Concept Character Education

The education system in Indonesia in general is still focused on cognitive intelligence. It can be seen from the orientation of the existing schools are still busy with exams, ranging from mid exam, final exam to exam. Plus daily exercises and homework problems to solve questions in the textbook are usually not relevant to the daily lives of students.
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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9. NATIONALITY OF EDUCATION

Background

     In the years to independence, have been arose consciousness
    among the leaders and people of Malaysia on how
    mustahaknya held a national education system to
    replace the colonial education system to fulfill the will of
    countries. Top consciousness is born of the Basic Education
    (Lesson) Nationality through 1956 and the revelation Razak
    dimaktubkan in Ordinan Lesson, 1957. Basic education
    This has disemak originally in 1960, resulting in
    Rahman Talib Report. Rahman Talib Report this later
    dimaktubkan in Deed Lesson, 1961.
    Then, a Cabinet Jawatankuasa been embodied in
    1974 to review the original Basic Education with
    aim to improve the implementation so that matlamat
    to give birth to a society that bersatupadu and
    disciplined and meet the labor needs of the people who
    Trained for the country's development can be achieved. Report
     Jawatankuasa was published in 1979.
Rational

     The educational system in colonial times have been developed without
    mengambilkira the purposes of development, the formation
    identiti nationality and country blend. Education System
    respect to perpetuate the devout faithful people of immigrant pedestal
    and their descendants to their home country and press
    Suppress the spirit of building people's Tempatan. This system
    Tanah Melayu secocok possible with the colonized but
    if the Malays are an independent country, he found no longer
    accordingly. Accordingly, the steps taken for menggubal
    a national education system that is appropriate for state
    are independent and have matlamat-matlamat own.
Objective

     Basic objective is stated in the Introduction to the Deed
    Lesson, 1961, namely:

     "BAHAWASANYA basic lessons as diisytiharkan
    in Ordinan Lesson, 1957 is to menubuhkan one
    education system that will meet state needs
    and encourage the development of cultural, social, economic,
    and political ... "objective is stated but am
    into practice, the Ministry of Education with
    berpandukan to the revelation Razak Report 1956 and Rahman
    Talib 1960, has mentafsirkannya as integrating
    childhood berbilang the school and provide power
    work ("people power," a term used by the Report
    Jawatankuasa Cabinet) for economic purposes.
    Onwards, the objective-objective diperkhususkan again
    if Jawatankuasa embodied Cabinet and its assignments
    set. This reflects the desire bahawa Basic Education
    expected to meet the manpower needs of the people of this country
    in the short and long term and gave birth to the community
     the bersatupadu, disciplined and trained.
    Philosophy of Education State diasaskan to desire
    and aspirations of the country and expressed a new-inscribed
    This new venture gives emphasis to human birth
    of knowledge and a certain character, balanced and harmonious, which
    may achieve well being and contribute
    to harmony and prosperity of society and state. This
    become an important matlamat national education system.
Strategy Implementation

     Several strategies have been digubal to achieve matlamat
    Basic Education has been set as follows:

     (A) Making the National Language as the language of instruction
        primary;
    (B) Conducting the same curriculum and oriented
        Malaysia for all types of schools;
    (C) Achieve peperiksaan the same system for all;
    (D) smoothed education management procedures;
    (E) Improve the overall quality of education with
        providing comprehensive education, balanced and
        bersepadu;
    (F) Provide educational opportunities for nine principles
        years;
    (G) in terms of democratizing educational opportunities and quality
        with the designation mengagihkan fairly and give
        specific attention to the collection that fared less well
        and outside the airport area or depth;
    (H) Provide low education follow the New Curriculum
        Lower School (KBSR) which berasaskan 3M namely reading,
        writing and thought in 1983 that led to
        bersepadu curriculum of Secondary Schools (KBSM) in
         1989. The main Matlamat new curriculum is to
        balanced individual who gave birth in terms of science
        appropriate knowledge and skills and have
        moral and ethical values ​​are strong;
    (I) expand Vocational and Technical Education through
        preparation of the original curriculum in Vocational Schools
        1978;
    (J) Mempelbagai and extend educational facilities in
        ranking of Universiti especially in the field of literary
        use of and use of science;
    (K) Mempertingkatkan spiritual education, moral and
        discipline;
    (L) Making the National Language and English Language as
        compulsory subjects taught in schools and
        provides a perfect opportunity for learning language-
        Other languages ​​like Chinese and Tamil languages, and
    (M) Promote aktiviti co-curriculum that foster discipline,
        such forces army cadets, cadet policy,
         pengakap, daughter of Islam and others.

     In addition to this strategy, the National Education Association also
    carried out by making and promote energy
    trained teachers and also set up schools
    aligned with the accretion of childhood. At the Ministry /
    Education office as well, some portion and Jawatankuasa
    which includes the matters raised by the Basic
    Nationality education has been embodied or diperkuatkan
    to ensure the achievement of this desire for Basic Education.
    Among termasuklah Courant embodiment design and
    The investigation of Education, Engineering and Lessons Courant
    Vocational, Jawatankuasa Curriculum Center, Bureau of Textbooks,
    Schools Majlis Sports Malaysia, Jawatankuasa
    Design of Education, Courant Perkhidmatan, Distribution
    Education and Curriculum Development Centre.
Cover

     Basic Education sememangnya Nationality can accommodate
    purposes of this country and for the future.
    Consistent with the state's desire to reach the stage of state
    industry is important people are given education
    secucuk with the purposes of private for fields
    such as certain expenses, wayfaring, perkhidmatan, and
    so on. Accordingly it is not a simple basis to meet
    manpower needs in terms of numbers but also from
    terms of qualities. This basis should be able to encourage more
    busy people who are actively involved in the field
    keusahawanan and not rely solely on the
    kingdom in search of work. This is in line with
    kingdom during which emphasizes the basic private equity
    actively.

Source: Ministry of Education

History Of Education

Has not disappeared from our memory about the bombing at the Australian Embassy September 10, we again wracked by bombings that although not happen in our country, but the explosion right in front of the Embassy of Indonesia in Paris. Return the name of Indonesia associated with the "bomb". There may also be a link it with the issue of terrorism in Indonesia.
So what to do with the title of this article? Obviously something to do, because anyone bombers must have been an educated person. Whether the education system and how and with what kind of educational goals.
Especially before the cabinet formation in the final days of this, some names appear championed as a minister, in this case the Ministry of Education. Whoever is elected he will, which must have been passed fit and proper test by the president, it is not incontrovertible. What matters now is how we improve the quality of education in our country, so we have a quality human and have a sense of concern for fellow high. So that later there would be no more bombers from Indonesia citizen who ironically resulted in mourning for the victims of their own people.
First, the education minister has always identified with the curriculum change. Any change of cabinet ministers and change, it must be followed by changes in the curriculum. However, with the introduction of Competency-Based Curriculum (CBC) is not expected that the curriculum will always be changing and changing.
CBC itself is still a little worry by some educators. Not because of his CBC, but socialization is still considered less resounding. The task of educators today is to understand the true meaning of the CBC and truthfully so that educators will be able to implement these systems into learning with their students.
But the task of educating not only exist in the burden of educators (teachers) only, all walks of life, a small neighborhood (the family) and the government taking a role in educating the children of the nation.
International Education.
Lately emerging trend in some schools that claim to implement international education. By adopting a foreign curriculum and bring in teachers from the country of origin of the curriculum, these schools dare mention that their curriculum quality international education.
Actually, the international standard of education is not just education that uses the international language. Not only on his skin. International education should not merely promote the use of foreign languages. International education should be interpreted with the education that makes their students to think openly and international, open and internationally minded. International minded in it where their students will eventually become a human being 'international citizens' or the term as a global citizen. Thus the international education is not just a mere skin, but rather the essence that lies within it, in learning.
In international education, curriculum that is applied is fine national curriculum, but in it were inserted for international education. That is, students are bombarded with education will live in peace in the world, upholding the values ​​of humanity, given the meaning of international peace, and direction of a better life. Form this kind of education not in education theory, but must be applied in practice.
In the four pillars of education in UNESCO, there are four basic education, namely: Learning to Know (learning to learn); Learning to Do (Learning to act); Learning to Be (Learning to be (someone); and Learning to Live Together ( Learning to live together.) Four basic is our grip in the implementation of all educational curricula in our country.
The question now is whether our education system is already referring to it? Does the introduction of new systems, Competency-Based Curriculum, would later appear virtuous human Indonesia and internationally minded? All of this is our homework together.
Basic Program International Baccalaureate Organization / IB-PYP (International Baccalaureate-Primary Years Programme)
Is-PYP Primary Years Programme, a program derived from the International Baccalaureate organization is a non-profit and based in Geneva. There are five parts of the world as a child branch of the IBO (International Baccalaureate Organization), and Indonesia entered parts of the Asia Pacific based in Singapore. This program has been implemented by more than 1500 schools in over 115 countries. PYP is designed for students aged 3-12 years, which is equivalent to pre-school / kindergarten and elementary / primary school. In addition to PYP, MYP IBO has a program (Middle Years Programme) for the junior high and high school age students (11-16 years) and Diploma for ages 16-18 years.
In Indonesia has many schools are implementing this program. Especially those in large cities, from Medan, Jakarta, Bogor, Bandung, Surabaya and Bali. This program is not only implemented in schools with an international setting but can also be applied in schools berseting different. Even in Australia, the program is also implemented in government-owned schools. Most schools in Indonesia are implementing PYP is a label used to identify themselves with the National School-Plus. Although until now are still many schools who introduced himself as the National School-Plus. PYP program truly international standard course in the real sense, because in this program in addition to applying the lessons of English as one of the subjects, mother tongue, in this case the Indonesian-when applied in Indonesia, still must be used. Protégé must still be introduced to local culture and should still be invited to think about what's around locally. But at the same time, this program makes students to think internationally by bringing them to care about the existing situation in the outside world - Act locally, think globally. Also a way to teach students the differences among, and with how to implement profiles in humans leading to a better life.
PYP student profile is a 'knowledgeable (knowledgeable); curious (Inquirer) who dare to take risks (a risk-taker); caring (caring) but still principled (principle); genuine thinkers (thinker) are open-minded ( open-minded); balanced physical-mental-spiritual (well-balanced); able to communicate (communicator); also could reflect (reflective).
In the PYP, integrated lessons (as interdisciplinary) with a fine. Between language lessons (both Indonesian and English), Social and Scientific Education, Arts and Physical Education and Skills established a good correlation as arranged by the unit of learning. There are six units that students learn at different levels in one school year, ranging from discussing ourselves as human beings until the discussion about our life on earth to share and maintain sources of limited natural wealth with others. Six unit is Who We Are / Who We Are, Where We Are In Place and Time / Where We At Specific Place and Time, How We Express Ourselves / How We Express Ourselves, How The World Works / How the World Works, How We Organize Ourselves / How We Organize Ourselves and How We Share the Planet / How Do We Share the Planet.
In pembelajaranya, PYP using everything in the class (both teachers and friends) and outside the classroom (the family and the environment) as sources of learning. So instead of learning resources is limited to books alone. Often the environment that we do not expect as a learning resource, can be a wonderful learning resource. A concrete example is when the discussion of How We Express Ourselves unit, about the way of communicating either with or without words, on the occasion of the learners are invited to visit friends in need (who can not hear and speak / deaf-mute and also who can not see - blind). In his interaction with students who lack this, in addition to learning about how to communicate in a different form, the PYP students indirectly learn how to accept differences and shortcomings of others. Directly and real, all students (both deficiency and who is not) learn to share the true meaning. They shared a sense, of course, share stories and share experiences.
'Experience is the best teacher'. So says the proverb. But it is true also, because the students who sit in primary school are those who are young and fresh in the face and live. With direct experience, then the meaning of learning becomes more significant and meaningful.
PYP and the CBC
PYP using the CBC system. PYP placing students as learning subjects. Not as an object. Students are placed at the top level. Students as the center of learning. Protégé must also play an active role. Students are invited into a learning setting that terdesain to see the capabilities and competencies of individual students, because every student is different. Every child is unique.
PYP and CBC are both applying activity-based learning / learning-based activities. So that the students are active duty 'work' to gain knowledge, find the concept and honing skills, without forgetting the values ​​of behavioral / Attitudes.
Same. PYP and the CBC also both have the purpose of educating students to be truly man, who has a formidable individual skills and are able to solve problems (problem solver) without having to wait is given, also humans who do not leave the sides of the value of humanity (humanity profile) that open and internationally minded.
In the PYP there is the term 'inquiry based learning' is learning by inquiry. Said inquiry means 'rather find out'. Its application in teaching and learning is the learners are invited to have a curiosity about things that did not already know through active learning and terseting in an atmosphere of research / research simple. Protégé will be invited to think, and experience. By doing your own, then learners will be better able to interpret the meaning of true learning. Inquiry - rather find out by learning - this can be implemented in the CBC.
To have properties like learning, the learners should be placed into a safe, comfortable and enjoyable. The atmosphere is enjoy-ful, fun but healthy is a PYP classroom settings and the CBC. Students will enjoy learning. Learning rather than of necessity, because they have to memorize the contents pages of books, and not just because it will have a test on the next day, but they really enjoy learning. The students would eventually become a human being glad to learn throughout their lives (life-long Learners). It is the hope of us all, is not it?
The role of educators in the concept of international education
In its application in the curriculum, the CBC can go into all learning activities. Curriculum (a) Based on the ability of educators of students must be seen as a basic step to the next level. In a sense, every individual is not the same. There are fast in terms of capturing the meaning of learning, but some are slow. Anyone have unique learning styles, for example like to hear rather than writing, then educators must recognize this learning style. There are also students who are reluctant to do activities because they felt their ability had more than his friends, so once again the pendidk duty to accommodate individual differences and uniqueness of their students in class.
Way or the strategy adopted in the PYP and the CBC are the same. Namely the relationship between educators and the child must be a close and healthy relationships. It should be underlined that the educator was not a man who knows all about science, nor a man to be feared (but respected), but the role of educators is the same with the children, ie, they are both learners. And vice versa, students must open and dare to ask educators about what he wanted to know.
Educators must provide opportunities for students to express ideas or thoughts. There are students who are very open, as it was already so his personality, but there are also students who are introverts. Thus educators must wait and guides.
The task of educators and students in setting the CBC are as learners are equally active, both individually and corporately. Sometimes individual activities run well, because it was terseting from scratch in a supportive atmosphere. For instance in a class atmosphere of harmony with the class rules are adhered to by all members of the class. But sometimes, plan learning activities do not go according to expectations. All this is perfectly natural. Both in the PYP and the CBC, all of the learning process must be understood. Not only look at the product or end result, but process over product also important to reflect. Then the education that makes students who have an open mind and international, must still be applied, the true meaning of international education.
The role of educators in the classroom is as a mentor, facilitator / guide, motivator and evaluator as well as students' abilities. On the other hand, the role of educators is as pendisain and implementing curriculum, and of course as a class manager and protégé.
In international education, educators must be good at tucking the values ​​of humanity into all subjects and in all activities in a sustainable manner. Activities must be designed so that students not only learn science, but also learn to value.
This task is certainly not light duty. Especially with the limited knowledge and understanding of us as human beings, but it would be nice if we share. Share in all the information and knowledge, so that everything we teach learners to truly meaningful.
With self-study (reading and discussion) as well as visiting schools that have implemented the CBC, it is expected that all educators have a similar understanding about the CBC. So that the 'international education' is not just the skin alone, but can be applied to all levels of schools that exist throughout the archipelago.