IMPLEMENTASI NILAI-NILAI PENDIDIKAN MULTIKULTURAL SEBAGAI KONSEP PEMBANGUNAN KARAKTER DALAM KELUARGA DI ERA REVOLUSI INDUSTRI 4.0

The values of multicultural education, in general, are four core values, among others: first, appreciation of the plurality of cultural reality in society. Second, recognition of human dignity and human rights. Third, the development of world community responsibilities. Fourth, the development of human responsibility and the strengthening of character in implementing universally, that is through the process of 5 phases of formation, namely: first, moral acting (good action) using habituation and culture. Second, to teach the knowledge of good values (moral knowing). Third, moral feeling and loving; Feel and love the good. Fourth, moral modeling of the surrounding environment. Fifth, repentance of all sins and things that are not beneficial can be (innocent) by carrying out the throne, Tahalli, and Tajalli. The 4.0 Industrial Revolution is a comprehensive transformation through the incorporation of digital technology and the Internet and the benefits that will be gained are enormous but at the same time, the impact it generates is also no less big. Therefore, the family plays an important role in the formation of personal and child development to achieve independence and optimal development in his life. So that the educative function in the family, socialization function of the community, protective function in the family, and the religious function of the family must introduce and instill religious values to the child.

Servant leadership and power

This is an explorative study of the relationship between power and servant leadership from a theological perspective. It is argued that Robert K. Greenleaf, Tom Marshall and Yvonne Bradley have provided useful theoretical perspectives on this relationship that may be used to generate important theological research questions. The nature of legitimate power is understood differently based on the underlying anthropology and worldview promoted by these theorists. For Greenleaf, servant leadership is synonymous with legitimate power. His theory of servant leadership is shaped by a religiously indeterminate moral vision of the world and includes a number of moral virtues. Bradley rejects Greenleaf’s model based on a conception of Christian Realism. For Marshall, legitimate power is identical with the character and virtues of servant leadership as this is revealed in Christ. For both Greenleaf and Marshall, the preferred mode of power is persuasion and moral modeling, yet under certain circumstances use of coercive power may be applied according to certain criteria. The study argues that the perspective of virtue ethics and phronetic analyses are useful to advance our understanding of both servant leadership and the dilemmas of power. Yet, such an approach also requires a systematical theological horizon that is sketched out by asking questions from the perspectives of Trinitarian theology, Christology and Eschatology.

Total Moral Quality: A New Approach for Character Education in Pesantren

This paper presents the concept of character education in pesantren which gives valuable contributions to the success of moral development for students. It also offers a different paradigm in developing the concept of character building in educational institution. This article is inspired by the lack of effective character learning in a variety of formal educational institutions. Hence, the schools which succeed in instilling character education can be used as a reference to develop character education. This study focuses on character education model developed by pesantren and offers an alternative perspective of the development of character education in Indonesia. This study adopts a qualitative research approach and uses a case study design. The study shows that the model of character education in pesantren is carried out through a multi-disciplinary approach so as to provide maximum results for the development of character education. This study suggests that the Total Moral Quality (TMQ) is the further development of Thomas Lickona’s concept of character education of moral modeling, moral knowing, moral feeling and moral habituation and is applicable in the school.

PENDIDIKAN KARAKTER: STRATEGI PENDIDIKAN NILAI DALAM MEMBENTUK KARAKTER RELIGIUS

This research aimed to know the educational strategy value in constructing the students’ religious character. This research used descriptive analytic that used the scholars’ theories about the value of education in constructing of character building. As for the researcher conducted analysis in roder to know the effectiveness of educational strategy value which is considered ineducation world. The finding of this research concluded that the educational strategy value can use several strategies, that are moral knowing, modeling and moral modeling, feeling and loving the good, moral acting, punihsment, admonition, and habituation. As for the success of constructing the students’ character is when the people has multi-competence as well as the science of moral knowing, moral feeling and moral action as a the entity which is can not be separated.