scholarly journals NILAI-NILAI MULTIKULTURAL DALAM KEHIDUPAN SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 11-20
Author(s):  
S. Candra ◽  
I.W. Lasmawan ◽  
I.N. Suastika
Keyword(s):  
Character Building

Kajian ini hendak mencoba menelaah secara kritis praktek-praktek nilai-nilai multikultural yang umumnya kurang memperhatikan aspek akulturasi budaya yang menyertainya dan juga mencari alternatif solusi pemecahannya demi mendukung tercapainya pendidikan yang berbasis character building di negara ini. Pada kenyataannya, praktek nilai-nilai multikultural senantiasa menyediakan ruang adanya insersi nilai-nilai budaya asing masyarakat penuturnya yang belum tentu sejalan dengan nilai-nilai budaya masyarakat kita. Sejalan dengan tujuan pendidikan nasional, nampaknya salah satu upaya yang bisa dilakukan untuk mengantisipasi dampak insersi budaya asing tersebut adalah dengan mengintegrasikan nilai-nilai budaya lokal Indonesia pada nilai-nilai multikultural sebagai alternatif cara guna mendukung upaya pemerintah dalam menggalakkan pendidikan berbasis karakter yang diyakini sangat penting untuk menumbuhkan, meningkatkan dan memelihara semangat nasionalisme generasi penerus bangsa.

Harry Potter – National Hero and National Heroic Epic

2011 ◽  
Vol 4 (1) ◽  
pp. 15-28
Author(s):  
Ulrike Kristina Köhler
Keyword(s):  
Harry Potter ◽  
Anglo Saxon ◽  
Robin Hood ◽  
Feudal Society ◽  
Self Image ◽  
Heroic Epic ◽  
National Model ◽  
National Hero ◽  
Norman Invasion ◽  
Character Building

Joanne K. Rowling's teenage wizard has enchanted readers all over the globe and Harry Potter can truly be called an international hero. However, as I will argue, he is also very much an English national hero, complying with the national auto-image of the English gentleman as well as with the idea of Christian masculinity, another English auto-image holding that outdoor activity is more character-building than book learning. I will also show that the series can be read as a national heroic epic in two respects. First, Harry Potter, alias Robin Hood, has to fight the Norman yoke, an English myth haunting the nation since the Norman invasion in 1066. The series displays as a national model an apparently paternalistic Anglo-Saxon feudal society marked by tolerance and liberty as opposed to foreign rule. Second, by establishing parallels to events which took place in Nazi Germany, the series takes up the idea of fighting it, which is a popular topos in British (children's) literature which serves to reinforce a positive self-image.

Character-Building Program Employing Photo in Education

2018 ◽  
Vol 5 (3) ◽  
pp. 1-4
Author(s):  
Yeong Hee Lee ◽  
#VALUE! #VALUE!
Keyword(s):  
Character Building ◽  
Building Program

The Role of Tahfidzul Quran Learning to Build the Students’ Character at Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga

2018 ◽  
Vol 2 ◽  
pp. 235-245
Author(s):  
Ikhwandi Arifin
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Quality Of Education ◽  
Learning Approach ◽  
The Future ◽  
Character Building

This paper discusses the importance of the students ‘character building in the level of primary school/Islamic elementary school to face the globalization and information era. Education is the process of determining the nation’s character. Good or bad character of the nation in the future will be determined by the present quality of education. Building the character through Tahfidzul Quran learning approach is expected to be the main foundation to improve the degree and prestige of learners as the asset of the nation. This study aimed to describe the process of Tahfidzul Quran learning which included planning, organizing, doing action and monitoring the important role of learning itself to build the learners’ character, especially in Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga.

Students’ Management to Increase the Character and Achievement in MAN 2 Banjarnegara

2018 ◽  
Vol 2 ◽  
Author(s):  
Sidik Wibowo Akhmad
Keyword(s):  
Academic Achievement ◽  
Extracurricular Activities ◽  
Selection Process ◽  
Skill Test ◽  
Spare Time ◽  
New Students ◽  
Strong Motivation ◽  
Character Building ◽  
The Impact ◽  
Enrollment Process

The purpose of this study was to describe the students’ management in increasing the character and achievement in MAN 2 Banjarnegara including: (1) the enrollment process of new students, (2) guiding students through discipline, noble character building, academic and non-academic achievement, and (3) the impact of character building and the achievement for students MAN 2 Banjarnegara. This research implemented descriptive qualitative approach. The data collection techniques were in-depth interview, observation, and documentation study. The validity of the data used three criteria; namely credibility, dependability, and conformability. The findings of this study were: The first, the enrollment process of the new students was made a breakthrough during the registration of academic and non-academic achievement of scholarships, the selection process was conducted through the value of official learning reports, certificate of championship/achievement, academic potential test and non-academic, and also the skill test. For the students who passed the selection process were supposed to sign the achievement contract during the learning process at MAN 2 Banjarnegara. The second, the character building was done by the concept of habituation and activities program that were integrated in curricular and extracurricular activities. The third, students who joined the academic and non-academic achievement programs at MAN 2 Banjarnegara had strong motivation, spirit of competition to achieve higher achievement and more focus on self-development and they could anticipate the usage of spare time for positive things/activities.

INTEGRASI PENDIDIKAN AGAMA-SAINS BERBASIS EKSPERIMENTAL UNTUK MEMBENTUK CHARACTER BUILDING MAHASISWA

1970 ◽  
Vol 19 (2) ◽  
pp. 359-384
Author(s):  
Umi Pratiwi
Keyword(s):  
Science Education ◽  
Experimental Method ◽  
Religious Education ◽  
Science And Technology ◽  
Character Building

This paper is written to determine the methods and benefits of the integration of religious-science education in experimental based to shape the character of students. Integration of religious education with science and technology means the mastery of science and technology combined with the Islamic sciences and Islamic personalities. Through the experimental method, it is expected the emerging good characters (character building) of learners with the characteristics of faith and taqwa, able to motivate themselves, improving selfconfidence, realizing personal gratitude, and bring good morals. Tulisan ini disusun untuk mengetahui metode dan manfaat integrasi pendidikan agama-sains Berbasis eksperimental untuk membentuk karakter mahasiswa.Integrasi pendidikan agama dengan sains dan teknologi berarti adanya penguasaan sains dan teknologi dipadukan dengan ilmu-ilmu Islam dan kepribadian Islam. Melalui metode eksperimental diharapkan muncul karakter-karakter (character building) baik dari peserta didik dengan ciri beriman dan bertakwa, mampu memotivasi diri, menumbuhkan percaya diri, mewujudkan peribadi bersyukur, dan memunculkan akhlak yang baik.

Governance and Corruption

2002 ◽  
Vol 19 (2) ◽  
pp. 1-33 ◽  
Author(s):  
Zafar Iqbal
Keyword(s):  
Economic Growth ◽  
Remedial Action ◽  
The West ◽  
Scientific Thought ◽  
Moral Virtues ◽  
Order Preference ◽  
Rational Understanding ◽  
Social Scientific ◽  
Character Building ◽  
The Individual

This paper compares the Islamic and the western social scien­tific perspectives on corruption. Jt is argued that the emerging shift in social scientific thought in viewing corruption from "grease that oils the economic wheel" to a "menace that under­mines economic growth" has brought rational understanding of the phenomenon much closer to [slamic doctrine. Where they differ is with respect to remedial action. The western approach focuses on governance and designing appropriate systems and institutions that gear information and incentives toward minimiz­ing opportunities and enticement for corruption. In short, it emphasizes constraints external to the individual. By comparison, Islam seeks to go beyond such constraints, and also instill in believers a clear "second-order" preference for non­corrupt behavior. lt recommends developing a firm belief in transcendent accountability, stresses character building through practicing moral virtues and shunning vices. In essence, much of the restraint comes from within through a moral renovation. rt is our contention that both emphases are important in eliminating corruption and that the followers oflslam and the West can learn from one another.

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