Magister Manajemen Pendidikan FKIP Universitas Kristen Satya Wacana [email protected]
e-ISSN 2549-9661 Volume: 8, No. 2, Juli-Desember 2021 Halaman: 185-194
185
Management of Character Education in School: A Literature Review
Annisa Tasya Marsakha
Faculty of Teacher Training and Education, Universitas Lampung [email protected]
Hasan Hariri
Faculty of Teacher Training and Education, Universitas Lampung [email protected]
Sowiyah
Faculty of Teacher Training and Education, Universitas Lampung [email protected]
ABSTRACT
Character education is an effort to strengthen and improve the nation's moral or ethical values, especially students who will become the nation's next generation and spearhead the success of a nation with honorable character. The state is responsible for this by preserving the noble values that have been possessed by our ancestors before, where these values are a way to unite the diversity of the Indonesian people, from ethnicity, race and religion. The character education management in school is one way to anticipate and minimize the nation's moral decline which is a problem in the world of education, especially in Indonesia. This research purpose to identify the management of character education in school. This research is literature review research. A Literature review of literature was used to obtain articles from online databases relevant to the management of character education in school from 2015- 2020. The results of the 22 articles reviewed are the management of character education requires cooperation between teachers, the entire school community, parents, society, so that what has been determined can be realized, namely students who have and instill moral values in life.
Keywords: Character Education, Character Education Management
Article Info
Received date: 23 Juli 2021 Revised date: 12 November 2021 Accepted date: 8 Desember 2021
INTRODUCTION
Education has an important role in the progress of a nation with quality future generations in various aspects. The functions and objectives of education are in accordance with Indonesian Law no. 20 of 2003 concerning SISDIKNAS article 3, which functions to develop capabilities and shape the character and civilization of a nation with dignity in the
framework of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. Based on the explanation, it shows that education also emphasizes the
186
importance of character building or noble morals for students.
All parties are responsible for character education, both from educational institutions, families and communities to participate in this although educational institutions play a major role in its implementation. However, if educational institutions do not get cooperation and support from various parties in the implementation of character education, all efforts that have been made in instilling character education for students will be in vain.
Sumaryati (2016) argues that character education is an inculcation of character values for every school member which includes several components, namely knowledge, awareness or willingness, and actions to carry out these values, both towards God Almighty, yourself, others, the environment , as well as nationality. All components (stakeholders) must be involved, including the components of education itself, namely curriculum content, learning and assessment processes, quality of relationships, handling or management of subjects, school management, implementation of co-curricular activities or activities, empowerment of infrastructure, financing, and the work ethic of stakeholders.
Character education is about how to educate characters. In other words, character education must be developed, to students and other stakeholders, in education context (Murray et al., 2019). Character education is a educational process that emphasizes development and formation of character, character, good or positive character in the participant so that students understand, care and act on educational values character (Taunu &
Iriani, 2019). Character education at its core is not just make a child become a intelligent, but able to produce children who have a strong personality (Nababan, 2020). Character education must be based on principles that put forward the basic values of ethics as the basis of character comprehensively covering
thoughts, feelings, and behavior (Maunah, 2015). Walker et al. (2015) stated that character education in schools is one way to anticipate and minimize the nation's moral decline which is a problem in the world of education, especially in Indonesia. Efforts that can be made are to integrate character education with subjects and extracurricular activities that can optimize these efforts.
The results of previous research conducted by Nurindarwati (2019), stated that character education is a system of planning character values for students through the stages of planning, organizing, implementing, and controlling or evaluating so that the principles of character education are achieved properly.
Azhary et al. (2018) states that integrated character education in school policies is a step in efforts to prevent character deviations for the next generation by incorporating character values, namely polite, religious, independent, caring for the environment, and loving the homeland. Humaerah and Sari (2020) also added that the inculcation of character education in the current generation can overcome various aspects of the problems that occur today and deviations relating to moral, ethical values, culture and religion. This shows that character education an important role in creating and instilling moral virtuous students as the nation's next generation. Based on the description above, the purpose of this literature review is to identify the management of character education in school.
LITERATURE RIVIEW Management of Education
Management is one area of the science of understanding why and how people work together to achieve the goals that have been set (Deliani, 2020). Management is a process to achieve organizational goals that have been set by carrying out all management functions in between functions of planning, implementing, and evaluating (Akhmad & Labulan, 2020).
187 According to Suhaimi and Rinawati (2020), the
management function can be divided into four parts, namely planning, organizing implementing and evaluating. Puspitasari (2020) also argues that the most frequently used management function is management function according to George Terry. George Terry expressed his opinion from the management functions consist of planning, organizing, actuating, and controlling or known as POAC.
Character Education
Character education is an effort made to optimize students' moral. The results of character education are useful for preparing future leaders (Lewis & Ponzio, 2016).
Character education is education that involves aspects of cognitive, affective, and psychomotor. Without these three aspects, character education will not exist effectively, so that what is needed in character education is not enough just knowledge, but knowledge and action too. This is because character education is related values and norms. Therefore, it must also involve feelings (Apriwandi et al., 2019).
Yusoff and Hamzah (2015), also add that character education involves moral values and spiritual values, so that students can understand how to act for the right reasons.
A nation with character and personality will be of much higher quality than without character. so that character education has an important role in building the nation (Ristanti et al., 2020). Sobarna and Hakim (2017) stated that character education is a habit that is carried out continuously by students who have good morals, religion and nationalism attitude.
Marini (2018) shows that education character can be carried in the class through initial, core, and closing activities by embedding character values in it and use learning methods that can shape character positive students. Sari et al.
(2020) also added that the character value can be implanted through daily activities include discipline, independence, tolerance, responsibility, national spirit, and love for the
country, friendly or communicative, peace- loving, environmental care, and social care.
Puspitasari (2020), revealed that there are five main values to strengthen education, as follows:
1. Faith in God Almighty that exists manifested through the behavior of carrying out the religious teachings adhered to and avoiding all prohibitions.
2. Nasionalist attitude.
3. Independently, by not depending on others.
4. Mutual cooperation reflects an act of respect spirit of cooperation and work together to solve problems together, friendly, humble, and provide assistance to people in need.
5. Integrity. the effort made oneself can be trusted, have commitment and loyalty to human values and moral integrity.
It can be concluded that character is a pattern of thoughts, attitudes and actions that are characteristic of someone that is often done to others.
RESEARCH METHOD
This review purpose to determine the process of management of character education in school as described in the literature. The process of reviewing this literature begins with a search engine, Google scholar, to search for articles with the keywords “ Management of Character Education”. This review was used to obtain articles from online data bases relevant and screened from 2015-2020 and can be accessed in full text in pdf format.
The review process begins to search for articles with the keywords "management of character education in school”. Inclusion criteria in this study are as follows:
1. Qualitative research from “Management of character education in school”.
2. Research articles are written in English and Indonesia, but predominantly in English.
3. Dissertations and theses are excluded.
188
RESULTS AND DISCUSSIONS
Based on the method, the author selects and decides to select 22 articles which are closely related and have similarities the main
topic that is the management of character education in schools.
Furthermore, to facilitate the review process the 22 articles were included in a literature review matrix as follows:
Table 1. Literature Riview Author and
Publication Year
Title Country Method Instrument Results
Akhmad and Labulan (2019)
Management of Application Character Education in SD Kemala
Bhayangkari, Balikpapan
Indonesia Qualitative Document- ation, guided interviews and
questionnair es
Character education is supported by a culture of stakeholder behavior, especially principals and teachers, which is reflected in routine school activities.
Apriwandi et al. (2019)
Implementation of Character Education Management in Junior High School 1 Praya
Indonesia Qualitative Structured interviews, participator y
observation
Implementation of management, schools coordinate student behavior; Teachers are required to develop a professional attitude in teaching and developing teaching materials; and the principal takes a professional role and attitude in determining the results of the evaluation of student activities at school.
Azhary et al.
(2018)
The
Implementation of Integrated Character
Education in Policy Design at SD
Muhammadiyah (Plus) Salatiga
Indonesia Qualitative Semi- structured interviews, observation and
documentati on study
Character education is integrated in school policy, as evidenced by the inclusion of character values of caring for the environment, polite, religious, independent, and loving the homeland, into the school's vision, mission and programs.
Deliani (2020)
The
Implementation of Education Character
Management at State Islamic Senior High School (MAN) 2 Model Medan
Indonesia Qualitative Interviews, observation and
documentati on
Character education is also closely related to school management, that is how character education is planned, implemented and controlled in educational activities in schools adequately.
Humaerah et al. (2020)
Teacher’s Roles
on the
Implementation of Character Education in Elementary Schools
Indonesia Qualitative Interview, observation and
documentati on
The implementation of character education, seen from the objectives and characteristics of subjects that contained character values and learning methods used by teachers, both in organizational strategy and in management strategies.
Lewis and Ponzio (2016).
Character education as the primary purpose
US Qualitative Literature Research
Character education becomes a kind of synergy by encouraging,
189 of schooling for
the future
and inspiring students to combat negative behavior.
Marini (2018)
Implementation of Character Building at Elementary Schools: Cases of Indonesia
Indonesia Qualitative Questionnai
re and
observation
Effective character formation is carried out by integrating with subjects, extracurricular activities and through community involvement to oversee character education.
Maunah (2015)
Implementation Of Character Educations In The Formation Of Student Holistic
Personality
Indonesia Qualitative Indept interview
The management of character education through internal school strategies can be adhered to through teaching and learning activities in the classroom, daily activities, co-curricular and extra-curricular activities;
External strategies can be pursued through collaboration with parents and the community.
Muhith (2018)
Character Education Management, in Islamic
Elementary School State of Lombok Kulon Wonosari Bondowoso District
Indonesia Qualitative Observation s,
interviews and
documentati on
Character education in schools is carried out based on learning plans in accordance with the school's vision and mission, namely integrating character education with all activities in schools.
Murray et al. (2019)
Leading With
and for
Character: The Implications of Character Education Practices for Military
Leadership
US Qualitative Library Research
Character education should be prioritized, showing respect and humility in relationships with others with character being the glue that holds the concepts together.
Nurindarwa ti (2019)
The Management of Character Education at School
Indonesia Qualitative Observation / field exploration, interview and
documentati on
Character education in schools is a system of planning character values for students, through the stages of planning, organizing, implementing, and controlling or evaluating so that the principles of character education are achieved properly.
Puspitasari (2020)
Character Education Management in Senior High School 6 of Yogyakarta
Indonesia Qualitative Observation , interviews, and
documentati on
Character education management in schools is described using the George Terry model (POAC) and forms a character education management model that aims to minimize the level of juvenile delinquency in the community.
Ristanti et al. (2020)
Strategies and Implementation of Character Education
Indonesia Qualitative Depth interview, direct observation,
Empowerment of character education through school culture is to integrate it into subjects, daily activities, and extracurricular activities.
190
Empowerment Management through Islamic Cultural Schools
in Dempet
District
documentati on study
Sari et al.
(2020)
Local-Wisdom- Based Character Education Management in Junior High
School IT
BaitulJannah Bandar Lampung
Indonesia Qualitative The form of words or pictures, not concerned in
numbers, but it more emphasizes the process.
Planting character education in elementary school students can be done by integrating local wisdom in learning, developing school culture. As a routine activity, and integrate with extracurricular activities.
Sobarna and Hakim (2017)
Management Character Education in Kindergarten
Indonesia Qualitative Observation , interviews, and
documentati on
The implementation of character education is carried out through the internalization of character values in learning activities using the model in groups with children as the learning center.
Sodikin et al. (2020)
Management of Character Education Based on Panca Jiwa in Pondok
Pesantren Darul Muttaqien Bogor
Indonesia Qualitative Observation , interviews, and
documentati on
Management of character education based on the values of sincerity, simplicity, and the value must be practiced as much as possible so that students become tough individuals to face the future.
Suhaimi and Rinawati (2020)
The Management of Character Education Curriculum at Vocational High
School 2
Kandangan
Indonesia Qualitative Interviews, observation, and
documentati on
The management of the character education curriculum in schools applies steps in the management of education, which consist of aspects of planning, organizing, implementing, and evaluating.
Sumaryati (2016)
Manajemen Pendidikan Karakter
Indonesia Qualitative Library Research
In implementing character education, the school community does not work and struggle alone. However, schools should cooperate with the community outside educational institutions;
such as the family, the general public, and the state. With such a design, it is hoped that character education will always be life and synergy in every sphere of education.
Suryawan (2020)
Management of Character Education Based
on Local
Assistance
Indonesia Qualitative Interviews, observation s,
discussions
Management of character education based on school local wisdom through the process of planning, implementing, and evaluating by the principal and educators of students.
Walker et al.
(2015)
Towards a new era of character education in
UK Qualitative Library Research
Academic progress in character education need to be adapted to the language used in official policies. To achieve that goal,
191 theory and in
practice
character educators must act as
“knowledge intermediaries”, repackaging information in an effective way to legitimize changes in teacher training and education policies.
Wijio (2020)
Management Of Student
Character Education Madrasah Ibtidaiyah Negeri I Kapuas Hulu
Indonesia Qualitative Interviews, observation and
documentati on
Efforts to build character in schools are carried out by applying school habits or culture that lead to character building according to its mission of carrying out moral development according to Islamic values by linking character values with subject matter and daily activities.
Yusoff and Hamzah (2015).
Direction of moral education teacher to enrich character
education
Malaysia Qualitative Library Research
Character education is very influential on human behavior to become a moral human being by knowing good things, wanting good things and also doing good things.
Based on the results of literature reviews and reviews of the sources obtained, the results of the analysis show that most of the articles focus on how to manage character education in schools. It can be seen from the articles reviewed that educational management is the mobilization of all educational resources to achieve predetermined educational goals.
Educational management is divided into four management functions, namely planning, organizing, actuating and controlling.
Planning is done to determine the overall goals and how best to fulfill it or how to achieve that goals. The school carries out character education planning at the beginning new school year, by planning and evaluate character education developed based on the school's vision and mission by integrating character education into learning that involves all teachers working together develop character education. That is relevant to the research of Fitri et al. (2018) which states that the planning of character education is carried out by how to design a curriculum that is integrated with character education. According to Rusmiati and Saleky (2018), stated that in planning and determining character values, all school
members such as principals, teachers, parents that the community must be involved and work together, so that these efforts will produce results that are able to produce students with character according to what is planned.
Organizing is done with the aim of dividing a large activity into smaller activities.
Organizing makes it easier for managers to supervise and determine the people needed to carry out the tasks that have been divided. That is relevant to Panoyo et al. (2019) and Laksana (2016) statements which state that the organization is carried out by distributing tasks to all school members in strengthening character education so that it makes it easier to supervise the implementation of the tasks that have been assigned.
Actuating is an act to ensure that all group members strive to achieve goals in accordance with managerial and planning.
Julistiaty et al. (2018) and Nurindarwati (2019) also argue that actuating is the main stage in character education, where this stage is an activity in realizing the goals that have been set.
Controlling is carried out to ensure that the entire set of activities that have been planned, organized and implemented can run in
192
accordance with the educational targets being faced. According to Wijio (2020), character education management is applied in daily activities by incorporating material into character values, providing advice and direction for always do good, that is carried out before or between the delivery of the material or after the delivery of the learning material.
Sodikin et al. (2020) states that, utilization of management functions and involve all components, including teachers, staff, parents and the community will form good management.
Besides that, in general character education is a conscious and planned human effort to educate and empower the potential of students to build their personal character so that they can become individuals who are beneficial to themselves and their environment. Character education is an educational system that aims to instill certain character values in students in which there is a component of knowledge, awareness or willingness, as well as actions to carry out these values. Muhith (2018) stated that, character education is designed as an effort to improve the character of students. Through character education, a child will become intelligent, not only knowledge but also emotionally intelligent. This is relevant to the opinion of Rostini et al. (2020) which states that, inculcating character education to students is to build good morals to fulfill the wishes of parents who expect their children to be good and have faith. Suryawan (2020) added that, good cooperation must be established between the two parties so that parents and schools are not mistaken educate children.
CONCLUSION AND SUGGESTION Conclusion
Character education management is the mobilization of all educational resources to achieve predetermined educational goals, by building students' personal character in the form of moral values so that they can become
individuals who are beneficial to themselves, their environment and next generations.
Management of character education in school in every school activity through three main channels, namely integrated through learning activities, integrated through extracurricular activities, and integrated through cultivating and habituation activities. The stages include
planning, organizing, actuating and controlling, which requires cooperation between educators, parents and the community in its implementation so that it runs effectively.
Suggestion
Based on the results of the literature review, character education planning should begin with socialization by presenting competent experts in the field of character building. This activity aims to raise awareness collectively about the importance of character education in schools, carry out collective movements and the declaration of character education to all. Schools need to select and determine prioritized values to be developed based on the results of context analysis with considering the availability of existing facilities and conditions. Researchers hope that there will be further research on the management of character education in college level.
REFERENCES
Akhmad, & Labulan, P. M. (2020).
Management of Application Character Education at Sekolah Dasar Kemala Bhayangkari, Balikpapan. Atlantis Press, 432, 113–115.
Apriwandi, A., Asrin, A., & Sudirman, S.
(2019). Implementation of Character Education Management in Junior High School 1 Praya. International Journal of Multicultural and Multireligious Understanding, 6(6), 381–389.
Azhary, L., Handoyo, E., & Khafid, M. (2018).
The Implementation of Integrated Character Education in Policy Design at
193 SD Muhammadiyah (plus) Salatiga.
Journal of Primary Education, 7(2), 172–178.
Deliani. (2020). The Implementation of Education Character Management at State Islamic Senior High School (MAN) 2 Model Medan. International Journal on Language, Research and Education Studies, 4(1), 79–91.
Fitri, R. S., Akbar, M., & Madhakomala, R.
(2018). Character Educational Management (A Case Study in the Elementary School Penyengat Island).
Ijer-Indonesian Journal of Educational Review, 5(1), 23–27.
Humaerah, P. D., & Sari, J. Y. (2020).
Teacher’s Roles on the Implementation of Character Education in Elementary Schools. 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019), 24–29.
Julistiaty, J., Madhakomala, R., & Matin, M.
(2018). Manajemen Pendidikan dalam Membentuk Karakter Siswa SMP Tunas Bangsa Sunter. Jurnal Akuntabilitas Manajemen Pendidikan, 6(2), 241–251.
Laksana, S. D. (2016). Urgensi Pendidikan Karakter Bangsa di Sekolah.
MUADDIB: Studi Kependidikan Dan Keislaman, 5(2), 167–184.
Lewis, M., & Ponzio, V. (2016). Character Education as the Primary Purpose of Schooling for the Future. Jurnal Ilmiah Peuradeun, 4(2), 137–146.
Marini, A. (2018). Implementation of Character Building at Elementary Schools: Cases of Indonesia. Proceeding International Conference on University and Intellectual Culture, 1(1), 60–71.
Maunah, B. (2015). Implementasi Pendidikan Karakter dalam Pembentukan
Kepribadian Holistik Siswa. Jurnal Pendidikan Karakter, 5(1), 90–99.
Muhith, A. (2018). Character Education Management in Islamic Elementary School State of Lombok Kulon Wonosari Bondowoso District. Dama Academic Scholarly Journal of Researchers, 3(8), 177–183.
Murray, E. D., Berkowitz, M. W., & Lerner, R.
M. (2019). Leading with and for Character: The Implications of Character Education Practices for Military Leadership. The Journal of Character & Leadership Development, 6(1), 33–42.
Nababan, A. (2020). Enhancing The Character of Students Through The Implementation of 2013 Curriculum at SMK Negeri 1 Siatas Barita. Kelola:
Jurnal Manajemen Pendidikan, 7(2), 176–183.
Nurindarwati, R. (2019). The Management Of
Character Education at
School (Analysis Study at Surakarta Public Secondary School).
ATTARBIYAH: Journal of Islamic Culture and Education, 4(1), 107–120.
Puspitasari, R. (2020). Character Education Management in Senior High School 6 of Yogyakarta. 2nd Yogyakarta International Conference on Educational
Management/Administration and Pedagogy (YICEMAP 2019), 186–190.
Ristanti, Y. D., Banowati, E., & Subagyo, S.
(2020). Strategies and Implementation of Character Education Empowerment Management through Islamic Cultural Schools (Madrasah Tsanawiyah) in Dempet District. Journal of Educational Social Studies, 9(1), 24–30.
Rostini, D., Zuhdi, A., & Ayundhari, V. L.
(2020). The Management of Character
194
Education in Schools Around Pesantren Environment to Build Akhlakul Karimah. Journal of Accounting and Finance Management, 1(1), 95–99.
Rusmiati, & Saleky, A. P. (2018). The Role of Pkn Subject Teachers in the Process of Implementing Character Education in Students. Citizenship Jurnal Pancasila Dan Kewarganegaraan, 6(2), 79–89.
Sari, D. L., Rini, R., & Suntoro, I. (2020).
Local-Wisdom-Based Character Education Management in Junior High School IT BaitulJannah Bandar Lampung. Journal of Research &
Method in Education, 10(1), 7–10.
Sobarna, A., & Hakim, A. (2017). Management Character Education in Kindergarten.
Indonesian Journal of Early Childhood Education Studies, 6(2), 65–73.
Sodikin, O., Barlian, U. C., Sauri, S., &
Nurulhaq, D. (2020). Management of Character Education Based on Panca Jiwa in Pondok Pesantren Darul Muttaqien Bogor. International Journal of Nusantara Islam, 8(2), 172–180.
Suhaimi, S., & Rinawati, Y. (2020). The Management of Character Education Curriculum at Vocational High School 2 Kandangan. International Conference on Creativity, Innovation, Technology in Education, 274, 272–277.
Sumaryati. (2016). Manajemen Pendidikan Karakter. Tarbawiyah: Jurnal Ilmiah Pendidikan, 13(02), 205–220.
Suryawan, I. G. A. J. (2020). Management of Character Education Based on Local Assistance. International Journal of Humanities, Literature and Arts, 3(1), 51–60.
Taunu, E. S. H., & Iriani, A. (2019). Evaluasi Program Penguatan Pendidikan Karakter Terintegrasi Mata Pelajaran Matematika di SMP Negeri. Kelola:
Jurnal Manajemen Pendidikan, 6(1), 64–73.
Walker, D. I., Roberts, M. P., & Kristjánsson, K. (2015). Towards A New Era of Character Education in Theory and in Practice. Educational Review, 67(1), 79–96.
Wijio, S. (2020). Management of Student Character Education Madrasah Ibtidaiyah Negeri I Kapuas Hulu.
EDUKASI: Jurnal Pendidikan Islam (e- Journal), 8(2), 131–149.
Yusoff, M. Z. M., & Hamzah, A. (2015).
Direction of Moral Education Teacher to Enrich Character Education. Jurnal Ilmiah Peuradeun, 3(1), 119–132.
