Time for policy makers, educators, parents and the community constantly enrich the perception that the measure of success is not exclusively seen from the achievements of the numbers. School institutions should be a place that always creates experiences for students to build experience and form a superior character.
Definition of Character EducationUnderstanding the character according to the Ministry of Education Language Centre is a "congenital, heart, soul, personality, character, behavior, personality, nature, character, temperament, character". The character is the personality, behavior, nature, temper, and character ". According Tadkiroatun Musfiroh (UNY, 2008), a character refers to a set of attitudes (Attitudes), behavior (behaviors), motivation (motivations), and skills (skills). Character comes from the Greek meaning "to mark" or the mark and focus on how to apply the value of goodness in the form of action or behavior, so people who are dishonest, cruel, greedy and bad behavior of other people say bad character. Conversely, people whose behavior is in accordance with moral norms is called the noble character.
Concept Character EducationNoble character means the individual has knowledge of her potential, which is characterized by values such as reflective, self-confident, rational, logical, critical, analytical, creative and innovative, independent, healthy living, responsible, love science, patient, careful , self-sacrificing, courageous, trustworthy, honest, keeping promises, fair, humble, shy of making mistakes, forgiving, gentle, loyal, hard working, diligent, tenacious / persistent, meticulous, initiative, positive thinking, discipline, anticipatory, initiative, visionary, earthy, vibrant, dynamic, efficient / inefficient, appreciate the time, devotion / dedikatif, self-control, productive, friendly, love of beauty (aesthetics), sportsmanship, resilient, open, orderly. Individuals also have the awareness to do what is best, or superior, and individuals are also able to act on the potential and consciousness. Characteristic is the realization of a positive development as an individual (intellectual, emotional, social, ethical, and behavioral).
Individuals characterized as good or superior is someone who is trying to do things the best against the Almighty God, himself, others, the environment, state and nation and the international community in general to optimize the potential (knowledge) itself and is accompanied by consciousness, emotion and motivation ( feelings).
Character education is an investment system of values to the character of the school community that includes components of knowledge, awareness or volition, and actions to implement those values. Character education can be defined as "the deliberate use of all dimensions of school life to foster optimal character development". In character education in schools, all components (education stakeholders) should be involved, including the components of education itself, ie the content of curriculum, learning and assessment, treatment or management subjects, school management, implementation of the activity or co-curricular activities, empowerment infrastructure, financing, and working ethos throughout the school community / environment. In addition, character education meant as a citizen behavior in schools that provide education must be character.
According to David Elkind & Freddy Sweet Ph.D. (2004), character education interpreted as follows: "Character education is the deliberate effort to help people understand, care about, and act upon core ethical values. When We think about the kind of character We want for our children, it is clear That We Want Them to be Able to judge what is right, care Deeply about what is right, and then do what They believe to be right, even in the face of pressure from without and temptation from within ".
Further explained that character education is everything that teachers do, which could affect the character of the learner. Teachers help shape the character of students. This includes the example how the behavior of teachers, how teachers speak or submit material, how teachers' tolerance, and various other related matters.
According to T. Ramli (2003), the essence and character education has the same meaning as moral education and moral education. The goal is to establish the children's personalities, to become good human beings, citizens, and good citizens. The criteria for a good man, good citizens and good citizens of a society or nation, in general is a certain social values, which are influenced by the culture of the community and nation. Therefore, the nature of character education in the context of education in Indonesia is pedidikan value, namely education noble values sourced from Indonesia's own national culture, in order to nurture the young generation's personality.
Based character education from the basic character of man, derived from universal moral values (absolute) derived from the religion which is also referred to as the golden rule. Character education can have a definite purpose, when grounded from the values of the basic characters. According to the psychologist, some basic character values are: love of God and His ciptaann (nature with its contents), responsible, honest, respectful and courteous, affectionate, caring, and cooperation, self-confident, creative, hard work, and unyielding, justice and leadership; good and humility, tolerance, love, peace, love and unity. Another opinion says that the basic character of man consists of: trustworthy, respectful and attentive, caring, honesty, responsibility; citizenship, sincerity, courage, perseverance, discipline, visionary, fair, and have integrity. The implementation of character education in schools must be grounded to the basic character values, which then developed into values that are more or higher (which is not absolute or relative) in accordance with the needs, conditions, and the school environment itself.
Nowadays many people demand improvements in intensity and quality of implementation of character education in formal educational institutions. The lawsuit is based on a growing social phenomenon, namely the increasing juvenile delinquency in society, such as mass fights and various other cases of moral decadence. Even in certain large cities, these symptoms have to the extent that very disturbing. Therefore, formal education institutions as a forum for formal coaching younger generation is expected to increase its role in the formation of personality of students through increased intensity and quality of character education.
The education experts generally agree on the importance of efforts to improve character education in formal education. However, there are differences of opinion between them about the approach and mode of education. Associated with the approach, some experts suggested the use of approaches to moral education developed in western countries, such as: the approach of cognitive moral development, value analysis approach, and values clarification approaches. Others suggest the use of traditional approaches, namely through the planting of certain social values in students.
Under the grand design that was developed Kemendiknas (2010), psychological and social character of cultural formation within the individual is a function of the potential human individual (cognitive, affective, conative, and psychomotor) in the context of cultural social interaction (in the family, school, and community ) and lasts a lifetime. Configuring the characters in the context of the totality of the process of psychological and socio-cultural can be grouped in: Sports Heart (Spiritual and emotional development), Sports Thought (intellectual development), Sports and Kinesthetic (Physical and kinestetic development), and Physical Pain and the Willing (Affective and Creativity Development) which diagrammatically can be described as follows.
Kofigurasi CharacterExperts have proposed various theories of moral education. According to Hersh, et. al. (1980), among the various theories that developed, there are six theories that are widely used; namely: a rational approach to development, consideration of the approach, values clarification approach, the approach of cognitive moral development, social and behavioral approaches. In contrast to classification, Elias (1989) classify the various theories that grew into three, namely: the cognitive approach, the approach affective, and behavioral approaches. Classification is based on three elements of morality, which used to be the foundation of the study of psychology, namely: the behavior, cognition, and affection.
Based on the above discussion can be affirmed that character education is an effort designed and implemented systematically to help students understand the values of human behavior that relate to the Almighty God, self, fellow human beings, the environment, and nationhood embodied in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, manners, culture, and customs.
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