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Total 34083 chars, 5215 words, 199 unique sentence(s).
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The focus of observation was on cultural events and interactive behavior of informants
-1 results
On the news, printed or electronic, says that students ght each other frequently
educ.utm.my
Unique
Beside the naughtiness, the students behavior is lower than standard
-Unique
Values are rooted in indigenous of community cultural wisdom
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As example is Southeast Sulawesi Buton society
-Unique
Those cultural values should be used as a means of empowering the youth generation
-Unique
One of it has caused by the imbalance of school programs
-Unique
Though, teaching values should be as important as knowledge
-1 results
especially education in Indonesia in this day is facing internal and external challenges
educ.utm.my
1 results
Educational institutions require planning could really guarantee the sustainability of education itself
educ.utm.my
Unique
Data and information collected by in-depth interviews with informants, participant observation, and documentation
-Unique
Pombala is taking and choosing some opinions in order to get the best decision
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This rule must be obeyed by all workshop participants who attended the meeting
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712 nd International Seminar on Quality and A ordable Education (ISQAE 2013) Picture
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All the problems discussed together
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In the end, all decisions carefully discuss policy/plan to be executed
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all attendees must maintain ethics during the meeting
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The ndings of this study can be seen in the following gure
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include (1) the value of cooperation (2) democratic value, and (3) ethic value
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Cooperation is working together to achieve a common goal (Samani and Hariyanto, 2011: 104)
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Each plan can not be separated from the decision making process
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Environmental demands and requires a school principal to make decisions quickly
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Educational planning should incorporate educational thinking with experience of social interaction
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Therefore, in formulating education programs planning, schools should involve the community
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Second, the culture of democratic values "gau and pombala"
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Debate all interests can be accommodated
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Each participant should have the same rights and obligations
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His right is having a chance to give opinion
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his obligation is to accept other s opinion
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And often cause of con ict as a result of erce debate
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Rational limited is seeing the limitations of human beings to think rationally
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Ethical values related to moral and decency (De Vos: 2002: 4)
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Educational programs planning that re ect the value of culture is not just formulated
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Panduan dan Aplikasi Pendidikan Karakter untuk SD/MI, SMP/MTs, SMA/MA, SMK/MAK
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New York: MacMillan Publishing Company
en.wikipedia.org
ce.udel.edu
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referenceforbusiness.com
oyc.yale.edu
pareonline.net
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newworldencyclopedia.org
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American School Board Journal, pp
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Retrieved October 8, 2008, from ERIC database
-1 results
(2009) Organizational Behavior, Improving Performance and Comitment in the Workplace
repository.usu.ac.id
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South-Western: Cengange Learning
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Gray Ti any, Character Education in Schools, ESSAI: Vol
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Ivancevich, Konopaske, Matteson, (2008) Organizational Behavior and Management, New York: McGraw-Hill
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(2004) Mengartikulasikan Pendidikan Nilai
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(2009) Kearifan Budaya dalam Kata
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(2006) Perilaku Organisasi, terjemahan Benyamin Molan
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Mary Cuolter, (2012) Management
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New Jersey: Pearson Education, Inc
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(1980) Participant Observation
psychsoma.co.za
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______, (1997) Metode Etnogra , terjemahan Misbah Zulfa Elizabeth
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(2011) Konsep dan Model Pendidikan Karakter
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(2006) Pengambilan Keputusan Strategik untuk Organisasi Publik dan Nonpro t
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______, (2007) Esensi Kepemimpinan Bhinci-Bhinciki Kuli Suatu Tinjauan Budaya Kepemimpinan Lokal Nusantara
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Proof of positive e ect found for only a few character education programs
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Retrieved November 7, 2008, from Professional Development Collection Database Zubaedi
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Desain Pendidikan Karakter Konsepsi dan Aplikasinya dalam Lembaga Pendidikan
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2 nd International Seminar on Quality and A ordable Education (ISQAE 2013) Cultural Values In Education
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id Abstract The purpose of this research was knowing Buton cultural values which applied in
-Unique
It used a qualitative research with an ethnography method conducted at SMAN 2 Baubau,
-Unique
The data were collected by using in-depth interview techniques, documents review, and participant observation
-3 results
The informants of this research consist of principal, teachers, administrative sta of the school, school
iosrjournals.org
iosrjournals.org
educ.utm.my
Unique
The techniques of data analyze used Spradley s technique (domain analyzes, taxonomy, componential, and themes
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cultural values of Buton gau and pombala applied in the preparation of education of value
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Keywords: democratic, cooperative, ethics, value application, education of value planning INTRODUCTION Indonesia
today is
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Moral crisis does not just occur in adult society, but it has involved the
-Unique
College Students who used to be considered as the agents of change are having
-Unique
Undisciplined attitude, dishonesty, cheating culture, lack of manners and disrespect for teachers usually occurred
-Unique
The students are stubborn, naughty, do not like knowledge, imitative behavior, manipulative, consumptive and
-Unique
This kind of behavior is not only happening in big cities such as the
-1 results
It shows that education has not been able to change the behavior of the
educ.utm.my
Unique
The whole religious and moral knowledge that has been taught at school has not
-Unique
The deterioration of moral dimension of student s character that occurs in the world of
-1 results
This changing slowly is giving an impact to the fading of their identity as
educ.utm.my
-26,400 results
Rahim, "in modern society, traditional values no matter how major it is, easily threatened (2011:
educ.utm.my
chlotrudis.org
issuu.com
pinterest.com
annualreviews.org
mohammedamin.com
paperdue.com
muse.jhu.edu
scribd.com
libguides.lib.msu.edu
Unique
Presumably the character crisis that occurred among students at schools today indicates there has
-Unique
Whereas the state of Indonesia has been known as a civilize nation and has
-Unique
(sara pataanguna), which are mutual love, mutual respect, mutual fear - scaring, and caring of
-Unique
been generated by the community that can be used by others as a means to
-Unique
(2009: 292), cultural values de ned as shared beliefs about desirable end states or modes
-1 results
If so, Buton cultural values should be a reference for the developing value in
educ.utm.my
Unique
especially for the youth generation, it would require new e orts to make the core values
-Unique
One of the e orts to do it is taking place in formal educational institutions
-Unique
As a form of practice in education form that content the relevant values with
-Unique
The value of education is teaching or guiding students in order to understand, realizing,
-Unique
Thereby the value of education is the values of e ort into the sublime self-
-Unique
as extracurricular programs, school culture, or the number of subjects taught through a common subject
-Unique
should be taken from religious, customs, history, art, and others that are contain lesson of
-Unique
Therefore the value of education program should be relevant to the curriculum which it
-Unique
According to Colgan (2003), character education programs must be relevant to the curriculum, there
-Unique
done since 1947 which contains curriculum of education of character which it coherent with the
-Unique
It is relate with character education policy which announced in 2010, the implementation internalized
-1 results
The education of character or value is a fundamental value of the nation's character,
educ.utm.my
1 results
responsibility, while the values of the other virtues can be developed according to the conditions
educ.utm.my
1 results
Furthermore, according to Zubaedi (2011: 73), basically the development of the value came from
educ.utm.my
Unique
educated to become a complete human being who has emotional intelligence, social, intellectual, and spiritual,
-Unique
In fact most people assume that the education of value has failed to be
-Unique
This failure is considered by some people as one of the reason of the
-Unique
There are several causes of education of values at schools can not be run
-Unique
Programs in the school is more focused on intellectual development or aspects of cognition
-Unique
The practice of teaching is more tend to knowledge instructions in order to achieve
-Unique
As stated by Ti any Gray (2009: 1), "teaching character should be just as important
-Unique
Society will continue to be in a state of chaos until character is taught
-Unique
In this way education can be used as a way to Signi cantly Decrease overtaking
-Unique
Teaching is a re ection of the morality of society, so education is inevitably caught
-Unique
Education of value seems to be a necessity at school because education can minimize
-Unique
The children who are accustomed to behave well, then their behavior in the community
-1 results
values program in subjects and personal development/ extracurricular needs to be designed and formulated by
educ.utm.my
Unique
In addition, the thing that needs an attention is the education of value planning
-Unique
planning for school is not only a program plan for school, but the inculcating of
-Unique
that should be done in good ways, so are school programs need to contain good
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which coming from other culture of other countries should be selected according to the cultural
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of the various religions that exist in Indonesia as well as the practice of leadership
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Turi study (2006) found that the local culture a ect the implementation of school- based management
-1 results
Similarly with Viadero opinion (2007), many studies of character education programs can have
educ.utm.my
Unique
The study has proved that the values of the local culture giving positive in uence
-Unique
In connection with it, there must be a synergy relationship between parents, communities and
-Unique
could involve parents, community, students, teachers, employees in the process of formulating a plan activity
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According Banghart and Trull (1973: 97), stated that "educational planning must be participatory planning
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A planning that is being done by involving groups is more innovative which means
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Positive cultural value of the local community is very important to be applied in
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Positive values of culture could be referred by the principal to build a culture
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accommodates the cultural values of the local community could provide guidance on good behavior at
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values Buton "gau and pombala" in the preparation planning of educational value at SMAN
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of the study is ethnographic because it aims to determine the cultural events and the
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to cultural values Buton "gau and pombala" which applied in the preparation of education of
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rst, do the grand tour of observation to get an overview of the context of
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Third, do a mini tour of observation to explore the deep meaning of focus
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fourth, perform data analysis, fth, summed up the results of research and write it
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(1997: 139-262), namely: (1) domain analysis, (2) taxonomic analysis, (3) componential analysis, and (4) analysis
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The examination of the validity of data was using several criteria, namely: (1) validity,
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are following: rst, the main values of the culture Buton "gau and pombala is containing
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Democratic values can be seen in the process of making a policy/ planning programs
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Gau is a tactic or a way in a form of deep discussion before
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Thus, the conclusion is gau and pombala culture is the culture of deliberation and
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opportunity to all participants who attended the meeting to express their opinions, ideas, and thoughts
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Consensus is the best decision of a problem to be discussed is being done
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Furthermore, ethical values could be seen in some of the few rules that applied
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Aso-aso (rules) that must be obeyed in deliberation is related to oni te bantanga
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Fellow participants must respect and accept other opinions, by respecting each person to speak,
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do not agree with other people should be presented with words that do not o end
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As for the leadership that is required to comply with ethics to accommodate all
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Each person was given opportunity to speak both sultan and member sara sultan who
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Chronology of cultural values "Gau and Pombala" in Education of Value Planning at SMAN
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The second nding, cultural values "gau and pombala" applied in preparation of planning education
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Cultural cooperative values "gau and pombala" can be found in educational planning process where
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Teamwork can be seen when designing programs by involving school personnel, and relevant stakeholders
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Principals use the group to dig information while discussing the solution of problems that
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Diverse knowledge and experience which being owned by the group are expected to contribute
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Alternatives which formulated to solve the problem will accelerate the process of formulating
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Democratic values in the culture "gau and pombala" applied to the decision-making process in
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school planning process, the principal prior to discuss it openly and democratically with all related
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of the program that has been made would be presented at school activities planning and
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Principal as the chairperson received any input/opinions, furthermore he accommodates all opinions, discuss its,
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Overall the school program activities planning conducted at the beginning of each new school
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argue over every thought that is obtained, but it is a mandatory to respect each
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From all opinion which enter, then done by pombala which is taking and choosing
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Education of Values program and other school programs and nancing Ethical values, cooperation and democratic:
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ethics of cultural values "gau and pombala" contained the rules that must be adhered to
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At the time of deliberation in setting planning, each meeting members are obliged to
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This is because every opinion led by each person will be discussed along with
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programs set by the principal, and approved by the school committee and ready to be
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DISCUSION Core values in the culture of consultation "gau and pombala", which is applied
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First, the value of cooperation in culture "gau and pombala" applied to the preparation
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education of value programs at SMAN 2 Baubau are implemented with teamwork consisting of school
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decisivolved on making and have the information, skills, and freedom they need to respond immediately
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Cooperation established among school stakeholders is absolutely necessary in developing school programs those
are
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The success of the school program planning is more determined by the willingness and
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According to Robbins (2006: 356), team working group produced a greater level of performance
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Groups interact to share information and make decisions to help the organization in accordance
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or dissatisfaction over the decision, so the decision has set a high value for the
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in order to achieve goals that have agreed on school programs planning, one of which
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According Banghart and Trull (1973: 97), "educational planning must be participatory planning that provides
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each value of education programs and other school programs are designed and speci ed by
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Democratic interpreted as a way of thinking, being, and acting the same rights and
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Baubau are discussed carefully beforehand any issues, then discuss with each arguing to get the
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In a debate no one feels lost or won, because all disagreements will be
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According to Daft (2010: 230), "an important key to better decision making is to
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The debate arises because in a democracy gives the opportunity to others to believe
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of the problem and creating alternatives solution, as well as improving the quality of the
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a problem into focus, clarify people's ideas, stimulate creative thinking, create a broader understanding of
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coming from Buton culture was based on experience (intuitive), negotiation and compromise with subordinates to
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which considered logic and rational, a way to decide whether the problem is solved by
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by using "gau and pombala" way is a combined approach to bounded rationality and political
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said that the model of bounded rationality is based on two concepts that play role
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Satisfying means more emphasis on decision-making satisfying choices for their members, problem solving
necessities
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done through a process of negotiation and collective bargaining which guided by the rules of
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a leader to have a big attention to the people in the organization, paying attention
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the personal development of others and the make decisions that may help others achieve their
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" Third, the ethical value in gau pombala culture found at the rules that must
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Ethical values that agreed and subsequently enforced by the principal, has a goal for
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Fellow members of the meeting should not interrupt each other when other is speaking,
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Meanwhile, principal as the leader of the meeting shall be given wide opportunity to
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life that is the fundamental knowledge that can be used as a guideline for
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values are acquired early in life and are a basic (often taken-for-granted) part of an
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Those rules in the meeting that has been agreed should not be violated because
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as well as moral values to be followed by a manager and member of the
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In relation to the education of value planning, ethics is important for ethical decision
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Ethical decision is a decision that refers to the ethical rules, principles, and standards,
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According Salusu (2006: 77), ethical decision is a worthy decision that accountable for decisions
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speak without bias and is entitled to fair treatment), and the right to freedom of
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to others by respecting di erences of opinion and politely-spoken in his opinion, and can work
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Teaching democracy as early as possible to students and other school personnel is very
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as the value of this research is a form of implementation of the National Education
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the nation, aimed at developing the potential students to become man faithful and devoted to
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the main values of the culture Buton gau and pombala, containing democratic values, cooperation and
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The third value in culture gau and pombala has been applied in the preparation
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However the actualization of education of value program at schools is more important to
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Schools must build the future of children through the moral wisdom of the best,
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Educational programs should be able to strengthening the understanding of ethical concepts and really
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(2003) Sekolah Unggul Berbasis Nilai (Studi Multikasus di SD/MA Negeri 1, SMA Regia Pacis,
2 nd International Seminar on Quality and A ordable Education (ISQAE 2013) Cultural Values In Education Of Value Planing Nanik Hindaryatiningsih Universitas Haluoleo Corresponding : nani_unhalu@yahoo.co.id Abstract The purpose of this research was knowing Buton cultural values which applied in education of value planning. It used a qualitative research with an ethnography method conducted at SMAN 2 Baubau, South East Sulawesi in 2012. The data were collected by using in-depth interview techniques, documents review, and participant observation (descriptive observation, focused observation, and selected observation).The focus of observation was on cultural events and interactive behavior of informants.The informants of this research consist of principal, teachers, administrative sta of the school, school committees, students, parents, community leaders, and traditional leaders. The techniques of data analyze used Spradley s technique (domain analyzes, taxonomy, componential, and themes analyzes).The ndings showed that (1) core values in the culture Buton "gau and pombala", consisting of: the value of cooperative, the value of democratic and the value of ethics, (2) cultural values of Buton gau and pombala applied in the preparation of education of value planning. Keywords: democratic, cooperative, ethics, value application, education of value planning INTRODUCTION Indonesia today is experiencing a moral crisis. Moral crisis does not just occur in adult society, but it has involved the children as well. On the news, printed or electronic, says that students ght each other frequently. College Students who used to be considered as the agents of change are having a bad image because of the anarchist demonstration they often do in this age. Beside the naughtiness, the
students behavior is lower than standard. Undisciplined attitude, dishonesty, cheating culture, lack of manners and disrespect for teachers usually occurred at school. The students are stubborn, naughty, do not like knowledge, imitative behavior, manipulative, consumptive and hopeless (Mu'in, 2011: 28). This kind of behavior is not only happening in big cities such as the capital, but also in he areas such as at the Southeast Sulawesi Baubau city. It shows that education has not been able to change the behavior of the nation's children for the better. The whole religious and moral knowledge that has been taught at school has not given a good impact to the student s behavior. The deterioration of moral dimension of student s character that occurs in the world of education may happen because of the transition era in the global world. This changing slowly is giving an impact to the fading of their identity as a people with a culture. Increasingly open information and technology is allowing someone to adopt values and customs outside the social environment that may in uence
the patterns of thinking and action that has been owned. This kind of frame of mind is a consequence of what was said by Rahim, "in modern society, traditional values no matter how major it is, easily threatened (2011: 24-25)". Presumably the character crisis that occurred among students at schools today indicates there has been a shift in values, whether religious values, customs or cultural values. Whereas the state of Indonesia has been known as a civilize nation and has a variety of values. Values are rooted in indigenous of community cultural wisdom. As example is Southeast Sulawesi Buton society. It has been known and have been practicing a system of values and philosophy of life - bhinci-bhinciki kuli that teaches every human being to do the four principles (sara pataanguna), which are mutual love, mutual respect, mutual fear - scaring, and caring of other. (Turi , 2007: 139) . Those cultural values should be used as a means of empowering the youth generation. Rahyono (2009: 7) said that the values of cultural wisdom are something that has been generated by the community that can be used by others as a means to educate. Refer to Colquitt et.a.l. (2009: 292), cultural values de ned as shared beliefs about desirable end states or modes of conduct in a given culture . If so, Buton cultural values should be a reference for the developing value in the schools at Buton, among others, in the City of Baubau. In order to get cultural values give a bene t to life of the community, especially for the youth generation, it would require new e orts to make the core values remain relevant in the culture with the demands of life that exist in the present. One of the e orts to do it is taking place in formal educational institutions such as schools. As a form of practice in education form that content the relevant values with the noble values of the community. The value of education is teaching or guiding students in order to understand, realizing, experience and apply the values in everyday life (Mulyana, 2004: 119). Thereby the value of education is the values of e ort into the sublime self- learners with the aim to improve the quality of moral and character. 692 nd International Seminar on Quality and A ordable Education (ISQAE 2013) If educational of value correlated by education of value as an awareness raising value to students, it is not a speci c program, but it can take place in the overall educational process, such as extracurricular programs, school culture, or the number of subjects taught through a common subject particularly. In general subjects can be performed as recommended by Dewantara (1967: 80), that the list of public instruction should be included in to the subjects that could rming up and strengthening the nation's culture, pepping up nationality, while the resource of the learning material should be taken from religious, customs, history, art, and others that are contain lesson of its civilization in general. Therefore the value of education program should be relevant to the curriculum which it must contain moral value. According to Colgan (2003), character education programs must be relevant to the curriculum, there has to be some connection between morality and the curriculum. In formal education such as schools, the e ort to a certain extent has been done since 1947 which contains curriculum of education of character which it coherent with the education value. It is relate with character education policy which announced in 2010, the implementation internalized in all school activities. The education of character or value is a fundamental value of the nation's character, has a mission to develop the basic dispositions that should be owned by the students. Two basic values that should be taught by the school are appreciation (respect) and responsibility, while the values of the other virtues can be developed according to the conditions and needs of the school (Zubaedi, 2011: 72). Furthermore, according to Zubaedi (2011: 73), basically the development of the value came from the nation view of live, religion, culture, and values that are formulated in national education. Thus, by passing this policy, the school is expected to play a role to provide guidance to students not only in terms of cognitive, a ective, but they can be educated to become a complete human being who has emotional intelligence, social, intellectual, and spiritual, thereby the behavior always suitable with their cultural values. Although the government has set a policy about the education of value at schools through character education policy, announced in 2010, but in reality the implementation of character education/ grades at school can not be implemented till today as expected. In fact most people assume that the education of value has failed to be implemented at schools. This failure is considered by some people as one of the reason of the increasing number of juvenile delinquency in Indonesia today. There are several causes of education of values at schools can not be run optimally. One of it has caused by the imbalance of school programs. Programs in the school is more focused on intellectual development or aspects of cognition solely rather than the development of learners attitudes and behavior. The practice of teaching is more tend to knowledge instructions in order to achieve academic achievement, and ignoring character issues. Though, teaching
values should be as important as knowledge. As stated by Ti any Gray (2009: 1), "teaching character should be just as important as teaching academics. Society will continue to be in a state of chaos until character is taught at schools again. In this way education can be used as a way to Signi cantly Decrease overtaking society from moral decay. Teaching is a re ection of the morality of society, so education is inevitably caught up in the moral debate . Education of value seems to be a necessity at school because education can minimize the crummy behavior and negative consequences that a ect students. The children who are accustomed to behave well, then their behavior in the community would be good. Based on the noble goal of education of value and all the problems that have been outlined above, the planning of school programs which related to the education of values program in subjects and personal development/ extracurricular needs to be designed and formulated by the school. In addition, the thing that needs an attention is the education of value planning is not only compiling a program, but also inculcating value to the planners. As proposed by Zainal and Sujak (2011: 32), the cultivation of character values in planning for school is not only a program plan for school, but the inculcating of character values to its own planners/ school personnel. Deservedly it s becoming an essential task for the principal in doing a program planning that should be done in good ways, so are school programs need to contain good values. Those good values include both the noble values that suitable with the culture of Indonesian people, both the noble values of the nation's cultural and spiritual, while the value which coming from other culture of other countries should be selected according to the cultural roots of the nation. Samani and Hariyanto (2011: 59) stated that the value of the original Indonesian education that can be extracted from a variety of traditions and culture in Indonesia, the teaching of the various religions that exist in Indonesia as well as the practice of leadership that has been applied in long time in Indonesia. Research on local cultural values that are being used as a source of reference values developed and became the school culture, have been studied and researched several people, including Ekosusilo study (2003) which found that that the universal elements of the culture can shape the cultural value system of the organization schools in three primary schools excel in Malang, Turi
study (2006) found that the local culture a ect the implementation of school- based management (principal leadership, decision-making patterns, school management, school discipline culture). Similarly with Viadero opinion (2007), many studies of character education programs can have a positive e ect on academic and social development. The study has proved that the values of the local culture giving positive in uence in shaping the culture of the school. In connection with it, there must be a synergy relationship between parents, communities and schools. As 702 nd International Seminar on Quality and A ordable Education (ISQAE 2013) example schools could involve parents, community, students, teachers,
employees in the process of formulating a plan activity of school especially with regard to local programs. According Banghart and Trull (1973: 97), stated that "educational planning must be participatory planning that provides socially integrated educational experiences". School planning by involving all school personnel and the community is needed at this time; especially education in Indonesia in this day is facing internal and external challenges. A planning that is being done by involving groups is more innovative which means it would be more responsive in solving problems that occur. Educational institutions require planning could really guarantee the sustainability of education itself. Positive cultural value of the local community is very important to be applied in any school activities, such as the planning activities of education of values. Positive values of culture could be referred by the principal to build a culture of collaboration at schools through policy and local programs are planned and agreed. Principals could adopt cultural values in managing the school, so the school management that accommodates the cultural values of the local community could provide guidance on good behavior at school or school management students. Based on the above explanation, the goal of this research is to examine: (1) core values in the culture Buton "gau and pombala" and (2) the application of cultural values Buton "gau and pombala"
in the preparation planning of educational value at SMAN 2 Baubau. METHOD The used method in this study is a qualitative method and the type of the study is ethnographic because it aims to determine the cultural events and the interaction of natural behaviors whose have been observed in this research. Data is information which inform of words or sentences and activities or actions of the people who became informants, as well as the atmosphere at SMAN 2 Baubau related to cultural values Buton "gau and pombala" which applied in the preparation of education of values. Data and information collected by in-depth interviews with informants, participant observation, and documentation. The research steps has developed from the line of Spradley thought (1997: 181), namely: rst, do the grand tour of observation to get an overview of the context of the research and secondly, analyze initial ndings and determine the focus of the study; Third, do a mini tour of observation to explore the deep meaning of focus that has been chosen; fourth, perform data analysis, fth, summed up the results of research and write it into the report. When analyze the data, researcher used the analyze method that has recommended by Spradley (1997: 139-262), namely: (1) domain analysis, (2) taxonomic analysis, (3) componential analysis, and (4) analysis of the theme. The examination of the validity of data was using several criteria, namely: (1) validity, (2) transferability, (3) dependably, and (4) conformability. RESULTS AND DISCUSSION RESULTS Refer to the research result, the nding of the research are following: rst, the main values of the culture Buton "gau and pombala is containing of democratic value, ethical, and cooperation. Democratic values can be seen in the process of making a policy/ planning programs that would be implemented which has been discussed previously through gau and pombala". Gau is a tactic or a way in a form of deep discussion before imperial policies been executed. Pombala is taking and choosing some opinions in order to get the best decision. Thus, the conclusion is gau and pombala culture is the culture of deliberation and consensus. Because deliberation as "gau" is a way of formulating policy/planning to argue, give an opportunity to all participants who attended the meeting to express their opinions, ideas, and thoughts in order to nd the best decision. Consensus is the best decision of a problem to be discussed is being done by sorting and selecting the best. Furthermore,
ethical values could be seen in some of the few rules that applied in the implementation of the "gau". This rule must be obeyed by all workshop participants who attended the meeting. Aso-aso (rules) that must be obeyed in deliberation is related to oni te bantanga (in speech-language). Fellow participants must respect and accept other opinions, by respecting each person to speak, do not justi ed or interrupt each other when another participant is speaking. Participants were given the opportunity to speak must use polite words and if they do not agree with other people should be presented with words that do not o end others. As for the leadership that is required to comply with ethics to accommodate all of opinions
or ideas from participants at the meeting, then they discuss it together. The value of cooperation in this culture "gau and pombala" appears on every policy or plan that has been done with teamwork, from formulation till its stipulating. Each person was given opportunity to speak both sultan and member sara sultan who present. The group involvement group is very useful to consider in making the best decision. 712 nd International Seminar on Quality and A ordable Education (ISQAE 2013) Picture 1. Chronology of cultural values "Gau and Pombala" in Education of Value Planning at SMAN 2 Baubau. The second nding, cultural values "gau and pombala" applied in preparation of planning education of value. Cultural
cooperative values "gau and pombala" can be found in educational planning process where the principal did the planning with teamwork. Teamwork can be seen when designing programs by involving school personnel, and relevant stakeholders (school committee/ parents and the community). Principals use the group to dig information while discussing the solution of problems that school face. Diverse knowledge and experience which being owned by the group are expected to contribute a solution for the problems that school face. Alternatives which formulated to solve the problem will accelerate the process of formulating a strategy and planning. Democratic values in the culture "gau and pombala" applied to the
decision-making process in setting school programs through a process of negotiation and subordinate input. Education of values program is a part of the school program, so that at school planning process, the principal prior to discuss it openly and democratically with all related elements either school personnel (teachers, students) or the relevant stakeholders (parents/ school committee and society). The principal invited school s personnel to design and formulate a program, then the design of the program that has been made would be presented at school activities planning and the school budget planning which was attended by all elements. Principal as the chairperson received any input/opinions, furthermore he accommodates all opinions, discuss its, sort and select the opinion that entries, then set a plan by deliberation and consensus. Overall the school program activities planning conducted at the beginning of each new school year which the foundation refers to the school's vision. CULTURE OF "GAU AND POMBALA" 1. All the problems discussed together. 2. All meeting participants of has right to submit their idea thought, the participants can argue over every thought that is obtained, but it is a mandatory to respect each other and should not interrupt whenever others are talking. 3. From all opinion which enter, then done by pombala which is taking and choosing the best option to solve the problem. 4. In the end, all decisions carefully discuss policy/plan to be executed. The value of cooperation, democratic, Ethical EDUCATION OF VALUE PLANNING Formulate the Program About: Education of Values program and other school programs and nancing Ethical values, cooperation and democratic: The program was brought to the plenary session for discussion along with all school personnel; all attendees must maintain ethics during the meeting. School: Principals and sta propose the program Produce a school work program and education of values program Program established and approved by the principal committee schools and programs ready to be implemented 722 nd International Seminar on Quality and A ordable Education (ISQAE 2013) The ethics of cultural values "gau and pombala" contained the rules that must be adhered to by the participants. At the time of deliberation in setting planning, each meeting members are obliged to respect the opinion and should not be interrupted when speaking attendees. This is because every opinion led by each person will be discussed along
with how to argue, sorting and selecting well-regarded opinion and decide what's best. If all has been agreed, then the value of educational programs and other school programs set by the principal, and approved by the school committee and ready to be implemented. The ndings of this study can be seen in the following gure. DISCUSION Core values in the culture of consultation "gau and pombala", which is applied in the preparation of education of value; include (1) the value of cooperation (2) democratic value, and (3) ethic value. First, the value of cooperation in culture "gau and pombala" applied to the preparation of education of value program planning at SMAN 2 Baubau. Cooperation is working together to achieve a common goal (Samani and Hariyanto, 2011: 104). Form of cooperation in cultural values "gau and pombala" applied in the planning of education of value programs at SMAN 2 Baubau are implemented with teamwork consisting of school personnel (teachers, students and employees) and relevant stakeholders (parents and school committees). Each plan can not be separated from the decision making process. Environmental demands and requires a school principal to make decisions quickly. Involvement of people with the information, skills, and experience needed to be addressing the problems and issues faced by the school immediately. According to Daft (2010: 228), "for people, throughout the organization to be in in decisivolved on making and have the information, skills, and freedom they need to respond immediately to problems and questions". Cooperation established among school stakeholders is absolutely necessary in developing school programs those are learner-centered. The success of the school program planning is more determined by the willingness and
sincerity in contributing groups, information and thoughts of the individual work. According to Robbins (2006: 356), team working group produced a greater level of performance than the sum of each individual input. Groups interact to share information and make decisions to help the organization in accordance authority and responsibility. Group gives alternatives choice that carry a small risk of principal on such con ict or dissatisfaction over the decision, so the decision has set a high value for the bene t of individuals, schools and community organizations. Thus, school personnel and the public are required to work as a cohesive team in order to achieve goals that have agreed on school programs planning, one of which education of values education program. Educational planning should incorporate educational thinking with experience of social interaction. Therefore, in formulating education programs planning, schools should involve the community. According Banghart and Trull (1973: 97), "educational planning must be participatory planning that provides socially
integrated educational experiences". Second, the culture of democratic values "gau and pombala"; each value of education programs and other school programs are designed and speci ed by deliberation and consensus. Democratic interpreted as a way of thinking, being, and acting the same rights and obligations judging him and others. (Zubaedi, 2011: 75). Democratic values in the culture "gau pombala" refer to decide planning at SMAN 2 Baubau are discussed carefully beforehand any issues, then discuss with each arguing to get the best decision. Debate all interests can be accommodated. In a debate no one feels lost or won, because all disagreements will be sought the agreement. Each participant should have
the same rights and obligations. His right is having a chance to give opinion; his obligation is to accept other s opinion. According to Daft (2010: 230), "an important key to better decision making is to encourage a rigorous debate . The debate arises because in a democracy gives the opportunity to others to believe and accept the idea that other people are diverse. And often cause of con ict as a result of erce debate. A good manager recognizes the con ict is build based on diverse of thinking by focusing on a problem, causing an idea become clear, trigger creative thinking, create an understanding of the problem and creating alternatives solution, as well as improving the quality of the solution." Good managers
recognize that constructive con ict based on divergent points of view can bring a problem into focus, clarify people's ideas, stimulate creative thinking, create a broader understanding of issues and alternatives, and improve decision quality" (Daft: 2010: 230). Educational of values planning formulated by the principal and other stakeholders, who are mostly coming from Buton culture was based on experience (intuitive), negotiation and compromise with subordinates to get a good decision that was agreed by many parties. According to Robbins (2006: 197), the cultural background of a decision maker give a great in uence to the completion problem, the depth of analysis, the level of importance issues which considered logic and rational, a way to decide whether the problem is solved by the autocratic manager or collectively in groups . By looking at the pattern of decision-making tends to emphasize the choices satisfying subordinates, who previously made compromise beforehand, and decisions are made based on experience, then the decision by using "gau and
pombala" way is a combined approach to bounded rationality and political models. 732 nd International Seminar on Quality and A ordable Education (ISQAE 2013) Robbins (2006: 186-187) said that the model of bounded rationality is based on two concepts that play role in decision-making that is limited rational and satisfying. Rational limited is seeing the limitations of human beings to think rationally. Satisfying means more emphasis on decision-making satisfying choices for their members, problem solving necessities without capturing complexity and all the alternatives that are considered important. Meanwhile, according to McGrew, political approach is a model of decision-making that is being done through a
process of negotiation and collective bargaining which guided by the rules of the organization (Salusu, 2006: 67-68). If seen from the behavior and school principals in taking decision in this case the principal is using the behavior decision-making style. Robbins (2006: 194 ) said that the style of behavior in making decisions encourage a leader to have a big attention to the people in the organization, paying attention to the customer satisfaction and other suggestions openly and try to avoid con ict. According to Daft (2010: 226-227), "people with a behavioral style usually are concerned with the personal development of others and the make decisions that may help others achieve their goals." Third, the ethical value
in gau pombala culture found at the rules that must be obeyed by all meeting participants and budgets RKS SMAN 2 Baubau. Ethical values related to moral and decency (De Vos: 2002: 4). Ethical values that agreed and subsequently enforced by the principal, has a goal for fellow attendees can appreciate each other. Fellow members of the meeting should not interrupt each other when other is speaking, using polite words to present their views. Meanwhile, principal as the leader of the meeting shall be given wide opportunity to each component school to argue, express complaints, ideas, and thoughts. A leader in the decision-making process uses the values that obtained from his youth life that is the fundamental knowledge that can be used as a guideline for a person when faced in a situation when a choice must be made. According to Ivancevich et. Al. (2008: 392 ), values can be thought of as the guidelines and beliefs that a person uses when confronted with a situation in which a choice must be made values are acquired early in life and are a basic (often taken-for-granted) part of an individual's thoughts. Those rules in the meeting that has been agreed should not be violated because it is such a social decency prevailing in the society. Ethics provides guidance on what should be done and what is prohibited or done as well as moral values to be followed by a manager and member of the organization. In relation to the education of value planning, ethics is important for ethical decision making. Ethical decision is a decision that refers to the ethical rules, principles, and standards, norms that have become standard in the organization or society. According Salusu (2006: 77), ethical decision is a worthy decision that accountable for decisions based on ethical rules, principles, standards, norms or community standard in organization. In making an ethical decisions, a leader must avoid a feeling for not violate other s right, such as the right on right process (each individual has the right to speak without bias and is entitled to fair treatment), and the right to freedom of speech. (Daft, 2010: 148). Refer to the description given, the preparation of educational planning of cultural values adopted "gau and pombala" contains values that educate which is teaches every citizen democracy at schools in order to learn good ways, namely respect everyone regardless of status/ position, giving respect to others by respecting di erences of opinion and politely-spoken in his opinion, and can work with
other people. Teaching democracy as early as possible to students and other school personnel is very important, given the current practice of democracy is getting excessive and tends to anarchy. The cultivation of democratic values in the process of planning educational programs as well as the value of this research is a form of implementation of the National Education Law No. 14 of 2003 Article 3 which stated that the national education develop skills and character as well as a digni ed nation's civilization in order to achieve the life of the nation, aimed at developing the potential students to become man faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent and a
democratic citizen and responsible. . CONCLUSION According to the description that has been presented, it can be concluded that the main values of the culture Buton gau and pombala, containing democratic values, cooperation and ethical. The third value in culture gau and pombala has been applied in the preparation of education of value planning. Educational programs planning that re ect the value of culture is not just formulated. However the actualization of education of value program at schools is more important to overcome the nation's crisis of character. Schools must build the future of children through the moral wisdom of the best, either in the past or future. Educational programs should be able to strengthening the understanding of ethical concepts and really promote the moral development of students. 742 nd International Seminar on Quality and A ordable Education (ISQAE 2013) REFERENCES Aqib, Zainal, Sujak. (2011). Panduan dan Aplikasi Pendidikan Karakter untuk SD/MI, SMP/MTs, SMA/MA, SMK/MAK.Bandung: Yrama Widya. Banghart, F.W., Trull, A. (1973) Educational Planning. New York: MacMillan Publishing Company. Colgan, C. (2008) Making character education work. American School Board Journal, pp. 34-35. Retrieved October 8, 2008, from ERIC database. Colquitt, Jason A., Je ery A. Lepine, Michael J. Wesson. (2009) Organizational Behavior, Improving Performance and Comitment in the Workplace. New York: McGrawHill. Daft, Richard L. (2010) New Era Of Management. South-Western: Cengange Learning. Dewantara, Ki Hajar. (1967) Kebudayaan. Yogyakarta: Taman Siswa. Ekosusilo, Madyo. (2003) Sekolah Unggul Berbasis Nilai (Studi Multikasus di SD/MA Negeri 1, SMA Regia Pacis, dan SMA Al Islam 01 Surakarta). Disertasi.Universitas Negeri Malang. Gray Ti any, Character Education in Schools, ESSAI: Vol. 7, Article 21.Available at: http://dc.cod.edu/essai/vol7/iss1/21. Ivancevich, Konopaske, Matteson, (2008) Organizational Behavior and Management, New York: McGraw-Hill. Mulyana, Rohmat. (2004) Mengartikulasikan Pendidikan Nilai. Bandung: Alfabeta. Rahyono, F.X. (2009) Kearifan Budaya dalam Kata. Jakarta: Wedatamawidyasastra. Robbins, Stephen P. (2006) Perilaku Organisasi, terjemahan Benyamin Molan. Jakarta: PT. Indeks. Robbins, Stephen P. Mary Cuolter, (2012) Management. New Jersey: Pearson Education, Inc. Spradley, James P. (1980) Participant Observation. New York: Holt, Rinehart and Winston. ______, (1997) Metode Etnogra , terjemahan Misbah Zulfa Elizabeth.Yogyakarta: PT Tiara Wacana. Samani, Muchlas, Hariyanto. (2011) Konsep dan Model Pendidikan Karakter. Bandung: PT. Remaja Rosdakarya. Salusu, J. (2006) Pengambilan Keputusan Strategik untuk Organisasi Publik dan Nonpro t. Jakarta: Grasindo. Turi, La Ode. (2006). Budaya Lokal Dalam Pelaksanaan Manajemen Berbasis Sekolah di SMPN 7 Baubau Sulawesi Tenggara. Disertasi. Universitas Negeri Jakarta. ______, (2007) Esensi Kepemimpinan Bhinci-Bhinciki Kuli Suatu Tinjauan Budaya Kepemimpinan Lokal Nusantara. Kendari: Khazanah Nusantara. Vos, H. De. (2002) Pengantar Etika. Yogya: Tiara Wacana. Viadero, O. (2007). Proof of positive e ect found for only a few character education programs. Education
