BUILDING STUDENTS POSITIVE CHACACTER..... (PROSIDING)

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NTER*\ATI ONAL

S

EMINAR

STKIP P GRI TULIJN GAGUN

G

P!'ocefdtng

of

International Seminar Education for Nation Chatacter Building

@,

Sfi(IP

PGRI

Tulungagung2}ll

lrrbrer:

I

\'m,"un

Sudana Degeng

(JM,

Indonesia)

$firoinoromnci Faizal Bin

A.

Ghani (Jniversity

of

Malaya, Malaysia)

-{t,iinummrul ln'ern G]ivIM, Indonesia) nm'&nffiu.}- _Muharr,med (JPSI, Malaysia)

m"

Zafu Musa (Asian Foundation, Cambodia)

|G&fu.L

Blackburn (Presbyterian Church, USA)

n&ry

W

Tqn

Sa*ne Punrananti

Ap

Digentoro

I"+tourEc

Eredi Hcrmewan

Fo$il

hblished,2015

ISEN

91M02-72660-0-1

STKIP PGRI

Tulungagung

Tulungagung, _{East Java,} Indonesia

Phone +62355-321,426

F^x. +62355-321426

hnp: / /rvww stkippgriruldngagung. ac.id

Pmiuihehcc

br

@

iifn*.

procccdng contain the

full

text

of

paper and taiks presented in

ltnc

Imcrnetional Seminar "Education

for

Nation

Character Building"

PREFACE

These proceedings consist

of

full text

of

papers and talks that have been presented in international

seminar. The seminar was held by Institute of Teacher'Iraining and Education (STKIP) PGRI Tulungagung

onJanuary 24'h,2015.The

Institution

cooperated

with

a well known university

in

Indonesia and some

foreign universities. This

intetnationd

,.-i.r",

was a result

of

the hatd wotking

of

the committee and

the coliaboration

of

the speakers.

The

seminar would

not

have been possiblt

without

the time and energy

put

fofth

by the invited

speakers. The invited keynote speakets

in

cris seminar are Prof. DR.

I

Nyoman sudana Degeng' M'Pd

(State University

of

Mrir.g,

Indonesia),

Ptof.

DR'

Muhammad Faisal

A'

Ghani

(i\4alaya Universiry

Malaysia), and

chalotte

A.-Blackburn

pSA).

The four

keynotes speakers deliver the material about

building srudents character through educauon'

The main theme

of

the seminar is education

for

nation characters building. There are three

sub-themes presented in this seminar: 1) Educational rnnovation to develop dignlfied nation; 2) The impotance

of

character education in multicultural nation; 3) The implementation

of

charactet education in teaching

and learning _Process.

We would like to thank to all

of

the speakers and participants who sent articles and presented them'

Deeply thanks also delivered to the Rectoi

of

STKIP PGRI Tulungagung who has given opportunity and

supports in all part

of

the activities so that rhis serninar could be done fruitfuity' Hopefully this seminat

can give a meaningful experience and contributic,n to all speakers and participants' lWe do apologize

fot

the inconvenient that maY be felt.

Tulungagung, March 20.e 2015

TABLE

OF

CONTAINS

TABLE

OF CONT4INS...

1.

The Optimahzaion

of

Students'Character Building

of

Through The Implementation

of

Quantum Teaching

Abd

Ghofnr...

2,

Thalia Education Cutticulum Management

Abdu|Manab....,...

..,,...,....,...

3.

The Role

of

SPS _{(School-Parent-Sociery) Lbward Students'Character Education Qualiqv}

Agus Mu harlanto....,.,.

4,

Group Investigation Model in Learning Writing: an

Effort

to Develop Student's Chatactet

Andri

Pito9to..,...

...i...

5.

Improving Students' Speaking and Character Education using Storytelling

Anik

Indratnapan, Mu ham.mad

Ali

Anwa4

0

Mas tur....'...

(r,

Ghatacter Education Development

Efforts

to Establish Identity as a Nation Diverse Cultute

(hlaltiulnrall

Bambang

Supigatno

7.

The Implementation

of

Character tsuilding

Through

MIN Dbulunit Ila

An-Nilr

Concept

in The

l*arning

Process

Chusnul Chotimah.

The Role

of

Guidance and Counseling on Dcveloping Students' Character in

2013 Curriculum at Vocational High Scbool

Dj

oko

Edi

Yupono...,...

The Character Revitalizatton

of

Cognitive Abilities and The Character

of

Srudents Analyrcal

Thinking Skills Through Problem Solving in Prepating Students in Appli'ing Teaching

Learning Practice

Dnti Korunto

,,,,,,,..,.,...

...,....:...

Building Students' Positive Character'Ihtough Holistic Education

Eni

S ctXtowati.,,.,,,...

The Implementation

of

Character Education on Mathematic Learning

Fitriana

Minggani,...

Role in Shaping Character Education Students Ptepadng

fot

Vocational Facing Future

of

Globalization

Hadi

S

utyan

o...

Student Tttinkiog

Pross

in

Solving Ptoblem

of

Integer and Scaffolding

9,

10.

11.

t2.

13.

::

ltl r

fblli

[image:7.595.50.593.26.815.2]

of lnternational Seminar on STKIP PGRI Tulunqagung P0l5

Students' Character Building Using Lesson Study in The Course

of

The A nalysis

of

Pupils'

Dcvdopmenr at PG-PAUD Department

of

Nusantara PGRI University

Kediri

Hangara Budi

Utomo d2

Anik

l-cstariningrum

...'.",,...

Local Wisdom As People Character Education

Hmi

S abigantoro.,,,.,,..,

Profile Students

of

Problems Solving in

A

Fraction

of

Matter

In

Terms

of

Cognitiv-e Styles

and Gender in Primary School

Nrhammad

Ilman

Nafi'an di

Dian

Septi Nur

Afifah ".'...',.."""

f.

I-eernlng \ralues Through Fiction

Dd

baa Herminingsi h,...'.'..,..

".'

fu,*rn

Based Education

t.

Stkpatus

Suiai

1'."'.'..'..".'...

Thc Role

of

Higher Educarion in Developing Sudents' Personaliry

of

Academic Character

fuJ Sujono

"""i"!"'q"

Building Students' Characters Through Learning Mathemaucs

Hah

SeEo Wardhani .,,,. _{"., ",,}

The VaJue

of

Character Democratic Development and Cteative Students

of

Program Study

PG-PAUD Through Inquiry-Based Learning

Ittan

Prasti hastari Wij ai a

(2

Veng Iswantiningtyar " " " " " " " " "

Thc Role

of

'Pesantren'The Islamic Boarding School in Creating Character Building

in Madura

Moh

J*hdi

Building The Literature-Based Character

I(l,n

adi

Ct

Adip Anfin...

:"r

Preventing Dehumanization and Demoralization Through "Mesem" Ala Modern Islamic

Boarding School

N-

Abful

Ro4iq

Asrori

Imgfering

Values Pancasila in Nation Character Education Culture and Community Based Schools

NodiWidndo....,.

&u

Thc Effect

of

Utilization

of

Macromedia Flash and Power Point as Well as The

Iratning

Medie

\fotivation

Against Learning Outcomes Subiect

ICT'at

SMK

PGRI

1

and'

SItK

PGRI

3Jombang

:

f

The lmplementation

of LPTK

Curriculum Based on The Indonesian National Qualification

Fremework

(INaD

to Strengthen The Character Values

of

Prospective Educator

Wlita

Hayitn...

le

C-r:ncal Thinking Studcnt

of

Prospective Teacher in ldathematic's Problem Solving Based

m

e

Different

Mathematic AbilirY

tuL TaJAadi

...'...:...

99

106

114

121

128

134

140

r45

149

155

1,74

1,61

r66

1,82

190

BUILDING

STUDENTS' POSITIVE CHARACTER

THROUGH HOLISTIC EDUCATION

ENI

SEWOWATI-)

)Lecrurer

of FifIK IAIN

_Tulungagung

e- n ai k eil is tain 7 6 _@J a b o o. co m

ABSTRACT

Cbaractcr building isfandamenta@ based on the need to create communil tbat poxws bumanifl, disciplitte' dcmotratic, coopcratirn, problem soluing, and encourage the stadents to put those talws into practice out side

of tbe clar room. In genual, character deak n itb God, indiuidaal,otherpeople, environment

ail

nationalig

rcftctcd in tbc mind, afindc,fcclings, nmarks, and action based on religious norrzs,

kv,

etbics, ralture, and tradition. Cbaracter fu bsih on tbe inhnali4ztion of particalar valus vbicb are considared good. There are

manltJaclors wbieb infuence the prescnce of tbon ualues sach as social sitaation and condition, ecoflomic,

and politieal condition, and

n

on.

At

tbe timc elapseq tbose aalaes sndargo critit, For exantplen tha eeanorlsie

cr*k and corruption bappen

he

to the

niis

of honesj. Tohrance nifu birys aboat uiolence and anarclry,

A

trec can bc taken as an anahgy. Roots shnt, brancbet, and huigs are intenelatcd and so are lbose ualaes.

Tberrfore, nf+rfficimry, cooperation, hona!, passion, appreciation, bmblenuq rerponsibilij, care, patience, peace, talerance, and equation can be dewloped tltroagh ltolistic edncation which couers teacbing ard learning

(torb'yob), instntction (ta'lia), and character building (uAiQ. Tlte rok of

fani!',

edacational institution,

and goaernmenl are abso/utel1 needcd in holistic education

Kqyn ords: holistit, character, edacation

is the basis

of

education

in

the development

of

R,A b.cr

crin

ilsd

fitilfirll

lnmr

rmptri

cntffir

ilm

d:

thr

A.

INTRODUCTION

Character as an excellence

moral

or

ffroral

built on various virtues which only have meaning

when

it

is based

on

the values prevailing

in

the

cuirure

of

the nation. Law

of

the Republc

of

Indonesia Number 20

of

2003 concerning National

Education System formulates

the function

and

purposc

of

national

education

which

must be used in developing education efforts in Indonesia.

It

is

said

on

article 33

of

the Law that "national

cducation sewes to develop and form the character

and civilization

of

dignirf in

the context

of

the

intdlecnrd

[fe

of

the nation, is aimed at dweloping

students' potentials

in

order

to

become a man

who

is faithfull

and fear

unto God

Almightl',

noble, healthy, knorvledqeable, skilled, creative,

independent, and become democratic citizens, and

responsibli as well." The goal

of

national education

68

culture and character

o[

the nation.

Culrure educarion and national character

interpreted

with

education that develops cul

values and character

of

the natiorr

in

self-so

that

they have value and character as

character himself, to apply these values in her

as a member

of

sociery and religious

citi

nationalist, productive, and creative

Q{inistrr

Nauonal Education, 2010).

The

rapid process

globalization

of

science and technology

will

a

the thinking and acts

of

people in different parn

the ciqv or r-illage. Communities most suscepti

the effects

of

global phenomena are among \

people, especidly teenagers,

whicli

in

this

of

adolescence is entering a period

of

trans

trom the life

of

children into adolescence relad

: -i '

t:_:.

'-- _l

,

::izadon

process can resuit

in

the decline

of

:

:-:ra-l values and national character

in

young

:

r::r-e who

_{become assets}

of

_{rhe narion}

in

_the

-:-::.

Trere fbrc, to solve thc above problems,

it

is

"

:::rs:rv

to form

_{a positive character education.} ;

:,'

_{:iucarion is not just a transfer}

of

knowledge,

-:

.: i-so transfers value. For that, strengthening

- :-::.,

ralues and char:rcter

of

the nation

in

,:

-:::ln

is a pillar

for

the sake

of

education in

'

_-

,:-:sla.

_{Therefore, the issue}

of

_{culture and}

"-,

":.:.

_character

is now

_a

public spotlight

_on

i

.

.r.sDe crs

of

iife, both in the fanrily, scirool,

."

-

-

-::rmunity.

In

the

process

of

e ducarion, .. -*:=

:iucauon

_{and character}

of

_{the nation is}

-

:

_:,':

'

_{to prevent degradation}

of

ethical values

-'

:

::::

s alnofig adolescents (Supinah

&

parmi,

"

Siccess in building srudenrs' character

will

- :::::Jv

help in building a clraracer

of

nation.

''t

::r-:i.

_{rhe progress}

of

_{a nation}

depends on --

-

:raracrer

of

its

_peopic,

thc ability

of

:: _-,

i:r:e

. dlinking excellence

of

_{its ciuzens, the}

'

:'J

-:

_{rts leaders, and so orr.}

'-. _{.-;.' can}

individual

characrer formed?

:

'

--,: :o Budimansyah, et al. (201q, coherently

,

:

- -

-j:c:ef

comes from _{thc process}

of

_thought,

-."--

t..-:a

and intention and sports that contains

r

--

-:

:,:abilities, _moral capacir;,, and rigidiry in

' :

:

: i

!fficulties _{andpsychological rnnrangan.}

I .

.-.:ai1v, individual charactcr is inrerpretcd as

r ::-: -:

theproccssof

heart,rhought,sport

,,

-

" _{: , -;aC}

of

_{flavors ancl intention.}

T'he process

'

::::

:rncerns with thc

_{feelings, attitudes}

.i,

:

:-.:..

aiso

faith

that produce clraracter

of

"

,

-

_{,-::i :esponsibility. Thc process}

of

_thought

'

: : -

i

'.i :-.h _{the reasoning process}

in

_order t<>

'

. -

:

:se knowledge criticalll,, _{.r.rx1i1zsl1', and}

: ".

'-hat generate intelligent pcrsonal. Sport

r' - . r -

'

:. '"r':rh the proce ss

of

pe rcepuon, readiness,

r"- _;

:'

::::on,

_{manipulation, and the product}

of

'"

.

:-

.-:es and sportsmanship, which produces

-

i

::rsonal.

_{Sports feeling and inrention}

'

t

_-.: g ::.e willingness

that

is reflcctcd

in

the

Proceeding of lnternational Seminar on Sllilp p6Rl Iulungagung ?0lS

B.

CHAMCTER EDUCAI|ON:

MOMLS,

. MANNERS,

AND

VALUES

Character education discourse bfugan

to

be

discussed back in rhe past two decades. One fig.rrc

rvlro is oftcn referred to is Thomai Lickona through

his

work The

Rcturn

of

Character Eclucation

(1993), rvho makes the world a\f,7are

of

the need

for

education

in

America

character education

to

achieve

the

goals education.

According

to

him,

educatlon prngram, which

is

based

on

the

formation

of

character, departs

from

concern

over the moral condition

of

American sociefir Thc

formadon

of

dris ciraracrer is bascd on the nccci ro

create a comrnuniry that has a human moral, moral

discipline, democratic, promoting cooperarj on an d

problem solving, as rvell as encourage rhe values

that can be applied ou$ide the classroom.

in

*,e

Indonesian contexr, character building have been

developed since rhis counrry stands, where the Frsr

President Ir. Sukarno put forward rdeas about thc

importance

of

dre fr:rnration

of

nadonal characrcr.

At

that dmc, thc prcfcrred values are au,ards

for

the independence, sovereigntv. and confidencc in

their own strength or self-reliance. Considering rhat

the character formadon was contextud, so that he

could change according

to

their intentions rvirh

value based as alrx'avs.

Accordirrg

to

the

IHF

(2008),

charactcr cducaticln

is

thc

lcarning proccss

which is

fun

arrd challengirrg, rvhich can

build up

thc

l'holc

person _{Qrolistic human) where all dimensions in}

a balanced and oprrmal growing,

including

rlrc

formadon

of

individual consciousness, rhat hc is

part

of

a family nrember, school, environment/

communjry', and the global community. In gencral,

the charactcr is a human behavior associated witlr

God,

oursclvcs,

our

fellow human

beings, thc

envirnnn:cnr,

tnd

n*rionaliry

rvhiclr nranifcstc,.l

itself in

rhe mind, attitucies, feclingp, words, and

actions bascd

on

religious norms, laws, manncrs,

culture and cusroms customs. Character

is

built

based

on

the appreciation

of

certain values that

are considcred good.

Often u'hcn talking about

character, rvc ahvavs hnk up

with

the rnorals, manners, mr:rals,

and vaiues.

Thcn

rvhat is dre differencc benvccr.l

Proceeding ol lntemationalSeminar on STKIP PGBI Tulungagung 2015

morals, manners, morals, and values with character

education? According

to Imam

al-Juriani (1998),

is a character building that comes

from

her soul,

spont4fieous behaviorwithout prior thoughg in the

form

of

good behavior (good morals) or bad (the dcspicablc character). Character-based education

and learning is the process

of

forming a business

in ordct to become a good human moral.

Etiqucttc

dcfincd as learning and mu'addib

al

cducrroff, notr only

ln

the 6etd

of

hadlth and

religion, but also indudcs poctry, linguistics, spcech,

fairy tales and literature in generd (al-Gabiri,2001).

So etiquette is the knowledge

of

something that can

bc issucd from all the mistakes and errors generally

includc specch crrors, speech, behavior, actions, and moral.

Vhilc

the knowled$e

of

a person's moral is

good orbad thing. Moral education is used to teach

cthics and tcnd

to

value delivcry

right or

wtong,

The

fundarnental problem

of

moral education is

because religion is subjecrive

bind to

the iudging.

Thc

character is a person's character that direcdy

stimulated

by

the brain. Character education has

a higher meaning than moral eciucation, because

not only teach what is right and',vhat is wrong but

inculcate the good habit so that students become

aware, able

to

feel, and

want

to

do good,thing

(Oktavia, et al, 2014).

The deviations

of

human behavior today are

not only physical or tangible, but more dr:e to low

human morality. Besides, deviations

of

human

bchavior

are because

of

bad

mental

from

the

majority

of

people. The bad mentals leads to bad

behaviors. According Bayuadi (2014), one

of

the

causes

of

human bchavior deviation

is

because

the brain is

too full

of

life

issues and terforsir to

think

challenged various issues, which is termed ns "overloaded". Excessive burden

of

thinking

makes a person's brain no longer able

to

bear it.

The load

of

mind is caused by manl'factors, bot!'t

from rvithin (internd) or outsrde (external). Factors

in

such desire

is

not

achieved, feeling

inferior

to

compete is lacking fair,

poor

education, and

o(ternal facto rs s uch sebagainya.S ed angkan h uman

behavior which is more concerned

with

properry

than morafiry, the tendency would like

to

enslave

70

others, violence, and so on. So as to face the things

above,

it

takes the attitude that has been prepared

by the ancestors

of

Java, ie. sumeleh, pasrah, wning

rnenrp, nimo, sakmadla, kasmitatan, and so on.

C.

HOLISTICEDUCATIONTOESTABLISH

POSITTVE

CHARACTER

Holistic education is aphilosophy

of

education

that

comes

from thinking that

essentially

an

lndivldual is

able

to

frnd the ldentlty,

_PurPose

and meaning

in life

through

a relationship

with

the

communiry

spiritual values, and

the

natural

environment.

Historically,

holistic

education is actually not nev/. The goal

of

holistic education itself

is to assist in developing the potentid

of

individuals in a pleasant learning atmosphere, democrati.,

-+

humanist through experience in interactingwith the

environment around them.

The

things that must

bc considered

in

a holistie learning

isl

(1)

to

ut€

as a uansformative learning approach; (2) flexible

learning procedure s; (3) solving problems thtough

an interdisciplinary; (4) meaningfrrl learning; and (5)

learning involves communities where individuds

live

(Info

of

Education,2013).

Holistic educarion

to

estabbsh the chatacter

means that the formation

of

the character should

be done holistically and contextually. Suucturaliv

it

means to build character starts from family, school

communiry

and negara.Ratna (2005) develop e

model

of

holistic education in shaping the character involves three aspects; knowledge felling, loving and

acting. People who are characterized as the nature

of

a person

in

response

to

a

situation

moralh

then manifested in action through good behavi

honest, responsible, and respectful

of

others

other noble characters. Character closely related

the habit or crrstom made continuously. So a

hali

in holistic education is d-re habit

of

the mind, habi

of

the heart and habit

of

the hands.

In

the hoiistic education,

it

is needed the

of

family, school, community, and country.

the role

of

the family is

in

shaping the

Mother and Father are intermediary

on

the

of

a child into the world, care for, and educate

until

he

is

marure ancl independent, Theref,

Proceeding ol lnternrtionrlSeminar on STXIP PGRlTulungagung ?015

do character education, culture, and moral nation

of

Indoncsia This is in accordance with the principles

of

thc 1945 Constinrtion and the Education Law

No

20

of

20A3,

The

curriculum

is suucnred

in

accordance

with

thc level

of

education

within

thc framcwork

of

the Homeland

by

taking

into

accourt thc increase

of

faith arrd piety, an incease

of

noble characwr, an increase

in

the potential

of

the area and the crrvironmcng changes in local and

national demands, dcmands the

world

of

work,

thc dcvdopment

of

science, technology and arg

religion, the

dynamics

of

global

development,

and national

unity

as urell as the values

of

the

nation, Power

to

carry

out

the mandate

of

Law

is dctermined by the force

of

la'ur. This brings the

conscquence that the development

of

the nation's

charactcr is largely dctermined by the behavior

of

law cnforcerncnt to maintain order and peace in the

lifc

of

the nadon for _{the PurPose}

of

welfare, socid

iusticc, and peace

of

the

communiry. Therefore,

law enforcement officials must be held by people

of

strong character (Astuti, 2010)'

D.

IMPLEMENTATION

OF HOLISTIC

EDUCATION

IN

SCHOOLS

IN

THE

FORMATION

OF

STUDENTS'

POSITTVE

CHARACTER

In

the era

of

globaLizarion, wich rapid and

complcx changc, man must bc givcn rhc ability to

!carn sorncthing new quickli', crcativc

in

finding

solutions

to

problems, and alu'ays havc a sftong

morivation

to

continuc lcarning.

ln

addirion,

it

is

also characterized by a hctcrogcncous communiry

lifc,

then people need

to bc

morc oPen, tolerang

caring

for

the environment, and arc commined to

shou'ing the wodd that is morc _Pcaccfrrl. Therefore,

thc school should be able

to

prcParc srudents to

bccomc human that are lifclong lcarners, and noble

charactcr.

According

to

thc

IHF

(2008), rhc purPosc

of

Holistic

Education

g'ith

Charactcr Based is a

human form

of

holistic/intact (wholc person) that

.iscapable in the facc

of

a world fuU

of

challenges

and rapidly changing as rvcll as having a spiritud

awareness that he is part

of

thc whole (the person

within

a whole).

Holistic

human being has five

aspects, namely:

1.

The physicat and

emotiond

asPects, namely

the development

of

fine

and gross

motol

aspects,

stamina and

health,

concerning

aspects of mental health, able to control stress!

self-control

(self-discipline)

from

negativc actions, confident, risk-taking, and empathy,

2.

Sodat and culnual *apocts,iele&rrt to lovewodr,

work

in

teams, iaonty, concern about socid

problems, and social minded, responsiblg

respectful

of

others, understand

cultunl

differences and custorns

of

others, comply

with all applicable regulations;

Aspects

of

creativiry which is able to exPresr

themselves in a variety

of

productive activiticr

(art music, thouglrts and so

on),

as

well

er

finding the right solutions to problems;

The spirttual aspect, whlch ls able to

rhe meaning and purPose

of

life

and bei

able to reflect on himself, knowing his missr

in life as an essential part

of

a system

of

Li

and always be ta'zim to all

of

God's _P

and

5.

Academic aspects, namely logical thin

speaking, and

writing well'

Moteover,

can express

the

critical

quesdons, draw conclusions

from

a varietY

of

information.

While cleveloping human quaLiry holi include:

1.

Alwavs curious and ask (Inquirer), ie h

nature to always ask and want to know

thi

on him, so that his passion to continue leami

into their very nature are carried to the

2.

Critical

and creative

thinking

(critical

creative thinkers),

which is

able

to

looh

the problem

from

different angles, so

it

take wise decisions and solve problems

very complex.

Additionally

able to

anahze, and critically evaluate all inform

obtained;

3. Knowl cdgeab Ie _{wide ftnowledgeable),}

has a great interest

in

globd

issues that

relevanr and

important,

so always take

3.

4.

72

trc cb'

tot

ing

ess, rive hy,

odl

rciei ible. rrral NPIT Press

riies

dl

as

rryle:

bcrng

is$,o:

rf

iira

oduc'::

_ _:-

--l r! -r

s-ver.

::

- ^.:

l. 4liq

L:nos:

Knowledge about sornething becomes solid

and grounded;

Effective

Communicators

(effective

communicator),

which is

able

ro

express

ris

thoughts and feelings effecdvel)', both

','erbally and

in

wricing.

Wirh

the provision

rf

extensive

knowledge,

ali information

::.n

be communicated

with

confidence and

:onvincing;

Dare to take risks (risk takers), which is facing

:ew challenges with optimism and confidence,

rc

dare to try new ideas and strategies to use

.:

:cidressing the challenges and obstacles;

3:

:pe n ro all the differ-ences rhat exist (open

:::::ded), which is able to respect the opinions,

'.";-ues, _{and uaditions. Understand rhat humans}

::,';e

diverse cultural backgrounds, and can

:i'ie

decisions taking

into

account these

::te

rences;

l.:e

to others and the environmcnt (caring),

:::s:ive

to the needs and feelings

of

others,

r::

:ie

environment (socid, economic, and

:::::a-).

Committed

to

social activities, and

: -:-Lnues

to provide

added

value

to

the

Y:-,--: rnment _{(added value);}

.-: ;-"'.ng

moral

inregrity

(integriry),

_which

i.::::3

to

moral principles,

honesty,

be

:

:

:::\'e,

and fair; and

ii'.'c

a spiritual consciousness, namely that

-

i

!

:.rrr

of

_a

whole

_{and understancl tlrat}

tr*:.::-,'€r

it

claims

will

bring

coflsequences

r: :::

environrnent. Being able

,to

see the

,----"qs/excess _{himself, as well as having a}

lr:

-o

: :f

inter-connected (relationship, either

u"

-:

_{God, man and nature), and compassion} : :

i::assion

and caring).

l*:

;oals

of

holistic

educational witlr

l-rru.gic:::-:ased can be achieved

if

a conducive

iiuilur$r'fid

elvironmcnt,

_bccau$e

leerning is

_an

{mEm

:rl€css!

motivated

from within,

support,

ry"nr

::.r::.ale

the

spirit

of

the students.

ln

rire

,tMulr;:r:

. earning, teacherS muSt:

l* r::

i-r

Crng

peace,

polite,

and

able

to

: : r-:i'.rnicate positively and effecrively both 'u:

::

_{s:udents, as well as to pa(ents;}

Proceeding of lnternahonal Seminar on STl{lp pGRl fulungagung ?0lS

can interact with srudents that crerrcs a feding

loved, valued, respected, understood, and

securiry to

students;

.

can appreciatc/undenand the uniqueness and

abiliry

of

each srudeng so that every srudcnt

feel rveicome;

able

to

foster a sense

of

tolerance towards

any s tu dent background differences (cul _rura-I,

ethnic, and religious);

be able

to

apply

thc

rules and boundaries

cleady, so as to apply discipline without angcr; and

can modvare srudenrs that making mistakes is

the best

opportuniq'to

learn.

The

curdculurn

for

holistic

educarion

with

character-based should:

f

.

indude activities that can develop the physical,

emotional,

social,

including

applying

the

concept

of

multiple Inlslligences;

cover

all

subjects are integreterJ (themati:

inndisciptnarl hacling) and relevant (contexrual),

meant for studenrs, as well as who can dip into

learning fun;

be strucnrred to be able ro enhance *re shrdcnts'

undersunding

of

concepq processes, and the

abiliry

to

do

ir,

so

that

srudents

know

the

benefits

of

the conceprs learned and keen to

continue to learn;

be derigned

to

enable srudents

to

eicrively

participate direcdy, for example by conducring

scienti6c expcriments, collecring and anaiyzing

data,

or perform

roles as

other

scientists in

various disciplines;

be designed

to

enhance

the

student's

imagination;

be designed

to

give students the chance to

share, collaborate, develop social skills, and

respect him and his abilities; and

foster attitudes and character rhat rcspects all

kinds

of

professicns and differences.

Snrdcnt evaluations are conducted by teachers

and students together. Evaluation focused on the

process, _{not iust} the end resulr. Evaluaticln not only

on how the snrdents to memorize or remembcr only

(to remember), but also. how students understand

(to comprehend), applying (to apply), analyze the

2. J. 4. 5. 6. 2. J. 4. 5. 6. 7.

le',

ri'=;t

s

rh::

;s

rake

*c

Frocaedlng ol lntrmrUonal$emlnrr on SfiP PGF|Tulungegung ?0lS

information

/d*a

(to

andyze), producing works

(to synthesizc), including

thc

ability evaluete the

results

of

his

work

(to eraluate). Scveral ways

of

ryaluation systcm can is used,

for

examplg with a

port'olio, preseotation

of

the verbal, exhibits the

work or pcoicct assignment s / pzpas

/

group work,

rolc

play,

rcplicd

with

writing/essay, answering

quoctioor

with

oral/discussion, comp€tense must

controlhd ln rceordanccwittt thosc epccificd in the

curriculum, and studcnts provide an assessment

of

his orrn abilities.

The following

will

give authors an alternative

learning method that can be applied

in

a hoiistic

cducation

with

character-based. One method

of

holistic ducation with charactcr-based is a mcthod

of

cxpcricncc (cxperientid learning).

In

order

for

a studcnt to be able

to

turn on a value and in the

c.nd has a good ehar*cter, then they not only need

to be informcd about the value

of

it, but

it

should bc invited

to

expcricnce and

reflect

Experiential

learning

method

is

a

method

of

teaching and

lcaming processes which enable learners to build

knowledge and skills and values, attitudes also

through dircct expcdence. Therefore, this method

will

bc

meaningful when learners participate in

activitics.

After

that, they were criticd

of

activitics,

thcy gain understanding and

put

it

in

verbal or

writtcn form

in

accordance

with

the purpose

of

Icaming

ln

this case, experianrialiearning to use the

cxpcricncc as a catalyst to help learners develop the

capacity and capability

in

the learning process

In

this method, step challenge

for

teachers

is

to

think

or

design learning experience activities

such as what should happen to the students, either

individually

or in

groups. Activities should focus

on

student learning thus, what we do, what they

should do, what should we say

or

tell us to be as

detailed as possible with good design. Likewise'vith

the media and other teaching aids needed also to

be complctely available and ready for use. Among

thc lcarning activities in this method is to listen to

dassical music According to some studieg themusic

can bc organized patterns

of

neurons rhroughout

'the brain,

induding

the patterns associated with

creative thinking, and have a calming effect and

stimulatc tlie rclease

of

endorphins.

74

5.

Learning activities that can be implemented

through:

1.

Rcad the descdption

of

a value. Students ate

invited to read the

meaningof

avalue;

Playing the role. Snrdents role play individually, in pairs, or in groups,

Singing. Students are

invited

to

sing a song

thst conteins thc valuea"to be tr.uned on;

Shnrc

reflection.

Studcnte

reflcct on thcil

specific situation, write, and share them with

other students;

Brainstorm. S tudents each provide insight into

specific cases, by wricing on index cards and

deliver it

in

the discussion;

Reading poems and articles. Students read

poems and articles or on the value;

6.

\Working creatively. Students are

invited to

write

a poetry, a poern

or

make drawi

pamphlets, and other creativeworks associ

with

the values to be turned on, and

8.

Experience. Students are invited to share

real experiences related to revive the values t

their persond lives.

Stages

of

learning activities include:

1.

Opening activities.

This

stage

is

the

s

of

building

a

group

and

instills

an in

in

learning programs

turn

value.

At

stage, srudents are given the opportunity

ask questions early

on

LVE

(Living

Val

EducatJon);

')

J.

The

core activities.

It

is an activiry that

help students

to

teview the values that

been discussed and srudied together;

Knowledge and

further

skills.

In

the

o[

steps to bridge the learners in order to

ready to move on

to

further their

and skills, and

Acdvrry cover. Form

of

activity that can

learners to test their understanding and

related to the values learned.

Here is exemplified the learningwith c

value,

ie

"love

of

country".

If

someone

his homeland, he would be happy

if

the c

is

in good condition

in

all

dimensions

economic, ecological, and so on, Instead, he

2. 3. 4,

4.

..: ra3

.

_--:.-.. such as _{contaminated soil, water and}

,-:

- : : _- ionized economy and territory. In addidon

.

-

,

:

'.iL.l express _{through concrete actions,}

for

-

: .

:

n ainraining it's natural from _exploimdon,

-r.-a,

and

destruction

and

also

seeks to

*

_:

r

_{'.': ine}

socio-economic conditions homeland.

--- :::rore, he is wiiling to sacrifice lris body lives

:

'

_" .

::::s

_{to progress his homeland and defend ro}

: - :: --1.

-:::;rna lizxlion

of

love for the country is done

-

::rig

srudents to read a _{poem or} sing a song or

;

,

_-:::-e s about the iove

of

the homeland. Fbr

.

' -

:

:::c product

of

Gus

Mus'pocffv

entitled

':..:r

Sangat Hafal Nyanyian

Iru"

or

rhe

'

:

_{-:.i:,nesia Tanah}

Air

_{Beta,'. Then snrdents}

11 - r , ::aged to consider

z

grun

of

l{omeland

:

:: :

::S

aS fOllOWS:

*

-.: _:omeland;

.,

i

.

j:

e

ct

and remember

_{predece ssors}

:

:.

_f

a sense

of

the counrr\r;

:

::-r:t

the honor and dignity as a narion;

' - _{: :}

i::en

_{national commiment;}

*::g

the disintegration

of

the nation;

-

:

:',ing love to create and innovate, and

:: _{- - -:. _:e the nation.}

'

-:

:i:e srudents were

invited

to

discuss,

r

'* _{-- : - :s important homelancl lovc?, Wlrar}

is

---:

t;f

_{love homelancl in accorc{ancc u,irh}

r"r

i;

-

--:is of

_{religion?. After: reading ,r song or}

-

'

.::clc,

students are invitetl to play a role

,

:-,:

-.i'irh the love

of

the homeland. And

r

'

r:j:ents

_{were asked to reflect on, linked to}

1ri:ir

**,--i

-:

implementadon outside

scho,l

_they

ir r

"

= .:,d what they would do.

I

-

II\CLUSION

:

,:-','e

_{chatacter fclrmaticln}

of

_stuclcnts

'.lrrLr,.'!r

::c

_role

of

tht

_{vafir;ug parr:ie,t, firrnity}

.

::,:e

of

schools,

the

role

of

the public

'

:

::'.'::onfnent,

_and

the role

of

the

_state.,

, -- -

:

_{:hat includes all the roles}

of

_{the various}

r : :, :i

hotstic education. Flolistic education

ri

: .: _{, ::anitive, affective,}

ancl ps1r6[61notor. The

|

'

::listic

education

u'ith

Charactcr-based

:

::tieved

if

the learning environmenr is

Proceeding of lnternational Seminar on STXIp p6Rl lulungagung ?0tS

conducive, because learning is an acdve process,

motivated frorn within, supporq and sdmulare rhe

spirit

of

the students. One rnethod of ,learning in

schools that can be applied in order ro realize rire

formation

of

a posirive characrer is learning b1,

experience (experi enti al learning).

F.

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Al-Gabiri.

2001.

Al-Aqtu at-Akhlaqj

al-Arafu.

Beinrt:

Markaz

Dirasat.

Al-Wahadah

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Asruti.2010. Pendidikan

Holistik

dan Kontekstual

da/an L[engatasi

Ktiis

Ka ra kter.Cakrawala

Pendidikan, Mei.

Th.

XXIX. Ildisi

liirusus

Dics N aralis UNY.Yogyakarra.

Bayuadhy, Gesta. 2014Janan Edan dy Kasanlatan.

Jogyakarta: Diva

Press.

,f'

Budimansyah, D asim.

Dkk

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Upl.

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d-l(urub

al-Ilmiyah. Cerakan

III.

lndonesia Hariragc Iroundarion

(IFIF).

200g.

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Januari 2015.

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pendidikan

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liemendiknas.

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dkli.

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Rocl,irn, Nur. 2014. Pnphetload Intelligence, illalang:

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&

Parmi,

Tri, Ismu.

2011. Pengentbangan

Pendidikan Buday dan Kara,h,ter Bangta melalui

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_{SD. Jakarra:}

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\--.;

:-ir,T

.crlr

t;f,

:c