has a very important role in shaping the character of students. Through the character values are courage, honesty, respect for others, and discipline. Thus, each student will be able to increase the degree of character and dignity of the nation. Furthermore, character education in schools is related to themanagementorthe management ofthe school.Managementquestion ishowcharacter educationis planned, implemented and controlledineducational activitiesin schoolsoptimally. Management include, among others, the values need to be instilled, curriculum, teaching, assessment, teachers and education personnel, and other related components. Thus, the school management is one of the effective medium in character education in school. The character education aims to improve the quality of the implementation and results of school education that leads to the achievement of the formation of character and noble character of learners as a whole, integrated, and balanced, appropriatecompetency standards. Throughcharacter education learner students are expected to be able to independently increase and using the knowledge, study and internalize and personalize the values of character and noble character so manifest in everyday behavior. In forming the character can not be simply by