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p-ISSN 2721-9240, e-ISSN 2722-0982

121

Development of Character Education Based on School Culture in Non-Formal Education

Submitted 24 April 2022 Revised 8 December 2022 Accepted 12 December 2022

Dadan Darmawan1*, Ila Rosmilawati 2, Herlina Siregar 3

Department of Non-formal Education123, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia

Corresponding Email: *dadan.darmawan@untirta.ac.id

DOI: 10.30870/gpi.v3i2.15035

Abstract

The study of character education is done at 5 (five) education units of non-formal education in Banten Provinces, Indonesia. This study aimed to find out the development of character education based on school culture on non- formal equivalent education units. The data collectiion technique of this study are interviews, observations, and documentation. The results of this ethnographic study is being developed to create a conceptual model of character education based on school community’s culture. The development of character education based on school culture at non-formal equivalent education units has outcomes such as: 1) determine the values of characters, 2) Determining the activity to develop character values, which are: a) Independence, b) self-authority, c) interest-based learning, locality, and d) sense of family. Character education through the school culture development is designed in 4 forms of activity which are a) routine activities, b) spontaneous activities, c) exemplary activities, and d) conditioning activities. Action education character program based on school culture can be done with home visit, donation for disaster, leadership training. Character education assessment based on school culture is done based on the behavior indicators from character values from activities which had been determined by the school. One of the evaluating techniques used are observation, an evaluation done through direct surveillance of the students. Although all school activities comprise of character values, it still must be exposed explicitly and must be reflected then confirmed at the end of each activity so the students are aware and understand

Keywords: Development, Character Education, School Culture

INTRODUCTON

Indonesian Ministry of Education and Culture commitment on the needs of character education was written in the Decree Number 20 Year 2003 about national education system (Republic of Indonesia, 2003). In that constitution, it is expressly stated that “National Education functions to develop ability and to shape character and civilized nation which is dignified in enrich the life of a nation., which aims to develop the potency of students to become a human that are religious, and pious, noble, healthy, competent, creative, independent and to become a democratic and responsible citizen”. If you pay close attention, five of eight students’ potency which must be developed are close related to character.

Character education so conceived helps students to develop important human qualities such as justice, diligence, compassion, respect, courage and to understand why it is important to live by them (Singh, 2019)

One of the efforts to build character could be done through the application of moral values at educational institutions. According to Musyadad et al. (2022) If you are looking for examples about various kinds of power relations which involves individual, society, and

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moral perspective, then school would be the appropriate place to look into because in school, power relations are so visible which could make oppressive situation or non-oppressive situations happened there. Other than formal education (schools), character education could also be developed in non-formal education units such as study activity studio and the center of people’s learning. Non-formal education units are an education unit based on the people which has various learning activities which would later be directed towards the development of individual capacities, economics and culture.

According to Darmawan & Rosmilawati (2020), character education on education activities and non-formal practice, those social activities could be directed to instill social awareness, patriotic spirit, honesty, and harmony of life in society. It could also be directed to prepare the younger generation to become the next nation’s leader which good character, personality and noble. Character education at non-formal education is held with holistic approach and were integrated with every job or everyday activities.

In most part, the target of this equivalent education program is for all to not be limited by ages so they could develop themselves, moreover for the one who does not has the chance to finish their education in the past. According to Dalimunthe et al (2020), the characteristics of the students in equivalent education are heterogeneous. Heterogeneous from the perspective of age, cognitive structure, experience, interest, attitude, learning needs, aspiration, and the skills on influencing then creating an active atmosphere in learning. Other than that, the problem which are faced by the learning students in society is the low motivation in following the learning process. This is caused by the shyness of the students to participate in the learning process. With the various background of the learners followed by the context of equality for education is held on (equality education based on jail, boarding school, urban slum community, etc.). The existence of character education in school’s culture is expected to change and fix the mentioned attitude in the program of equality education so it will highlight the expected the national character.

METHOD

This method was done at 5 (five) non-formal education units in Banten Province, Indonesia. This method applied the exploration study of school community culture with ethnographic qualitative approach. Ethnography is used to study the behaviors in learning process, management of educational institutions, and human behaviors related to the development of communication technology in the certain social and culture settings (Harsono, 2011). The data-collecting technique used in this study is in-depth interview, observation and documentation. The result of this ethnographic study is arranged into conceptual model of

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school culture-based character strengthening education at non-formal education unit equivalent

RESULTS AND DISCUSSIONS

Management of School Culture-Based Character Education in Non-Formal Education Units Equivalent

Meaningful model as a concept which used to present something. Other than that, the same model can also be used as a strategy or as a guide on how to achieve the most efficient purpose. Therefore, model is a conceptual framework which is used as a guide to do activities.

On the context of school culture-based character education, the model in question is a strategy or a method to manage existing school culture-based character education or to develop it in the school. School culture is a habit pattern which is developed in the school. School culture can be formed from various norms, behavioral patterns, attitude and the beliefs of the member in the communities at school such as headmaster, teachers, school staffs, students and parents.

This school culture must be understood by the school’s stakeholder and must be considered in making a change which aims to increase the quality of education in the school, such as shaping the character of the community (students included).

On the context of character education, school culture can be used as a basis in implementing the values of character education in schools, primarily in the non-formal education units. The principals of school-culture-based character education is developed by internalizing core character values into the school’s priority. School-culture-based character education is a unit with the educational unit curriculum program.

The management of school culture-based character education can be done through planning, implementing and evaluation stages. According to Sobri (2015), the management of character values starts from planning, organizing, implementation, and lastly evaluation or activity assessment. That statement is supported by Setiawan & Sukatin (2020) which they stated, the mentioned management is how the character education is planned, actuated, and evaluated through the adequate activities which the school implemented.

The model of character education development based on school culture equality education community in non-formal education units is can be seen in Figure 1.

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Figure 1. Model of Character Education Development Based on School Culture Equality Education Community in Non-Formal Education Units.

1. School culture-based character education planning

Referring to the integration stage presented by the Ministry of National Education (2011), the planning activities for school culture-based character education will include:

a. Determining the prioritized character values to be developed based on contextual analysis with considering the availability of means and conditions described.

b. Determining the form of activities to develop the character values

The prioritized character values which had been determined by the school must be formulated based on contextual analysis of internal and external factors such as how committed are the educators, educational personnel, vision and mission, school’s goals, availability of facilities and infrastructure to support the character education activity. Based on study, there are five main values in character education at non-formal education units which would be described in Table 1.

Character Education Strenghtening Model Based on the Equivalent Education School Community in Non-formal education

(Hasil Penelitian) Student Characteristics in non-

formal education

School Culture of non-formal education community

Discipline approach yang adil

Non-competitive Flexible

Kinship

Main Value of the Character Education

Strenghtening

1. Independence 2. Self-authority 3. Interest-based

Learning 4. Localilty 5. Kinship

Character Education Management

1. Planning

3. Evaluation 2. Implementation

Student Individual Culture

Tagline/Branding Sekolah

Continueslty Spontan Exemplary

conditioning

Event Reflection Culture Reflection Sekolah

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Table 1. Character Value and Description No

Main Value of Character- Strengthening

Education

Description

1. Independency Schools in non-formal education units is a choice for each individuals which has the desire and hope to finish their education. This self-choice is the realization of each students’

independence.

2. Self-Authority Students has self-authority for the rhythm and learning styles they want to use and are responsible for the study result which they, parents and school wanted

3. Interest-based Learning

The motivation to learn and finishing the education in non- formal education units comes from within. This has relation with the previous “failure” of learning in school.

4. Locality Local language and learning activities based on locality will be the capital for the forming of nationalism and the feeling of love towards their respective original culture

5. Sense of Family Students’ behavior of not being individualistic and having strong family ties.

Data are processed from the result of ethnography study

Each and every one non-formal education described main value of character education such as the one mentioned above from the result of the ethnography study. From the agreed and decided main value by the education units, each education unit would be able to make a tagline which later would be used as the motto of the mentioned education units. For example, a Homeschooling’s tagline is “Talent and Interest based School”, or a study activity studio’s tagline is “Building the flexible school”. A center of people’s learning which is located at a jail in Serang has a tagline which is “Inclusif School”. Education Units could also made their logo, hymn and mars based on their own tagline or brand.

Character education through the development of school culture is designed into 4 (four) self-development activities which are based on the identified character values mentioned above. The form of the activities includes routine activities, spontaneity, exemplary, and conditioning. Routine activities are activities which will be held by the students regularly and consistently. Spontaneous activity is the type of activity which will be held at that current moment. Exemplary activities are the behavior and attitude of the teachers and educational personnel which can be followed by the students. Conditioning activities are the creating of condition which will support the implementation of character education. According to Pertiwi et al. (2019), the planning of character Education begins with analyzing various conditions and potencies at schools in order to be able to set which character values will be implemented later.

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2. Implementation of school culture-based character education

Referring to the stages of implementation of the character education of the Indonesian Ministry of National Education (2011), the implementation of school culture-based character education is held through activities which are programmed with school culture based character education action program which later would be formatted according to Table 2:

Table. 2 School Culture-Based Character Education Action Program

Activities Character Values Time Person in Charge Routine Activities

1. Home visit Developing Sense of Family

Anytime Teachers & Students 2. etc.

Spontaneous Activities 1. Donation for

Disasters

Collective Cooperation

When needed

Teachers & Students 2. etc.

Exemplary Activities 1. Leadership

Training

Instilling the Leadership Spirit

Annually or twice a year

Teachers & Students 2. etc.

Conditioning Activities 1. Fieldtrip to

museum

Nationalism Spirit Mid- Semester

Teachers & Students 2. etc.

Note: This action program is the result of data processing and can be used as an example to be implemented

These character education activities can be arranged based on weekly daily activities, monthly, each semester or annually to strengthen the main values of character education which had been identified as habituation and integrity strengthening efforts.

3. Evaluation of School Culture-Based Character Education

The evaluation of school culture-based character education is not merely evaluating the action program implementation which had been held at school but it evaluates how far the students’ attitude had shown the character values which the school had helped developed through the character education. Valuation of school culture-based character education is done based on behavioral indicators and character values in various activities which had been decided by the school. One of the techniques which was used is observation. It is a valuation done through direct observation to the individuals. Although each school’s activities contain the character values but it still must be explicitly exposed and reflected then confirmed at the end of each activities so the learners would realize and understand it. The result of character education mainly emphasized on the area of affective and psychomotor than the area of cognitive. Based on that, the evaluation of character education was mainly involving the

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evaluation on the area of affective and psychomotor. The evaluating technique which can be used are questionnaire, inventory, portfolio and observation (Jaelani & Hasanah, 2020)

Schools must also evaluates the tradition in their own school and do self-reflection such as does the culture of the school are relevant with the needs and condition of today’s era or does it needed to be revised so the schools can answer the challenges exists today. Evaluation and reflection must also in tune with the character strengthening efforts in that education units.

CONCLUSION

Character education means the system of instilling character values to the citizens of schools which includes knowledge component, consciousness or will, and the actions to do those mentioned values. The management of school culture-based character education can be done through planning, implementing and evaluating. At the planning stage of school culture based character education, the deciding of prioritized character values to be developed are done and also deciding the form of activities to develop the character values. The next step would be the implementing stage of school-culture based character education at non-formal education units is done through programmed activities which are action program which were arranged based on daily activities, weekly, monthly, each semester or annually. Other than that the evaluating stage is carried out not only to valuating the implemented action program of character education at non-formal units but to evaluate how far the students’ attitude could show the character values which the school had helped to developed through character education

SUGGESTIONS

It is recommended to non-formal educational institutions to held learning activities based on the principals of character strengthening activities through intervention and habituation. In intervention, there are development of learning interaction atmosphere by applying a structured activity. Other than that, in habituation, the situation, condition, and reinforcement to enable the learners to get used to the main values of schools are created.

Therefore, the internalized and personalized characters from the process of intervention will be formed.

REFERENCES

Dalimunthe, Zaimah, R, et al. (2020). Profil Life Skill Berbasis Problem Solving di PKBM Sinar Lentera. Jurnal Penelitian Bimbingan dan Konseling. 5(1), 24-32

Darmawan, D. & Rosmilawati, I. (2020). Penguatan Pendidikan Karakter melalui Kegiatan Pembiasaan pada Program Paket C di Lembaga PKBM Negeri 21 Tebet Timur Jakara.

Jurnal E-Plus: Eksistensi Pendidikan Luar Sekolah. 5(1), 104-112

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Harsono. (2011). Etnografi Pendidikan sebagai Desain Penelitian Kualitatif. Surakarta: PPs UMS Surakarta

Indonesian Ministry of National Education. (2011). Pedoman Pelaksanaan Pendidikan Karakter. Jakarta: Pusat Kurikulum Perbukuan

Jaelani, Ahmad & Hasanah, Aan. (2020). Pengembangan Model Evaluasi Pendidikan Karakter dalam Pembelajaran di Sekolah. INCARE: International Journal of Education Resources. 1(2), 75-89

Musyadad et al. (2022). Pendidikan Karakter. Medan : Yayasan Kita Menulis

Pertiwi, et al. (2019). Implementasi Program Pendidikan Karakter di Sekolah Dasar Negeri Lawanggintung 01 Kota Bogor. Jurnal Pendidikan & Pengajaran Guru Sekolah Dasar.

2(1), 41-46

Republic of Indonesia. (2003). Undang-undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: State Secretariat.

Setiawan, H & Sukatin. (2020). Manajemen Pendidikan Karakter. Aktualita: Jurnal Penelitian Sosial dan Keagamaan. 10(2), 39-52

Singh, B. (2019). Character Education in The 21st Century. Journal of Social Studies (JSS).

15(1), 1-12

Sobri, YA. (2015). Manajemen Pendidikan Karakter Berbasis Religi di Sekolah Dasar.

Sekolah Dasar: Kajian Teori dan Praktik Pendidikan. Tahun 24(1), 18-25

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