Enculturated Education for Strengthening Character Education in Preventing Intolerance and Radicalism

Cardinale, Pamela; Rofii, Muhamad; Samputra, Palupi Lindiasari; Achdiawa, Ramadhani

doi:10.15408/tjems.v8i1.20359

Cited by 3 publications

(4 citation statements)

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“…Activity strengthening character education that can be done in educational institutions includes reading asmaulhusna, praying before and after learning, praying high congregations, religious lectures, cults, and commemoration of religious holidays as well activity other religions (Abidin, 2014;Cardinale et al, 2021). Empowering students through character-based holistic learning values as follows:…”

Section: Strengthening Student Character Through Holistic Learningmentioning

confidence: 99%

Strengthening Character Education Through Holistic Learning Values

Isroani

Huda

2022

QUALITY

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The reality of moral degradation among students today, among others, can be seen from the fading of politeness and manners and behaviour bullying toacademic cheating. This reality requires the response of various parties to re-strengthen character education. Families and educational institutions are strategic places to grow character values together. This study aims to describe and analyze forms of strengthening character education through holistic learning values. The research focuses on the implementation of learning, the use of the learning environment, the synergy of families, schools, and communities, and the principles of strengthening character education. This research approach uses descriptive qualitative with a moderate participation role. Data collection techniques with structured interviews, participatory observation, and documentation. At the data analysis and interpretation stage, researchers used literature analysis, centralized discussion, and focus group discussion. The study results show that forms of synergy between schools, families, and communities are needed to strengthen character education through holistic learning. Teachers should be able to act as parents as well as friends for students while at school. Stakeholders and related agencies need cooperation between educational institutions, revitalizing the role of school committees, empowering graduates, the potential for local wisdom in the academic environment, and outreach to school programs through various forums and media. Parental support is needed for the educational process and student learning progress, as well as periodic monitoring and evaluation of education involving multiple related parties. Holistic learning requires the teacher's understanding of integrated learning and strives for meaningful learning. Integration of religion and science curriculum is also needed as integrative learning so that students can develop their potential well. Penguatan Pendidikan Karakter Melalui Nilai-Nilai Pembelajaran Holistik. Realitas degradasi moral dikalangan pelajar saat ini, diantaranya tampak dari mulai lunturnya kesantunan dan tata krama, perilaku bullying hingga kecurangan akademik. Realitas tersebut membutuhkan respon pelbagai pihak untuk kembali melakukan penguatan pendidikan karakter. Keluarga dan lembaga pendidikan menjadi tempat yang strategis untuk bersama menyemai nilai-nilai karakter. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis bentuk-bentuk penguatan pendidikan karakter melalui nilai-nilai pembelajaran holistik. Fokus Penelitian pada pelaksanaan pembelajaran, pemanfaatan lingkungan pembelajaran, sinergitas keluarga, sekolah dan masyarakat serta prinsip-prinsip penguatan pendidikan karakter. Pendekatan penelitian ini menggunakan kualitatif deskriptif dengan peran partisipasi moderat. Teknik Pengumpulan data dengan wawancara terstruktur, observasi partisipatif dan dokumentasi. Pada tahap analisis data dan pemaknaan, peneliti menggunakan analisis literatur, diskusi terpusat serta focus group discussion. Hasil penelitian menunjukkan bahwa diperlukan bentuk-bentuk sinergitas antara sekolah, keluarga dan masyarakat dalam menguatkan pendidikan karakter melalui pembelajaran holistik. Guru hendaknya dapat berperan sebagai orang tua sekaligus sahabat bagi siswa selama berada di sekolah. Diperlukan kerjasama yang baik antara lembaga pendidikan dengan stakeholders dan dinas terkait, revitalisasi peran komite sekolah, pemberdayaan lulusan, potensi kearifan lokal di lingkungan pendidikan, sosialisasi program sekolah melalui berbagai forum dan media. Diperlukan dukungan orang tua terhadap proses pendidikan dan kemajuan belajar peserta didik, serta melakukan pengawasan dan evaluasi pendidikan secara berkala yang melibatkan berbagai pihak terkait. Pembelajaran holistik memerlukan pemahaman guru terhadap konsep pembelajaran terpadu serta mengupayakan pembelajaran yang memiliki kebermaknaan. Diperlukan pula Integrasi kurikulum agama dan sains serta pembelajaran integratif agar peserta didik dapat mengembangakan potensi dirinya dengan baik.

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Section: Strengthening Student Character Through Holistic Learningmentioning

confidence: 99%

Strengthening Character Education Through Holistic Learning Values

Isroani

Huda

2022

QUALITY

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“…Hal ini bisa dilihat dari berbagai peristiwa-peristiwa tawuran antar pelajar, demonstrasi yang anarkhis yang bahkan banyak dilakukan oleh mahasiswa (Abbas & Sagsan, 2020;Xu et al, 2021). Mahasiswa dapat dengan mudah diprovokasi mengkonsumsi narkoba, sehingga dapat mengakibatkan tindakan yang diluar kontrol akal (Cardinale et al, 2021;Hartono, 2019). Kenakalan mahasiswa merupakan generasi muda bangsa yang kurang baik itu menunjukkan indikasi lunturnya nilai-nilai karakter bangsa.…”

Section: Pendahuluanunclassified

“…Karakter yang baik tercermin dari pikiran yang jernih, perkataan yang baik dan benar dan perbuatan yang dibenarkan oleh agama (Atika et al, 2019;Elisa et al, 2019). Pembentukkan karakter baik ini akan membawa dampak yang sangat poistif terhadap segala bidang kehidupan (Cardinale et al, 2021;Widari et al, 2021). Pembentukan karakter yang berkualitas akan tercermin seorang individu yang berkompeten baik dari segi pengetahuan, keterampilan, dan akhlak yang mulia.…”

Section: Pendahuluanunclassified

Kebutuhan Model Aligned and Skilled Learning pada Program Studi Pendidikan Guru Sekolah Dasar

Nirmayani

Winangun

2022

JIPP

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Pada masa pandemi covid 19, pembelajaran dengan sistem dalam jaringan untuk tetap mempertahankan dan meningkatkan kualitas pembelajaran. Adanya degradasi karakter dan learning loss akibat terbatasnya aktivitas belajar dalam perkuliahan daring Proses pembelajaran khususnya pada jenjang pendidikan tinggi diharapkan mampu mengintegrasikan kearifan lokal. Tujuan penelitian ini untuk menganalisis kebutuhan model aligned and skilled learning pada program studi pendidikan guru sekolah dasar. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Subjek penelitian ini adalah 131 mahasiswa dan 5 dosen. Teknik pengumpulan data dilaksanakan secara primer dengan angket yang diberikan kepada mahasiswa dan dosen serta secara sekunder dengan analisis dokumen perkuliahan. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan triangulasi yang didasarkan atas beberapa literatur relevan. Hasil penelitian ini menunjukkan bahwa proses pembelajaran menggunakan mode blended learning dengan model dan metode yang beragam. Proses pembelajaran belum menginternalisasi keunggulan dan kearifan lokal sehingga diperlukan teknis belajar baru yang bersifat kontekstual, berbasis kearifan lokal, dan kekinian yakni model aligned and skilled learning. Faktor-faktor yang menjadi pertimbangan pemilihan proses pembelajaran, yaitu situasi peralihan pasca Covid-19, efesiensi ruang dan waktu, serta pemberian kesempatan mahasiswa untuk berkomunikasi dan berkolaborasi. Implikasi penelitian ini untuk memaksimalkan proses pembelajaran, mode blended learning diharapkan difasilitasi dengan media pembelajaran yang berbasis digital.

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“…The lack of direct oversight in online settings has been linked to students' casual approach to participation, including attending sessions inappropriately dressed, disengaging by turning off cameras, and not responding during live interactions. Cardinale et al (2021) further elucidate the communication barriers inherent in remote learning environments, which impede effective information assimilation and character development. Moreover, Darmiany (2012) underscores the critical role of social interactions in learning, a component markedly constrained in virtual classrooms.…”

Section: Introductionmentioning

confidence: 99%

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Darmiany,

Istiningsih,

Nurmawanti

et al. 2024

AIJP

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This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.

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Enculturated Education for Strengthening Character Education in Preventing Intolerance and Radicalism

Cited by 3 publications

References 0 publications

Strengthening Character Education Through Holistic Learning Values

Strengthening Character Education Through Holistic Learning Values

Kebutuhan Model Aligned and Skilled Learning pada Program Studi Pendidikan Guru Sekolah Dasar

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

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