ANP FRAMEWORK
2. LITERATURE REVIEW 1 Research Question
3.3 Data Analysis - Primary data obtained in the analysis use the Likert scale method to get a percentage of the character formation applied in learning to
the effect of using gadgets. The formula’s by [8]:
(1) The percentage of character development in Table 2.
Table 2. Category Character Development Intervals.
No Percentage Criteria
1 ≤60 Not Good
2 61-70 Fair
3 71- 90 Good
4 91 – 100 Very Good Reference : (Kemendikbud, 2013) [5]:
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The results of the research can show the influence of using gadgets in character development in early childhood education conducted on 30 students of PAUD Kasih Ibu students. The data obtained were the results of an evaluation questionnaire conducted by two PAUD teachers. The results of the development of the characters during the first week of the Figure 1
.
Figure 1. Graph of Character Development Results on Effects of Gadget Usage Figure 10 explains that the character development of early childhood in PAUD Kasih Ibu from the 7 characters developed obtained an average value of religious Character 61.5%, communicative/friendly 58.2%, 63.5 % responcible, creative 73.2 %, intelligence 62.5%, discipline 71.5 %, and tolerance 59.5%.
5. DISCUSSION
From the results of the research, it obtained the results of the observed character development. Education is a public access, where education is the key answer to problems that occur in our country, but instead of education is a major project that could generate more money. The concept of character education learning education instituted if want to succeed it must be garrisoned/ combine formal learning and boarding systems karen core point someone who was instrumental in character education is the Teacher, Student, Guardians of students and community leaders. Actually, a simple goal in education is to supervise the students good character in environmental education was or outside educational institutions asspecial in PAUD [12].
5.1 Religious
A religious is character and submissive behavior in carrying out the teachings of religion, tolerant of others, and live in harmony with other faiths. In PAUD
61,50% 58,20% 63,50%
73,20%
62,50%
71,50%
59,50%
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
Value
Character
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learning the develop of the religious character of our students, it is applied by praying before and after learning, when eating, and doing activities with an average value of 61.5% categorized fair. Because of many students are still busy with gadgets. Even though schools had not brought gadgets during the learning process. Religiousbased character education is carried out in daily and extra learning programs with assignment, direction, exemplary, environmental conditioning and habituation methods. Character values are implemented, khusyu, Qanaah (simplicity, frugality), taqwa, istiqomah, and cooperation. Parental support, quality teachers, environment (infrastructure), and partnerships are supporting factors, while parents who are less supportive and the condition of children are obstacles to the process of religious-based character education [11]. 5.2 Communicative / friendly
Communicative/friendly is an action that shows a sense of pleasure in talking, socializing, and cooperating with other people with an average value of 58.2%
categorized as not good. Serious attention is needed from the environment where the children grow and develop, such as parents, caregivers, educators in early childhood education schools, and the community holistically in order to minimize the negative influences of the internet or gadget towards the their character and moral buildings [13]. Such as many students prefer lonely than playing with their friends while studying or during breaks.
5.3 Responsible
Responsible is a person's attitude and behavior to carry out their duties and obligations, which he should do, to it self, society, environment (natural, social, and cultural), the state and God Almighty with an average value of 63.5%
categorized fair. Out of 30 students only 10 have responsible character as long as they are given assignments by the teacher and finish well, and 20 of them do not finish well.
5.4 Creative
Creative is a character thinking and do something to generate new ways or something that has been owned by the average value of 73.2 % categorized good.
The creativity of students during learning has a good development seen when asked to color flowers and various forms have increased and students know their respective colors.
5.5 Intelligence
Curiosity is character and actions are always working to find out more profound and widespread than anything the process of learning, seeing, and hearing with an average value of 62.5% categorized fair. Curiosity of students about new things has not been formed properly. Provide some suggestions and reference for preschools in implementing Multiple Intelligence Instruction into preschool’s young children’s aesthetics capability cultivation program [10].
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Discipline is action to that shows orderly behavior and comply with various provisions and regulations with an average value of 71.5% categorized good. This discipline students during the activities, tasks and regulations, had been provided by the teacher.
5.7 Tolerance
Tolerance is character and action to appreciate differences of religion, race, ethnicity, opinions, attitudes, and actions of others who differ from him with an average value of 59.5% categorized as not good. Character tolerance is not improved during the observation. Students lack respect for their peers when carrying out activities instructed by the teacher. So they are more focused on themselves or can not get along.
Based of the 7 characters observed in early childhood education development (PAUD), there are 5 characters whose development is fair, namely religious, communicative/friendly, responsibility, tolerance, and curiosity due to the influence of the use of gadgets. Gadgets have a lot of negative impacts on the development of early childhood characters such as[6]: 1) Reducing concentration when studying (in a process of learning children become unfocused and only remember with gadgets, for example, children are reminded by gadget games as if he is like a character in the game); 2) Lazy writing and reading, (this is caused by the use of gadgets, for example , when children open videos on the YouTube application, children tend to look at the picture without having to write what they are looking for); 3) Decreased social skills, (for example, children lack playing with friends in their surroundings, do not care about the circumstances around them) ; 4) Early childhood cognitive development is inhibited, (cognitive or psychological thought processes related to how individuals learn, pay attention, observe, imagine, estimate, assess and think about their environment will be inhibited); 5) Can affect early childhood behavior, (for example children playing games that have an element of violence that will affect patterns of behavior and character that can cause violence against friends).
Every week, the using gadgets to early childhood just 4 hour and it is must parent of safety. Because, the character of develop not to parent participant [4]:and character of education is very important the influence together by family, society, and environment. In education, family ithe first build of the character[3]. The impact of the use of gadgets on children's social behavior is the children are accepted in the community, friendly attitude when greeting each other around people, the attitude of associating children through activities of gathering children especially with peers, as well as children's sympathy arises to chat each others [14]. 6. CONCLUSION
Based on the results of research that has been done very influence with that obtained there were five characters with the lowest scores, namely religious, communicative/friendly, tolerance, responsible, and intelligence with unfavorable fair criteria. It could be concluded that the use of gadgets is very influential in the
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formation of character in early childhood, because early childhood is the golden generation of a nation to advance.
Acknowledgements
Thanks to PAUD Kasih Ibu by oppurtunate and time for our research.
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BIBLIOGRAPHY
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2501 – 1111 ISSN-L: 2501 – 1111 doi:10.5281/zenodo.1494158.
Banjarmasin: Master Program, PG – PAUD, Lambung Mangkurat University.
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Kelly Preschool, Taiwan EMBA Postgraduate student of I-Shou University, Taiwan.
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Eka Sapti Cahyaningrum, Sudaryanti, Nurtanio Agus Purwanto.2017.
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Ellectrananda Anugerah Ash-shidiqqi.2018. The Analysis Of Character Education In Abstract Indonesia. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 3, No.4, November 2018. Surakarta:
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Frahasini , Tri Marhaeni Pudji Astuti, Hamdan Tri Atmaja. 2018.The Impact of The Use of Gadgets in School of School Age Towards Children's Social Behavior in Semata Village. Journal of Educational Social Studies 7 (2) (2018) : 161 – 168 DOI https://doi.org/10.15294 /jess.v7i2.26842.
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Kemendikbud.2013.Teacher Training Materials Implementation of 2013 Curriculum SMP / MTs Science. Kementerian Pendidikan dan Kebudayaan: Jakarta.
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CHARACTER EDUCATION MODEL FOR GEN Z IN THE 4.0 INDUSTRIAL REVOLUTION ERA
Syarifah Ida Farida1, Iskandar Zulkarnain2
1Universitas Pamulang, Indonesia
2Universitas Pamulang, Indonesia Email: [email protected]
Abstract
The purpose of this study is to create a character education model for Gen Z in the 4.0 Industrial Revolution Era. The method used in this research is a qualitative method, with literature studies. This research is focused on Gen Z prefers something more simple, self-submission totally on technology, bored easily, there will be different hope with previous generation. Therefore, there are some approaches of character education model to Gen Z in the 4.0 Industrial Revolution Era namely family, school, society and the whole aspects of life that have positive aspects. All of them will give a positive impact for next generation.
In addition, Seven tips for character building in schools and students 1) Pillars of Character; 2) Your Rules Set the Tone; 3) Encourage Good Role Models; 4) Insist on Respect; 5) Build a Caring Community; 6) Volunteerism; 7) Character in Action.
Keywords: Model, Education, Character and Gen Z
1. INTRODUCTION
1.1 Background of the Problem
The 4.0 industrial revolution brought a changes in lifestyle, behavior, and relationships with others. The 4.0 industrial revolution will bring positive and also negative changes. All is depend on the human resources preparation and the perspective of each person. The positive impact can be seen with ease in communication, simple, sophisticated technology, automation and so forth. While the negative impact can threat to human resources that can be replaced by machines and robots.
The totally online delivery application use can reduce traditional restaurants that only sell food and drinks. In addition, the rise of insurance online applications will soon replace insurance agents, because it is easy to choose and buy insurance, including to make claims. The threat to employment opportunities for human resources can also be seen from the increasingly the use of online banking applications that will soon replace customer service and branch offices. This happens because customers can directly interact with all banking services quickly
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and accurately through online applications. In addition, increasingly the use of online application of selling property which can slowly kill property agents. In fact, there will be selling branded goods through online applications which will immediately kill distributors, because buyers can immediately buy using the trademark application they want without having line up and wasting time. The younger generation prefers music subscriptions than buying CD, and prefers online library subscriptions than buying at large bookstores. The use of online media applications that will interrupt conventional media. This has already happened and make print media “unmeaningful”. Today youngers do not want to buy media, instants news but they prefer to choose their own news that they want and all of it is free (Wisnubrata, 2016).
From the secondary data above can be seen that Gen Z prefers something more simple, self submission on technology, bored easily, there will be different hope with previous generations. Therefore, a researcher is interested in discussion regarding with Gen Z in the 4.0th Industrial Revolution Era.
1.2 The objective of this study
Specifically, the objective of this research is as follow :
1. To create a character education model for Gen Z in the 4.0 Industrial Revolution Era
2. To understand character building in schools and students
3. To find the differences between Gen Z with Millennials generation 2. LITERATURE REVIEW
2.1 The Meaning of Character
Anas Salahuddin and Irwanto Alkrienchiechie linguistically identify several meanings including (Salahudin & Alkrienciehie, 2013, p. 44):
a. Character is talent, heart, soul, personality, character, behavior, personality, nature, tabi’at, and temperament.
b. Character refers to a series of attitudes, behaviors, motivations, and skills.
c. Character is character or personality of a person that is formed from perspective, thinking, and action.
d. Character is a thinking method and behaving that have been a characteristic of each person to live and work together either family, society or nation.
According to Doni Koesoma, quoted by Jamal Ma'mur Asmani, the term
‘character’ is often associated with called temperament that gives it, as if the definition emphasizes to psychosocial elements related to education and environmental effect (Asmani, 2012, p. 28-29)
Character is interpreted as a personality, so that character building is also regarding with personality building (Nashir, 2013, p. 11). Meanwhile, according to Muchlas Samani, character is interpreted as a way of thinking and have a unique characteristic to each person to live and work together, either in the family tree, school and society (Samani & Hariyanto, 2011, p. 41).
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From some of the definitions above, it can be known that character has the same meaning as akhlaq which are human nature that will affect his personality.
By having character or akhlaq, a person can predict his reactions to various phenomena in himself or his relationship with others, in various condition and how to control it (Setiawan, 2014, p. 6).
2.2 Character Education
The term ‘character education’ is coming from the above character concepts. Character education is a system of character values to school members which involves components of knowledge, awareness or will, and actions for those values. Basically character education wants to shape individu to be a morality person who can reach his freedom and responsibility, build relationship with others and world in the education society (Fihris, 2010, pp. 24-28).
The expression "character education" would have seemed a redundancy until quite recently in history. Virtually all elite private education, whether at prep schools or colleges, was designed to ensure that young men of the better classes were prepared for the leader-ship positions in government and the professions to which they were destined. And the public schools were unabashed about their role in turning the children of immigrant families into Americans. Not until the age of John Dewey and the progressives was this inculcation of civic and personal virtue questioned; Dewey mocked the rigid pieties of McGuffey's Reader and called for a pedagogy that would liberate the child's own questioning nature, that would replace inculcation itself with a more "child-centered" form of learning. And by midcentury, as a test-driven meritocracy made deep inroads into the old world of inherited privilege, character began to take a back seat to intellect at the elite institutions.
A number of philosophical findings relevant to character and OAE emerged from the exegesis of The Nicomachean Ethics (Trans., 1999). By providing an ethically detailed account of character and its formation (outlined in Stonehouse, 2009), without allusion to military innuendo, many of the above critiques were addressed. However, Aristotle (NE (Nicomachean Ethics) I, 3) offers several critiques of his own noting that ethical inquiry, such as that into character, will never yield the same kind of precision found in other more quantitative investigations.
Character education is a plus worker character education, which is character education that involves aspects of knowledge (cognitive), feelings (feeling), and action (Wibowo, 2013, p. 38). According to Ratna Megawangi quoted by Amirulloh Syarbini, that character education is an effort to educate children in order to make wise decisions and practice them in daily life, so that they can make a positive contribution to their environments (Syarbini, 2014, p. 12).
Typically, all that is ever mentioned is Kohlberg's research on moral development, but there is so much more to the field. In fact the field has been approached from three separate perspectives, all of which have a great deal of relevance to the classroom teacher or the curriculum developer. These three approaches include: 1. Research on child rearing, internalization, 2. Social- learning theory and 3. The classic Piaget/Kohlberg developmental perspective.
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Educational efforts have typically ignored the first two perspective, to the detriment of the curriculum and instruction.
2.3 Z Generation
Human behavior will be changes from time to time and scientifically is divided according to a certain period. From some literatures human behavior gives a different term it will be coming soon. According to tirto.id that their Gens Z was born in 1995-2011 and lived in a digital age. While based on data of daily KOMPAS the part of it is as follows: (KOMPAS, 2016)
Generation Clssification Born Year Age
Silent Generation 1925-1946 70 – 91
Baby Boomers 1947-1964 52-69
Generation X 1965-1979 37-51
Generation Y 1980-1999 36 to down
Generation Z 2000 16 to down
On a range of issues, from Donald Trump’s presidency to the role of government to racial equality and climate change, the views of Gen Z – those ages 13 to 21 in 2018 – mirror those of Millennials. In each of these realms, the two younger generations hold views that differ significantly from those of their older counterparts. In most cases, members of the Silent Generation are at the opposite end, and Baby Boomers and Gen Xers fall in between.
Generation Z, is the youngest, most ethnically-diverse, and largest generation in American history, comprising 27% of the US population.
Pew Research recently defined Gen Z as anyone born after 1997. Gen Z grew up with technology, the internet, and social media, which sometimes causes them to be stereotyped as tech-addicted, anti-social, or “social justice warriors.”
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Millennials, also known as Generation Y, include anyone born between 1981 and 1996 (ages 23 to 38 in 2019) and represent about a quarter of the US population. Much of this cohort entered the workforce at the height of the Great Recession, and have struggled with the subsequent widening of the generational wealth gap. Millennials have led older generations in technology adoption and embracing digital solutions. Their financial status and tech-savviness have fundamentally changed how they live and work earning them stereotypes that they job hop and have killed a number of industries. Prior to Gen Z, millennials were the largest and most racially and ethnically diverse generation.
3. RESEARCH METHODOLOGY