Integration of Character Education through Local Wisdom in Indonesian Language Learning at Junior High School (original) (raw)
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Samin is an Indonesian tribe at Mount Kendeng, exactly in the cities of Blora and Bojonegoro. Samin people reject school, fez, polygamy, long trousers, and trade. Although they look like out of date, they have 7 good characters i.e discipline, honesty, responsibility, cooperation, tolerance, social care, and environmental care. This research aimed at investigating the strategies for implementing local wisdom-based character education among Indonesian higher education students by focusing on the values sated in Jamuskalimasada book of Samin Community. The data of this phenomenological research were collected by observation, interview, questionnaire, and documentation. The findings demonstrated that teaching character education in the higher education based on local wisdom could be conducted by integrating values and aesthetics in the course, internalizing positive values to students, habituation and training, providing example and model, creating characterized-situation based on local wisdom, and civilizing. Value-based vision of study program or campus can be achieved through educational strategy formulation including value habituation, value role model, value internalization, value integration in learning, and cultural value. Teaching character education was related to both character actualization programmed in the lesson plan and good example provision in the classroom and daily campus activities.
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The study discussed the urgency of character education in East Lombok elementary schools based on Sasak ethnic local wisdom. This study used descriptive qualitative research methods to describe the phenomena of educational activities, learning, and curriculum implementation related to character education based on local wisdom of the Sasak ethnic group in East Lombok elementary schools. Data were collected by using interview techniques, group observation, and documentation. Data analysis was organized into some categories, describing it into units, synthesizing, arranging into patterns, interpreting, and making conclusions. The main problem faced in the implementation of character education in East Lombok elementary school is the absence of a character education model that is appropriate or methodologically adequate for learning process, it is individually developed continuously. The richness and diversity of Sasak culture with the values of local wisdom has potential to be integrate...
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Developing good characters may take quite a process of enculturation early at the primary schools. Character education may include local wisdom or local knowledge learnt through the Indonesia language curriculum. Bali’s local wisdom, which adheres in the Hindu philosophy, is potentially rich for the development of character education’s themes and sub-themes. The central themes and sub-themes fleshed out from the Hindu philosophy are coherently tied into a system of meaningful moral entity. Children may learn the moral characters contextually and meaningfully through the national language of Indonesia at schools. However, caution should be taken as the themes and the sub-themes are critically beyond the first and second graders’ cognitive and moral development stages.
Implementation of Character Education Local Wisdom Charged in Basic Education Level in South Sumatra
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The aims of this study is to analyze the implementation of character education charged local wisdom in Basic Education in South Sumatra province and its obstacle factors. This study used a combination of quantitative and qualitative approach with descriptive methods. The study is conducted in three cities (Palembang, Prabumulih and Lubuk Linggau), and three regencies (MusiBanyuasin, Lahatand OganKomeringIlir), withtotal respondentsare 190 teachers. The data collection by using focus group discussions and questionnaires, while data analysis was done descriptively. The results showed that the implementation of character education local wisdom charged in basic education level in South Sumatra province in general already performing well but is not maximized. The majority (76.84%) of schools have implemented character education charged with quite good local wisdom. In junior high schools have done a good (13.04%) compared with SD (9.92%). In Prabumulih, most schools do it well (16.67%), ...
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This research aims to determine how the implementation of character education models is implemented at senior high schools in Batusangkar. The design can be applied to students in senior high schools and determine the Effectiveness of the implementation of character education models of Local wisdom "Tau Jalan Nan Ampek" values in shaping the Character of students in high school. The type of research was R&D by using ADDIE development models, namely analyze, design, development, implementation, and evaluation. The data collection instruments are in the form of observation sheets and questionnaires. The experts have validated the product. Then the researcher tested it on the high school students in Batusangkar. The research used a questionnaire to obtain quantitative data and used observations, responses, and suggestions to improve writing to obtain qualitative data. The practicality of the character-learning model of local wisdom values "Tau Jalan Nan Ampek" is determined based on experts, teachers, and students' responses to this model's practicality and Effectiveness. This model is determined from the results of an extended trial. Data validity and practicality were analyzed using the formula of respondents' total achievements, and Effectiveness was analyzed used an experimental t-test. The results of this research found that the character model of learning "Tau Jalan Nan Ampek" by producing products in the form of model books, teacher books, and student books. Teachers can use the Characteristics of local wisdom based on how to walk for the learning process to improve the students' learning outcome.
SHS Web of Conferences, 2018
Indonesia, nowadays, still deals with complex problems, such as national disintegration and social disharmony of a nation. Many regions experience disunity which is started from smallest unit into larger unit. This problem will threaten the unity of Indonesia. It becomes a serious problem so that it is important to optimize the role of education which leads to the insertion of character education in early learning. Teacher is expected to be able to implement the character education, including the preparation, implementation, and evaluation. The implemented character education should be synergized to the local wisdom of each region because it has its own cultural values which could be guidances toward the attitude. Character education which is synergized with local wisdom aims at achieving the vision of integration and social harmony of a nation.
The National Character Education Paradigm in the Indonesian language instructions
Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9), 2017
The cultural-based nation character education in the elementary school is aimed at implementing the education in its nature that is developing the human potential of students for their roles in the future. This national character education integratively combines the generic and specific potentials to solve and to face the problems of life. The value-based life-skills education in the elementary school is underlying the behaviour, characteristics, and attitude that is based on the succeed of students' future life. The giving of universal values such as honesty, respect, manners, hardworking, tolerance, and others become the core study for teachers' insights during their friendly interaction with students, for that reason, education in schools are so consciously designed and managed that the instructional process for students evoke the attitude and behaviour learning through the nation character education. Many inhibition factors that are faced by the school in implementing the education, internally in the school or externally especially in understanding and teacher's competence in developing nation character education. It is all because not only a simple thing to change teachers' paradigm in implementing the managing model of conventional learning that been rooted in their teaching attitude. The finding shows that (1) according to the analysis of Indonesian Language SK-KD, the national characters evoke in terms of loving to read, patriotism, respecting others, tolerance, friendship, caring for others, communicative, religious, honesty, discipline, creative, perseverance, confidence, curiosity, bravery, and critical; (2) the character values are not explicitly stated yet in the Lesson Plan for many kinds of elementary schools; (3) in the religion-and multicultural-based schools, the character implementation has been planned and accustomed in the class and school environment; (4) in the religion-and multicultural-based schools, teachers' behaviour in implementing the character values is routinely done, conditioned, and customization. The research was held in four elementary schools in Bandung that were set purposively, by considering the paradigm, the school vision and mission, including the conventional elementary school (Pasirkaliki), religion-based elementary school (Muhammadiyah), potential elementary school (Sukarasa), and Multicultural elementary school (Slamet Riyadi). The research was focused on the analysis of SK-KD, Lesson Plan, and learning observation as well as interviewing the teachers.
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The purpose of this study is to describe the various local wisdom and describe the diverse character education, which contain in local wisdom in the Sundanese society of Choblong, Cisarua village located in Bogor, West Java, Indonesia. Observation method is the best way to collect information and understand local culture in a society. The local wisdom of these Choblong villagers is believed to have a useful contribution to the values of character education that must always be taught and preserved for the benefit of subsequent regeneration. The local wisdom of the Choblong village can be penetrated to school curriculum for preparing their next generations and the cultural preservation. Although there are many adjustments required when immersion between local culture and school curriculum, but it is possible if the applications of carefully selected local culture are given in their local environmental settings.
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Character building is an important component of 2013 Curriculum learning using textbooks as a learning source. This study aims to describe character values within the 2014 and 2017 revised editions of the 2013 Curriculum-based Indonesian Language Textbook for Year 10. The source of data for this research is the 2013 Curriculum Indonesian Language Textbook (BTBI) published by the Ministry of Education and Culture (Kemendikbud). Data in this study assume the forms of words, phrases, or sentences that indicate character values, collected by observation and note-taking and analyzed with a referential identity method. The 2014 and 2017 editions of BTBI carry the same character values, namely religiousness, nationalism, independence, gotong royong, and integrity. Differences in the character value content of both textbooks lie in the sub-values of each identified character value. According to the uncovered character sub-values, the dominant character in the 2014 edition of BTBI is independence. The 2017 edition contains three equivalent character values: religiousness, nationalism, and independence. Principles of Wasatiyyat Islam reflected in BTBI for Year 10 are values of tawassut (taking the middle way), tawazun (balance between the world and the hereafter), i'tidal (straightness and uprightness), tasamuh (tolerance), musawah (egalitarianism), shura (consultation), islah (reform), aulawiyah (prioritizing), tatawwur wa ibtikar (dynamism and innovation), and tahaddur (being civilized). These values represent the courteous, peaceful and gentle nature of the Indonesian nation.