Character Education Values in Revised Edition of the Indonesian Language Learning Curriculum for Year 10

Santoso, Tri; Sujianto, Sujianto; Afianto, Dodi; Saputro, Duwi; Sabardila, Atiqa; Fauziati, Endang; Markhamah, - -

doi:10.13189/ujer.2020.080212

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…Religious value is related to human beliefs in God. According to the Ministry of Education and Culture (2017) Hutubessy, 2019;Putriyanti, Winarni, & Rohmadi, 2019;Santoso et al, 2020). The religious value is identified four times in textbook activities.…”

Section: Religious Valuementioning

confidence: 99%

The Representations of Character Education Values in English Textbook When English Rings a Bell

Khanadi

Suwastini

Adnyani

et al. 2022

IEE Ind. J. Eng. Edu.

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The present study analyzed the representations of the Five Core Values of character education recommended by the Indonesian Ministry of National Education in 2017 into a national English Textbook for 7th Grade, entitled When English Rings a Bell. The present study was qualitative research, which conducted the data classification, data display, and conclusion drawing concurrently and repeatedly, while the whole process is always compared with the data collection. The study revealed that the book investigated represents all five core values: religiosity, nationalism, independence, cooperation, and integrity. Religiosity and nationalism were the two values most cultivated in the textbook, while integrity is represented more infrequently, and cooperation value is sparsely presented. These findings imply that the imbalanced representation of the five core values in the textbook investigated could negatively affect the students’ character building. Thus, the present study recommends teachers use this textbook to design activities that call for cooperation and integrity values, so the students’ character building at school can be more balanced. ABSTRAKPenelitian ini mencermati representasi Lima Nilai Utama Pendidikan Karakter yang direkomendasikan Kementrian Pendidikan dan Kebudayaan pada 2017 ke dalam buku teks Bahasa Inggris untuk Kelas VII berjudul When English Rings a Bell. Kajian ini dirancang sebagai penelitian kualitatif deskriptif, dimana kategorisasi data, pemaparan data, dan penarikan kesimpulan dilakukan bersamaan dan berulang, serta selalu dibandingkan dengan proses dan hasil pengumpulan data. Ditemukan bahwa buku teks yang dikaji mengandung representasi kelima nilai utama pendidikan karakter yang direkomendasikan kementrian: religius, nasionalis, mandiri, gotong royong, dan integritas. Nilai religius dan nasionalis adalah dua nilai yang paling sering dihadirkan, sementara intgritas dihadirkan cukup sering dan nilai gotong royong merupakan nilai yang paling jarang. Temuan ini menunjukkan bahwa ada ketidakseimbangan dalam representasi kelima nilai utama pendidikan karakter dalam buku teks yang dikaji, yang dapat berimplikasi negative pada pengembangan karakter anak. Untuk itu, penelitian ini menyarankan agar guru mengimbangkan ketimpangan pada buku teks ini dengan merancang kegiatan-kegiatan yang mengembangkan nilai gotong royong dan integritas sehingga usaha penguatan karakter siswa dapat berlangsung dengan lebih baik dalam pembelajaran di sekolah.

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Section: Religious Valuementioning

confidence: 99%

The Representations of Character Education Values in English Textbook When English Rings a Bell

Khanadi

Suwastini

Adnyani

et al. 2022

IEE Ind. J. Eng. Edu.

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“…as well as the international world. Character development is expanded in the form of character education (Santoso et al, 2020). Meanwhile, character education is an investment in cultural values that builds character, morality and the personality of the community which is carried out in a long, continuous, intense, constant and consistent manner (Hikmawati et al, 2022).…”

Section: B Literature Reviewmentioning

confidence: 99%

Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia

Sarbini

2022

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This article seeks to examine how the implementation of moral education is presented in elementary schools (SD, SMP, and SMA) in the midst of a society that has changed from an agricultural society to an industrial society. This study aims to understand how the cognitive, affective, and psychomotor aspects of students in the implementation of religious moral values are presented in schools. This study uses a qualitative method with a descriptive approach. The data collection technique taken was observation, interviews with students from primary schools (elementary, junior high and senior high schools) in the Sumberjaya District, Majalengka Regency. This study found that the religious moral values presented in schools were still transfer of knowledge and religion in the aspect of cognition, only a small portion were in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big contribution in shaping student orientation, where religious moral values do not become a control rope for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values in education in schools has a clash with family awareness in supporting education, learning models that are still limited to the transfer of knowledge, and the social environment of society.

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“…Generally, character values in Indonesian textbooks carry religious values, nationalism, independence, cooperation, and integrity. The character values in the motto Bhinneka Tunggal Ika are religious, global diversity, cooperation, bravery and willingness to sacrifice, compassion, and intelligence (Fitriyah et al, 2022;Santoso et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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

Khozin,

Tobroni,

Rozza

2024

IJAM

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This research aims to describe and analyze teacher personality in shaping student character at school. This research uses a qualitative approach with a case study type in an elementary school. Data collection techniques were carried out using observation, interviews, and documentation. Data analysis techniques are carried out by condensing, presenting, and drawing conclusions. The research results show that teachers teachers have personality competencies and pedagogical competencies that encourage better learning. Teachers have attempted character development by integrating noble character values during school. This effort goes through four stages: attentional, retention, motor reproduction, and motivational. Suppose teachers can be good role models while at school, students will gradually be able to pay attention and become motivated by their actions. This will present student impulses that work below the level of consciousness to demonstrate the virtues modeled by the teacher. This is as explained in social learning theory by Albert Bandura.

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Character Education Values in Revised Edition of the Indonesian Language Learning Curriculum for Year 10

Cited by 7 publications

References 7 publications

The Representations of Character Education Values in English Textbook When English Rings a Bell

The Representations of Character Education Values in English Textbook When English Rings a Bell

Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia

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

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