Descriptive Study of Efforts Integrates Character Values to Students

Sultoni, Sultoni; Gunawan, Imam; Ningsih, Sari

doi:10.2991/coema-18.2018.4

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…To carry out values and character education, various approaches can be used. Kemendiknas [7] suggests several strategies for character education such as exemplary, learning, empowerment and culture, strengthening, and assessment [8]. PPA Domby Kid's Hope 2 applies several methods to instil character values to foster children.…”

Section: B Discussionmentioning

confidence: 99%

The Inculcation of Character Values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta

Salamah,

Setiarini

2022

Int. J. Business, Humanit. Educ. Soc. Sci.

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This study aimed to: 1) review the implementation of the Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta, 2) examine the process of inculcating character values of PPA Domby Kid's Hope 2 Yogyakarta, 3) find out the supporting and inhibiting factors in inculcating character values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta. This study employed a descriptive qualitative approach. Data were collected by observation, interview, documentation, and study of documents. Data analysis was conducted using the Miles and Huberman Interractive Model, which consisted of data collection, condensation, data display, and conclusion drawing. The validity of the data was obtained by using triangulation of the source. The results of the study showed that: 1) Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta using Holistic Integralistic Approach which develops all child's potencies either physical, cognitive, socio-emotional, and spiritual, 2) the implementation of character values was integrated with every mentoring activity by using habituation, exemplary, reward, and punishment, and civilizing Senyum, Sapa, Salam dan Terimakasih (3S-T). The main character values that were embedded in Domby Kid's Hope 2 foster children were religious, honest, disciplined, independent, tolerant, hard-working, caring, and respectful of others. In addition, 3) inhibiting factors that emerged according to this study were foster children's characters that have been formed before, time constraints, the attitude of foster children such as laziness, lack of fighting spirit, and inconsistencies, as well as mentor changes. Meanwhile, the support of foster children's parents, the commitment of the volunteers, and the spirit of mentoring children to be better were supporting factors in the inculcation of the character values in foster children.

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Section: B Discussionmentioning

confidence: 99%

The Inculcation of Character Values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta

Salamah,

Setiarini

2022

Int. J. Business, Humanit. Educ. Soc. Sci.

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Correlation between Implementation of Character Education Strengthening and Teacher’s Teaching Behavior with Student’s Character Formation

Islamiyah¹,

Sobri²

2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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The purpose of this study was to find out: (1) implementation of character education strengthening in Public Elementary School Klojen District, (2) teacher teaching behavior in Public Elementary School Klojen District, (3) student character formation in Public Elementary School Klojen District, (4) correlation between implementation of character education strengthening and teacher teaching behavior with student character formation in Public Elementary School Klojen District. A quantitative approach was used in this study with multiple linear regression design. This study was conducted in Public Elementary School Klojen District. The research population was 187 teachers, where the sample was 127 teachers. Data collection was done through a questionnaire. Data analysis technique used descriptive techniques and multiple linear regression. Based on the results of the research, it was known: (1) implementation of character education strengthening in Public Elementary School Klojen District was in the high category;(2) teacher teaching behavior in Public Elementary School Klojen District was in the very high category;(3) student character formation in Public Elementary School Klojen District was in the high category; (4) there is a positive correlation simultaneously between implementation of character education strengthening and teacher teaching behavior with student character formation in Public Elementary School Klojen District.

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Internalization of Character Values in Learning at Institution of English Course

Sari¹,

Sari²,

Benty³

et al. 2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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The purpose of this study was to describe internalization of character values. This study used a qualitative approach. Data was collected by observation, interview, and documentation studies. The results of the study were: (1) background of internalization, namely the essence of education and business, (2) internalized character values include: religious Islam, responsibility, discipline, independent, clean, neat, friendly, honest, hard work, respect achievement, tolerance, creative, democratic, curiosity, love for the country, love to read, care for the social, caring for the environment, simple, courageous, fair and polite and polite, (3) ways to internalize regulations and sanctions, advice , exemplary, and habituation, (4) support they have in internalizing character values namely warning statement and giving prerogative or authority in the form of expenditure of students who do not want to be regulated.

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Descriptive Study of Efforts Integrates Character Values to Students

Cited by 3 publications

References 11 publications

The Inculcation of Character Values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta

The Inculcation of Character Values in Child Mentoring Program of PPA Domby Kid's Hope 2 Yogyakarta

Correlation between Implementation of Character Education Strengthening and Teacher’s Teaching Behavior with Student’s Character Formation

Internalization of Character Values in Learning at Institution of English Course

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