This study aimed to develop pre-service teachers' engagement in a character education course through new learning design of a RECE (Reflect, Engage, Collaborate and Elaborate) teaching model, in the Pancasila and Citizenship Education department of a university. RECE involve self-reflections and collaborative learning. The RECE active learning and teaching model was implemented to engage pre-service teachers in challenging classroom environments. The study was conducted with 65 pre-service teachers in their first year of study in a one semester character education course. Pre-service teachers in the study are prepared to become teachers of Pancasila and Citizenship lesson in high schools in Indonesia. The course aims to prepare pre-service teachers for future challenges they may have to deal with in relation to religion, nationalism, independence, working together, and integrity. This research used a qualitative method with the data collection of interviews, observations and document analysis. This research was divided into two phases: first, teaching model development and second, student engagement. The teaching model engaged pre-service teachers in current issues through collaboration and reflection. The results indicate that participants were motivated to engage in the course by reflecting on their learning, by using the higher-order thinking skills of critical and creative thinking, and by using collaboration and communication skills. The pre-service teachers were challenged to deliberate about critical issues and to solve problems that may impact positively on their role as future teachers.

The main purpose of this study is to improve students' empathy attitudes in Pancasila education courses using applications in mobile phones. It is a tool application or media that is used by educators to be able to transfer knowledge to their students. This is used to be able to increase the interaction and learning motivation of students, so they can obtain maximum learning resources. The name of the application is Pancasila Mobile learning, and it is available on Playstore for Android users and web-based page. Meanwhile, the empathy characters need to be developed by the school to be able to grow in students. As such, this study focuses on growing empathy by using mobile learning applications. The research method used is quantitative. The data collection technique used was an online questionnaire, which was filled by 119 students at universities in Jakarta. They are students who have already or are studying Pancasila in college. The results of this study indicate that the use of mobile learning applications in learning Pancasila in the classroom can increase empathy attitudes towards students. They can carry out positive activities, and feel pleasure and comfort when using mobile learning applications in the learning process. Thus, the use of mobile learning needs to be continuously developed by educators both in universities and schools.

This study aimed to investigate teaching character education values using the RECE (reflective, engage, collaborative, and elaborative) model. In Indonesia, Pancasila and Citizenship Education Subjects are mandatory programs that must be incorporated into each activity in schools, either through particular programs or the subjects taught. The civic education module taught in schools has a wider responsibility to teach character education. Currently, this module focuses on theory and encourages students to learn about character. Although teachers can use a wide variety of learning models for teaching character, this study uses a qualitative and descriptive approach focused on exploring the RECE teaching model. This method enables researchers to go to classrooms and observe how teachers impart character education. In total, 15 respondents participated in this study. Of these, three were citizenship education teachers, one was a vice-principal, one was a school principal, and ten were senior high school students in Jakarta. To obtain data, in-depth interviews were used along with 135-min long focus group discussions with all participants. The data were then analyzed using the content analysis method and nVivo software. The results showed that students can reflect, elaborate, collaborate, and communicate well when learning character education in school. The four stages of teaching character education were successful in integrating values in the classroom. This study has implications for the teachers who impart character education.

This study aims is to develop integrative comics as a medium and additional teaching materials on thematic curriculum lesson 2013 theme 6 aspect of class IV of elementary school. This research uses research and development method (R and D) Dick and Carey model with 10 stages. The study was conducted on the fourth grade students of SDN Majalengka Kulon II and SDN Majalengka Wetan VII, amounting to 75 students. Instruments used in this study in the form of interviews, questionnaires, and test results learning. Validation results from the three experts get an average media expert score of 4.42, language experts 4.2, and material experts 4.58. Thus it can be stated that the media and comic integrative teaching materials worthy to be used in the learning process in primary school with the condition of revision in accordance with the advice given by the three experts before The use of media and comic learning materials also get a very good response from students with a percentage individual test 85.8% and small group test 85.3%. The effectiveness of the use of media and integrative comic learning materials can be seen from the learning outcomes after conducting field trials by providing pretest and postes questions. The data obtained are t = 10,009 with df 74 and pvalue 0,000 tess than 0,05 or Ho is rejected. Thus it is concluded that there are differences in learning outcomes in learning the theme of 6 goals between before and after using media and integrative comic learning materials.

ABSTRAK Tujuan penelitian ini adalah untuk memberikan bekal pada mahasiswa Universitas Negeri Jakarta (UNJ) tentang pendidikan karakter, sehingga lulusan Universitas Negeri Jakarta (UNJ) berkualitas, memiliki sikap disiplin yang tinggi, bekerja keras dan bertanggungjawab. Sedangkan tujuan khusus penelitian ini adalah tersedianya buku panduan model pelatihan pendidikan karakter bagi mahasiswa baru Universitas Negeri Jakarta (UNJ). Tulisan ini merupakan hasil kajian penelitian pengembangan atau sering disebut Research and Development (R&D). Hasil penelitian menunjukkan bahwa model pelatihan yang disepakati dalam perancangan desain adalah model pelatihan pendidikan karakter holistik (menyeluruh) disingkat “PENDIKAR HO”. Model pelatihan pendidikan karakter holistik ini dalam pelaksanaannya tidak membedakan peserta dilihat dari latar belakang keluarga, status sosial ekonomi, suku bangsa, agama, bahasa, dan adat istiadat. Peserta diperlakukan sama dalam pelatihan pendidikan karakter. Luaran dari hasil penelitian pada tahun 2016 ini adalah berupa produk panduan model pelatihan pendidikan karakter bagi mahasiswa baru Universitas Negeri Jakarta. Diharapkan panduan model pelatihan pendidikan karakter bagi mahasiswa baru Universitas Negeri Jakarta (UNJ) ini dapat diterapkan di seluruh fakultas di lingkungan Universitas Negeri Jakarta (UNJ). Sedangkan luaran lain pada tahun ini adalah dimasukkannya hasil penelitian pada jurnal bertaraf internasional.   ABSTRACT The purpose of this study is to provide provisions to students of the Jakarta State University (UNJ) about character education, so that graduates of Jakarta State University (UNJ) are qualified, have a high discipline attitude, work hard and are responsible. While the specific purpose of this research is the availability of a guidebook for character education training models for new students of Jakarta State University (UNJ). This paper is the result of a research development study or often called Research and Development (R&D). The results showed that the training model agreed upon in the design of the design was a holistic (overall) character education training model abbreviated as "PENDIKAR HO". This holistic character education training model in its implementation does not differentiate participants in terms of family background, socioeconomic status, ethnicity, religion, language, and customs. Participants are treated the same in character education training. The output of the 2016 research is a product guide to character education training models for new 19 students at Jakarta State University. It is hoped that the character education model training guide for new students at the Jakarta State University (UNJ) can be applied in all faculties within the Jakarta State University (UNJ). While another outcome this year is the inclusion of research results in international journals.