scholarly journals PENERAPAN PENDIDIKAN KARAKTER DI SEKOLAH

2019 ◽  
Vol 1 (1) ◽  
pp. 127-137
Author(s):  
Sri Mardiyah
Keyword(s):  
Character Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Routine Activities ◽  
Learning Activities ◽  
Daily Activities ◽  
Student Activity ◽  
Extra Curricular Activities ◽  
Skills Education ◽  
Life Skills Education

Character or attitude or character is an inseparable component of a teaching and learning process and education. Character is formed from home, from the socialization of parents and the environment and can be well implanted in school. The application of character education in schools can be done through daily activities in schools both in teaching and learning activities, practicum and rest hours, both in routine activities, school conditioning and other routine activities. In addition, the internalization of character education can be done through extra-curricular activities in the form of student activity workshops, development of talent and interest groups, life skills education, competitions and competitions and school environment development. In addition to the above, internalization of character education is important to be socialized to parents through collaboration between school and family or parents.

scholarly journals BUILDING CHARACTERS THROUGH 3P IMPLEMNTATION (APPEARANCE-SERVICE-ACHIEVEMENT)

2020 ◽  
Vol 9 (2) ◽  
pp. 109-120
Author(s):  
M. Iqbal
Keyword(s):  
Character Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Holistic Education ◽  
Cultural Development ◽  
Daily Activities ◽  
Accurate Information ◽  
Education Management ◽  
Adequate Education ◽  
And Behavior

Character education in a micro context, centered on a holistic education unit. Education unit is the main sector that optimally utilizes and empowers all existing learning environments to initiate, improve, strengthen, and continuously enhance the character education process in educational units. Education is what will make serious efforts and always be at the forefront of efforts to form the true character of Indonesian people. Character development is divided into four pillars, namely teaching and learning activities in class, daily activities in the form of cultural development of educational units; co-curricular and / or extra-curricular activities, as well as daily activities at home and in the community. In order to realize the goals of education in schools, effective management is required, with the aim of ensuring: 1) community access to adequate education services; 2) the quality and competitiveness of education and its relevance to the needs of society; and 3) effectiveness, efficiency and accountability of education management. Appearance, service, & achievement (3P) are not new things in schools, but in fact there are still schools that do not pay attention to 3Ps properly. For example, there is still a school identity in the form of a school name board which is in a dull and rotten condition so that it cannot be read clearly & cannot provide accurate information about the school. Another example, there are still schools that ignore cleanliness, safety, comfort & beauty of the school environment such as yards, rooms (buildings) & others. Likewise, the school's lack of attention to neatness, cleanliness & harmony in the appearance and behavior shown by its residents. According to Simon Philips, character is a collection of values ​​that lead to a system, which underlies the thoughts, attitudes and behaviors that are displayed. Meanwhile, Doni Koesoema understands that character is the same as personality. Personality is considered as a characteristic, or characteristic, or style, or characteristic characteristic of a person that comes from formations received from the environment. In this sense the root of all evil and evil acts, evil acts, lies in the loss of character. Strong character is a fundamental view which gives the human population the ability to live together in peace and form a world filled with good and virtue, free from violence and immoral acts.

scholarly journals Reaktualisasi Nilai Sosial Budaya Melalui Pendidikan Dan Pembentukan Karakter Bangsa Di Sekolah

2017 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Jumadi Jumadi
Keyword(s):  
Character Education ◽  
Design Education ◽  
Teaching And Learning ◽  
Daily Life ◽  
National Development ◽  
National Character ◽  
Learning Activities ◽  
Daily Activities ◽  
Cultural Education ◽  
Classroom Activities

Character education is one of the answers to the formation of national character. Character education has become a mission in an effort to realize the vision of national development. Design education and character formation in macro is done through the process of planning, implementation, and evaluation of outcomes involving all sectors of life, while the micro constructed and formed in the four pillars of teaching and learning activities in the classroom, activities of daily life in the form of cultural education unit, the activities co-curricular and extra-curricular and daily activities at home and in the community.

scholarly journals Desain Pendidikan Akhlak di Sekolah Menengah Pertama 2 Jember

2018 ◽  
Vol 2 (2) ◽  
pp. 107
Author(s):  
Ahmad Royani
Keyword(s):  
Moral Education ◽  
Teaching And Learning ◽  
Routine Activities ◽  
Learning Activities ◽  
Physical Conditioning ◽  
Extra Curricular Activities ◽  
Key Word ◽  
The World ◽  
Education Personnel ◽  
Civilized Society

The emergence of the counter-productive in the world of education has led to the emergence of symptoms among the youths, even the adults, which show that they ignore the moral values and manners needed in a civilized society. Concerns about moral decadence, it is like a double-edged knife. If you are looking for the root of the problem on others, it is essentially be the root of the problem of yourself; so, blaming others means also blaming themselves. Thus, it is necessary to find the solution and the moral education in an appropriate action. This research on " Model of Moral Education in SMP 2 Jember" is done based on these concerns. The results of this study address that the design of applicative-integrative moral education in SMPN 2 Jember is applied into four models; first, it is integrated with the teaching and learning activities; second, it is included in the school culture that covering the school routine activities which are already programmed, and also the spontaneous activity, the exemplary of the educators and education personnel, and the physical and non-physical conditioning; third, the extra-curricular activities as the additional activity in SMPN 2 Jember; and fourth, comunity-based activities that involve the parents and societies in the implementation of applicative-integrative moral education. Key word: Education, Akhlak , Scholl

IMPLEMENTASI PENGEMBANGAN KECERDASAN SPIRITUAL ANAK MELALUI METODE PEMBIASAAN DI SD ISLAM PLUS MASYITHOH KROYA KABUPATEN CILACAP

2018 ◽  
Vol 7 (2) ◽  
pp. 157-176
Author(s):  
Fita Tri Wijayanti
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Field Research ◽  
Routine Activities ◽  
Spiritual Intelligence ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Special Events ◽  
Grade 5 ◽  
Analysis Technique

This study aims to describe and analyze it critical about the implementation of the development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya, Cilacap district. This type of research is field research or field research. This research is presented in descriptive form with the aim to describe a process that occurs in the field. While the approach taken is a qualitative approach. Data collection techniques used: observation, interviews, and documentation. While the data analysis technique uses the Miles and Huberman Model, which consists of: Data Reduction, Data Display and Verification (Conclusion Drawing). The results of this study found that the forms of development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya were divided into two activities, namely: first, programmed habituation activities, including extracurricular activities scheduled every Saturday namely extracurricular tilawah, tambourine and calligraphy . In addition, outdoor learning, activities that have been scheduled each year for grade 5 (five) students, are religious tourism. Second, habituation activities are not programmed in the development of children's spiritual intelligence through habituation methods. a) routine activities, carried out continuously and scheduled. The routine activities include: morning munajat activities (asmaul husna, daily prayers, tartil juz 30, and memorizing selected hadith) which are carried out before teaching and learning activities, dhuha prayer, dzuhur prayer in congregation, and social service activities, b) spontaneous namely activities that occur when experiencing special events. In this case the spontaneous activities carried out included: greeting, apologizing before asking for help, always dhikr, and thanking, c) exemplary is a habituation activity shown by the teacher in daily actions. Exemplary here is shown by the performance of the teacher both in the classroom providing subject matter as well as outside the classroom.

scholarly journals EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Virgo Agustinus Sembiring ◽  
Sofyan Cholid
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Formal Education ◽  
Urban Life ◽  
Research Approach ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>

scholarly journals DEVELOPMENT OF LIFE SKILLS EDUCATION AS CHARACTER BUILDING

2021 ◽  
Vol 2 (1) ◽  
pp. 116
Author(s):  
Fajar Defitrika ◽  
Fitri Nur Mahmudah
Keyword(s):  
Character Education ◽  
Life Skills ◽  
Boarding School ◽  
Cultural Development ◽  
Life Skill ◽  
Development Programs ◽  
Analysis Process ◽  
Character Building ◽  
Skills Education ◽  
Life Skills Education

The industrial era 4.0 requires that every individual must have superior competence and wise morals. Life skill education is an effective strategy to face the XXI century competition. However, there has been no development in line with the demands, resulting in much unemployment in Indonesia. Character education is encouraged to maintain and strengthen the culture and character of the nation. However, in reality, character education has not yet integrated into all school-based development programs. This research explores the development of character education based on life skill education at Pondok Pesantren Modern Muhammadiyah Boarding School (PPM MBS) Yogyakarta. This qualitative research uses an ethnographic approach.  Researchers' data is through the interview, observation, and documentation techniques—data analysis process with data reduction stages, data presentation, and conclusion. Triangulation sources and techniques used as a test of data validity. This study's findings show the strengthening of character education through life skills education orienting on self-development and boarding schools' cultural development. This study's findings recommend various life skill education programs that can develop and character education strategies in formal schools.

scholarly journals Mencari Model Pendidikan Karakter Di Sekolah

2020 ◽  
Vol 5 (1) ◽  
pp. 66
Author(s):  
M. Fahim Tharaba
Keyword(s):  
Character Education ◽  
Monitoring And Evaluation ◽  
School Management ◽  
Learning Activities ◽  
Sampling Techniques ◽  
Snowball Sampling ◽  
Extra Curricular Activities ◽  
Lack Of Control ◽  
Education Model ◽  
Time Division

<p><em>The focus of this research is looking for a character education model that was developed on the research site (MAN 3 Malang, SMAN 1 Malang and MA Pondok Pesantren An-Nur Malang Regency). The study used a qualitative approach or in the field of education is often called the naturalistic approach with purposif sampling techniques and snowball sampling techniques as well as sampling time (time sampling). The results of this research are as follows: (1) prioritized values in character education i.e. religious character, honest, discipline, hard work, tolerance, independent, love of homeland, democracy, cooperation, creative, taste of Inging Tau, appreciating achievement; (2) Character education models are conducted through integration into the learning activities of each subject; (3) Character Education Model is done through habituation in daily life in school/Madrasah and integration into school management activities/Madrasah; (4) Character education models are conducted through integration with extra-curricular activities on all three research sites; and (5) constraints encountered in the implementation of character education and solution of its resolution on the three research sites, namely in MA An-Nur Bululawang. The position of the attend which is at one Pesantren Foundation, which makes the policy making should always seek approval from the Pesantren. In addition, the time division of activities is also a constraint. While the character education in the MAN 3 Malang is considered as less effective because it can not be converted in real time in the book Raport and lack of monitoring and evaluation, so that the character education is still limited to normative. While the obstacles faced at SMAN 1 Malang in the form of lack of control and support from the student family, so that each child at home back "loose" can not be monitored as done in the Madrasah.</em></p>

scholarly journals PENDIDIKAN KARAKTER MELALUI MODEL PEMBELAJARAN KREATIF BAGI SISWA SEKOLAH DASAR (STUDI DI SDN MENDUNGAN 2 YOGYAKARTA)

2019 ◽  
Vol 3 (1) ◽  
pp. 276
Author(s):  
Dwi Wijayanti ◽  
Wachid Pratomo
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Teaching And Learning ◽  
Internal Validity ◽  
Health And Physical Education ◽  
Environmental Care ◽  
Creative Learning ◽  
Religious Teaching ◽  
Validity Tests ◽  
Skills Education

The aim of this research is to describe and analyze the implementation of character education through a creative learning model at the elementary school. This research was conducted at Mendungan 2 State Elementary School in April-September 2018. The research used a qualitative method with a descriptive approach. The data collection techniques used were direct observation, in-depth interview, and documentation. The data analysis steps consist of data presentation; data reduction; and verification, whereas the data validity tests include internal validity; external validity; reliability and objectivity. The research results showed that character education in elementary schools has been conducted well, that is, performed through a creative learning method which includes PAKEM learning; contextual teaching and learning (CTL); cooperative learning; and problem based learning. The model was used in thematic teaching which includes religious teaching; civics education; natural science; social science; Indonesian language; health and physical education; art culture and skills education; and dance art. The character values introduced include religious values; love of reading; honesty; discipline; tolerance; hard work; creativity; independence; democracy; nationalism; social care; and environmental care.

scholarly journals STRATEGI PENINGKATAN LINGKUNGAN SEKOLAH PADA SEKOLAH DASAR ISLAM AL-IKHLAS JAKARTA SELATAN

2021 ◽  
Vol 8 (1) ◽  
pp. 39
Author(s):  
Fathudin Ali ◽  
Deni Darmawan
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Research Method ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Government Policies ◽  
Research Subject ◽  
Role Of Parents

ABSTRAK  Sekolah dasar Islam Al-Ikhlas merupakan satuan unit dari Yayasan Masji Al-Ikhlas (YMAI)  yang terus mengalami peningkatan baik dari pembelajaran, jumlah siswa dan sarana prasarana. Tujuan penelitian ini ingin mengetahui bagaimana strategi peningkatan lingkungan sekolah di sekolah dasar Islam Al-Ikhlas Jakarta Selatan. Metode penelitian ini dilakukan dengan pendekatan kualitatif deskriptif untuk memahami fenomena tentang sesuatu hal yang dialami oleh subjek penelitian dan mendeskripsikan dalam bentuk bahasa dan kata-kata. Teknik pengumpulan data dengan pengamatan, wawancara, dan dokumentasi. Hasil dari penelitian ini bahwa strategi peningkatan lingkungan sekolah di SD Islam Al-ikhlas secara internal yaitu kepemimpinan, sumber daya manusia, kurikulum dan kegiatan belajar mengajar (KBM) dan keuangan. Sedangkan strategi peningkatan lingkungan secara eksternal melalui peningkatan peran orang tua/masyarakat, peningkatan teknologi dan kebijakan pemerintah.  Kata Kunci :Strategi, peningkatan, lingkungan sekolah    ABSTRACT  The Al-Ikhlas Islamic Primary School is a unit of the Masjid Al-Ikhlas Foundation (YMAI) which continues to experience an increase in both learnings, the number of students, and infrastructure. The purpose of this research is to find out how the strategy for improving the school environment in Islamic elementary school Al-Ikhlas, South Jakarta. This research method is carried out with a descriptive qualitative approach to understand the phenomenon of something experienced by the research subject and describe it in the form of language and words. Data collection techniques by observation, interviews, and documentation. The results of this study indicate that the internal strategies for improving the school environment at Al-Ikhlas Islamic Elementary School are leadership, human resources, curriculum and teaching, and learning activities, and finance. Meanwhile, the strategy for improving the environment externally is through increasing the role of parents/community, improving technology, and government policies.  Keywords : strategy, improvement, school environment

scholarly journals The Analysis of Classroom Character Education in English Lessons Based on the 2013 Curriculum

2017 ◽  
Vol 1 (2) ◽  
pp. 97
Author(s):  
I. A. M. Ratih
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Assessment Instrument ◽  
Learning Activities ◽  
English Teacher ◽  
Learning Materials ◽  
Interview Guide ◽  
Eighth Grade Students

The study attempted to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character education was inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. Result of the analysis indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning. 

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