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LAMPIRAN: Bukti Luaran yang dihasilkan
THE PERSPECTIVE OF CHARACTER EDUCATION DEVELOPMENT MODEL IN JUNIOR HIGH SCHOOL
Connie Chairunnisa
Un i ve rsi t a s M u h a mma di ya h Pr of. D r. Ha mk a , Ja k a rt a , In d on e s i a E -ma i l : zu sc on n i e@ u h a mk a .a c .i d
Abstract This study aims to analyze the perspective of character education development model in junior high schools to answer the need for a character education model. This model suggests that the character education process starts from the smallest education unit, namely family, followed by school, community, and the government, all of which has a role in building student character. This study generates a system- based character education model that has been tested in junior high schools. The main argument in this study is the application of a system approach in the character education model that needs to pay attention to the components of character learning and their respective roles and potential. The potential impact of this study is the increase in the role of parents, community and the government in character education. The focus of this study is the behavior and educational activities of students at Widya Manggala Jakarta Junior High School and Uswatun Hasanah Junior High School with an emphasis on Example, Habituation, and Learning. This study applied a mixed method (R&D), starting from formulating qualitative problems to testing the effectiveness of the process and the results of the study.
The data were collected through expert validation, questionnaire, interview, and observation, while the effectiveness of the results is tested quantitatively. The population amounted to 482 and the sample comprised 219 students.
Keywords: junior high school, character education development model
INTRODUCTION
The implementation of education in Indonesia is inseparable from the rapid global development both in terms of technology and information as well as the shifting of values of the affected individual and the community, hence the emergence of not merely moral but also cognitive challenges, in which teachers are required to understand complex ethical problems from various complex situations (Bullough Jr., 2011). Globalization, enabling the interaction of values and culture across nations, provides new challenges in the implementation of education in Indonesia, namely to be able to compete at the regional and international levels while retaining the values of local wisdom that are the typical culture and education in Indonesia (Fajarini, 2014). These emerging challenges encourage the need for a review of the implementation of education in Indonesia, particularly character education for the younger generation, considering the increasing intensity and level of juvenile delinquency in Indonesia, legally violating the provisions of criminal law (Unayah & Sabarisman, 2016). However, character education has so far instilled only an understanding of good and bad morals, as several examples display the increasing student brawl, violence and bullying instead (Limawan, Wiguna, Ismail, & Sekartini, 2016). In addition, there are the tendency of domination between older students and younger students, the phenomenon of Bondo Nekat (Bonek), as well as the increasing deviations from religious and social life norms that are manifested in the forms of student delinquency at schools, such as lack of respect for teaching and non- teaching staff (Sumara, Humaedi, & Santoso, 2017). Such behavior is obvious in the relationship
30 between students and teaching and non-teaching staff where students are frequently indifferent to the whereabouts of teaching and non-teaching staff, lacking of self-discipline in time management and disregarding the school regulations. They are frequently late for class, truanting, not wearing complete uniforms, wearing clothes that do not comply with school regulations, and carrying sharp weapons.
Their awareness of maintaining clean and beautiful environment is low, evident from scribbles on the walls of the school or classrooms, damaged plants, and litters. Furthermore, students tend to fight with other students in the same school or even with students from other schools, smoke at school during recess, and commit immoral acts in the school environment. Zuriah (2007, p. 36) state that moral values start to weaken in the global era, resulting in a severe crisis. Hardati, Rijanti, and Ritohardayo (2015) argue that education is a process of character building. Should the education system implemented does not work effectively, schools are obliged to instill character values based on national culture into students both in extracurricular activities and the learning process (Wardani, 2014). This statement is supported by Saddam, Setyowati, and Juhadi (2017) that in the context of building student character in accordance with national cultural values, the cultivation of UNNES conservation values is provided to students inside and outside the classroom.
Schools play an important role in 'introducing the good and bad concepts’ to young people about to be involved in the community. Schools become an institution providing most formal learning processes for young people, with learning both inside and outside the classroom as an important part to prepare this next generation, mainly aiming to assess the attitudes of both teachers and students towards education in schools. One of the formal learning processes is character education (Mathison, 1999). Character education is one of the instruments of learning in schools, an effort to ‘target human development as an aspect of education’ (Curren, 2010). This is in line with the argument of the academics and practitioners inspired by Aristotle that schools need to be a 'beacon of excellence' with transformative capacity (Walker, Roberts, & Kristjánsson, 2015). Sockett (2012, pp. 25–28) proclaims educational institutions to replace the obsession with quantitative results (values, rankings, etc.) with more attention to character and humane education.
Apart from its various deficiencies, educational practices in Indonesia has the potential to be well achieved, observed from the national standards in education as the reference for curriculum development (KTSP), the implementation of learning and assessment in schools, and educational objectives at various levels of education, one of which is junior high school (SMP) that is the focus of the study. Character development is also included in teaching materials to be mastered and implemented by students in daily life (Anggraini, Hanurawan, & Hadi, 2017). However, character education in schools has only focused on the introduction of norms or values, not the internalization and real action in daily life.
According to Susan Febriantina (2018), active character-based learning in SMP Rintisan Kurikulum 2013 Mandiri in Beji District, Depok is carried out by developing character values in the syllabus and lesson plan (RPP) and considering the principles of formulating character-based learning planning. According to Sri Wening (2012), teachers discover 17 values of life (value education) contained in the concept of consumer education that is a dimension of character building. However, teacher education that meets the requirements through competence in several other countries, for instance, leads to the opposite direction and focuses more on practice (Østern, 2016).
31 In real life, students explain that value education obtained from family, school, peers, and mass media tend to be adequate. The value education obtained from family, peers, and mass media influences the character building of students, while value education obtained from school does not. Moral evaluation in daily lives of migrants and families is positioned as resource constraints (Morrice, 2017). According to Rizqi, Parmin, and Nurhayati (2013), integrated science modules based on character education are feasible and effective to be applied for learning. It is evident from the feasibility score of 3.45 according to the feasibility criteria by National Education Standards Agency (BSNP) and the classical completeness obtained by students in the field implementation test of 100%. Based on the findings of the study, it is concluded that the integrated science module based on character education with the theme of Global Warming is feasible to be applied in accordance with the feasibility criteria of teaching materials by BSNP. The developed integrated science module based on character education is also effective to be applied in the learning process for 7th grade in junior high schools or madrasah tsanawiyah. It is confirmed by Saddam et al (2017) that in order to shape student character in accordance with national cultural values, the cultivation of conservation values implemented at UNNES shall be provided inside and outside the classroom.
METHOD
This study applied a mixed method of concurrent triangulation design in Widya Manggala Junior High School and Uswatun Hasanah Junior High School. A mixed method has several advantages to support the study. First, this method is unique, in which the independent position of the components used in the study shall maintain the assumptive and methodological integrity (or in other words, 'purity') of each component of the study, thereby maximizing the value of the results achieved by showing more obvious results to be analyzed. Second, the opportunity to triangulate the results of this method is greatly assisted by the implementation of independent and concurrent components of the study (Greene &
McClintock, 1985). Thus, the application of mixed method in this study shall facilitate the observation on the data regarding the perceptions of respondents towards character education at the locus of the study in detail and clearly quantified manner.
The design applied in this study is research and development (R&D), since a research, particularly needs analysis, is necessary to produce certain products and test the effectiveness and the benefits of the product in the wider community (Kerssens-van Drongelen & Cooke, 1997). Thus, R&D is longitudinal (Hoegl, Weinkauf, & Gemuenden, 2004). The focus of this study is the behavior and educational activities of students in Widya Manggala Jakarta Junior High School, emphasized on Example, Habituation, and Learning. The quantitative data regarding the factors that influence student behavior were obtained from questionnaires. The qualitative data were analyzed using the interactive model of Milles & Huberman in Rachman (2011, pp. 51–54) through three stages, namely data reduction, data presentation and conclusion drawing, while the quantitative data were analyzed using a simple linear regression formula as follows (Nanang, 2014, p. 74):
Description
32 Ŷ = the value of the variable to be predicted
a = constant value
b = coefficient of x variable, either positive or negative
FINDINGS AND DISCUSSION
The questionnaires were distributed to 219 students, one of whom did not provide valid answers, hence merely 218 questionnaires processed. The questionnaire managed to collect data regarding character education of the students through three categories of Character Education Models, namely: "example",
"habituation", and "learning". The following figure displays 218 students involved in this study, selected from 13 Classes or Study Groups comprising seven classes of 7th grade (A-F), four classes of 8th grade (A- D), and three classes of 9th grade (A-C). It is different from the qualitative data analysis that reveals broader themes. The unifying concept, involving the ethical concept and aspects in teaching and learning, is health education as an ethical subject, the teacher as an ethical profession, and space for learning (Paakkari & Välimaa, 2013).
Figure 1 The informants
The statements/questions included in the category of "example" amount to 20 items, while
"habituation" is 15 items and "learning" is 15 items. Thus, there are 50 statements submitted to the students, each with 5 optional answers: a) Strongly Agree; b) Agree; c) Undecided; d) Disagree; and e) Strongly Disagree. Overall, there are 54,500 data cells to process and summarize as important information to determine how far the character education development model of Widya Manggala Junior High School has been implemented according to the perceptions of the students. The details of students filling out the questionnaire is presented per Study Group in the following tables. The data were processed through two stages. First, the validation of answers to be further processed. In this regard, out of 219 answers, there is 1 invalid answers (0.5%) and 218 valid answers (99.5%). This validity is the basis for the interpretation of the findings. Virtue ethics is most strongly related to traditional- conservative goal preferences. All three are morals in educational goal preferences (Thornberg & Oğuz, 2016).
The following tables illustrate the answers of 218 students regarding the three categories of character education development model, presented both in number and percentage per each Study Group from class 7, class 8 and class 9. Based on Table 1, observed from the aspect of “example”, there are
33 approximately 125 students (57.5%) answer "strongly agree", 84 students (38.3%) answer "agree", and 9 students (4.2%) answer “undecided” concerning the success of the aspect of “example” implemented in the school in the context of developing student character. According to the perception of the teachers, students exhibit more inclusive behavior, the comments also strongly indicate deliberate actions to ensure that their peers, not necessarily will be their 'close friends', feel accepted and included (Lovat, 2017).
Table 1 The Success of the Aspect of “Example”
No Study Group The Number of Students
Number Percentage
SA A U SA A U
1 K 7A 14 218 60 2 77.9% 21.4% 10.7%
2 K7B 13 191 65 4 73.5% 25.0% 1.5%
3 K7C 11 98 110 12 44.5% 50.0% 5.5%
4 K7D 12 175 50 15 72.9% 20.8% 6.3%
5 K7E 12 152 64 24 63.3% 26.7% 10.0%
6 K7F 13 157 90 13 60.4% 34.6% 5.0%
7 K8A 18 204 156 0 56.7% 43.0% 0.0%
8 K8B 18 237 94 29 65.8% 26.1% 8.1%
9 K8C 18 217 143 0 60.3% 39.7% 0.0%
10 K8D 18 217 143 0 60.3% 39.7% 0.0%
11 K9A 25 254 224 22 50.8% 44.8% 4.4%
12 K9B 24 240 198 42 50.0% 41.3% 8.7%
13 K9C 22 146 271 23 33.2% 61.6% 5.2%
Total 218 2506 1668 186 57.5% 38.3% 4.2%
The following diagram shows that there are 57.5% students answer "strongly agree", 38.3% “agree” and 4.2% “undecided” in relation to the implementation of “example” by Widya Manggala Junior High School.
Figure 2 The Success of the Aspect of “Example”
Example Number Percentage Strongly Agree 125 57.5
Agree 83 38.3
Undecided 10 4.2
Total 218 100
34 Table 2 The Success of the Aspect of “Habituation”
No. Study Group The Number of Students Number Percentage
SA A U SA A U
1 K 7A 14 134 55 21 63.8% 26.2% 10.0%
2 K7B 13 92 84 15 47.1% 43.1% 9.8%
3 K7C 11 99 66 1 60.0% 40.0% 0.0%
4 K7D 12 123 53 4 68.3% 29.4% 2.3%
5 K7E 12 112 44 24 62.2% 24.4% 13.4%
6 K7F 13 104 73 18 53.3% 37.4% 9.8%
7 K8A 18 158 112 1 58.5% 41.5% 0.0%
8 K8B 18 148 75 47 54.8% 27.8% 17.4%
K8C 18 170 100 1 63.0% 37.0% 0.0%
10 K8D 18 171 99 1 63.3% 36.7% 0.0%
11 K9A 25 152 126 97 40.5% 33.6% 25.9%
12 K9B 24 168 155 37 46.7% 43.1% 10.2%
13 K9C 22 115 182 33 34.8% 55.2% 10.0%
Total 218 1746 1224 300 53.4% 37.4% 9.2%
According to Table 2, approximately 116 students (53.4%) answer "strongly agree", 84.2 students (37.4%) answer "agree", and 20 students (9.2%) answer “undecided” concerning the success of the aspect of “habituation” implemented in the school in the context of developing student character.
35 Table 3 The Success of the Aspect of “Learning”
No. Study Group The Number of Students Number Percentage
SA A U SA A U
1 K 7A 14 140 56 14 66.7% 26.7% 6.6%
2 K7B 13 189 6 0 96.9% 2.1% 0.0%
3 K7C 11 100 65 0 60.6% 39.4% 0.0%
4 K7D 12 136 44 0 75.6% 24.4% 0.0%
5 K7E 12 99 63 18 55.0% 35.0% 10.0%
6 K7F 13 116 69 10 59.5% 35.4% 5.1%
7 K8A 18 171 99 0 63.3% 36.7% 0.0%
8 K8B 18 157 96 17 58.1% 35.6% 6.3%
9 K8C 18 228 41 1 84.4% 15.2% 0.4%
10 K8D 18 229 41 0 84.8% 15.2% 0.0%
11 K9A 25 175 153 47 46.7% 40.8% 12.5%
12 K9B 24 188 157 15 52.2% 43.6% 4.2%
13 K9C 22 183 139 8 55.5% 42.1% 2.4%
14 Total 218 2111 1029 130 65% 31% 4%
According to Table 3, approximately 141 students (65%) answer "strongly agree", 68 students (31%) answer "agree", and 9 students (4%) answer “undecided” concerning the success of the aspect of
“learning” implemented in the school in the context of developing student character.
Figure 3 The Success of the Aspect of “Learning”
Learning Number Percentage Strongly Agree 141 65,0
Agree 68 31,0
Undecided 9 4,0
Total 218 100
36 The observation and interview with the principals of Widya Manggala Junior High School and Uswatun Hasanah Junior High School reveal that student behavior in daily life is greatly influenced by external factors, including family and the community. Observed from its purpose, character education is designed to encourage students to decide good from bad and carry out good deeds in daily life. Therefore, the aforementioned categories may be used as a guideline to assess the extent to which character education has been successfully implemented. It is related to the opinion by Martini (2010) that the lack of understanding at the school level may cause inefficient character education since schools (principals and teachers) assume that character education is similar to moral education. Applying character education as a subject similar to religious education and Pancasila and civic education (PPKn) shall add to the burden of students who already have many subjects that are nationally required. The interviewed teachers believe that students have been able to show appropriate behavior (akhlakul karimah) in accordance with the values of honesty, obedience, piety, as outlined in the objectives of the learning plan of the school. An analysis of observations and interviews conducted in May-June-July 2019 reveals two essential aspects. The first one shows that the values of honesty, obedience, and piety are merely implemented because of a sense of compulsion to fulfil the school rules and without clear conscience. The second one shows that the obedience and piety are not optimally implemented outside the school such as at home or in daily life.
According to Handayani, Soesilowati, and Priyanto (2018), one of the obstacles in building religious character of students is the lack of support from parents. For example, there is a regulation to refuse new students who are not able to read the Koran, yet a great number of parents insists to have their children, who are unable to read the Koran, accepted. The efforts to overcome these obstacles are severe reprimand from teachers and collaboration with the government and the community, such as
“Friday Clean” to jointly clean school environment, led by the head of the village, Bhayangkara Trustees of Public Order and Safety (Bhabinkamtibmas) of Indonesian National Police (Polri), or Village Trustees Non-commissioned Officer (Babinsa) of Indonesian National Armed Forces (TNI) with the components of general public, frequently relocated to mosques, sports fields, and schoolyards.
However, collaboration with parents is weak. Schools frequently invite parents, yet they attend the activities once or twice only, even though their children have been accepted at the school and the teachers have requested their support for school programs by providing insight to their children at home on the importance of the habit of cleaning the environment. It is supported by Sunarjan, Atmadja, dan Romadi (2017) that the active performance of government and stakeholders through empowerment may have a positive impact on social and economic life in the community.
The success of character education is a direct result of the implementation of character education through the learning process by implementing the concept of learning to know good and bad through the pillar of knowledge. In the second pillar, namely learning to do, students learn to be able to do something. Its application in character education is that students not only know good from bad, but also practice good. For example, removing thorns from a road is a good deed since thorns can endanger passers-by (knowing and desiring). In the third pillar, students learn to live together. It has a broader meaning than merely living together, namely living in togetherness. The essence of the third pillar is dependency on each other. This character is highly necessary when humans establish relationships with nature, such as animals, plants, and others. The fourth pillar is learning to do, where students learn to be human with a solid and whole personality, full of confidence and able to carry out life independently without burdening other people.