scholarly journals THE ROLE OF THE STUDENT TEACHER MUSYAWARAH (MGMP) IN IMPROVING THE UNDERSTANDING OF PKN TEACHERS ABOUT HUMAN RIGHTS (HAM)

2021 ◽  
Vol 5 (02) ◽  
pp. 132
Author(s):  
Aries Abbas ◽  
Marhamah Marhamah
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Fundamental Principle ◽  
Educational Institutions ◽  
New Paradigm ◽  
Learning Program ◽  
National Education ◽  
Children’S Views ◽  
Education Process

Respecting children's views is a fundamental principle that relates to all aspects of the implementation and interpretation of other articles of the convention. Every child's views need to be considered in making decisions that will affect the child's life and development. Factors that can affect the understanding of Civics teachers, the existence of socialization with fellow Civics teachers, the existence of a two-way communication with MGMP members, the existence of shared perceptions in overcoming problematic students, the existence of collaboration when solving problems faced by students and cooperation can be carried out with teachers PAI, counseling teachers, Civics teachers must know or really understand the role and objectives of Civics learning, because Civics subjects have a role in education to develop character development through the role of Civics teachers. In accordance with one of the missions of the new paradigm Civics subject, namely as character education. Civics as one of the subjects that have content in moral education and nationalism, is a subject that is obliged to take part in the character education process through the role of Civics teachers. By applying appropriate teaching methods and supported by all levels of personnel at these educational institutions, Civics teachers can take the initiative to be the driving force for the character learning program. As the output of this Civics learning, there will be a generation with truly quality human resources in accordance with the goals of national education.

scholarly journals ANALISA RUH PENDIDIKAN KARAKTER DALAM PENDIDIKAN NASIONAL (UNDANG-UNDANG 2003)

2016 ◽  
Vol 1 (1) ◽  
pp. 90
Author(s):  
Syahrul Akmal Latif ◽  
Yusri Herman
Keyword(s):  
Immanuel Kant ◽  
Character Education ◽  
Moral Education ◽  
First Principle ◽  
National Unity ◽  
National Education ◽  
Education Act ◽  
The Government ◽  
The Individual

The issue of education is never over to talk about because education is one measurement of a person's individual accomplishments and achievements systematically nation. The high education of human resources will give a lot of useful works for the individual and social. Unfortunately, the education that was developed based on this character only strengthen individual and social, it’s beyond the divine value . It is due to the historical roots of the character education by Immanuel Kant (1724-1804) and Charles Renouvier (1815-1857); Religious morality in the low education and August Comter (1798- 1857); secular morality. Renouvier said the weakness of youth responsibility, loss of justice equality, respect and others. The process of character education is faced with the application of secularization. Such as, in France Francois Camille Jules Ferry (1832-1893) , a French Education minister said; Moral education is important but explicitely teaching morality does not needed. The development of character education in America is very dynamic. It’s started from 19th century (1900-1950) until 1997.It’s established nationally. Finally, Thomas lichona explained the entire role of religion in the education of character with seven steps and the role of teachers in character education. Thus, the author conducted religious analysis which widely spread among society is that the teaching of Protestant religious. But, It successfully gives individual and social value as character education. On the contrary, the goal of our national educational in 1945 (Version amendment) Article 31, paragraph 3 states: The Government shall manage and organize a national education system. Which increases the Faith and piety as well as noble character in order to educate the nation that adopted by law. Article 31, paragraph 5, states that the government advances science and technology to uphold the values of religious and national unity for the progress of civilization and prosperity of mankind. Likewise, the purpose of philosophy Nasionsl Education Act No. 20 of 2003. The 1945 Constitution and the Law N0 20 of 2003. Strongly reflects the value of belief in one God as the first principle of Pancasila as the first principle says it is an acknowledgment that in developing the nation's education should not be separated from human relations and slave relationship with God the creator.  

Strategi Lembaga Sekolah Dalam Pengembangan Pendidikan Karakter Di SDN Sidobinangun Deket Lamongan

AKADEMIKA ◽  
2016 ◽  
Vol 10 (1) ◽  
pp. 106-118
Author(s):  
Achmad Mu’ad Wachid
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Public Awareness ◽  
Educational Institutions ◽  
Education Standards ◽  
National Education ◽  
Innovative Learning ◽  
Qualitative Descriptive ◽  
The Right

Researchers interested in lifting the title "Strategy for Educational Institutions in the Development of Character Education at SDN Sidobinangun Deket Lamongan" because it is motivated by the realities of the modern era such as this age is more distant from the character values and the loss of public awareness of education only demanding duties and responsibilities of the rights the right of students to be met by teachers, as well as improving the quality of education in Indonesia as stated in School Organization character. The purpose of this study is to investigate to find out, how the strategy Educational Institutions in the development of character education in SDN Sidobinangun Deket Lamongan. To find out the problem and get the data is clear about the factors supporting and inhibiting factors in the development of character education in SDN Sidobinangun, here the author uses qualitative descriptive approach. Data collection techniques and information through interviews, observation, and documentation. The results showed, strategy adopted by SDN Sidobinangun is, using four kinds of elements as well as a contributing factor, the First, the role of the School component. Secondly, applying the method and the insistence in teaching and learning activities. Third, development of syllabus and lesson plans. and Fourth, planting through self development activities. and that makes reference to factors inhibiting the development of character education that is based on research conducted by Sa'dun Akbar, which means overcoming that by optimizing the performance or the role of the school component and utilization methods and innovative learning model attractive, developing syllabus and RPP are not escaped from the minimum standard, which decides to by the National Education Standards Agency, and through a variety of activities that have been formulated Schools.

scholarly journals Pendidikan Karakter Di Lembaga Pendidikan Islam (Studi Kasus Tentang Implementasi Pendidikan Karakter Di Mtsn Ponorogo Dan Mts Ma’arif 1 Ponorogo)

2018 ◽  
Vol 12 (2) ◽  
pp. 185-207
Author(s):  
Nanik Setyowati
Keyword(s):  
Character Education ◽  
Educational Institutions ◽  
Human Beings ◽  
Snowball Sampling ◽  
National Education ◽  
National Education System ◽  
Interview Methods ◽  
Teachers And Students ◽  
Character Building

Character building is a very important part of national education goals. As stated in the law no. 20 of 2003 on the national education system which states that the purpose of national education is to develop the potential of learners to become human beings who believe and piety to God Almighty, noble character, healthy knowledgeable, capable, creative, independent and become citizens of democratic and to be responsible. And one of the researchers' concerns in this context is to try to discuss the implementation of character education in educational institutions, especially in the madrasah. The research methodology used a qualitative approach. Data collection using interview methods and snowball sampling, observation, and documentation techniques. Sources of data in this study were Madrasah Principals, teachers and students in both research objects. Data analysis techniques are data reduction that has been obtained then presented / in the form of display data, and the conclusion or verification. The thinking model used is inductive. The location of the research is in MTsN. Ponorogo and MTs Ma'arif 1 Ponorogo. From the results of the study found that (1) Implementation of character education in MTsN Ponorogo and MTs Ma'arif 1 Ponorogo has been formulated in vision and mission of Madrasah. (2) The efforts of MTsN Ponorogo and MTs. Ma'arif 1 Ponorogo in developing character education is designing activities that terms with the values ​​of character and build madrasah culture. (3) Characteristic implementation of character education in MTsN Ponorogo is to maximize the role of Counseling Guidance (BK) in instilling character in students. While in MTs Ma'arif 1 Ponorogo Implementation of character education is deliberately designed through the development of madrasah culture with the management of all components in Madrasah.

MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 55-64
Author(s):  
Agus Supriyadi
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Moral Values ◽  
The Other ◽  
Educational Institutions ◽  
Early Age ◽  
National Education ◽  
Other Hand ◽  
The Government ◽  
The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

scholarly journals A. MACEINOS FILOSOFINĖ PEDAGOGIKA

Problemos ◽  
2008 ◽  
Vol 75 ◽  
pp. 77-85
Author(s):  
Juozas Vytautas Uzdila
Keyword(s):  
Educational Philosophy ◽  
Phenomenological Analysis ◽  
School Education ◽  
Educational Institutions ◽  
National Education ◽  
Theory Of Education ◽  
State Pedagogical ◽  
History Of ◽  
And Training

Antanas Maceina (1908–1987) – iškilus tarpukario Lietuvos ugdymo mokslo – tautinio auklėjimo teorijos, pedagoginio santykiavimo, švietimo ir mokyklų vaidmens lietuvių kultūroje, pedagoginio vitalizmo problemos, fenomenologinės pedagoginio akto analizės, visuotinės pedagogikos istorijos – atstovas, pagrindęs filosofijos ir pedagogikos santykį, teigęs realistinį idealizmą. Pirmasis VDU apgynęs pedagogikos daktaro disertaciją Tautinis auklėjimas (1934, vadovas – prof. Stasys Šalkauskis), A. Maceina parašė kapitalinį Pedagogikos istorijos veikalą (1939), kuriame svarsto tautinio auklėjimo ir atitautinimo problemas, aiškina lavinimo ir auklėjimo esmę, teigia ugdymo kūrybinį pobūdį ir mokyklų laisvę valstybėje. Straipsnio autorius, vertindamas įvairialypį A. Maceinos pedagoginį palikimą, koncentruoja dėmesį į tautinio auklėjimo teorijos reikšmingumą, švietimo ir mokyklų vaidmenį keliant lietuvių kultūrą, taip pat į fenomenologinę ugdymo, ypač pedagoginio akto, analizę. Iš akiračio neišleidžiama A. Maceinos pedagoginių pažiūrų raida, ugdymo interpretacijų kaita, ryškėjančio filosofo pastanga kurti universaliąją pedagogiką. Nors A. Maceinos palikimo leidėjai suskubo ugdymo teoriją pavadinti „pedagogikos filosofija“, straipsnio autorius linkęs sugrąžinti autentiškesnį, paties pedagogikos veikalų autoriaus teiktą „filosofinės pedagogikos“ įvardijimą ir analizuoti jos virsmą į ugdymo filosofiją. Pagrindiniai žodžiai: ugdymo filosofija, pietizmas pedagogikoje, tautinio auklėjimo ir atitautinimo teorija, švietimas ir mokykla valstybėje, kūrybinis ugdymo pobūdis.Philosophical Pedagogy of A. MaceinaJuozas Vytautas Uzdila SummaryAntanas Maceina (1908–1987) is an outstanding representative of pedagogical education inbetween the two wars. He worked in the spheres of the theory of national education, pedagogical correlation, and the history of world pedagogy, analyzed the role of education and educational institutions in Lithuanian culture, the problem of pedagogical vitalism, and gave a phenomenological analysis of the pedagogical act. A. Maceina grounded the close connection between philosophy and pedagogy, asserted their integral synthesis and realistic idealism. At Vytautas Magnus University he was the first to maintain a doctoral dissertation in pedagogy “National Education” in 1934 (scientific research supervisor Prof. Stasys Šalkauskis). In 1939, A. Maceina wrote his great work “A History of Pedagogy” where, with his characteristic pietism, he considered the problems of national education and denationalization, elucidated the essence of education and training, asser ted the creative nature of fostering and the freedom of educational institutions in Lithuania. The article focuses on A. Maceina’s diverse pedagogical heritage emphasizing the significance of his theory of national education, the role of school education in promoting Lithuanian culture, the phenomenological analysis of the pedagogical act, the development of his ideas of pedagogy, and his determined attempt to create world pedagogy. Although the publishers of A. Maceina’s works labeled his theory of education as “philosophy of pedagogy”, the author of the article is inclined to call back a more authentic term “philosophical pedagogy” given by A. Maceina himself and then to analize its transformation to educational philosophy.Keywords: philosophical pedagogy, educational philosophy, pietism in pedagogy, theory of national education and denationalization, school education in the state, pedagogical act, creative nature of education.

Multifaceted Approach to Spiritual and Moral Education of Children in the Context of Supplementary Education

10.12737/5981 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 47-50
Author(s):  
Касимова ◽  
T. Kasimova
Keyword(s):  
Moral Education ◽  
Family Values ◽  
Educational Institutions ◽  
School Students ◽  
Communicative Skills ◽  
Multifaceted Approach ◽  
Supplementary Education ◽  
National Values ◽  
Personal Qualities

The paper considers the multifaceted approach to spiritual and moral education of adolescents and children, which helps to understand and taking in and accepting the national values. Ways to cope with this task are suggested, including such, as imparting school students to various branches of art, help them to develop communicative skills; boost their drive to personal fulfillment; shaping socially desirable personal qualities; instill insights about family values, traditions etc. Special attention is given to the role of supplementary educational institutions at a small Russian town.

scholarly journals PERAN PANTI ASUHAN ALMUHAJIRIN KOTA PALU DALAM MEMBENTUK KARAKTER RELIGIUS ANAK DITINJAU DARI HUKUM ISLAM

2020 ◽  
Vol 12 (1) ◽  
pp. 73-107
Author(s):  
Hairuddin Cikka ◽  
Usman Hamid
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Role Models ◽  
Foster Children ◽  
Islamic Law ◽  
Data Reduction Technique ◽  
Using Data ◽  
Character Building ◽  
Depth Interviews

This research focuses on the role of Al Muhajirin Orphanage in Palu City in building religious character of children reviewed from Islamic law. This research used qualitative research method through observation, in-depth interviews, and documentation study. The data obtained were analyzed using data reduction technique, data presentation, data verification, and drawing conclusions. The results showed that: (1). The caregivers' efforts in building the religious character of children were strongly supported by the situation and condition of Al Muhajirin Orphanage marked by the stay of foster children in the dormitory, so that religious-based character building could be performed optimally. The religious-based character values that were developed including being religious, disciplined, like to read, caring for the environment, responsible, and honest. The implementation of religious-based character formation aims to make a person as a good human being. The forms of implementation of character education are manifested by cultivating the faith, providing guidance, providing good role models, enforcing rules, providing advice, motivation, and conducting supervision (2). Islamic law review of the role of caregiver included educating, teaching, and training. Educating means transmitting and developing the values of life/personality. Teaching means transmitting and developing science and technology. While, training means developing skills in foster children based on QS. Al-Kahfi [18] 66-70. Meanwhile, character building in Islam is the same as moral education and it is also a purification of the soul and character of humans to become righteous humans based on the Quran and hadith.

scholarly journals Islamic Moderation Through Education Characters of Aswaja An-Nahdliyyah

2020 ◽  
Vol 3 (2) ◽  
pp. 160-179
Author(s):  
Ahmad Saefudin ◽  
Al Fatihah Al Fatihah
Keyword(s):  
Data Collection ◽  
Character Education ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Educational Institutions ◽  
School Uniforms ◽  
Development Research ◽  
Education Theory ◽  
Descriptive Qualitative

This study aims to elaborate the strengthening of Islamic moderateism through Aswaja An-Nahdliyyah character education. The researcher describes the behavior of Aswaja An-Nahdliyyah character education practiced by Islamic educational institutions as a basis for strengthening religious moderatism. The role of Islamic education institutions in applying moderate Islamic understanding in this disruption era is necessary. Because, students are faced with conditions of changing the order of values ​​and traditions that are very fast and unexpected. Through a descriptive-qualitative approach, data collection is done by interview, observation, and documentation. Through the frame of character education theory, the data analyzed using the stages of reduction, presentation, and drawing conclusions. Apparently, Aswaja An-Nahdliyyah's character education at MTs. Miftahul Huda Bulungan Pakis Aji Jepara was developed through teaching the value of tawassuth, tawazun, tasamuh and i'tidal. The implementation as culture of madrasa, such as the obligation to pray before starting the lesson, orderly running pickets, praying dzuhur in congregation, wearing school uniforms, preserving ancestral culture, familiarizing greetings, sympathetic care routinely for yatama and dhuafa, maintaining the cleanliness of the madrasa environment, and a ban on littering the classroom walls. The limitation of this study has specific scope. That is the focus on strengthening religious moderateism in Islamic educational institutions which are under the shelter of the LP. Maarif NU Jepara Regency. There are still gaps for other researchers to conduct development research outside of that scope.

scholarly journals Telling About Islamic Heroes And Female Leaders: Ways Of Implanting Self-Concept, Moral, And Religious Value On Children

2019 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Niswatin Nurul Hidayati
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Social Life ◽  
Self Concept ◽  
Religious Values ◽  
Female Leaders ◽  
Islamic History ◽  
National Education ◽  
Public Figures ◽  
Gender Education

The objectives of national education are realizing the fair and prosper society in term of material and spiritual based on the value of Pancasila, in which the main point is developing Indonesian citizens wholly. One of the most important components of Indonesian citizens is children, because they are the owner of the nation’s future. Thus, it could be said that the implantation of self-concept, moral, and religious values should be started earlier, so that it would be strongly implanted on Indonesian children. One of the methods is storytelling with woman heroes and public figures, whether they are from Indonesia or Islamic history. The consideration in choosing the woman heroes and public figures is as a form of moral education, introducing Islamic religious values, as well as gender education on children. This becomes important because of Indonesian’s social life which is full of various religions, cultures, tribes, race or ethnics, social status and others. The storytelling process as a form of learning media is expected to be applied in kindergarten (TK), Islamic Kindergarten (RA), or elementary school           Keywords: storytelling, character education, children, moral education, gender education

scholarly journals The Role of Ramadan Fasting Values For Character Education of Elementary School Students

2021 ◽  
Vol 5 (10) ◽  
pp. 7-13
Author(s):  
Kuswara Kuswara ◽  
Yena Sumayana
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Moral Education ◽  
Elementary School Students ◽  
Religious Education ◽  
School Students ◽  
Ramadan Fasting ◽  
Mutual Help ◽  
Positive Attitudes

This article aims to study the values contained in fasting education for elementary school students. The values of education are the value of religious education, the value of moral education, social education, and cultural education values. Fasting is a religious activity that people Islam as a form of obedience to His God in addition to other services. Ramadan fasting is a refrain from eating, drinking, and having sex and other things that make it clear that fasting will not rise from dawn until sunset during Ramadan. The current phenomenon is increasingly reduced worship activities, tepo seliro, gotong royong, mutual help, and attitudes other positive attitudes such as honesty, discipline, responsibility, and tolerant living in life. Ramadan fasting not only emphasizes refraining from eating and drinking only, but training in improving faith, mental coaching, morality, and understanding the meaning of difference. In elementary school, these grades need to be instilled as a cornerstone of students in their development, especially in the aspects of personality such as: character, behavior, responsibility, discipline, and social spirit.

Sign in / Sign up

Export Citation Format

Share Document