Character Education Model for High School Students during the Pandemic in terms of Pedagogic Competence and Teacher Personality

Abstract

There was a significant change in the educational process during the covid 19 pandemic. These changes had an impact on all aspects of education, including the operation of teaching student character. This study aims to reveal teacher readiness in terms of pedagogic and personality competencies, learning strategies, and challenges faced in the implementation of character education during the pandemic. This research is included in the category of qualitative research with a phenomenological approach. The main subjects of the study were fifteen people who were religious teachers in public and private high schools in Indonesia. Data was collected through in-depth interviews with interview guide instruments that had been prepared and designed based on theoretical analysis. The data analysis technique uses the stages of data classification, data presentation, and data interpretation. The results of the study indicate that in terms of pedagogical competence and personality, teachers already have clear standards. Based on sufficient work experience, development in the form of continuous training, as well as an educator certificate held in the pedagogical aspect. In addition, the environment can provide an influence as well as a learning context. Meanwhile, from personal competence, most teachers have a vital role in society as religious and community leaders. Another finding is that the character education model carried out by the teacher is divided into three, namely experiential learning, inquiry, and collaboration. The challenges that arise in the implementation of character education are the limitations in facilities, support, and motivation of parents at home and the ability of students to participate in learning.

Implementation of Albert Bandura’s Social Learning Theory in Student Character Development

“…To become a competent teacher requires insight and increased teacher competence. This aligns with Hasbiyallah's view that teacher competence is essential in learning (Hasbiyallah et al, 2023;Kholdun et al, 2023). This is viewed from the perspectives of pedagogical competence, personality, learning strategies, and the implementation of character education in schools.…”

“…According to Miles and Huberman, the data analysis techniques used are condensation, data presentation, and drawing conclusions. Data condensation is carried out by selecting, focusing, simplifying, abstracting, and transforming data in the field (Hasbiyallah et al, 2023;John & Timothy, 2021). Data presentation is carried out by describing data from the field to describe the research results.…”

“…This pedagogical competency also has an impact on changes in the level of learning. Personality competency is formed by teacher example in the context of behavior that is considered reasonable by society (Hasbiyallah et al, 2023;Mulyadi et al, 2023).…”