III. Conclusions
2.2 The Effort to Prevent Crime through Character Education The family has the primary role in socializing children to
become productive and prosocial members of society. When families break down however, socialization may become compromised and adults may not only experience strife but there may be wide-ranging adverse effects on the children, including maladjustment and participation in antisocial and violent behavior.
Therefore, to prevent these crimes, it is necessary to character education. First and best teachers for children are their parents.
Therefore, character education must be provided by each parent.
Character education in the family environment is an education to shape the personality of the child who starts from the recognition, caregiving, nurturing, fulfillment and punishment for children. The expected outcome of this character education is of good behavior, honesty, responsibility, respect for the rights of others, hard work, and so on. Character education is an umbrella term loosely used to describe the teaching of children in a manner that will help them develop variously as moral, civic, good, mannered, behaved, non-bullying, healthy, critical, successful,
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traditional, compliant or socially acceptable beings. Concepts that now and in the past have fallen under this term include social and emotional learning, moral reasoning and cognitive development, life skills education, health education, violence prevention, critical thinking, ethical reasoning, and conflict resolution and mediation.
Education obtained the child in the family, has a meaning as an effort to help children to be able to live as a human. In an effort to provide character education for children, the harmonious family life needs to be created. The interaction between parents and children is required. Parents should be directly involved in the care of children so that the emotional connection between parent and child can be formed perfectly. Great support from parents to their children, will form positive behavior of children. A good education in the family will raise awareness of the moral awareness for good behavior, not only when dealing with other people, but applies continue without the presence of others. This awareness is based on values that are fundamental and very deep. Thus, the good behavior based on the authority of personal awareness and not on outside influences human self.
Character education can be provided through simple things.
Yetti Nurhayati, Lecturer of Power Training Center for Technical Education and Religious Affairs, Ministry of Religious Affairs of the Republic of Indonesia said that since childhood, a child should be educated three basic behavior in communication and dealing with others. The first is the need to learn to say "thank you" to anyone who had to give him something, the second is the need to learn to say the word "please" if you want to ask for help to the people around him, and the third is to learn to say the word "sorry" if indeed guilty.
III. Conclusions
Family background may influence the occurrence of a crime.
Family influences educational outcomes, job prospects, and even life expectancy. Children who are in conditions of dysfunctional families have a greater potential to become perpetrators. The effort to prevent crime through character education is to create a harmonious family, educate three basic behavior in communication, and also provides penalties if children make mistakes.
References
Abdul Ghofur Anshori (2009). Filfasat Hukum. Yogyakarta: Gadjah Mada University Press.
Hollin, Clive R. (2002). Psychology and Crime An introduction to Criminological Psychology. New York: Routledge.
Rebellon, Cesar J. and Manasse, Michelle E. (2007). Tautology, reasoned action, or rationalization? Specifying the nature of
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139 the correlation between criminal attitudes and criminal
behavior. Karen T. Froeling (Ed), Criminology Research Focus, 258. New York: Nova Science Publishers.
Siegel, Larry J. (2011). Criminology: The Core Fourth Edition.
Bellmond: Wadsworth.
Sri Suhartati Astoto. (2002). Kriminologi, Semarang: Yuda Mandiri, Topo Santoso dan Eva Achjani Zulf (2001). Kriminologi. Jakarta:
RajaGrafindo Persada.
William III, Frank P. dan McShane, Marilyn (1988) Criminological Theory, New Jersey: Englewood Cliffs.
Theobald, Delphine; Farrington, David P.; Piquer, Alex R. (2013), Childhood broken homes and adult violence: An analysis of moderators and mediators. Journal of Criminal Justice, p. 58.
Andy Bloxham (2010). Children from broken homes 'nine times more likely to commit crimes', http://www.telegraph.co.uk/
news/politics/8109184/Children-from-broken-homes-nine-times-more-likely-to-commit-crimes.html
Wikipedia, Character education, https://en.wikipedia.org/wiki/
Character_education
Yetti Nurhayati, Pembentukan Karakter Anak Dalam Keluarga, http://bdkpadang.kemenag.go.id/index.php?option=com_con tent&view=article&id=613:pembentukan-karakter-anak-dalam -keluarga&catid=41:top-headlines&Itemid=158
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CHARACTER EDUCATION OF MAMANDA IN BANJARMASIN By:
Dwi Wahyu Candra Dewi Universitas Negeri Semarang
Jawa Tengah, Indonesia e-mail: [email protected]
Abstract
Mamanda is one of the peculiarities of Banjar culture is unique and should be preserved. Mamanda of Banjarmasin is the development of the Rantau Mamanda (Tapin). Custom element which is still strong in both language and ordinances and make Mamanda different story with Ketoprak or ludruk. Each story in Mamanda have educational value as a means of delivery Mamanda advice in the form of oral storytelling. Values education in Mamanda include values politeness, values harmony and common values.
Keywords: Character, Education, Mamanda I. Introduction
One of the peculiarities of Banjar culture in the form of oral literature is displayed in the form Mamanda. Mamanda an adaptation of dance, music and drama that comes from outside Banjar but is already acknowledged to be one of the literary arts Banjar tradition. As cultures of communities in other areas, Mamanda have values of life that are still valid today.
Cultural value, containing advice it would need to be maintained and preserved. Mamanda one Banjar culture in the form of oral literature that needs to be preserved. Verbal nature makes Mamanda remain, but elements of the area to do with style and way of storytelling make less attractive again by children and adolescents. The concern for the interest of children and teenagers against local culture shift in this, one of the reasons Mamanda need for its preservation. Likewise with Giddens (2003: 67) states that the impact of globalization bring the principles of the culture of modernity that led to social problems and threaten civilization.
Mamanda staging displays Banjar royal figures, including Hope I, Hope II, Mangkubumi, Wajir, King, Queen Consort, Kadam, Host, Princess / Prince, and others. These figures correspond to portray the character. In addition to dialogue, in Mamanda are singing or the opening song (Ladon) submitted by paladon. Not just rhyme, but rhyme chanted as the referrer story.
Based on the story content is displayed, Mamanda more character centric palace. Life in the kingdom became a topic in Mamanda. Therefore the development, which features the story
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141 Mamanda less liked by audiences with less reason to follow the
development.
Various aspects of life, function and place of humanity portrayed in Mamanda. Mamanda story is a depiction of human attitudes and behavior in the form of the flow of life (Sarbaini, 2016: 314). Positive values are displayed in Mamanda be difficult to find because of the element of kekurangtertarikan from the audience.
II. Discussion