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CHARACTER EDUCATION BASED ON POSITIVE PSYCHOLOGY TO
Enriching Quality and Providing Affordable Education through New Academia | 148 membentuk kecerdasan dan karakter, waktu yang paling tepat adalah pada saat usia anak-anak sampai dengan remaja.
Pendidikan karakter telah lama menjadi perhatian pemerintah. Dalam Undang-undang nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional pada pasal 1 (satu) antara lain disebutkan bahwa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Selain di dalam Undang-undang, karakter positif juga banyak ditulis dalam visi dan misi lembaga pendidikan. Pada umumnya, lembaga pendidikan menyusun visi yang tidak hanya bermuatan untuk menjadikan lulusannya cerdas tetapi juga berakhlak mulia.
Menurut Megawangi (2009) aspek-aspek dalam Pendidikan Karakter tersebut antara lain; (1) cinta pada Tuhan dan alam semesta, (2) tanggung jawab, kedisiplinan, dan kemandirian, (3) toleransi dan cinta damai terhadap sesama, (4) baik dan rendah hati, (5) kepemimpinan dan keadilan, (6) kepercayaan terhadap diri, kreatif, kerja keras, dan pantang menyerah, (7) kasih sayang, kepedulian dan kerja sama, (8) hormat dan santun, dan (9) kejujuran.
Psikologi Positif
Aliran psikologi positif yang dimotori oleh Martin Seligman mencoba memfokuskan perhatian pada upaya menggali dan mengembangkan karakter yang merupakan sisi kekuatan manusia (promotion of character strength). Dengan menggali dan mengembangkan sisi individu akan menghantarkan individu pada kebahagiaan yang murni (authentic happiness) dan yang mampu berfungsi secara optimal (optimal functioning) dalam kehidupannya, baik sebagai individual, anggota keluarga, anggota masyarakat dan negara. Dengan adanya sifat-sifat individual yang penuh kekuatan ini maka akan sangat besar kemungkinan terwujudnya kekuatan dan meningkatnya mutu sumber daya manusia.
Tujuan psikologi positif adalah untuk mengkatalisasi suatu perubahan dalam psikologi, artinya tidak hanya memperbaiki sesuatu yang paling buruk dalam hidup tetapi juga membangun kualitas terbaik dalam hidup dan memperbaiki ketidakseimbangan di waktu lalu. Aspek-aspek positif yang tidak tergali atau tidak terperhatikan dalam diri seseorang harus mulai dikembangkan.
Para ahli psikologi positif berpendapat bahwa hidup manusia akan lebih bermakna jika sisi positifnya bisa dikembangkan secara maksimal. Sisi positif itu adalah emosi yang positif (positive emotions), dan sifat kepribadian yang bijaksana (positive individual traits) dan institusi yang positif (positive institutions)
Pendekatan dalam mengatasi problem kemanusiaan harus diarahkan pada pengembangan karakter positif yang ada pada individu melalui penataan : (1) keluarga dan sekolah yang memungkinkan potensi anak berkembang. (2) tempat kerja yang mendukung kepuasan kerja dan produktivitas. (3) masyarakat yang akan berpegang teguh pada tata kehidupan bermasyarakat yang beradab (civil society). Penataan itu dilakukan dengan cara membangun kekuatan individu dan masyarakat agar mampu menumbuhkan keadilan, tanggung-jawab, kepedulian pada sesama, toleransi, saling percaya dan saling bersinergi.
Upaya untuk membangun individu dan masyarakat yang mampu berbuat demikian harus dilakukan dengan membangun karakter manusia yang didasari antara lain oleh etika, saling mencintai, keberanian mempertahankan kebenaran, pengasih dan penyayang, integritas dan arif, melalui pendidikan karakter yang dilakukan sejak dini sampai ke dewasa.
Emosi yang Positif
Emosi yang positif terkait dengan kehidupan, emosi di masa lalu, masa sekarang dan ekspektasi di masa depan. Salah satu aspek dari emosi positif adalah rasa gembira (happiness) yang manifestasi fisiologisnya adalah senyum. Aspek emosi positif yang lain
Enriching Quality and Providing Affordable Education through New Academia | 149 adalah sifat bersyukur dan berterimakasih yang disampaikan pada orang lain. Emmons &
Crumpers (dalam Ancok, 2007) menemukan bahwa orang yang sering menyampaikan rasa berterima kasih pada orang lain secara ikhlas memiliki kesehatan yang lebih baik, optimis dalam hidup, lebih merasakan kebahagiaan (well-being) dan banyak menolong orang lain.
Penelitian lain dilakukan oleh Haidt (2000) menemukan bahwa orang yang merasa bahagia karena melihat seseorang berbuat kebaikan pada orang lain. Danner dkk. (2001) dalam penelitian mereka melaporkan bahwa orang yang memiliki emosi positif di masa mudanya ternyata hidup lebih sehat dan berusia panjang. Dokter yang memiliki emosi yang positif lebih akurat dalam diagnosis terhadap pasiennya (Isen, 1993)
Sifat Diri yang Positif
Para peneliti berpendapat bahwa sifat diri menjadi penyangga kesehatan fisik dan mental dan pencegah penyakit fisik dan penyakit jiwa. Sifat diri seperti keberanian (courage), berorientasi ke masa depan (future mindedness), rasa optimis (optimism), rasa percaya pada kekuatan Tuhan (faith), etos kerja yang baik (work ethic), pengharapan yang positif bahwa sesuatu hal yang buruk akan berubah menjadi baik (hope), sifat jujur dalam hidup (honesty), ketabahan dalam menghadapi kesulitan dan tantangan (perseverance) dan kemampuan untuk tetap berjalan dalam mencari pemahaman (capacity for flow and insight) adalah hal-hal yang akan membuat diri kuat dalam menghadapi stress kehidupan (Seligman, 2006)
Institusi yang Positif
Kehidupan manusia ibarat tanaman hias dia harus berada di sebuah pot bunga yang berisi bahan makanan yang menyuburkan kehidupan tanaman itu dan berada dalam ruangan yang memiliki sinar dan kelembaban yang memadai. Demikian pula dengan kehidupan manusia. Kehidupan yang positif (bermakna, puas dan bahagia serta produktif), hanya akan muncul secara maksimal bila kondisi lingkungan tempat manusia itu berada memiliki sifat-sifat positif.
Para pakar umumnya sependapat bahwa hidup manusia sebagai individu sangat dipengaruhi institusi yang ada dalam kehidupannya (lihat gambar). Institusi adalah keluarga (family), sekolah, organisasi kemasyarakatan dan budaya, institusi kenegaraan (society) dan institusi yang menentukan tatanan ekonomi politik global (global). Untuk mengurangi stres kehidupan individu dalam masyarakat tentunya semua lingkungan ini harus memiliki sifat-sifat positif untuk menghalau stress. Sifat-sifat-sifat positif yang harus ada dalam institusi kehidupan manusia (institusi rumah tangga, sekolah, tempat kerja, masyarakat dan negara) yang mendukung pemunculan kekuatan karakter yang maksimal adalah sifat adil, peduli (caring), bertanggungjawab, beradab, toleransi, non-diskrminatif, saling mendukung dan saling menghargai.
Pendidikan Karakter Berbasis Psikologi Positif untuk Meningkatkan Kualitas Sumber Daya Manusia Indonesia
Secara umum pendidikan karakter mengusung usaha-usaha untuk mempromosikan nilai-nilai etik yang paling mendasar sebagai fondasi bagi lahirnya suatu karakter yang baik.
Pendidikan karakter juga juga harus dirumuskan secara komprehensif tidak semata pemikiran dan materi pembelajaran, namun juga rumusan-rumusan tindakan, dan praktek-praktek yang dapat dilaksanakan oleh peserta didik. Oleh karena itu, pendidikan karakter yang efektif membutuhkan pendekatan yang bersifat proaktif, komprehensif, dan harus intensif (Lickona, 1991).
Karakter baik, rendah hati, toleransi, cinta damai dan mengutamakan persatuan merupakan beberapa hal yang perlu dikembangkan dalam pendidikan karakter manusia Indonesia saat ini. Di sisi lain etos kerja dan skill manusia dewasa di Indonesia juga membutuhkan perhatian untuk peningkatan kualitas sumber daya manusia Indonesia.
Walaupun telah diketahui bahwa setelah dewasa, kecerdasan maupun perilaku kepribadian sudah relatif stabil dan waktu yang paling tepat untuk pembentukan karakter
Enriching Quality and Providing Affordable Education through New Academia | 150 adalah pada saat usia anak-anak sampai dengan remaja, namun tetaplah penting untuk tetap mengembangkan karakter baik, rendah hati, toleransi, cinta damai dan mengutamakan persatuan bagi sumber daya manusia Indonesia saat ini.
Dengan adanya penerapan psikologi positif maka individu senantiasa berusaha memaknai berbagai kejadian dalam hidupnya dan membentuk emosi positif yang dapat meningkatkan ketrampilan kerjanya.
Sifat diri yang positif seperti keberanian, berorientasi ke masa depan, rasa optimis , rasa percaya pada kekuatan Tuhan, pengharapan yang positif bahwa sesuatu hal yang buruk akan berubah menjadi baik, sifat jujur dalam hidup, ketabahan dalam menghadapi kesulitan dan tantangan dan kemampuan untuk tetap berjalan dalam mencari pemahaman adalah hal-hal yang akan membuat diri kuat dalam menghadapi stress kehidupan dan menciptakan etos kerja yang baik (Seligman, 2006).
Demikian pula dengan terciptanya institusi yang positif dari lingkungan keluarga, sekolah yang baik, organisasi kerja yang mendukung terciptanya moral positif dan lingkungan masyarakat yang kondusif diharapkan dapat menjadi tempat untuk tumbuhnya karakter-karakter yang diharapkan untuk peningkatan sumber daya manusia yang berkualitas.
Dengan adanya tiga aspek psikologi positif tersebut, dapat disosialisasikan sebagai dasar untuk mengembangkan karakter sumber daya manusia Indonesia yang berkualitas, baik melalui dunia pendidikan maupun dunia kerja.
References
Ancok. 2007. Pendekatan psikologi positif dalam membangun masyarakat berkualitas
Danner, D., Snowdown, D, & Friesen, W. 2001. Positive emotion in early life and longevity.
Journal of Personality and Social Psychology, 80,804-813
Haidt, J. 2000. The Positive emotion of elevation, Prevention & Treatment. New York: Free Press
Isen, A.M. 1993. Hand Book of Emotions. New York: Guilford Press
Riyono, B. 2001. Isu-isu kontemporer dalam Psikologi Industri dan Organisasi. Yogyakarta:
Unit Publikasi Fakultas Psikologi UGM
Seligman, M. 2006. Hand Book of Positive Psychology. London: Oxford University Press Suyanto. 2010
Taylor, S.E. 2000. Psychological resources, positive illusions and health. American Psychologist, 55, 99-109
Enriching Quality and Providing Affordable Education through New Academia | 151
INTEGRATION THE ELEMENTS OF JAVANESE CULTURE IN LEARNING PROCESS TO STRENGTHEN YOUTH CHARACTER
Djoko Sulaksono, Bagus Wahyu Setyawan [email protected], [email protected]
Pendidikan Bahasa Jawa, FKIP UNS, Indonesia, Pascasarjana UNS, Indonesia Abstract
Formal education should teach either material of cognitive aspect or embed and developing student characters based on local culture values. The phenomenon of cultural disintegration in young generation if doesn’t prevented well could make cultural extinction. In learning process, teacher should can integrating the values and messages which is sourced from local culture to the students. The element of Javanese culture dominate contain many philosophy and sublime values which must containing in learning process, especially in the school who from social and Javanese culture background. Not only on learning material, teacher can integrate the elements of Javanese culture on learning activity, combine with learning methods, and become props or learning media. When this point can implemented well so the students can interrupted more knowledge about local cultural. Integrating the values of Javanese culture have aims to produce graduated who not only capable in general knowledge, but also have a good cultural knowledge. In addition, that way can create student’s attitude and the characters which in accordance with noble values of Javanese culture.
Keywords: Integrating, Elements of Javanese Culture, Character, Young Generation
Introduction
Education generally connects with knowledge transferring, experience, values, and life norms process. In learning process there are some components involved in, which includes teachers (learning activities holder), students (material recipients), goals (including cognitive, affective, and psychomotor), subject (submitted information), methods (how to deliver material), media (tools or materials used to convey the material), and evaluation (assessment), (Moedjiono & Dimyati in Setyawan, 2015: 26 - 27). The goal of the educational process is students’ mindset and behavior betterment. It can be observed from the subject mastery (cognition), students’ attitude or behavior upgrading (affective), and skillful students in a particular field (psychomotor). However, those aspects of teaching are less noticed by the teacher and the school. Schools generally only require students to optimize cognition regardless of affective and psychomotor. Students' attitudes do not develop and change aftermath. These essence sections should be a concern for all people, aspecially for the drafting of the curriculum, person in charge at the school, and the teacher as learner agent.
Failure in the process of affective would give unwanted effect in ahead. Character disintegration evokes some deviant behaviors among adolescents, such as impoliteness, gang fights, brawls, sexual harassment, and improper lifestyle which is not in accordance with culture, especially Javanese culture. The situation in which society’s values and norms are not in supposed sequential is called "anomie". (Soekanto, 1993: 26). Anomie arises due to the failure of educators to instill character and manners to students, in addition, the lack of parental control over their children. Not only from the failure of character education, anomie as well caused by the lack of value or norms source by the local culture.
Teachers as learner agents should be aware of anomie, so it will apply some preventive acts to mitigate them. One of the other way is integrating elements of local culture
Enriching Quality and Providing Affordable Education through New Academia | 152 for instance (in this context is Javanese culture) in the learning process to strengthen the character of students in globalization era. The elements of local culture by Koentjoroningrat include the religious and ritual; systems and community-based organizations; knowledge systems; language; arts; livelihood systems; and technology systems and equipment (2004:
2). Each of the seven elements in creation has been subjected to various reflection of its creator, so it can be accepted and used by people in a particular area. Only some parts of culture elements are integrated in learning process. For instance in the use of the good Javanese language, introducing forms of Javanese arts, and also introduced some of Javanese literature that contain values and norms that taken from Javanese philosophy.
Importance of Character Education to Young Generation
Before discussing character education, it will be outlined in advance about the meaning of character. The character was originally derived from the Latin, kharassaein and kharax. In Greek called, charassein. The term character in the Indonesian language has same meaning with disposition, personality, or individual feature, (Gunawan, 2012: 1 - 3).
Character is individually inherited, good and bad behavior. Inherent can be realized and internalized. It will be realized if the individual characters explicitly conveyed in acts, gestures, speech, and how to treat people. Internalized character can be seen from mindset and way of looking at particular problem.
The term of character in the Javanese called manners. Thus, character education is same with manners education. Character education as proposed by the Ministry of Education, has a higher purpose than moral education in general, it teaches good habit so that students understand the righteous path and become a habit to do so. (2010: 10). Fudyartanta (in Ruyadi, 2010: 579) defines manners education as the cultivation of good values and to the human soul. The ultimate goal of character education is the formation of character, personality, and behavior that includes affective and psychomotor. However, the author agreed character education covers all aspects, includes cognitive, affective, and psychomotor.
In implementing character education in schools needs a good plan. Planning in this case related to the implementation of character education in schools, ways or methods which be used, and goal or the output of the character education in schools. Teachers in the current education process play role as motivator and facilitator not to be a source of knowledge.
Motivator function in this case are expected teacher could motivate students towards betterment in knowledge, attitudes, and skills. Thus, character education in schools starts from the optimize functions of teachers as motivator to guide students.
Why character education necessary applied? Each of us may question this. It is because most of schools only concern about knowledge and skill. Study is only reported in those two aspects. Furthermore, what is the importance of character education? How to measure the attitudes of learners? This paradigm should be acknowledged by teachers, parents and society. Character education or manners education can not only be conducted in school. The school only provides the foundation on character education while students are in school and it becomes parents and society responsibility when they are in informal education. Therefore, character education must involve all parties to control and conduct character education. At school students are guided and directed by the teacher, after returning home, the children will learn, adapt, and actualize their values when interacting with their parents at home and when socializing with people, (Wibowo, 2016: 26).
Character education also internalizes the values of the local culture especially Javanese so that they have a strong character based on Javanese foundation. Javanese instill good habits that include thinking manner, emotion manner, body manner, soul manner, feeling manner, intention manner based on Javanese culture as well as being used for cultural education for the young generation so that culture remains in themselves. So they are don’t suffered the disintegration of cultural condition in himself.
Enriching Quality and Providing Affordable Education through New Academia | 153 Integrating Elements of Javanese Culture to Support Character Education
Character education as already noted in the preceding discussion, should also be coupled with cultural education to strengthen the foundation of students’ culture. Cultural education can be conducted by inserting some elements of local culture in the learning component, it can integrated in teaching materials, as learning media, and combined with the learning method. By directly introducing live elements of Javanese culture to students is expected to provide long-term effects, so knowledge about the elements of the local culture will not easily go away. Culture-based learning as revealed by Abusyairi done by integrating elements of culture as part of the learning process. It is based on the recognition of cultural as fundamental part of education as an expression of an idea and communicate with knowledge, (2013: 187).
The integration of culture and local wisdom in learning is termed as Etnopedagogi.
Alwasilah has conceptual idea about etnopaedagogi as one education practice based on local wisdom. Or in other words, trying to integrate elements of local wisdom in a learning process (2009: 50 - 51). Integrating elements of Javanese culture can be internalized in teaching materials, used as a learning media, even combined with teaching methods. Forms integrating are as follows:
Elements of Culture in Teaching Materials
Teaching materials are materials or information that is taught to students in the learning process. Teaching materials can be a combination of knowledge (facts, detailed information) and skills (procedural step, situation and conditions), and attitude (Subroto in Rahmat, 2013: 87). In character education, teachers can incorporate some elements of Javanese culture in the teaching materials. In the Javanese language learning for example, teachers can post material on the art of Java, such as ketoprak performance, Javanese theaters, wayang stories which contains valuable lessons related to the values of Javanese culture. Ketoprak tells the story about the history of the kingdoms in Java, from Majapahit kingdom to Mataram kingdom. Students in this case are persuaded to learn and emulate the attitude in history. In addition, students can also emulate good character from some of wayang characters. Figures such as the Pandawa can be used as a role model for character education, especially good character.
Aside from the art form, integrating character and culture can be done by using Javanese literature. Javanese literature written in Java poets contains many moral teachings.
Therefore the Java literature often referred to as literary doctrine (Setyawan, 2016a: 551).
Some Javanese literature that can be used as a reference manners education such as, Serat Wulangreh, Serat Wedhatama, Serat Tripama, Serat Wulangsunu, Serat Centhini, Serat Candrarini, and others.
Elements of Javanese Culture as Learning Media
Learning media is a tool that teachers use to deliver lessons and support material. The use of instructional media will make learning more effective and efficient, so that students can get a comprehensive knowledge and are also used to varying the learning process (Haryadi, Musfiroh, and Endraswara, 2015: 23). During this time, teachers are still not able to use the conventional media to optimize learning in the learning process and are still monotonous, which use one variety of media. Teachers are now required to be able to develop innovative learning media.
Innovative means is not to be computerized, but possibly use traditional media which is packed and combined into a new one. Such as the use of the Macromedia Flash for Wayang.
Wayang that has been regarded as traditionally object when it is packaged in the form of Macromedia Flash will attract more students to learn.
Enriching Quality and Providing Affordable Education through New Academia | 154 Elements of Culture Combined with Learning Method
It is commonly known teacher just use the speaking method to deliver learning materials. When it condition still allowed in the learning process would be uninteresting and learning objectives will not be achieved. Therefore, it is necessary to formulate a concept of innovative learning methods that can support learning. Teachers as field agents are required to be smart in choosing and using teaching methods, especially if it is required to be able to integrate character education and knowledge of the local culture.
Teachers can combine learning with existing elements of Javanese culture. As written by Setyawan (2016b) that the form of integration of existing local culture in a learning method that does not change the essence, but merely modify it so as to create a new teaching methods and contain elements of Javanese local culture. Below are some examples of study result method in a combination of Javanese culture and learning methods that already exist, such as in table 1.
Table 1. Combination of Elements of Javanese Culture with Existing Learning Method
No Learning Method Explanation
1 Jigsaw Wayang Combination of jigsaw method by using some figures of wayang.
2 Make a Match Dolanan Bocah Make a match method combined with traditional game as well as song.
3 Numbered Head Together Aksara Jawa
NHT method by using Aksara Jawa to numbered the member of students.
4 Ketoprak Role Playing Role Playing method is sourced from ketoprak story.
Internalization of Javanese culture through Direct Sample
In learning process, teacher is extremely important as a determinant of the learning direction. Furthermore, the teacher is also a major actor as a point of view in class. Every movement, action, and speech of teachers are observed by students, even as a reference.
Therefore, before teaching manners and character education, teachers are required to be well–mannered and have good character. Primarily when presenting material in class.
Before performing the materials in the classroom, teacher must understand the concept of value and characters that will be taught. In addition, the important thing is to be open-minded to obtain a deep understanding, practice, and make a guide character, Wibowo (2016: 241). The few things that should be noted by teachers are related to language, dress, and manners. Language relates to languages used by teachers when teaching, should use proper Javanese language and in accordance with tradition which is the set of rules used by speakers of the Javanese language in order to maintain mutual respect or respect for others, (Sulaksono, 2016: 7). In terms of fashion, teachers should dress decently in accordance with the rules. It is associated with Javanese philosophy, namely "ajining raga dumunung ana ing busana". Furthermore, manners or attitude when teaching should also reflect a teacher personally. Wibowo said that the attitude of a good teacher should be compassionate, tolerant, humble, generous, and forgiving, (2016: 240).
Conclusion
Manners education or character education today needs special attention by various parties. Given the recent condition of adolescents’ character and culture which poorly disintegrated. Character education is not entirely teachers’ responsibility in formal education.
But it is also necessary to work closely with parents and the society as a control agent and educators in an informal environment, because students interact more in the family and society. Character education should also be accompanied with education about local culture, so that the younger generation will not forget their local culture. Integrating elements of