How consistent is teachers’ planning, implementation, and assessment in character education?

Abstract

Abstract. This descriptive case study aims at investigating how teachers planned, practiced, assessed students' character development in the classroom. The study involved 29 students of Grade 5, a classroom, and an English teacher. The instruments include classroom observation, checklist, interview guide, field note, and video recording. The obtained data were analyzed by using analysis method by Miles and Huberman (1994). The result of the research shows that there were ten characters values detected in the lesson plans, however, only 55% consistently appeared in the teaching and learning process. Teachers were found to use performance rubrics and diary to keep record on students' character development. The interview revealed that there was reluctance regarding role of teacher in term of assessing students' characters. This fact implies that there should be intensive training and workshop for the teachers to improve the quality of the character education practices in elementary schools in Bali.

Impact of Character Education Implementation: A Goal-Free Evaluation

“…In this case, the limited number of teacher training programs and workshops on character education is the main problem which needs to be immediately solved by the stakeholders. As argued by Budiarta, Artini, Seken, and Santosa (2018), intensive training and workshops are needed for teachers to improve the quality of character education implementation. Furthermore, giving more attention to financial support is also urgently needed because the program might not run optimally without adequate financial support and resources.…”

Pelatihan Perencanaan Berbasis Data Dan Pengelolaan Sumberdaya Sekolah

“…Kegiatan perencanaan yang menggunakan data yang telah diolah tersebut lazimnya disebut sebagai perencanaan berbasis data (Kementerian Pendidikan, Kebudayaan, 2022). Proses perencanaan akan diawali dengan para penyusun kebijakan atau mempelajari data hasil evaluasi kegiatan yang telah dilakukan (Luh Gd Rahayu, Luh Putu, I Ketut, & Made Hery, 2018). Hasil ini kemudian digambarkan dengan tampilan yang mudah difahami untuk kemudian dianalisis sebagai dasar dalam pengambilan keputusan.…”

Implementasi Pendidikan Karakter Pada Jenjang Sekolah Menengah Pertama

“…Kurikum dan pembelajaran yang disampaikan dikelola dengan baik sehingga peserta didik mampu belajar pada koridor yang tersedia. Kurikulum yang ada juga terdapat poin pembinaan karakter dan mental sprititual yang dicakup dalam mata pelajaran tersendiri yang dikembangkan lembaga pendidikan sehingga pengembangan perilaku dan karakter peseta didik memiliki arah pembinaan yang jelas (Rahayu et al, 2018).…”

“…Temuan ini sesuai dengan hasil penelitian dari Rahayu et al, (2018) yang menyatakan pendidikan karakter yang berhasil harus ada kolaborasi antara pihak sekolah dengan wali murid. Wali murid sebagai pihak yang lebih dekat dan memiliki waktu yang lebih lama bersama peserta didik cenderung lebih bisa untuk mengawasi dan menginfiltrasi nilai-nilai positif bagi peserta didik.…”