REFLEKSI PENDIDIKAN KARAKTER DI SEKOLAH DASAR

This research aims to describe the implementation of character education in elementary schools. The research method used survey by distributing questionnaires by Google form which then were analyzed descriptively and quantitatively. These questionnaires were distributed to principals and teachers in elementary schools in Indonesia and Malaysia. Results of the research show that the implementation of character education consisting of initial assessment of character education implementation, vision, socialization of strengthening character education implementation, mission and formulation of strengthening character education, policy design of strengthening character education, program design of strengthening character education, implementation of strengthening character education, evaluation of strengthening character education program implementation which has been implemented by different values in Indonesia and Malaysia. By this research, it is expected that there will be an illustration on the implementation of strengthening character education which can be used as a reference so there will be superior schools and ones encouraging the presence of characterized students.

At present, youngsters’ character and virtue education issues are widely discussed in Latvia and in English-speaking academic environment. Given the existing criticism of these concepts, the research question was: what are the main misunderstandings about the nature of character and virtue education? After clarifying the neo-Aristotelian understanding of these concepts, recent research in the field of character education and virtues is presented for deconstructing some of the myths related to it, due to conceptual, historical, moral and political misunderstandings (Kristjánsson, 2013). Real problems (historical, methodological and practical) faced by character education programs in mainstream schools are addressed. The importance of giving personal significance to eudaimonia for promoting character and virtue education at school is discussed.

This study aims to determine the understanding and role of guidance and counseling teachers in the implementation of P5 and the impact of P5 implementation on students. This study focuses on guiding and counseling teachers in the second grade to implement P5. The method used is qualitative research with a case study design. Data collection techniques were conducted through interviews, observations, and documentation studies. The results show that although guidance and counseling teachers at SMAN 2 Majalengka understand P5, they do not play a direct role in its implementation because they are not involved in the P5 team. In conclusion, guidance and counseling teachers cannot directly handle issues related to P5 because they are not involved in the P5 implementation team. The theoretical implications of this study can enrich scientific studies on the role of guidance and counseling teachers in the implementation of P5. This study provides a real picture of guidance and counseling teachers' understanding, role, and involvement in P5. In terms of policy, this study provides input for schools and education policymakers to enhance the strategic role of guidance and counseling teachers in implementing P5.

Character education has become an increasingly relevant and important issue in the 21st century. Social change, technology, and globalization have affected social values and fabrics, underscoring the urgency of character education to address increasingly complex challenges. This article outlines the complexity and importance of character education development in the context of current educational curricula. This article aims to analyze the role and importance of character education in facing the challenges of the 21st century. We discuss the social and technological changes affecting character education and explore the challenges and opportunities associated with integrating character education into the educational curriculum. This research uses in-depth literature review methods and analyses of the relevant scientific literature. We searched and analyzed a variety of studies related to character education, social change, technology, and globalization. Data and findings from these sources were used to support the arguments and analyses of this study. The results of this study reveal key findings that provide important insights into character education in the 21st century. First, character education plays an increasingly important role in shaping the quality of individuals in the 21st century. Character education not only improves moral values, but also shapes an individual's ability to think critically, make wise decisions, and contribute positively to an increasingly complex society. Furthermore, social, technological, and globalization changes have affected the order of individual values, posing challenges in integrating character education that reflects universal and local values. The main challenge in developing character education is to integrate the existing educational curriculum. This requires the development of new learning methods and adjustments to existing curriculum structures. In addition, the roles of teachers and educators in this process are very important, requiring adequate training and support.

Menstrual morbidity plays a significant role in adolescent females' lives. There are no studies to date reporting such data from menstrual health education programs in schools. The aim of our study was to report results from an audit of a menstrual health and endometriosis education program in secondary schools and observe age patterns of young women presenting for menstrual morbidity care. Audit data from education in secondary schools and audit data of patients from an Endometriosis and Pelvic Pain Coaching clinic operating in a private endometriosis specialised centre are reported. In a region of consistent delivery of the education program, student awareness of endometriosis was 32% in 2015. Overall in 2015, 13% of students experienced distressing menstrual symptoms and 27% of students sometimes or always missed school due to menstrual symptoms. Further, in one region of consistent delivery of the menstrual health education program, data show an increase in younger patients attending for specialised endometriosis care. There is strong suggestive evidence that consistent delivery of a menstrual health education program in schools increases adolescent student awareness of endometriosis. In addition, there is suggestive evidence that in a geographical area of consistent delivery of the program, a shift in earlier presentation of young women to a specialised health service is observed.

The purpose of this study is to investigate the impact that character education plays in forming the perspectives and actions of students who are majoring in Accounting at SMK Negeri 6 Sukoharjo. The researcher used a method called purposive sampling to pick three participants, and then they conducted interviews with key informants who were involved in the formation and development of character education programs in schools. The data was gathered through many methods, including observation, interviews, and extra resources. Data was analyzed by thematic technique. The findings of the research indicate that SMK Negeri 6 Sukoharjo has successfully implemented character education in their school. The Inspirational Diary is a resource that students of Accounting use as a way to integrate character education into their curriculum. These findings are helpful for showing the significant role that character education plays within the setting of accounting education, and they provide vital insights that can be used to build school policies that are more efficient.

Character education in primary schools is a crucial aspect in shaping quality generations, not only academically but also morally. This article aims to explore various dimensions of character education, including theoretical frameworks, successful models, and the challenges and opportunities in its implementation in Indonesia. Integrating character education with 21st-century skills such as creativity, collaboration, and communication is a primary focus, emphasizing the importance of a holistic approach to learning. Additionally, this article offers practical recommendations for linking character education with various teaching methods, including project-based learning, that involve collaboration between schools, parents, and the community. This research also reflects the novelty compared to previous literature, which often remains disconnected from practical contexts. By emphasizing the synergy among stakeholders, it is hoped that an environment supporting student character development can be created, allowing character education to become a key pillar in primary education in Indonesia.


 
 
 Character education plays a crucial role in shaping students' work ethic and fostering positive attitudes towards work. This study explores the perspectives of teachers and parents regarding the role of character education in shaping students' work ethic. Using a qualitative approach and drawing upon literature review and library research, the study investigates various aspects of character education that contribute to the development of work ethic among students. The findings highlight the importance of character education in instilling values such as responsibility, diligence, perseverance, and integrity, which are essential components of a strong work ethic. Teachers and parents both recognize the significance of character education programs in schools and home environments in nurturing these values from an early age. Additionally, the study delves into the methods and strategies employed by educators and parents to integrate character education into students' daily lives, emphasizing the need for collaborative efforts between schools and families to reinforce character development consistently. The research also discusses challenges and barriers faced in implementing character education initiatives and suggests potential solutions to address these obstacles. Overall, the study underscores the pivotal role of character education in molding students' attitudes towards work and highlights the collaborative efforts needed between educators and parents to foster a strong work ethic among students.
 
 

Background Ibnu Miskawayh's approach emphasizes the importance of noble character through the methods of role modeling, habituation, and advice, while Albert Bandura's social learning theory offers insights into children's behavioral learning. Purpose This study aims to examine the analysis of the integration of Ibn Miskawayh's character education and Albert Bandura's social cognitive learning theory in shaping children's character. Design/method/approach This research employs a qualitative method with a literature study approach, analyzing literature related to character education from the perspectives of Islam and psychology. Results The findings indicate that integrating these two approaches can create a holistic character education model encompassing moral, spiritual, and psychological aspects. The implementation of this approach is expected to strengthen children's character development comprehensively, making it relevant to the moral and ethical challenges in the era of globalization and technology. Contribution/value The study's findings contribute significantly to the development of a more effective character education curriculum and can serve as a reference for educators and policymakers in designing character education programs in schools.

Character education is one of the important aspects in early childhood development, especially at the Elementary School (SD) level. This study aims to examine the role of teachers in integrating character education into the learning process in elementary schools. Using qualitative research methods, this study involved observation, in-depth interviews, and document analysis to collect data from six elementary school teachers who were experienced in teaching character education. The results showed that teachers act as role models, facilitators, and motivators in integrating character values ​​into the curriculum. Teachers use various strategies, such as project-based learning, group discussions, and positive behavioral reinforcement to instill values ​​such as honesty, responsibility, and cooperation in students. This study found that challenges faced by teachers include lack of support from the school and limited resources. Thus, recommendations are given to improve teacher training and provide adequate resources to support the integration of character education in schools. This study is expected to provide insights for stakeholders in efforts to improve character education in elementary schools.

Implementation of character education will create superior human resources in all aspects of personality. This study aims to explore the essential core of character education in elementary schools and explore the similarities and differences in character education applied in elementary schools in Malaysia and Indonesia. This research used a descriptive qualitative approach with the comparative method, and the type of research used was library research. Data collection techniques included researching and identifying data through various documents from scientific publications in journals, national and international articles, and applicable laws and regulations. The results of a literature review on character education in elementary schools in Malaysia and Indonesia show similarities and differences in the concepts, programs, and implementation of character education in the two countries.A comparison of character education in Indonesia and Malaysia can be a valuable basis for improving these two countries' character education systems and drawing lessons that can be applied in other countries.

One of the components that support and determine the success of implementing the 2013 curriculum in elementary schools is the role and competence of teachers. The problem that is often encountered in schools is the understanding and awareness of teachers about the role and competence in implementing the 2001 curriculum. This study aims to explain the learning process of the 2013 curriculum in elementary schools, the role of teacher competence in the implementation of learning in elementary schools. This study uses the library method as a research method. Content analysis was used to analyze the research data. The results of this study indicate that (1) the characteristics of the learning process in the 2013 curriculum are integrated thematic learning activities, applying learning steps (introduction, core, closing) according to the 2013 curriculum format, integrating scientific approaches, applying authentic assessment and character education; (2) the role of teacher pedagogic competence in 2013 curriculum learning is to implement integrated thematic learning, apply a scientific approach, utilize media and learning resources, utilize information and communication technology, integrate 21st century skills in the learning process, carry out character education, and carry out authentic assessments.

Elementary school is a level of education that can be used as an initial foundation in character building efforts in children. This character building can be done effectively, one of which is by integrating these character values ​​into social studies learning. This study aims to determine the role of teachers in integrating character education into social studies learning, especially in elementary schools. This research was conducted using a naturalistic qualitative method, with data analysis procedures developed by Miles & Huberman. The results show that teachers have a strategic role in integrating character values ​​into social studies learning through various forms of role models, habits, and contextual learning. For character building in schools to be successful and sustainable, full support is needed from all related parties such as parents, teachers, and principals.

Madrasah culture is a madrasah tradition that contains habits that grow and develop following the values adopted and established in madrasah. Character education is a form of effort that is designed and implemented as an effort to improve behavior/speech. Character education itself cannot be formed suddenly. It requires a long process. The process of character formation is one of them starting with habituation. This habituation is called culture. So, in order to form the intended character, it is necessary to build a positive culture in the madrasah environment. This research was conducted at MAN 1 Banyuwangi which has a research purpose: (1) To describe madrasah culture in MAN 1 Banyuwangi and (2) To describe character education and its integration in MAN 1 Banyuwangi. This research uses qualitative methods with qualitative descriptive types while data collection techniques are carried out using interviews, observations, and documentation. Data analysis includes data reduction, data presentation, and inference or verification. Checking the validity is carried out with a triangulation system. Research informants are principals, religious teachers, BK teachers, and students. The results showed that: (1) The implementation of madrasah culture in MAN 1 Banyuwangi includes 8 things, namely wearing Muslim clothes, habituation of prayers jama’ah dhuha and dhuhr, reading dhikr before entering class, tadarus al-Qur'an before lessons, applying 3s (smiles, greetings, and greetings), habituation of adab, ma'had as a supporting madrasah, commemoration of Islamic holidays (2) Implementation of character education in MAN 1 Banyuwangi includes the values of instilled characters, integration of character education in the curriculum, integration of character education in the learning process, integration of character education in routine and extracurricular activities, integration of character education in culture and school environment.

School is a formal educational institution that systematically implements guidance, teaching and training programs in order to help students to be able to develop their potential, both those that involve moral, spiritual, intellectual, emotional, and social aspects. Schools as a center for meaningful learning and as a process of socialization and acculturation of abilities, values, attitudes, character, and behavior. This study aims to find out how to plan the Strengthening of Character Education program in elementary schools in South Tangerang, Indonesia. The approach used in this study is a qualitative approach. The results of this study indicate that the strengthening of character education is a means to strengthen the character of students, while the efforts made by teachers to implement the strengthening of character education Implementing a program accustom students to maintain cleanliness, beauty, and order, accustom to managing classroom conditions before starting learning, giving examples of good deeds, implementing religious values, responsibility and discipline towards students