Educating for Character. How Our Schools Can Teach Respect and Responsibility
... Nilai-nilai lokal, seperti gotong royong dan sopan santun, dapat menjadi dasar dalam membangun social trust di era digital (Putnam, 2000). Habituasi nilai-nilai melalui pembiasaan sistematis adalah pendekatan yang efektif untuk membentuk karakter mahasiswa dan dosen (Lickona, 1992). Habituasi ini dapat diterapkan melalui kegiatan akademik maupun non-akademik S. Saddam, 2019;S. ...
... Pendekatan kolaboratif dalam workshop ini selaras dengan pandangan tersebut, karena melibatkan peserta secara langsung dalam proses perancangan. (Lickona, 1992) menegaskan bahwa habituasi nilai-nilai harus melibatkan berbagai pihak untuk memastikan keberlanjutan dan relevansi. Dengan melibatkan dosen dan mahasiswa, workshop ini menciptakan sinergi antara kebutuhan akademik dan praktik nyata di kampus. ...
... Namun, tantangan seperti kurangnya monitoring dan evaluasi yang berkelanjutan perlu diatasi agar strategi ini efektif. Habituasi nilai-nilai melalui pembiasaan sistematis, seperti yang dikemukakan oleh Lickona (1992) memerlukan konsistensi dalam pelaksanaan dan dukungan institusi. Dalam konteks ini, peran kampus sangat penting untuk memastikan nilainilai etno-digital ethics diterapkan secara menyeluruh. ...
Abstrak: Workshop bertujuan merancang nilai-nilai etika digital berbasis budaya lokal yang dapat diintegrasikan ke dalam kehidupan kampus. Kegiatan ini melibatkan 20 peserta, terdiri dari 10 mahasiswa dan 10 dosen dari lima perguruan tinggi swasta di Kota Mataram. Metode pelaksanaan mencakup pengantar teori, diskusi kelompok, analisis studi kasus, serta simulasi implementasi. Hasil kegiatan menunjukkan bahwa peserta mampu merumuskan nilai-nilai inti seperti sopan santun, gotong royong, kejujuran, dan tanggung jawab dalam komunikasi digital. Selain itu, strategi implementasi yang diusulkan mencakup pelatihan etika digital, pembentukan kode etik komunikasi kampus, dan promosi nilai-nilai etika melalui media sosial. Evaluasi menunjukkan tingkat kepuasan peserta yang tinggi, dengan mayoritas merasa siap untuk mengadopsi hasil workshop dalam kehidupan kampus. Pembahasan mendalami relevansi nilai-nilai lokal dengan tantangan komunikasi digital saat ini, mengacu pada teori etika digital dan budaya lokal. Pendekatan kolaboratif yang melibatkan mahasiswa dan dosen terbukti efektif dalam merancang nilai-nilai yang aplikatif. Namun, keberhasilan jangka panjang membutuhkan komitmen institusi untuk monitoring, evaluasi, dan keberlanjutan implementasi. Nilai-nilai etno-digital ethics memiliki potensi besar untuk membangun komunikasi digital yang lebih etis dan memperkuat kepercayaan sosial di lingkungan kampus. Diperlukan langkah strategis dan dukungan berkelanjutan untuk memastikan implementasi nilai-nilai ini.Abstract: The workshop aims to design digital ethical values based on local culture that can be integrated into campus life. This activity involved 20 participants, 10 students, and 10 lecturers from five private universities in Mataram City. The implementation method includes an introduction to theory, group discussion, case study analysis, and implementation simulation. The results of the activity showed that participants were able to formulate core values such as good manners, cooperation, honesty, and responsibility in digital communication. In addition, the proposed implementation strategy includes digital ethics training, the establishment of a campus communication code of ethics, and the promotion of ethical values through social media. The evaluation showed a high level of participant satisfaction, with the majority feeling ready to adopt the workshop results in campus life. The discussion explored the relevance of local values to the current challenges of digital communication, referring to the theory of digital ethics and local culture. A collaborative approach involving students and lecturers has proven effective in designing applied values. However, long-term success requires institutional commitment to monitoring, evaluation, and implementation sustainability. The conclusion is that the values of ethno-digital ethics have great potential to build more ethical digital communication and strengthen social trust in the campus environment. Strategic steps and ongoing support are needed to ensure the implementation of these values.
... Menurut Lickona (1991) bahwa karakter adalah kombinasi dari pengetahuan moral, perasaan moral, dan tindakan moral. Pada konteks berbahasa, ini berarti seseorang harus memiliki pengetahuan tentang bagaimana menggunakan bahasa dengan benar (pengetahuan moral), merasa terdorong untuk menggunakan bahasa dengan baik (perasaan moral), dan benar-benar menerapkan penggunaan bahasa yang baik dalam komunikasi sehari-hari (tindakan moral). ...
... Guru yang menggunakan bahasa yang mendukung, jujur, dan sopan dapat meningkatkan motivasi belajar dan kesejahteraan siswa. Lickona (1991) menyatakan bahwa pendidikan karakter termasuk dalam berbahasa, harus menjadi bagian integral dari kurikulum untuk membantu siswa mengembangkan nilai-nilai moral yang kuat. ...
... Pembaca akan memperoleh wawasan tentang bagaimana bahasa tidak hanya digunakan untuk menyampaikan informasi, tetapi juga sebagai cerminan nilai-nilai moral dan etika. Menurut Lickona (1991), pendidikan karakter melibatkan pengajaran nilainilai moral yang harus tercermin dalam setiap aspek kehidupan, termasuk cara berkomunikasi. ...
... The education system in Pesantren emphasizes the importance of time management and independence, which helps students develop strong self-control, which is very relevant in dealing with technology addiction. Lickona's theory also emphasizes that moral education must be carried out systematically, and this is in line with a structured pesantren system (Thomas Lickona, 2009). In pesantren, learning is carried out regularly and planned, with an emphasis on the formation of noble morals through the teaching of classical books (Ma'arif, 2019; Maryono, 2022; Nasution, 2020; E. . ...
... This phenomenon refers to using technology to commit bullying or other negative behaviors that aim to hurt other individuals online. Studies show that more than 37% of adolescents have been victims of cyberbullying, which significantly affects their mental health (Kowalski et al., 2014a;Thomas Lickona, 2009;Twenge et al., 2018). The effects include decreased self-confidence, increased anxiety, and impaired social relationships. ...
... This religion-based character education teaches universal values such as honesty, responsibility, and compassion. This approach is in line with the theory of moral education developed by Thomas Lickona, which emphasizes the importance of moral knowledge, moral feelings, and moral behavior (Thomas Lickona, 2009). By instilling these three aspects, pesantren forms individuals who understand moral values and can feel and practice them in daily life. ...
This research aims to explore how pesantren education can be adapted to answer the moral challenges faced by the younger generation in the digital era. Using the library research method, this study analyzes literature from various sources to understand the contribution of pesantren in facing contemporary moral issues. This study integrates the findings into a theoretical framework to highlight the relevance of pesantren education in the context of digital moral challenges. The results of the study show that various moral challenges, such as cyberbullying, social media addiction, and exposure to negative content, have a significant impact on children and adolescents. This phenomenon results in a decrease in empathy, the quality of social interaction, and an increase in negative behavior in cyberspace. Through strengthening religious values, character building, discipline, and examples from the kyai, Islamic boarding school education has proven effective in forming moral, responsible, and resilient students who can face the dynamics of the times. With this holistic approach, pesantren can become a relevant and adaptive educational model to answer moral challenges in the digital era.
... Kurikulum ini tidak hanya mencakup mata pelajaran tertentu tetapi juga harus mengajarkan nilai-nilai moral dan etika melalui berbagai kegiatan sehari-hari di sekolah. Berdasarkan penelitian, kurikulum yang menggabungkan pendidikan karakter dapat meningkatkan pemahaman anak tentang nilai-nilai dasar dan membantu mereka mengembangkan perilaku positif (Lickona, 1991). Kurikulum yang dirancang dengan baik memungkinkan anak-anak untuk mempraktikkan nilai-nilai karakter dalam situasi nyata, yang pada akhirnya memperkuat pemahaman mereka tentang pentingnya karakter dalam kehidupan sehari-hari. ...
... Pendidikan karakter adalah proses pembelajaran yang berfokus pada pengembangan nilai-nilai moral dan etika, yang bertujuan untuk membentuk kepribadian dan perilaku positif individu. Menurut Lickona (1991), pendidikan karakter melibatkan pengajaran tentang nilai-nilai dasar seperti rasa hormat, tanggung jawab, kejujuran, keadilan, dan kepedulian. Pendidikan karakter sangat penting karena membekali anak-anak dengan kemampuan untuk menghadapi tantangan moral dan sosial yang mereka temui dalam kehidupan sehari-hari. ...
... Pendidikan karakter sangat penting karena membekali anak-anak dengan kemampuan untuk menghadapi tantangan moral dan sosial yang mereka temui dalam kehidupan sehari-hari. Lickona (1991) juga menekankan bahwa pendidikan karakter tidak hanya berfokus pada pengajaran nilai-nilai moral, tetapi juga pada pembentukan kebiasaan baik yang akan menjadi bagian dari karakter individu. Pendidikan karakter bertujuan untuk membantu anak-anak mengembangkan kemampuan berpikir kritis, empati, dan keterampilan sosial yang diperlukan untuk menjadi anggota masyarakat yang beretika dan bertanggung jawab. ...
Pendidikan karakter merupakan aspek penting dalam perkembangan anak usia dini, yang tidak hanya berfokus pada aspek akademik tetapi juga pada pembentukan kepribadian, moral, dan nilai-nilai sosial. Penelitian ini bertujuan untuk menganalisis kesiapan sekolah dalam implementasi pendidikan karakter pada anak usia dini di Indonesia. Penelitian ini mencakup analisis kesiapan kurikulum, kompetensi dan kesiapan tenaga pendidik, metode pengajaran, dukungan dari lingkungan sekolah dan orang tua, serta evaluasi dan pemantauan program pendidikan karakter. Hasil penelitian menunjukkan bahwa meskipun banyak sekolah PAUD telah mengintegrasikan nilai-nilai karakter dalam kegiatan sehari-hari, masih terdapat beberapa tantangan yang dihadapi, termasuk keterbatasan sumber daya, kurangnya pelatihan guru, dan perbedaan persepsi tentang nilai-nilai karakter antara sekolah dan orang tua. Untuk mengatasi tantangan tersebut, diperlukan peningkatan pelatihan dan pengembangan profesional bagi guru, pengembangan kurikulum yang terintegrasi, serta kerjasama yang lebih erat antara sekolah dan orang tua. Dengan upaya yang berkelanjutan dan kolaboratif, pendidikan karakter di tingkat PAUD dapat ditingkatkan untuk membentuk generasi muda yang beretika, bertanggung jawab, dan mampu berkontribusi positif dalam masyarakat. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan praktik pendidikan karakter yang efektif dan berkelanjutan di tingkat pendidikan anak usia dini.
... Fullan (2001) emphasizes the importance of teaching values like integrity and responsibility, which are essential for building ethical individuals. Lickona (1991) asserts that values such as honesty and fairness shape a just personality, helping students understand the importance of treating others with respect. Flanagan (2009) highlights that value-based learning prepares students for both professional and personal success. ...
... As Fullan (2001) emphasizes, education should go beyond imparting knowledge to nurturing character. Similarly, Lickona (1991) highlights the importance of character education in fostering honesty, respect, and empathy. Embedding ASWAJA values in subjects like history, language, and religious studies enhances students' critical thinking skills and social awareness. ...
... Furthermore, the concept of Tawazun is reinforced through structured daily routines that balance academic study, religious practice, and recreational activities (Flanagan, 2009). I'tidal is emphasized by promoting fairness in classroom interactions and assessments, ensuring that all students are treated equitably (Lickona, 1991). The integration of ASWAJA values thus creates a holistic educational environment where cognitive development and character formation go hand in hand. ...
Introduction: This study addresses the fundamental issue of integrating Ahlussunnah wal Jama’ah (ASWAJA) values—Tawasuth (moderation), Tasamuh (tolerance), Tawazun (balance), and I’tidal (justice)—into Indonesia's educational curriculum. The focus is on Madrasah Ibtidaiyah (MI) in Malang Regency, aiming to support students' cognitive, moral, and spiritual development amid the pressures of globalization and technological advancement. Objectives: The research aims to analyze the implementation of ASWAJA values within the Merdeka Curriculum in three selected MI: MI Nahdlatul Ulama Bululawang, MI Mambaul Ulum Sepanjang Gondanglegi, and MI Miftahul Huda Turen. It particularly focuses on how these values influence character development, academic performance, and students’ social behavior. Methods: This study employed a qualitative multisite research design. Data collection techniques included participant observation, in-depth interviews, and document analysis, ensuring a comprehensive understanding of the integration process and its outcomes. Results: The findings reveal that ASWAJA values are effectively integrated into school practices through instructional strategies that encourage critical thinking and empathy, extracurricular programs that foster teamwork and social responsibility, and community involvement that enhances the practical application of these values. Each MI demonstrated distinct strengths: MI Nahdlatul Ulama Bululawang emphasized moderation in classroom discussions, MI Mambaul Ulum Gondanglegi promoted cultural appreciation, and MI Miftahul Huda Turen balanced academic and religious activities. Conclusions: The study concludes that the integration of ASWAJA values into the Merdeka Curriculum positively contributes to holistic character education without compromising academic excellence. This model is replicable and offers insights for broader educational reform. It highlights the crucial role of collaboration between educators, families, and policymakers in achieving value-based education aligned with Sustainable Development Goal 4: Quality Education. Future research should explore the long-term impacts of this integration on students’ personal and professional development and expand the study across other regions for greater generalizability.
... Previous studies have highlighted the importance of character education in the national education system and the crucial role of teachers as agents of change. Lickona (1991) emphasized the need for a holistic approach to character education, including the integration of values in all aspects of learning. Research by Muslich (2011) showed that integrating character values into thematic curricula at the elementary level had a positive impact on students' behavior. ...
... The emphasis on teacher modeling and daily interactions indicates that the school employs a hidden curriculum approach, where values are conveyed through actions, culture, and school climate rather than direct instruction. This is in line with character education theories by Lickona (1991) and Zubaedi (2011), who argue that effective moral education requires consistent adult modeling and environmental reinforcement. The vice principal's concern about reliance on teacher initiative highlights a structural gap there may be no formal monitoring or standardization of implementation, which could lead to inconsistencies. ...
This study explores the implementation of character education in Madrasah Ibtidaiyah (Islamic elementary schools) by examining its current trends, transformations, and contextual strategies through a case study at MI Miftahul Ulum 02 Klompangan, East Java. In response to moral degradation and educational challenges in the digital age, the research emphasizes the need for a transformative and value-integrated approach rooted in Islamic teachings. Using qualitative methods—interviews, observations, and document analysis—the study finds that effective character formation stems from the integration of values into school culture, teacher modeling, and participatory routines. The findings reveal a shift from normative to experiential character education, where students internalize moral values through daily interactions and behavioral reinforcement. Teachers act as role models, and student character is consistently documented through non-cognitive assessments. The school's holistic ecosystem—curriculum, rituals, physical space, and community involvement—supports deep and sustainable moral development. Despite structural challenges, such as reliance on teacher initiative and lack of formal standardization, the madrasah successfully embeds character education as a lived experience rather than an isolated program. This research contributes practical insights for developing transformative educational models aligned with Islamic values and encourages further studies across varied contexts.
... Scholars argue that early education plays a vital role in laying the foundation for a child's future success, shaping their cognitive, social, and emotional development. (Anglia, 2024;Lickona, 2019). However, the integration of these values into preschool curricula varies widely across cultural, social, and educational contexts (Fry, 2017) and the process of integrating these values into preschool curricula significantly contributes to character development, emphasizing universal virtues such as cooperation, tolerance, and social responsibility (Ciampa & Wolfe, 2021). ...
... The role of preschool education in fostering these values is highlighted by Lickona (2019), who emphasizes character education as a vital component of early learning. Effective character education integrates values into daily interactions, stories, and play, enabling children to practice and internalize moral behaviors. ...
Moral development during early childhood lays the foundation for empathy, ethical behavior, and lifelong character formation. This qualitative study explores the perspectives of preschool teachers regarding moral values among preschoolers, focusing on themes such as respect for others, empathy, honesty and integrity, accountability, and discipline. Using a purposive sampling technique, five preschool teachers were interviewed to gain insights into their experiences and observations. The findings reveal a perceived decline in respect, empathy, and accountability among preschoolers, attributed to increased digital exposure, parental attitudes, and post-pandemic social challenges. While some positive behaviors were noted, such as occasional acts of kindness and honesty, these were less prevalent compared to previous years. The study underscores the need for consistent reinforcement of moral values through creative and structured interventions in preschool settings. Recommendations include parental collaboration, play-based learning strategies, and teacher modeling of desired behaviors to nurture moral development in early childhood.
... This approach is referred to as the value inculcation approach (Lickona, 1991), which emphasizes self-directed moral development in students. Learning methods within this approach include modeling, positive and negative reinforcement, simulations, and role-playing. ...
... The alignment of reinforcement and habituation with Lickona's theory-encompassing moral knowing, moral feeling, and moral action-is further supported by mentoring techniques. According to Lickona (1991), mentoring acts as a corrective feedback mechanism, offering students guidance to align their behavior with moral standards. ...
This study aims to analyze the implementation of character education in Integrated Islamic Elementary Schools (SDIT) and Public Elementary Schools (SDN) through a comparative approach. Character education plays a crucial role in shaping students' personalities, fostering responsibility, and promoting integrity. The research adopts a case study methodology to explore how character education is implemented in two distinct school environments. Data was gathered through observations, interviews, and documentation at SDIT and SDN schools in West Lombok. The findings indicate that SDIT offers a more structured, religiously oriented, and integrated character education program within the curriculum. This includes practices such as morning dhikr, prayer guidance, and the use of habit tracking books at home. SDIT also conducts formal evaluations using quantitative data, such as recording violations and assessing students' affective values. These evaluations are discussed during monthly meetings and annual work reviews. In contrast, SDN focuses on a simpler, habit-based approach, emphasizing activities like prayer before class, class duties, and extracurricular activities. However, there are no formal tools in place for evaluation. As a result, SDIT tends to be more attractive to parents compared to Public Elementary Schools.
... Hidayat & Handayani, 2022;Wahyuni et al., 2023;Yuni et al., 2024). Pendidikan karakter di Sekolah Dasar (SD) dianggap sebagai pondasi penting yang akan membentuk sikap dan perilaku anak di masa depan (Lickona, 1992). ...
Abstrak: Dalam penelitian ini, metode kualitatif digunakan untuk melihat bagaimana Pendidikan karakter di sekolah dasar: Fondasi bagi generasi berintegrasi. dilaksanakan di SDN 1 Dane Rase untuk menciptakan pendidikan karakter pada kurikulum merdeka. Setelah dikumpulkan melalui pengamatan, wawancara, dan dokumentasi, data dianalisis melalui penyiapan, verifikasi, dan reduksi. Pendidikan karakter di sekolah dasar memainkan peran krusial dalam membentuk generasi yang berintegritas. Artikel ini membahas pentingnya implementasi nilai-nilai karakter dalam kurikulum pendidikan dasar, serta strategi yang dapat diterapkan oleh pendidik untuk menanamkan sikap dan perilaku positif pada siswa. Melalui pendekatan yang holistik, termasuk pengintegrasian nilai-nilai moral dalam kegiatan belajar mengajar, pembelajaran berbasis proyek, dan keterlibatan orang tua, pendidikan karakter tidak hanya membekali siswa dengan pengetahuan akademis, tetapi juga membangun fondasi etika dan moral yang kuat. Hasil penelitian menunjukkan bahwa siswa yang menerima pendidikan karakter cenderung menunjukkan perilaku sosial yang lebih baik, kepedulian terhadap lingkungan, dan kemampuan beradaptasi dalam masyarakat Dengan demikian, pendidikan karakter di sekolah dasar diharapkan dapat menciptakan generasi muda yang tidak hanya cerdas secara akademis, tetapi juga memiliki integritas dan tanggung jawab sosial yang tinggi.Abstract: In this study, qualitative methods are used to examine how character education in elementary schools serves as a foundation for an integrated generation. held at SDN 1 Dane Rase to create character education in the independent curriculum. After being collected through observation, interviews, and documentation, the data was analyzed through preparation, verification, and reduction. Character education in elementary schools plays a crucial role in shaping a generation with integrity. This article discusses the importance of implementing character values in the elementary education curriculum, as well as strategies that educators can apply to instill positive attitudes and behaviors in students. Through a holistic approach, including the integration of moral values in teaching and learning activities, project-based learning, and parental involvement, character education not only equips students with academic knowledge but also builds a strong ethical and moral foundation. Research results show that students who receive character education tend to exhibit better social behavior, environmental awareness, and adaptability in society. Thus, character education in elementary schools is expected to create a generation of young people who are not only academically intelligent but also possess high integrity and social responsibility.
... Menurut Lickona Karakter berkaitan dengan konsep moral (moral knowing), sikap moral (moral feeling) dan perilaku moral (moral action). Penanaman aspek moral knowing ditanamkan melalui pembelajaran di kelas, sedangkan moral feeling dan moral action harus dilakukan terus-menerus melalui pembiasaan setiap hari (Lickona, 2015). Saat santri melenceng dari aturan dan membuat kesalahan biasanya kami menegur para santri dengan memberikan ceramah atau lebih tepatnya memberi arahan. ...
... Untuk itu, pendidikan karakter sangat diperlukan untuk mencapai manusia yang memiliki integritas nilai-nilai moral sehingga menjadi hormat diantara sesama, jujur dan peduli dengan lingkungan. Lickona (1992) menjelaskan beberapa alasan perlunya Pendidikan karakter tersebut, antara lain; 1. Banyaknya generasi muda saling melukai karena lemahnya kesadaran pada nilai-nilai moral. 2. Memberikan penanaman nilai moral kepada generasi muda, merupakan salah satu fungsi peradaban yang paling utama. ...
Kepemimpinan merupakan kemampuan untuk mempengaruhi, menggerakan, dan mengarahkan suatu tindakan pada diri seseorang atau sekelompok orang, untuk mencapai tujuan tertentu pada situasi tertentu. Kepemimpinan merupakan salah satu aspek manajerial dalam kehidupan organisasi yang merupakan posisi kunci. Latihan Kepemimpinan Manajemen Mahasiswa Tingkat Dasar (LKMM-TD) mengambil Tema, “Mengembangkan karakter guna mencapai kepemimpinan yang aktif, solidaritas, inspiratif dan kritis”. Peserta pelatihan ini adalah mahasiswa yang terlibat dalam kepengurusan Badan Eksekutif Mahasiswa (BEM), Himpunan Mahasiswa Jurusan (HMJ) dan berbagai Organisasi Mahasiswa (ORMAWA). Kegiatan ini dilaksanakan oleh Badan Eksekutif Mahasiswa (BEM) yang bekerjasama dengan HMJ dilingkungan FKIP Universitas Islam Indragiri. Kegiatan ini diselenggarakan pada tanggal 19 Nopember 2023 bertempat di Aula Hotel Inhil Pratama Tembilahan. Melalui kegiatan ini diharapkan ada penambahan wawasan dalam berfikir, bersikap dan bertinggah laku dalam rangka menciptakan pendidikan karakter dikalangan mahasiswa. Metode kegiatan yang digunakan dalam kegiatan ini adalah ceramah, tanya jawab, diskusi dan simulasi.
... Temuan penelitian ini mengonfirmasi teori pendidikan karakter yang dikemukakan oleh Lickona (1992), yang menyatakan bahwa pembentukan karakter tidak hanya terjadi melalui pembelajaran formal, tetapi juga melalui kebiasaan, keteladanan, dan lingkungan sosial yang mendukung. Kurikulum pesantren, dengan model integrasi antara kurikulum diniyah dan umum, menjadi instrumen efektif dalam membentuk karakter santri secara komprehensif. ...
The curriculum of education in Islamic boarding schools has a very important contribution as an effort to develop an education system based on local wisdom or to shape the character of students. The development of the curriculum of Islamic boarding schools is expected to be able to provide a distinctive color in the dynamics of society. Qualitative research uses an approach, narrative, literature review which is sourced from various sources that discuss education, especially Islamic boarding schools. Data collection techniques through document checking and confirmation through deep observation with students, and ustadz and his staff for samples. Data analysis uses inductive techniques, starting with grouping data according to theme, and giving meaning to each new section, then concluded descriptively. The results of the study show that the utilization or development of the Islamic boarding school curriculum still maintains the characteristics, characteristics and character of students for provisions in the wider community. Abstrak Kurikulum Pendidikan di pondok pesantren memiliki kontribusi yang sangat penting sebagai Upaya untuk pengembangan sistem Pendidikan yang berbasis kearifan lokal atau membentuk karakter santri. Pengembangan kurikulum pondok pesantren ini diharapkan mampu memberi warna khas dalam dinamika bermasyarakat. Penelitian kualitatif menggunakan dengan cara pendekatan, narrative literature review yang bersumber pada berbagai yang membahas tentang Pendidikan khususnya pesantren. Teknik pengumpulan data melalui pengecekan dokumen dan konfirmasi melalui observasi secara random dengan santri, dan ustaz berserta jajarannya untuk sampel. Analisis data menggunakan Teknik induktif, diawali dalam mengelompokkan data sesuai tema, dan memberikan makna setiap bagian baru disimpulkan secara deskriptif. Hasil penelitian menunjukkan bahwa, pemanfaatan atau pengembangan kurikulum pondok pesantren tetap mempertahankan corak, khas dan karakter santri untuk bekal di Masyarakat luas.
... Guru berperan dalam menanamkan nilai-nilai karakter yang sesuai dengan budaya sekolah. Menurut Lickona (1991), pendidikan karakter yang diterapkan dalam budaya sekolah membantu siswa dalam mengembangkan sikap tanggung jawab, empati, serta kemandirian. Guru dapat mengintegrasikan pendidikan karakter dalam pembelajaran sehari-hari melalui diskusi, refleksi, dan contoh nyata dalam interaksi sosial. ...
This study aims to explore the role of school culture in enhancing 4C competencies (Critical Thinking, Creativity, Communication, Collaboration) among students in the era of globalization. Using a qualitative approach and a case study method, this research observes and analyzes school cultures in several institutions that implement a competency-based 4C approach. The findings indicate that a positive school culture, supported by visionary leadership, clear norms, and a conducive learning environment, can develop students who are not only intellectually capable but also possess strong character, discipline, and effective collaboration skills. This study also highlights the importance of teacher, parent, and community involvement in fostering a school culture that supports the development of 4C competencies. In this context, school culture is seen as a fundamental foundation in shaping an ideal learning environment where students feel safe, motivated, and willing to take risks to develop their potential. The study finds that schools with a strong culture can create spaces where critical thinking, creativity, communication, and collaboration are not only taught but also practiced in everyday life. Through in-depth observations, interviews, and document analysis, this research identifies key elements of an effective school culture, including the school's vision and mission, values and beliefs, norms and rules, rituals and traditions, communication patterns, physical environment, community relationships, and leadership. Keywords : School Culture, 4C Competencies, Students
... This low level of understanding renders pro-environmental values insignificant (Maurer & Bogner, 2020), leading to the neglect of the importance of the school environment and its community in creating a school with a healthy natural ecosystem, proper waste management, and a clean school environment as a representation of proenvironmental attitudes and behaviors. Exemplary behavior is crucial in instilling values (Arthur, 2008;Kristjánsson, 2013;Lickona, 1991;Sauri, 2018) as teachers and educators set a good example that will be observed and imitated by students as good, valuable, and meaningful actions (White, 2015). ...
Pro-environmental values are crucial to instill in students to foster a generation that cares about the environment, promoting sustainability through education. Teachers play a central role in developing students' morals, encouraging responsible behavior and pro-environmental attitudes. This study explores pro-environmental values in ecology learning, focusing on ecosystem balance and the potential for more effective ecological education. Conducted at an elementary school in Subang Regency, West Java, it involved teachers and sixth-grade students. Using a qualitative case study approach, data was collected through observation, interviews, and discussions with 21 respondents, including principals, teachers, and students. Analysis followed stages of data collection, reduction, display, and conclusion. The study identified six key pro-environmental values taught: 1) environmental education, 2) energy-saving and renewable energy, 3) waste reduction, 4) anti-consumerism, 5) recycling, and 6) nature conservation. These values enhance students' capacity to act sustainably, fostering environmentally friendly behavior and responsible character. The findings underscore the importance of integrating pro-environmental values into ecological teaching to build environmentally conscious students. This study contributes to understanding how ecological learning materials can effectively promote sustainability, equipping teachers with tools to nurture environmentally aware future generations.
... Upaya menanam nilai-nilai karakter pada peserta didik adalah proses yang penting untuk membentuk kepribadian mereka dan memerlukan waktu yang panjang (Fathurrahman, 2016 (Lickona, 1991). ...
... This research is based on the educational management theory proposed by Terry (1977), emphasizing the importance of planning, organizing, implementing, and evaluating in achieving academic goals. Additionally, the character education theory developed by Lickona (1991) serves as the basis for understanding how knowledge, emotions, and actions can be integrated into learning to shape students' character. The project-based approach promoted by UNESCO through Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) supports the relevance of P5 in developing 21st-century skills such as critical thinking, creativity, and collaboration (UNESCO, 2019). ...
The younger generation needs to possess strong character and uphold the values of Pancasila to face the challenges of globalization, social change, and cultural transformation. This study aims to describe and analyze the management of the Pancasila Student Profile Strengthening Project in enhancing student character at SDN 1 Kepel and SDN 1 Kertaharja, Ciamis Regency. This study employs a descriptive qualitative case study approach. The sample consists of school principals, teachers, and students selected purposively. Data were collected through interviews, observations, document analysis, and literature reviews. Data analysis follows the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, with validity ensured through triangulation. Results show that effective planning involves forming an implementation team, assessing school readiness, and designing project themes aligned with Pancasila values. Organizing emphasizes task delegation, resource management, and stakeholder coordination. Implementation focuses on project-based learning in real-world contexts, such as teamwork and environmental conservation. Evaluation is conducted formatively and summatively through rubrics, reflections, and portfolios. Challenges include resource limitations, stakeholder understanding, and curriculum integration. Solutions include teacher training, resource optimization, and community collaboration. The structured P5 management model strengthens Pancasila-based character education, enabling schools to adopt and adapt it for more effective and sustainable implementation.
... Stage performance This is intended so that students can combine the theory that has been obtained with the concept that has been formulated, to be communicated in front of the public. In addition to training students' skills in preparing for performances, this stage also trains students' character in terms of cooperation, independence, and responsibility (Lickona, 2012). Therefore, teachers need to guide students to be proficient in communicating the findings obtained, so that it becomes a good collaboration when displayed (Zlatković & Mišića, 2012). ...
One interesting learning method is the Liping Arts. This method is used in lessons with many stories or events that students must memorize. The Attribute Dimension is a set of equipment used by students in practicing lessons with the Story Liping Arts method. This study aims to test the effectiveness of the story lip art method assisted by attribute dimensions developed with a performance, exploration, and brainstorming approach in civics learning at SDN Patihan Wetan Ponorogo Indonesia. The research method used in this research is descriptive qualitative. Sources of data were obtained from observation, pre-test, and post-test. The results of this study are the Story Liping Arts method assisted by Attribute Dimensions, which was developed using the PEB approach. The syntax of the PEB approach was obtained from an analysis of the Scientific Approach to the MBKM Curriculum and 21st Century Learning Skills. Applying to learning with the Story Liping Arts method assisted by Attribute Dimensions has proven effective and beneficial for students' knowledge and experience because the essence of effective learning is to experience it in real time.
... Students are expected to become agents of change by internalizing the cultural values of queuing according to the moral approach according to Lickona (1992), the second is moral feeling. There are 6 things that are aspects of emotion that must be felt by someone to become a person of character, namely: 1) conscience, 2) self-esteem, 3) empathy, 4) loving the good, 5) self-control and 6) humility. ...
This research aims to examine the application of the SIDIA program in forming a queuing culture among elementary school students. Education at the elementary level is an important foundation in developing students' character, including discipline and patience. Observations at one school in Mataram showed that many students did not show good queuing behavior, such as crossing the line when entering class and being impatient when checking assignments. The SIDIA program is implemented both inside and outside the classroom to increase students' awareness of the importance of human culture. In the classroom, the methods used include presenting learning videos that teach character values such as patience and discipline. The results show a significant improvement in student behavior, such as discipline when submitting assignments and shaking hands with teachers outside the classroom. This program also succeeded in creating a more orderly queuing atmosphere, especially in the library, thanks to the use of partitions and attractive slogans. By implementing this program, it is hoped that the culture of queuing can become a habit that is ingrained in students' character, supporting broader and sustainable educational goals. Overall, this research emphasizes the importance of educational character in shaping good social behavior among students and provides recommendations for other schools to implement similar programs in order to achieve SDGs goals in the education sector.
... The Inheritance of Hindu Leadership Education Values from Manca Desa in the Usaba Gumang Ceremony, in Bugbug Traditional Village, Karangasem Regency, which emphasizes wisdom, social harmony, and spirituality, remains relevant in the modern era. Lickona (1991) emphasized that education is not only oriented towards academics, but must also shape good character. According to Dalmeri (2014:272) character education is an effort made consciously in realizing a virtue with good human qualities objectively, not only seen as good by individuals (individuals but also in society as a whole. ...
Modernization and globalization erode local traditions and cultures, affecting the lives of multicultural communities. Customary leadership acts as a mediator. This study analyzes the inheritance of Hindu Manca Desa leadership education values in the Usaba Gumang Ceremony in Bugbug Traditional Village, Karangasem Regency, focusing on factors, processes, and implications. This research method is qualitative with a descriptive-interpretive approach. Data were collected through observation, interviews, and document studies, then analyzed using phenomenological, constructivist, and social learning theories. The inheritance of leadership values is influenced by Theological Factors, Medewa Bareng, Mythological Factors, Ceciren Pudak Mesekar, Socialist Ideology Factors, Nitisastra, Asta Brata, Tri Upaya Sandhi, Panca Dasa Pramiteng Prabu, Panca Satya, Pedagogical Factors, Experience, learning, collaboration, leadership innovation, sociological factors, Masemetonan (brotherhood), Menyama (togetherness), Psychological Factors, Gratitude, mental and spiritual well-being, social involvement. The inheritance process is carried out through, Traditions and rituals, Mabyasa, Mapinton, Nyaik Nasi Palupuhan, Solah Abuang, Rejang Adat, Socio-religious relationships, Ngayah, Mepunia, Hindu ethical teachings, Tat Twam Asi, Tri Kaya Parisudha, Dharma and Hindu leadership philosophy. The inheritance of Hindu leadership values based on local spirituality and ethics can be a solution to the crisis of leadership that is too materialistic. This leadership model emphasizes unity, empathy, and cultural identity in facing the challenges of globalization, while building more ethical, inclusive, and sustainable leadership
... Kontribusi E-Modul dalam Pembelajaran E-modul interaktif yang dirancang untuk materi menghadirkan salat dan zikir dalam kehidupan , diharapkan dapat meningkatkan kesadaran siswa akan pentingnya menanamkan nilai-nilai keislaman dalam kehidupan sehari-hari. Berdasarkan teori guruan karakter yang dikembangkan oleh (Lickona, 2013). penggunaan media pembelajaran yang mengintegrasikan nilai-nilai moral seperti toleransi dapat memperkuat sikap positif siswa terhadap keberagaman. ...
The creation of interactive e-modules for Islamic Religious Education and Character Education courses at SMPN 03 Palopo is covered in this paper. Determining the usefulness and relevance of the interactive e-module learning materials on the topic of presenting prayer and dhikr in life in class VII of Educating the First Nation 03 Palopo was the aim of this study. This study employs the ADDIE development paradigm and the R&D (Research and Development) research type. The study was conducted with 27 seventh-grade students from SMPN 03 Palopo during the 2024–2025 academic year. Data for this study was collected using practicality questionnaires, validation sheets, and interviews. The method of data analysis that was employed was In line with the study's quantitative descriptive analysis, the Interactive e-module of Islamic Religious Education and Character Education has satisfied the legitimate requirements in terms of validity, receiving scores of 80% from media experts, 94% from material experts, and 70% from language experts. Meanwhile, the practicality test through student responses, an arerage percentage of 83% was obtained, indicating that the interactive e-module media meets the criteria of being very practical.
... Son la base del carácter y personalidad de los individuos, pues actúan como una flecha que indica la dirección en la que deben moverse al tomar una dirección en la toma de decisiones. En el ambiente educativo, los valores contribuyen a la creación de un entorno de respeto y cooperación, tanto entre estudiantes como entre profesores y alumnos (Lickona, 1991). Además, una educación basada en valores forma individuos que serán ciudadanos responsables y comprometidos con su entorno social (Berkowitz & Bier, 2005). ...
An assessment is made of the importance of values in education and how they influence its development.
... Sampai saat ini, pelatihan dan peningkatan moral saat ini berada pada tingkat mengingat, informasi yang hilang pada tingkat hubungan sehari-hari melakukan kegiatan, di rumah, di sekolah yang berfungsi seperti halnya dalam kerjasama sehari-hari. Hal ini sesuai dengan penilaian Lickona (1992), yang menyatakan bahwa: "ada sepuluh indikasi perilaku manusia yang menuju ke arah kehancuran suatu negara, lebih spesifiknya: mencari kebrutalan di kalangan anak muda; penipuan sosial; meluasnya ketidakpedulian terhadap wali dan instruktur. Dampak kelompok teman pada demonstrasi kekejaman; keraguan dan cemoohan; melanggar penggunaan bahasa; berkurangnya sikap kerja keras; berkurangnya kesadaran akan harapan orang lain terhadap orang dan penduduk; memajukan perilaku yang tidak berguna; dan mengaburkan aturan moral." ...
Tujuan penelitian ini untuk mengetahui bagaimana integrasi pendidikan karakter kerja keras dalam pelaksanaan pembelajaran PPKn Di SMP N 3 WATOPUTE. Penelitian ini adalah penelitian yang bersifat deskriptif, dengan menggunakan pendekatan kualitatif, responden, Kepala Sekolah SMP Negeri 3 Watopute, Tenaga Guru didik SMP Negeri 3 Watopute yang berjumlah 2 orang, Anak didik SMP Negeri 3 Watopute yang berjumlah 25 orang, Metode penelitian dilakukan dengan mengadakan observasi langsung yaitu melakukan pengamatan langsung di SMP Negeri 3 Watopute untuk mengamati keadaan Sekolah, Guru, dan Siswa yang ada di SMP Negeri 3 Watopute. Hasil penelitian menujukan bahwa Integrasi pendidikan karakter kerja keras dalam pembelajaran di SMP Negeri 3 Watopute dapat dilakukan dengan menggunakan pendekatan nilai-nilai karakter. Nilai tersebut meliputi nilai tanggung jawab, disiplin, jujur, percaya diri, santun, kerja keras, kerja sama, menghargai, bersahabat/komunikatif, teliti dan cermat. Dengan penyesuain pada RPP dan silabus pembelajaran dan ada yang menggunakan teknik peberian tugas kepada peserta didik agar melatih peserta didik untukr dapat bekerja keras dala menyelesaikan tugas yang telah diberikan oleh guru didik di SMP Negeri 3 Watopute Kesimpulan dari penelitian in bahwa integrasi pendidikan karakter kerja kerasdalam pembelajan PPKn di SMP Negeri 3 Watopute dapat dilakukan pada setiap mata pelajaran. Materi pembelajaranyang berkaitan dengan norma atau nilai-nilai pada setiap mata pelajaran perlu dikembangkan, dieksplisitkan, dikaitkan dengan konteks kehidupan sehari-hari. Dengan demikian, pembelajaran nilai-nilai karakter tidak hanya pada tataran kognitif, tetapi menyentuh pada internalisasi, dan pengamalan nyata dalam kehidupan peserta didik sehari-hari dimasyarakat.
... Hal ini menandakan bahwa pendidikan memiliki tugas dalam mengembangkan karakter beserta intelektualitas yang berwujud kompetensi peserta didik sejak dini hingga dewasa. Hal ini sejalan dengan pendapat dari Thomas Lickona (1991) yang mengatakan bahwa pendidikan karakter memerlukan keteladanan dan arahan sedari dini hingga dewasa. ...
Pendidikan karakter merupakan upaya yang sistematis dan berkesinambungan dalam membentuk kepribadian warga negara agar memiliki kekuatan batin, pikiran dan karakter serta bertindak berlandaskan nilai-nilai dan norma, tanggung jawab serta moral bermasyarakat. Generasi muda yang bermoral dan berakhlak serta memiliki kompetensi dan daya saing tinggi sangat dibutuhkan oleh bangsa Indonesia sebagai penerus dalam mempertahankan karakter dari pengaruh negatif kemajuan zaman. Evaluasi program secara berkala sangat dibutuhkan dengan tujuan untuk menjaga kualitas dari suatu program. Penelitian ini dilakukan dengan pendekatan deskriptif kualitatif, dengan menjadikan peneliti sebagai instrumen utama dalam memahami fenomena yang terjadi pada kegiatan penelitian. Model evaluasi CSE-UCLA memiliki beberapa tahapan diantaranya, Need Assessment, Program Planning, Formative Evaluation, dan Summative Evaluation. Selain itu model CSE-UCLA bertujuan untuk meneliti keteracapaian program penguatan pendidikan karakter (PPK). Tujuan dari evaluasi adalah untuk mengukur tingkat keberhasilan atau ketercapaian suatu program yang menghasilkan keputusan ditindaklanjuti, dilanjutkan atau diberhentikan. Fokus tujuan pada penelitian ini adalah evaluasi program penguatan pendidikan karakter (PPK) dengan model CSE-UCLA. Hasil evaluasi menunjukan bahwa peningkatan program pendidikan karakter (PPK) di MAN 3 Sleman sudah mencapai tujuan dan sesuai dengan rencana yang ditetapkan. Peran dari para stakeholder juga menjadi sangat penting sebagai faktor penentu dari keberhasilan program penguatan pendidikan karakter (PPK).
... Dia menekankan perlunya sekolah untuk menjadi tempat yang tidak hanya mengajarkan pengetahuan akademis, tetapi juga membentuk karakter anak-anak. Lickona mengusulkan pendekatan sistematis untuk mengintegrasikan pendidikan karakter ke dalam kurikulum dan budaya sekolah, dengan fokus pada nilai-nilai seperti rasa hormat dan tanggung jawab(Lickona 1991) Pengertian yang disampaikan Lickona di atas memperlihatkan adanya proses perkembangan yang melibatkan pengetahuan (moral knowing), perasaan (moral feeling), dan tindakan (moral action), sekaligus juga memberikan dasar yang kuat untuk membangun pendidikan karakter yang koheren dan komprehensif(Sudrajat 2011). Berkowitz menyajikan pendekatan ilmiah terhadap pendidikan karakter, mengeksplorasi konsep-konsep psikologis dan sosial yang mendasarinya. ...
The aim of this research is to analyze the enhancement of character education and its implications on Islamic education. Character education plays a crucial role in shaping a generation with noble character and integrity. Within the context of Islamic education, the instilled character values align with religious teachings that prioritize morals and ethics. This research employs a qualitative method with a literature study approach to investigate relevant literature. The findings demonstrate that the strengthening of character education has a substantial impact on the development of Islamic education, encompassing cognitive, affective, and psychomotor aspects.
... It is well-known that family has a fundamental influence on the creation of the moral and ethical basis of young people, which determines their future value orientation. Research confirms that teachers and the school environment can also serve as models of behaviour and value systems (Lickona, 1991). Currently, the media and social networks have a growing influence on the value orientation of the youth. ...
Gamification in secondary economic education mainly aims to produce a more engaging learning environment. In the paper, we argue that the effect of the game elements used with students during lessons should reflect their value orientation. If we want to increase the efficacy of games used in secondary schools, we should choose the educational objectives of each game very carefully and adjust game elements to the most important values recognized by most of the students in each class. Our sample of respondents considered educational values as very important, so teachers should always communicate the educational objectives to students clearly. Understanding the educational value of the game helps to increase students' interest, motivation and engagement in playing the game. For female students, it is even more important and motivating if the game also focuses on interpersonal relationships and helps them develop their social skills. On the contrary, male students especially appreciate practical focus of the game and economic significance of the knowledge or skills they learn while playing.
Pendidikan karakter di Indonesia dinilai gagal. Penyebabnya diyakini bahwa manajemen pendidikan karakter di sekolah belum berlangsung sebagaimana mestinya. Penelitian dilakukan untuk mengetahui dan mendiskripsikan bagaimana manajemen pendidikan karakter dilakukan di SMA Al-Islami Nurul Ma’ad dan apa saja faktor pendukung dan penghambatnya. SMA Al-Islami Nurul Ma’ad memiliki landasan yang kokoh di bidang pendidikan karakter, dan tertuang dalam Pedoman Kolese SMA Al-Islami Nurul Ma’ad. Pendidikan karakter SMA Al-Islami Nurul Ma’ad dibagi dalam tiga tahapan besar yaitu pendidikan ekskursi, live in, dan retret. Metode penelitian adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa manajemen pendidikan karakter di SMA Al-Islami Nurul Ma’ad telah berjalan sebagaimana mestinya. Direncanakan dengan matang melibatkan orang tua dan berpedoman pada visi misi secara kuat, diorganisasikan dengan baik, dilaksanakan dengan dinamis, dikontrol dan diawasi dengan tegas oleh pejabat yang ditunjuk, dan dievaluasi secara komprehensif melalui cara personalis, pendampingan, dan retret/geladi rohani. Faktor penghambat adalah orang tua peserta didik yang meragukan program pendidikan karakter SMA Al-Islami Nurul Ma’ad. Sedangkan pendukung dapat diketahui adanya yayasan yang kuat, jaringan alumni yang kuat, dana mantap, lokasi strategis, SDM terpilih/unggul, dan lain-lain.
Penelitian ini bertujuan untuk mengetahui peran guru dalam membentuk budi pekerti dan etika peserta didik serta untuk mengetahui langkah dan strategi pembentukan karakter peserta didik kelas X SMA Negeri 1 Dolok Merawan. Metode penelitian yang digunakan adalah kualitatif, dengan pendekatan deskriptif kualitatif, alat pengumpulan data dan analisis data yang digunakan adalah observasi, wawancara, serta angket yang dilakukan dengan dokumentasi. Lokasi penelitian dilakukan di SMA Negeri 1 Dolok Merawan. Peran guru dalam membentuk budi pekerti peserta didik kelas yaitu guru bukan hanya pengajar, tetapi juga model perilaku dan teladan bagi siswa, guru juga bertanggung jawab untuk menyediakan lingkungan pembelajaran yang mendukung pengembangan karakter positif, melalui pembelajaran yang menekankan pada diskusi, refleksi, dan pengalaman nyata. Beberapa langkah dan strategi pembentukan karakter peserta didik seperti diskusi dan refleksi, keteladanan pribadi, proyek kolaboratif, penghargaan dan pengakuan, pembelajaran kontekstual dan berbasis masalah. Sementara itu, strategi pembentukan karakter dilakukan dengan mengintegrasikan pembelajaran budi pekerti dan etika dalam kurikulum, memberikan contoh positif dari guru dan staff sekolah, mengadakan kegiatan ekstrakurikuler yang mempromosikan nilai-nilai seperti kepemimpinan dan kerjasama, serta memberikan ruang untuk refleksi diri dan diskusi tentang nilai-nilai yang diinginkan.
Penelitian ini bertujuan untuk menganalisis peran pendidikan karakter sebagai pilar utama dalam peningkatan kualitas pendidikan di sekolah menengah pertama. Pendidikan karakter telah diakui sebagai elemen penting dalam pengembangan holistik siswa, yang tidak hanya melibatkan aspek akademik, tetapi juga aspek moral, sosial, dan emosional. Metode penelitian yang digunakan adalah studi literatur yang melibatkan tinjauan dan analisis kritis terhadap artikel-artikel ilmiah, buku teks, serta kebijakan pendidikan terkait pendidikan karakter di sekolah menengah pertama. Temuan penelitian ini menunjukkan bahwa penerapan pendidikan karakter dalam kurikulum sekolah menengah pertama dapat memberikan kontribusi signifikan terhadap peningkatan kualitas pendidikan. Pendekatan ini membantu siswa dalam mengembangkan nilai-nilai moral, seperti integritas, tanggung jawab, empati, kerjasama, dan disiplin. Selain itu, pendidikan karakter juga membantu dalam membentuk sikap positif siswa terhadap lingkungan sosial, mendorong keberagaman, dan membangun kesadaran akan tanggung jawab sosial. Selanjutnya, penelitian ini menyoroti perlunya mendukung pendidikan karakter melalui pelatihan dan pengembangan profesional bagi guru. Guru yang terampil dan terlatih dalam pendidikan karakter akan mampu mengintegrasikan nilai-nilai tersebut ke dalam kegiatan sehari-hari di kelas. Selain itu, partisipasi orang tua dan masyarakat juga penting dalam mendukung pendidikan karakter di sekolah, dengan melibatkan mereka dalam kegiatan sekolah yang berfokus pada pengembangan karakter. Penelitian ini menghasilkan rekomendasi bahwa sekolah menengah pertama harus memprioritaskan pendidikan karakter sebagai pilar utama dalam peningkatan kualitas pendidikan. Hal ini dapat dilakukan dengan memperkuat kurikulum yang mengintegrasikan nilai-nilai karakter, melibatkan guru dan staf dalam pelatihan karakter, dan melibatkan orang tua serta masyarakat dalam mendukung pendidikan karakter. Dengan demikian, diharapkan pendidikan karakter akan menjadi bagian integral dari pendidikan di sekolah menengah pertama dan berkontribusi pada perkembangan holistik siswa.
Penelitian ini bertujuan untuk mengetahui strategi pembelajaran yang digunakan oleh guru Sejarah Kebudayaan Islam (SKI) dalam membentuk karakter siswa di madrasah. Pembelajaran SKI tidak hanya berfokus pada penyampaian materi sejarah, tetapi juga menekankan pada internalisasi nilai-nilai moral dan etika Islami yang relevan dengan pembentukan karakter. Strategi pembelajaran yang diterapkan oleh guru Sejarah Kebudayaan Islam (SKI) di madrasah berperan penting dalam pembentukan karakter siswa. Pendidikan karakter melalui mata pelajaran SKI tidak hanya berfokus pada pengajaran fakta sejarah, tetapi juga bertujuan untuk menanamkan nilai-nilai moral Islami yang dapat diterapkan siswa dalam kehidupan sehari-hari. Dengan menggunakan berbagai strategi pembelajaran yang efektif, guru SKI dapat membantu siswa menginternalisasi nilai-nilai seperti kejujuran, tanggung jawab, kerjasama, dan kepedulian. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif dengan melakukan penelitian pustaka. Hasil penelitian menunjukkan bahwa strategi pembelajaran yang digunakan oleh guru Sejarah Kebudayaan Islam (SKI) dalam membentuk karakter siswa di madrasah, di antaranya ceramah interaktif dan refleksi nilai, diskusi kelompok dan pemecahan masalah, pembelajaran berbasis proyek (project-based learning), pembelajaran kontekstual, dan keteladanan dan pembinaan akhlak. Kata kunci: strategi pembelajaran, SKI, karakter, madrasah This study aims to explore the teaching strategies used by Islamic Cultural History (Sejarah Kebudayaan Islam or SKI) teachers in shaping students' character at madrasah. SKI instruction not only focuses on delivering historical content but also emphasizes the internalization of Islamic moral and ethical values relevant to character development. The teaching strategies employed by SKI teachers in madrasah play a crucial role in shaping students' character. Character education through the SKI subject not only focuses on teaching historical facts but also aims to instill Islamic moral values that students can apply in their daily lives. By using various effective teaching strategies, SKI teachers can help students internalize values such as honesty, responsibility, cooperation, and empathy. This research adopts a descriptive qualitative approach by conducting a literature review. The findings indicate that the teaching strategies used by SKI teachers in shaping students' character in madrasah include interactive lectures and value reflection, group discussions and problem-solving, project-based learning, contextual learning, and role modeling with moral guidance. Keywords: teaching strategies, SKI, character, madrasah
Christian teachers have an important responsibility in guiding students to know God's word and build a close relationship with God. This research aims to identify the role of Christian teachers in helping students face life's challenges through teaching based on spiritual and biblical values. The research was conducted using qualitative methods with a case study approach in one Christian school. The research results show that Christian religious teachers act as spiritual guides, role models and motivators for students to strengthen their faith, as well as provide solutions based on God's word in facing various life challenges. Thus, the role of Christian religious teachers is very strategic in forming students' characters who are spiritually and morally strong.
Penelitian ini bertujuan untuk mengkaji hubungan antara pendidikan karakter dan
perilaku bullying di lingkungan perguruan tinggi, khususnya pada mahasiswa Fakultas
Ekonomi dan Bisnis Universitas Telkom. Bullying di kampus sering kali terjadi dalam
bentuk verbal, pengucilan sosial, dan tekanan psikologis yang tersembunyi.
Dampaknya dapat memengaruhi kesejahteraan mental dan capaian akademik
mahasiswa. Pendidikan karakter dipandang sebagai pendekatan strategis dalam
membentuk perilaku mahasiswa yang empatik, toleran, dan bertanggung jawab.
Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data
berupa wawancara semi-terstruktur terhadap 10 mahasiswa aktif. Analisis dilakukan
dengan pendekatan tematik untuk mengidentifikasi pemahaman mahasiswa mengenai
karakter, pengalaman terhadap bullying, serta keterkaitan antara keduanya. Hasil
penelitian menunjukkan bahwa mahasiswa dengan pemahaman karakter yang baik
cenderung menolak tindakan bullying dan berupaya menciptakan lingkungan sosial
yang lebih inklusif. Faktor pendukung efektivitas pendidikan karakter meliputi peran
dosen, lingkungan pertemanan, serta kebijakan kampus yang berpihak pada korban.
Penelitian ini menegaskan pentingnya penguatan pendidikan karakter secara aplikatif
dalam kehidupan kampus guna menciptakan ruang belajar yang aman dan sehat.
Temuan ini juga mendukung pencapaian tujuan pembangunan berkelanjutan (SDG)
khususnya pada aspek pendidikan berkualitas dan kehidupan yang damai dan inklusif.
Kata Kunci: Pendidikan karakter, bullying, mahasiswa, nilai moral, kampus
Based on preliminary studies, studies that examine the significance of the impact related to a program, method, model, media, learning resources, and the like to improve student character are still rare. This study aims to evaluate the information found in articles about character education in Indonesia. The research design uses content analysis. The instruments used are aspects and categories related to research type, quantitative, and qualitative research type. The research instrument was modified from Susetyarini and Fauzi. The research findings show that in the last five years, research on character education has fluctuated but increased significantly in 2023. During this period, the dominant study design used was qualitative. The descriptive type was in the highest position, followed by historical research, while quantitative research was rarely applied. In terms of treatment, the articles analyzed have yet to find the application of a particular learning model, method, or technique in improving students' character. Based on these results, quantitative research is still rarely applied in studying character education. It is intended that other researchers, particularly those using quantitative methods, can use the findings to detect problems in studying character education, specifically the influence/correlation of certain variables on improving student character.
Penelitian ini bertujuan untuk mengkaji korelasi antara ilmu sosial dan pembentukan karakter siswa dalam konteks pendidikan dengan pendekatan sosiologi. Ilmu sosial memiliki peranan penting dalam memahami dinamika sosial yang mempengaruhi individu dalam lingkungan pendidikan. Karakter siswa, yang mencakup sikap, nilai, dan perilaku sosial, berhubungan erat dengan proses pembelajaran dan interaksi sosial yang terjadi di sekolah. Melalui kajian kepustakaan, penelitian ini mengidentifikasi bagaimana teori-teori sosiologi pendidikan dapat menjelaskan pengaruh ilmu sosial dalam membentuk karakter siswa. Selain itu, penelitian ini juga menelaah berbagai pendekatan dalam pendidikan karakter yang didasarkan pada prinsip-prinsip sosial, seperti interaksi sosial, norma sosial, dan struktur masyarakat. Hasil dari penelitian ini menunjukkan bahwa pendidikan karakter yang berbasis pada ilmu sosial dapat memperkuat integrasi sosial di sekolah dan membantu siswa untuk mengembangkan kemampuan sosial yang penting dalam kehidupan sehari-hari. Penelitian ini menyarankan agar guru dan pendidik dapat lebih memperhatikan aspek-aspek sosiologis dalam merancang kurikulum dan metode pengajaran guna menciptakan karakter siswa yang lebih baik.
Tujuan dari penelitian ini adalah untuk mendapatkan gambaran dari judul penelitian ini. Teknik pengumpulan data adalah membaca, menerjemahkan dan menganalisis kemudian menarik kesimpulan di bawah analisis nilai moral. Novel ini menggambarkan seekor anjing yang diculik dan dijual bernama Buck yang digunakan sebagai anjing kereta luncur di Alaska. Novel ini menggambarkan perjuangan seekor anjing untuk bertahan hidup di kehidupan barunya. Pendekatan objektif digunakan dalam penelitian ini. Ada dua hal yang dibahas tentang tokoh utama: (1) nilai moral yang berhubungan dengan masalah dalam novel dan (2) macam nilai moral dalam novel. Penelitian ini menggunakan data yang diambil dari novel The Call of the Wild yang menceritakan kehidupan Buck dan karakter lainnya. Hasil penelitian menunjukkan bahwa terdapat karakter moral seperti: hormat, berani, jujur, adil, toleran, bijaksana, disiplin diri dan suka menolong atau baik hati.
Various crisis that has swept our society, not only penetrated the economic field, but also character and personality of our nation. Degradation of confidence and identity as a nation that upholds its original character and personality polite and friendly now that occur almost reached its nadir. Also the moral decadence among students occurs as the impact. Though the character and personality are formed from a good education becomes one of the important preconditions that determines the quality of human resources. While efforts to improve the character and personality of the community have been made parties. One of these Islamic educational institutions. Of course, before fixing the character and personality of its people, the practitioners of Islamic education should equip themselves with character and a good personality as well, so that all his actions become community role model. The author offers abackrest formation of character and the perfect personality that is in the prophet SAW and then applied through Islamic Education.
This research aims to describe the planning, implementation and impact of implementing the 5S culture in strengthening the character education of students at Manggong State Elementary School, Central Lombok. This research uses a qualitative research approach with an inductive approach. The subjects of this research were all students, teachers and principals at SD Negeri Manggong. Data collection techniques use observation, interviews and documentation. The data analysis used was data analysis from Milles and Huberman which consisted of data analysis, data presentation and drawing conclusions. The results of this research show that the implementation of strengthening character education through 5S culture at SD Negeri Manggong, Central Lombok was carried out with good planning and then implementing or getting used to 5S behavior, namely Smiling, Greeting, Greeting, Polite and Polite. In implementing character values through 5S culture, positive character values have begun to appear, including shaking hands or shaking hands and saying hello to teachers when entering the school gate, speaking polite words and behaving politely between teacher and teacher, teacher and students. and between fellow students.
The importance of character education in early childhood cannot be ignored because this phase is the "Golden Age" or golden period where the foundation of character and personality begins to form. For this reason, the Ministry of Education and Culture of the Republic of Indonesia issued the P5 program as an effort to strengthen character from an early age. This program requires all levels of education to implement P5, but in reality the implementation of the P5 program in kindergarten is still not optimally organized, so it does not have well-structured Planning, Management, Implementation, and Processing. On the other hand, Permata Hati Islamic Preschool Kindergarten has implemented the P5 Program consistently for a long time, so that this institution shows mature readiness in its implementation as an effort to strengthen the formation of positive character in early childhood. This study aims to analyze and identify the integrated P5 growth and development model. This study uses a qualitative approach, with data collected through observation, interviews, and documentation. The results of the study show that strengthening children's character in Permata Hati Islamic Preschool Kindergarten through the P5 learning model has been carried out well, structured and systematically. The character strengthening that is focused on consists of having faith, piety and noble morals, strengthening cooperation and mutual assistance, instilling the values of responsibility and environmental concern, independence and discipline, creativity and innovative intelligence.
The study examined Rousseau’s moral principles, with the view to determine its applicability in the fight against antisocial behaviours among university students in South East Nigeria.The study adopted a descriptive survey design in which six research questions and six null hypotheses were formulated. The population of the study consisted of 42,486 subjects (25,148 federal university students and 17,338 state university students), in South-East, Nigeria. A multi-stage sampling procedure was used in sampling 1313 respondents comprising 522 state university students and 791 federal university students. A researcher developed questionnaire titled “Rousseau’s Moral Education and Antisocial Behaviours Questionnaire” (RMEABQ).The instrument was validated by three experts, two from Philosophy of Education and one from Measurement and Evaluation, all from the Faculty of Education, University of Nigeria, Nsukka. Crombach Alpha was used to ascertain the internal consistency of the instrument. This yielded reliability indices of cluster A, 0.80, Cluster B, 0.82, Cluster C, 0.78, Cluster D, 0.84, Cluster E, 0.86 and cluster F, 0.84 with an overall reliability score of 0.82. The six research questions were answered using mean (x) and Standard Deviation (SD) while t-test statistics was used to test the six null hypotheses at 0.05 level of significance. The findings of the study showed that Rousseau’s moral principle of suffering can to a high extent curb antisocial behaviours among university students in South East Nigeria. Rousseau’s moral principle of pity can to a high extent curb antisocial behaviours among university students in South East Nigeria. Rousseau’s moral principle of conscience can to a high level curb antisocial behaviours among university students in South East Nigeria. Rousseau’s moral principle of self-realization can to a high degree curb antisocial behaviours among university students in South East Nigeria. Attractive passion of goodness in Rousseau’s moral education can to a high extent curtail antisocial behaviours among university students in South East Nigeria. Rousseau’s moral principle can to a high level curb antisocial behaviours among university students in South East Nigeria. Considering the results of the study, the researcher among others recommends that: university administrators should make provision for counsellors at least one in each faculty, in order to guide and counsel those students who frequently demonstrate antisocial behaviours or antisocial activities so that such students could lead a well-balanced and normal life, and contribute towards pro-social behaviour in the society.
This study examines the effects of (1) corporate participation, (2) school committee performance, and (3) parental support on the effectiveness of elementary school management, as well as (4) their collective impact on teacher performance. Using a quantitative ex-post facto approach, data were collected from 180 elementary school teachers in Pelalawan Regency through proportionate stratified random sampling. Multiple linear regression analysis revealed that corporate participation, school committee performance, and parental support each significantly and positively influence school management effectiveness (p = 0.000). Collectively, these factors contribute 92% (R² = 0.921) to management effectiveness. The findings highlight the critical role of stakeholder engagement in improving school governance and teacher performance.
The aim of this research is (1) to analyze the magnitude of the influence of religious activities on the performance of PAI teachers at Madrasah Aliyah Negeri (MAN) Bengkulu City. (2) Analyzing the magnitude of the influence of competency on the performance of PAI teachers at Madrasah Aliyah Negeri (MAN) Bengkulu City. (3) Analyzing the magnitude of the influence of religion and competence on the performance of PAI teachers at Madrasah Aliyah Negeri (MAN) Bengkulu City. The type of research used in this research is quantitative research, the research instrument used is a questionnaire, the data analysis techniques used are descriptive statistics, basic assumption tests, classical assumption tests, and hypothesis testing using simple linear regression and multiple linear regression, t test and F test. Research results: (1) There is an influence of religious activities on the performance of PAI teachers at Madrasah Aliyah Negeri (MAN) Bengkulu City which is shown at t count (2.053) > t table (5% = 1.70) and a significance level of 0.046 < 0.05. (2) There is an influence of COMPETENCY on the performance of PAI teachers at Madrasah Aliyah Negeri (MAN) Bengkulu City which is shown in t count (2.862) > t table (5% = 1.70) and a significance level of 0.007 < 0.05. (3) There is an influence of religious activities and competence on the performance of PAI teachers at Madrasah Aliyah Negeri (MAN) Bengkulu City which is shown in t count (3.875) > t table (5% = 2.85) and a significance level of 0.032 < 0.05.
This study aims to examine the implementation of religious moderation by Islamic Religious Education (PAI) teachers in Elementary Schools in Bengkulu City. Religious moderation is an approach that emphasizes the importance of a middle attitude, tolerance, and respect for differences in practicing religious teachings. This study uses a qualitative method with a case study approach at SDN 41 Bengkulu City. Data were collected through in-depth interviews with PAI teachers, classroom observations, and analysis of related documents. The results of the study indicate that PAI teachers at SDN 41 Bengkulu City have implemented various strategies to promote religious moderation, including through multicultural education, extracurricular activities, attitude and character development, family and community approaches, and creating an inclusive school environment. Teachers are also active in participating in professional training and discussions to improve their understanding of religious moderation. The implementation of religious moderation in this school has a positive impact on students' attitudes and behavior, creating a harmonious atmosphere and respecting differences. However, this study also found several challenges, such as limited resources and resistance from some parents. Therefore, further support is needed from the school, parents, and the community to ensure the sustainability and effectiveness of the religious moderation program.
This article focuses upon the need for character education through examining and promoting the values demonstrated by historical storytelling and encouraging the adoption of values for citizenship development. It is noted that historical figures should not be chosen by political correctness but should be examined instead for their transcending values that perpetuate a democratic society. The storytelling strategy is advanced as the educator’s vehicle for same and is dependent upon not only an accurate rendition but further guiding students to identify and analyze values as they may pertain to their own lives. The story of George Washington is provided as an example along with follow-up discussion questions and the results of a pilot study.
Character education is an important aspect in shaping quality human resources, especially among students, Christian schools, such as Generasi Bintang Bitung High School, play a role in instilling Christian values through programmes such as SGS Worship and morning devotion. However, challenges remain in internalising these values, such as student behaviour that does not fully reflect the teachings of Christianity. This study aims to explore the strategy of internalising Christian values in shaping students' character in the digital era. The method used is a qualitative approach with a case study at Generasi Bintang Bitung High School. Data was collected through interviews with PAK teachers, classroom observations, and analysis of school documents. The results showed that learning strategies based on a holistic approach, the use of technology, and collaboration between teachers, students, and families have an important role in increasing the effectiveness of internalising Christian values. In conclusion, students‘ character building requires continuous efforts and synergy between school, church, and family in supporting Christian values, especially in facing the challenges of the digital era that affect students’ attitudes and behaviour. Abstrak Pendidikan karakter merupakan aspek penting dalam membentuk sumber daya manusia yang berkualitas, terutama di kalangan Siswa, Sekolah Kristen, seperti SMA Generasi Bintang Bitung, berperan dalam menanamkan nilai-nilai Kristiani melalui program-program seperti SGS Worship dan morning devotion. Meskipun demikian, tantangan tetap ada dalam menginternalisasi nilai-nilai tersebut, seperti perilaku siswa yang belum sepenuhnya mencerminkan ajaran agama Kristen. Penelitian ini bertujuan untuk mengeksplorasi strategi internalisasi nilai-nilai Kristen dalam membentuk karakter siswa di era digital. Metode yang digunakan adalah pendekatan kualitatif dengan studi kasus pada SMA Generasi Bintang Bitung. Data dikumpulkan melalui wawancara dengan guru PAK, observasi kelas, dan analisis dokumen sekolah. Hasil penelitian menunjukkan bahwa strategi pembelajaran yang berbasis pada pendekatan holistik, penggunaan teknologi, dan kolaborasi antara guru, siswa, serta keluarga memiliki peran penting dalam meningkatkan efektivitas internalisasi nilai-nilai Kristen. Kesimpulannya, pembentukan karakter siswa memerlukan upaya berkelanjutan dan sinergi antara sekolah, gereja, dan keluarga dalam mendukung nilai-nilai Kristiani, terutama dalam menghadapi tantangan era digital yang mempengaruhi sikap dan perilaku siswa.
Pendidikan karakter berbasis budaya lokal, khususnya Pendidikan Karakter Budaya Alam Minangkabau (PKBAM), di Kota Bukittinggi memiliki potensi besar dalam memperkuat nilai kebangsaan Indonesia di tengah masyarakat multikultural. Penelitian ini bertujuan untuk mengeksplorasi bagaimana PKBAM mengintegrasikan nilai-nilai budaya Minangkabau dalam pendidikan karakter dan memperkuat rasa kebangsaan. Menggunakan pendekatan deskriptif kualitatif, penelitian ini menganalisis penerapan PKBAM melalui studi literatur dan observasi kurikulum. Hasil penelitian menunjukkan bahwa PKBAM efektif memperkenalkan nilai-nilai gotong royong, toleransi, dan cinta tanah air, serta memberikan pemahaman tentang pentingnya keberagaman budaya. Meskipun ada tantangan terkait keberagaman budaya dan pengaruh globalisasi, PKBAM tetap relevan sebagai model pendidikan karakter berbasis budaya lokal yang dapat memperkuat integritas kebangsaan. Kesimpulan ini memberikan kontribusi terhadap pengembangan pendidikan karakter berbasis budaya lokal di Indonesia.
This study aims to analyze the implementation of the Friday Sodakoh program in developing empathy and social responsibility among students at SDN Cipeyeum 04 Cianjur. The Friday Sodakoh program is a charitable initiative held every Friday, where students are encouraged to set aside a portion of their pocket money to be donated to those in need. This research uses a qualitative approach with a descriptive method to illustrate the program's implementation and its impact on students' character development. Data collection techniques include interviews with Islamic Religious Education (PAI) teachers, observations, and documentation. The results show that the program received a positive response from students, who demonstrated enthusiasm and high motivation to participate. The program not only helps students develop empathy and social concern but also enhances their communication, critical thinking, and analytical skills. Additionally, parental involvement plays an important role in supporting the program’s success. However, challenges such as ensuring consistent participation from all students and ensuring that donations are distributed appropriately remain. Overall, the Friday Sodakoh program positively impacts students' character development and supports moral education in schools.
This paper deals with the role of family in preventing social conflict and tensions within community. It is argued that family plays a significant role in establishing norms and rules in preventing social conflict and tension in the community. And in Islam, family is described as a school that children can learn moral values from their parents. The cultivation and strengthening of character in family can be carried out in various ways. First, providing halal food to the children since there is correlation between the food consumed and character; second, teaching moral values to the children so that they know what is good or not good in life; third, instilling good character values ​​into children so that they become good generations in society. This character education by parents includes, first, education that provides knowledge about the importance of values ​​that prevent conflict and violence in society; second, education that provides good examples, and third, education through continuous habituation
Internalisasi nialai-nilai multikultural telah menjadi perhatian banyak peneliti saat ini, tetapi bagaimana proses internalisasi dalam pembelajaran terutama pembejalaran bahasa masih sedikit dilakukan. Untuk itu penelitian ini berfokus pada pendekatan internalisasi nilai-nilai multikultural dalam pembelajaran bahasa Arab di salah satu sekolah Madrasah Aliyah Negeri yang ada di kota Palu. Penelitian ini menggunakan pendekatan kualitatif studi kasus. Pengumpulan data dilakukan dengan teknik observasi, wawancara mendalam, dan dari bahan-bahan dokumen tertulis. Hasil penelitian menunjukkan bahwa nilai-nilai multikultural di internalisasikan melalui kurikulum, silabus, dan rencana pembelajaran (RPP). Proses pengintegrasian nilai – nilai multikultural yang mencakup nilai-nilai spiritual dan sikap sosial dilakukan melalui proses semi kontributif, semi aditif, dan indirect teaching. Nilai-nilai yang diintegrasikan mencakup sikap spiritual dan sikap sosial yang mendorong tumbuhnya nilai multikulturalisme.
Community empowerment related to literacy through village library management has the aim of supporting the literacy movement and community interest in reading in Plabuhanrejo village, Mantup District, Lamongan Regency. The method used in this research is the ABCD (asset-based community development) method; this method is an approach to community development. In the ABCD method, there are 5 procedures used, namely define, discover, dream, design, and deliver destiny. This community empowerment program can be implemented well and optimally. The results of the research show that books used as village libraries have a positive influence in overcoming various problems faced by the village, where initially the culture of literacy in the community began to decline, increasing day by day.
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