Evaluasi Program Pendidikan Karakter di Sekolah Kristen

: The purpose of this study was to evaluate the context, input, process, and product of the character education program at the Kanaan Christian School Semarang. The results showed: (1) Context, Kanaan Christian School Semarang really needs a character education program; (2) Input, character education at the Kanaan Christian School Semarang refers to the School's Vision and Mission and also the 2013 Curriculum (K-13); (3) The process, the implementation of the character education program at the Kanaan Christian School Semarang, the teacher carries out the learning according to the lesson plans that have been made, by adding character education values that are adjusted to the topics contained in basic competencies; (4) Products, the results of the character education program at the Kanaan Christian School Semarang, namely the presence of 5S culture (Greetings, Smiles, Greetings, Polite and Courtesy) and through the character assessment form. Overall, the character education program at the Kanaan Christian School Semarang has fulfilled the program objectives that have been previously set.Abstrak: Tujuan penelitian ini adalah mengevaluasi konteks, masukan, proses, dan produk program pendidikan karakter di Sekolah Kristen Kanaan Semarang. Hasil penelitian menunjukkan: (1) Konteks, Sekolah Kristen Kanaan Semarang sangat membutuhkan program pendidikan karakter; (2) Input, pendidikan karakter di Sekolah Kristen Kanaan Semarang mengacu pada Visi dan Misi Sekolah serta Kurikulum 2013 (K-13); (3) Proses, pelaksanaan program pendidikan karakter di Sekolah Kristen Kanaan Semarang, guru melaksanakan pembelajaran sesuai RPP yang telah dibuat, dengan menambahkan nilai-nilai pendidikan karakter yang disesuaikan dengan topik yang terdapat pada materi pokok. kompetensi; (4) Produk, hasil program pendidikan karakter di Sekolah Kristen Kanaan Semarang yaitu adanya budaya 5S (Salam, Senyum, Salam, Sopan dan Sopan) dan melalui formulir penilaian karakter. Secara keseluruhan, program pendidikan karakter di Sekolah Kristen Kanaan Semarang telah memenuhi tujuan program yang telah ditetapkan sebelumnya.

Out of Character

This chapter is a critical appraisal of the “character theory of excuses” in legal philosophy, which maintains that an excuse is available to a defendant when their action is not a manifestation of their character. The essay argues, using a strategy derived from the skeptical position in the virtue ethics-situationism debate, that the moral psychology underlying the character theory of excuses is empirically inadequate. It is further suggested that yoking excuses to character assessment threatens to make determining excuses epistemically intractable in legal contexts, given the many practical obstacles to definitive character assessment.

Bimbingan Teknis RPP Bermuatan Karakter Rasa Ingin Tahu, Kreatif, dan Komunikatif Bagi Guru SMPN 1 Paramasan

Tujuan kegiatan ini adalah untuk memberikan informasi dan bimbingan dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) bermuatan karakter rasa ingin tahu, kreatif, dan komunikatif bagi guru SMPN 1 Paramasan. Kegiatan ini dilaksanakan berdasarkan hasil diskusi bersama 15 orang guru diperoleh informasi bahwa para guru belum pernah menyusun RPP bermuatan kemampuan karakter rasa ingin tahu, kreatif, dan komunikatif. Guru-guru masih dominan terfokus pada kemampuan kognitif dalam menyusun RPP. Metode Pelaksanaan kegiatan ini berdasarkan pada beberapa langkah kegiatan observasi, persiapan, penyusunan panduan bimbingan teknis penyusunan RPP, pelaksanaan bimbingan teknis, dan evaluasi kegiatan. RPP yang disusun pada kegiatan ini menyesuaikan dengan kemampuan peserta didik dan kondisi lingkungan sekolah. Setelah dilakukan kegiatan bimbingan teknis (bimtek) ini, guru-guru mendapatkan informasi karakter rasa ingin tahu, kreatif dan komunikatif; guru-guru mampu mendeskripsikan indikator dari karakter rasa ingin tahu, kreatif dan komunikatif sebagai amanat dari kurikulum 2013; dan guru-guru mampu menyusun lembar penilaian karakter peserta didik dalam proses pembelajaran. The purpose of this activity is to provide information and guidance in preparing a Learning Implementation Plan (RPP) filled with curiosity, creative, and communicative characters for teachers of SMPN 1 Paramasan. This activity was carried out based on the results of discussions with 15 teachers, it was obtained information that the teachers had never prepared lesson plans containing the character abilities of curiosity, creativity, and communicativeness. Teachers are still dominantly focused on cognitive abilities in preparing lesson plans. Methods The implementation of this activity is based on several steps of observation, preparation, preparation of technical guidance guidelines for preparing RPP, implementation of technical guidance, and evaluation of activities. The lesson plans prepared in this activity are adjusted to the abilities of students and the conditions of the school environment. After carrying out this technical guidance (bimtek) activity, teachers get information on the character of curiosity, creativity and communicativeness; teachers are able to describe indicators of the character of curiosity, creative and communicative as the mandate of the 2013 curriculum; and teachers are able to compile student character assessment sheets in the learning process.

Az országos tájkarakter-elemzés kezdetei Magyarországon

Landscape character assessment is built on the Landscape Convention of the Council of Europe, which considers landscape as an area perceived by man, formed by the interactions of man and nature. According to the exemplary British practice of landscape character assessment, the particular combination and the unique composition of landscape elements have to be taken into account rather than the specific features independently. Its primary concern is that the whole is more than the sum of the parts. Landscape character assessment results in the identification of landscape character types and landscape character areas. Identifying the character types and character areas happens at more hierarchy level (national, regional, micro-regional and local level). Defining the boundaries, the characteristics, and the main factors contributing to the formation of the character should be a value-free description of the given state. The following stage of the assessment is the landscape evaluation. Making a judgement on the actual state involves locals in a participatory process, and it is the preparatory phase of formulating the landscape quality objectives. In Hungary, the first landscape character assessment, covering the entire area of the country, was carried out between 2017 and 2021. Four micro-regional case studies complemented the nationwide research. The present paper gives a brief overview of the methods used at the national level, including the feedback from the micro-regional assessment, and summarises the results.

Analysis of User Responses to the Application of Web-Based Assessment on Character Assessment

There are currently several obstacles in the assessment using conventional media, including excessive use of paper, which causes environmental damage, and increases in school fees to conduct an assessment. In addition, it is less effective in conducting assessments because it takes a long time to assess the results of student answers manually. . Conventional media allows fraud and results in a lack of confidence in the assessment results. This study aims to analyze user responses using web-based assessment as a character assessment medium. The population of this study amounted to 91 students. This study uses a mixed-method explanatory method with descriptive analysis and qualitative methods. The results of the study show that the user response obtained an average value of 3.52, which includes the SB category (excellent) because the use of the website can save time, display real-time data, and is very easy to use anywhere, so with a good response from users make this web-based assessment suitable for use in student character assessment. This research implies that teachers can use web-based assessment in conducting assessments.

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

The purpose of this research was to develop a pre-service teachers model in educational institutions of students in the field of physical education, Faculty of Education, a four-year program, using EDFR (Ethnographic Delphi Futures Research) techniques and focus group teaching techniques conducted by 18 experts and 12 group discussion participants with knowledge and abilities and acting as supervisors, mentors, and heads of professional experience training. The research instruments consisted of a semi-structured interview, questionnaires and group discussion guides. The statistics used in the research were median, mode and interquartile range. The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students’ competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback.