Character education values: is learning process in elementary school implement it?

Abstract

This study aimed to determine the implementation of character education values at SDN 19 Rabangodu Utara, Bima City. The type of research used is mixed methods research with an exploratory design. This type of research combines qualitative and quantitative research. In this study, the researchers developed a questionnaire instrument and an observation sheet. Data collection techniques used in this study are observation, interviews (interviews), questionnaires (questionnaires), and documentation. The data analysis technique used descriptive data analysis techniques according to Miles and Huberman for qualitative data and descriptive statistical analysis for quantitative data. Based on the results of data analysis, the results of the study indicate that (1) The process of implementing character education values carried out at SDN 19 Rabangodu Utara, Bima City through self-development activities (routine activities, spontaneous activities, exemplary and conditioning) and integration in thematic learning ( Syllabus and lesson plans and the learning process). (2) The behavior of students in applying character values (religious, honest, diligent, disciplined, and caring/responsible) is in the sufficient category as many as 52 people (61.17%). The rest in the good category as many as 18 people (21.18%), and in the less category as many as 15 people (17.65%). (3) Obstacles faced by schools in the process of implementing character education values include the lack of attention from some parents to students, the online habits of students who like to play gadgets and watch TV, and lack of room infrastructure at SDN 19 Rabangodu Utara, Bima City.

The Implementation of Character Education at Pasuruhan State Elementary School, Central Java

“…In a similar vein, [17] reported the implementation of religious, honest, tolerance, discipline, self, love of country, respect for achievement, curiosity, communicative, caring environment, social care, and responsibility in State Elementary School Rampal Celaket 1 Malang. Also, [18] found that the students in Rabangodu Utara State Elementary School 19 showed the following character traits: religious, honest, diligent, disciplined, and caring/responsible.…”

The values of struggle character education K.H. Ahmad Hanafiah and its implementation in local history learning

“…The nature of an object that causes it to attract a person or group, what is meant by an object or object here is the value of character education. The character values that will be transformed in the learning process of Indonesian history, especially local history, include: Religious, Honesty, Tolerance, Discipline, Hard Work, Creative, Independent, Democratic, Curiosity, Spirit of Nationalism and Nationalism, Love for the Homeland, Respect achievement, communicative, love peace, love to read, care for the environment, care about social, responsibility (Pratiwi et al, 2021), (Hidayat et al, 2022).…”

Analisis tingkah laku indisipliner pada siswa SD Negeri Tamansari II di masa pembelajaran dalam jaringan

“…sejalan dengan hasil temuan yang mengemukakan bahwa disiplin peserta didik pada masa pandemi mengalami penurunan karena beberapa faktor seperti menurunya motivasi belajar peserta didik, terbatasnya sarana dan prasarana, kurangnya waktu luang orang tua, serta penggunaan gawai yang berlebihan (Ni'mah & Setyawan, 2021). Menurut Pratiwi et al, (2021) kurangnya perhatian dari beberapa orang tua kepada siswa dan kebiasaan siswa online yang suka bermain menjadikan siswa memiliki kebiasaan tidak baik. Selain itu menurut Novianti & Garzia, (2020) memotivasi anak agar melakukan berbagai kegiatan baik merupakan tugas dari orang tua.…”