Language Politeness and Character Educational Values on the Literacy Module Text for Elementary School Students as a Part of AKSI Application Issued by the Ministry of Education and Culture

Abstract

This study aims to (1) describe the politeness maxims contained in the literacy module of Elementary School (SD) students in the Indonesian Student Competency Assessment (AKSI) application issued by the Ministry of Education and Culture (Kemdikbud), (2) describe the value of character education that contained in the student literacy module in the AKSI application issued by the Ministry of Education and Culture, and (3) describes how the compatibility between the character education values contained in the elementary student literacy module in the AKSI application issued by the Ministry of Education and Culture with the character education values that have been proclaimed by the Ministry of Education and Culture. The object of this research is the reading text of the AKSI literacy module issued by the Ministry of Education and Culture. The data is in the form of excerpts from reading sentences in the AKSI literacy module issued by the Ministry of Education and Culture which contain politeness values and character education values. Data collection was carried out using the technique of observing and noting. The theory used to analyze language politeness is Leech's theory. The results of the analysis are presented in a formal descriptive narrative. The results of the study show that (1) the politeness contained in the AKSI module issued by the Ministry of Education and Culture includes: 2 maxims of generosity, 1 maxim of praise, 2 maxims of humility, 2 maxims of agreement, 1 maxim of wisdom, and 1 maxim of sympathy. ( 2) The educational values contained in the AKSI module issued by the Ministry of Education and Culture include 3 values of hard work, 2 values of curiosity, 2 values of social care, 1 value of discipline, 2 values of independence, 2 values of respect for achievement, 2 values of love for the motherland, 1 honest value, 2 environmental care values, 2 tolerance values, 2 mutual cooperation values, and 1 fond of reading value. (3) Judging from its suitability with the character values proclaimed by the Ministry of Education and Culture, the character values that have not been included in the text of this application literacy module include: religious values, values of national spirit, creative values, and peace-loving values. The results of this study are useful for improving the quality of literacy modules that have been developed from aspects of language politeness content and character education.

Teacher Perceptions in Implementing Religious Character Education in Elementary Schools

“…Therefore, students must develop their character so that they genuinely believe, behave, speak, and behave following the teachings of the religion they adhere to [20]. To realize these hopes, educators or teachers are needed who can be role models for students [21]. Teachers not only order students to be obedient and carry out religious teachings but also provide examples, figures, and role models.…”