CHAPTER I

INTRODUCTION

A. Background

Character is the nature or morals that are important to learn for student. In

book Implementation of Character Education, we can find definition and theory

character according from experts. That’s identity the book that I will critize:

Title : Implementasi Pendidikan Karakter

Author : Dr. Tutuk Ningsih

Publisher : STAIN Purwokerto

Publication year : 2015

ISBN : -

All pages : 201 pages

Edition : First edition

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 CHAPTER II

SUMMARY

PART I

Character Education and Theory Moral

A. Theory Character Education and Morals according Thomas Lickona

1. Concept of Character and Moral Education

Lickona (1991: 20-22) says there are 10 reasons why schools form

commitment with all their heart and teach moral values and develop good

character, as follows:

a. There is a clear and urgent need.

b. Transmitting values is and always has been the work of civilization.

c. The school’s role as moral educator.

d. There is common ethical ground even in our value-conflicted society.

e. There is no such thing as value-free education.

f. The great questions facing both the individual person and the human race

are moral questions.

g. There is a broad-based, growing support for values education in the

schools.

h. An unabashed commitment to moral education is essential if we are to

attract and keep good teachers.

i. Values education is a doable job.

j. Values education is a very possible job to be implemented.

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 Lickona (1991: 53), explain character education as follows:

MORAL KNOWING: MORAL FEELING:

1. Moral awareness 1. Conscience

2. Knowing moral values 2. Self-esteem

3. Perspective-taking 3. Empathy

4. Moral reasoning 4. Loving the good

5. Decision-making 5. Self-control

6. Self-knowledge 6. Humality

MORAL ACTION:

1. Competence

2. Will

3. Habit

2. Character and moral Education process

Efforts to build a positive moral culture in schools, according to Lickona

(trj. 1991: 454-456) there are six important elements that must be done, namely:

(1) moral and academic leadership of the principal, (2) school discipline in setting,

(3) understanding of the school towards the community, (4) management of

schools involving inner students democratic self-development, (5) moral

atmosphere towards mutual respect, justice, and cooperation, (6) increase the

importance of morality at the expense of a lot of time to care about human morals.

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 3. Parties Participating in Character Education in Schools

Lickona, Schaps, & Lewis (2007: 95-104) in his book entitled The

Characteristics of Education Quality Standards recommends 11 principles to

realize effective character education. The eleven principles are: (1) promoting

basic ethical values as the basis of character, (2) identifying characters

comprehensively, (3) using a sharp, proactive, and effective approach to character

building, (4) creating a caring school community, (5) giving students the

opportunity to show behavior that good, (6) has coverage of the curriculum

meaningful, build their character and help them succeed, (7) strive for growing

self-motivation of students, (8) functioning of all staff school as a moral

community that shares responsibility for character education and loyal to the same

basic values, (9) existence division of moral leadership and broad support in

building character, (10) functioning of family and community members as

partners in building character, and (11) evaluating school character, function of

school staff as character teachers, and manifestations positive character in student

life.

B. Theory Character Education and Morals according Ki Hadjar Dewantara

Dewantara (1977:13) says that the basis of our education based on

Javanese terms namely among, ngemong, and momong. The way is, we don't

force it, even if it's just lead sometimes it's not necessary. And he says that in

education it must always be remembered, that independence is of three kinds:

independent, not dependent on others, and can regulate itself.

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 Dewantara (2004: 70-76) says that the trident system is very supportive

in education in Indonesia as follows:

1. In the lives of children there are three places of association that become

the center of education which is very important for him, namely natural-

family, college nature, and the nature of the youth movement.

2. The way education can be carried out at the present time that can enliven,

add to and delight the feeling of living together (society, social), must be

shown towards the intelligent character (character forming), national

culture (nationalism) and towards the meeting of natural relations family,

college nature and natural youth as educational centers.

The strength of Ki Hadjar Dewantara's educational concept in the

process character education is a system of among which functions as internalizing

national cultural values, through learning arts, and history.

C. Theory Character Education and Morals according Lawrence Kohlberg

According to Kohlberg in Palmer (2003: 338), there is a unity between

moral and cognitive development, between the intellectual and affective domains.

According to him, "The development of logical and critical thinking, which is the

core of cognitive education, finds a broader meaning in a set of moral values".

Kohlberg's theory is based on Piaget's approach to the following main

principles (Palmer, 2003: 338):

1. Cognition in general and moral reasoning in particular are organized

in the form of a scheme,

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 2. Moral and cognitive development occurs when children and adults

go through a series of stages,

3. A higher stage is a better stage in understanding enable individuals to

understand experiences more comprehensively.

Kohlberg (1995: 23-28) describes six stages and three levels, namely:

1. Levels of Pre-conventional Moral Reasoning

Stage1: Sentencing and compliance

Stage 2: Relativist-instrumental orientation

2. Conventional Moral Reasoning Levels

Stage 3: Presentation of agreement between individuals

Stage 4: Orientation of law and order

3. The level of post-conventional moral reasoning, autonomy or Principle

Stage 5: Orientation of social contract legality

Stage 6: Orientation of universal ethical principles

The superiority of Kohlbreg's theory about the development of moral

reasoning, choose to learn about moral responses and Kohlbreg recognize six

stages of moral reasoning and there are grouped into three main levels. And the

weakness of Kohlberg's theory lies in his approach to cognitive development and

democratic involvement. Whereas the affective approach and psychomotor

approach are not used by Kohlberg's theory where both approaches are very

influential in moral development.

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PART II

Government Policy and Strategy about Character Education

A. Character Education Policy by the Ministry of Education and Culture of

the Republic of Indonesia

According to the Ministry of National Education (2010: 29-31), the

implementation of character education covers all activities planning, organizing,

implementing, and quality control involving all major units in the stakeholder

environment National Education.

B. Principles of Character Development in Schools

In principle, character development according to the Ministry of

National Education (2010: 18) are not included as separate topics, but integrated

into subjects, self-development, and educational unit culture. With this principle

students learn through the process of thinking, acting, and acting.

C. Character Development Strategies through School Education Programs

According to the Ministry of National Education (2010: 18-19) states

that in order to establish good character in schools, character education is

integrated into all subject matter due to integration character education into all

learning material is carried out in order to develop interventions.

Zamroni (2011: 26) offers 7 (seven) character education strategies in

learning as follows:

First, the goals, targets and targets to be achieved must be clear and

concrete.

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 Second, character education will be more effective and efficient if done

not only by schools, but also must have cooperation between the school and the

parents of students.

Third, make all teachers aware of the important and responsible role in

the success of implementing and achieving the goals of character education in

students.

Fourth, the teacher's awareness of the need for a "hidden curriculum"

and is a very important instrument in developing the character of students.

Fifth, in implementing learning, the teacher must emphasize the students'

critical and creative thinking, ability to cooperate and decision-making skills.

Sixth, school culture must be utilized in development character of

students.

Seventh, in essence one phase of character education is a process of

habituation in daily life, especially in school.

According from Zuchdi (2010: 46-50), there are six steps that can be

taken in implementing integrated character education in learning, namely:

1. Determining Learning Objectives

2. Determine the Target Values to be developed

3. Using the Integrated Approach

4. Using the Comprehensive Method

5. Determining Learning Strategies

6. Design activities that can develop study skills and actualize target values.

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 D. Scope of Character Education

Character configurations in the context of the totality of psychological

and socio-cultural processes according to the Ministry of National Education

(2010: 8-9) can be grouped in: (1) spiritual & emotional development; (2)

intellectual development; (3) though body and kinesthetic (physical & kinesthetic

development); and (4) the feeling and intention (effective and creativity

development).

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PART III

Roles of Principals, Teachers, and Students in the Implementation of

Character Education

A. SMP Negeri 8 Purwokerto

1. Roles of School Principals

Character is not something foreign and new. I often hear the word character even say it.

Whereas characters in the world of education or which is usually called character

education is an effort that conducted to instill, grow, and develop character values to

students through educational institutions in schools (Interview with SP, Monday 3

December 2012).

In accordance with the vision of SMP Negeri 8 Purwokerto, namely:

"Excellent in Achievements based on IMTAQ, Science and Technology and Art",

the character values instilled and developed in the school are religious,

democratic, tolerant, reading, creative, socially caring, peaceful love, respect

achievement, discipline, responsibility, honesty, and independence.

2. Teacher's roles

The teacher shows creative value in developing active, effective, and

efficient learning methods. When teaching teachers can create an atmosphere that

can encourage the emergence of student creativity, namely by providing

challenging tasks such as making work, project assignments, scientific work, and

others.

3. Students roles

Student responsibility is learning and doing assignments given the

teacher.

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 B. The Role of Principals, Teachers, and Students in the Implementation of

Character Education

1. Role of Principal

a. Religious character, b. Honesty Character, c. Responsibility character,

d. Discipline Character, e. Environmental Care Character, f. Social Care

Character, g. Hard Work Character, h. Be autonomous character, i. Character of

Love of the Motherland, j. National Character of Spirit, k. Curiosity Character,

l. Reading Characters, m. Character Appreciates Achievement, n. Character of

Love of Peace, o. Democratic character, p. Friendly or Communicative Character,

q. Tolerant character, r. Creative Character.

2. The Role of Teachers in the Implementation of Character Education

The teacher as the spearhead of the learning process in the school has

important role in shaping the character of students through the process learning as

well as through the exemplary attitude that the teacher demonstrates in

interactions everyday at school even in the community.

3. Student Role

Students are the subject and object of the implementation of character

education in schools, therefore coaching is carried out continuously both through

the planting of good character values and actions taken by school residents,

especially principals, educators and education personnel. The character of loving

cleanliness is revealed by students through daily activities in schools such as

sweeping classrooms, school yards and throwing garbage in its place.

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PART IV

Character Education in Schools

A. Implementation of Character Education in Public Middle School 8 and

SMP Negeri 9 Purwokerto

1. Intracuricular activities.

2. Extracurricular activities.

B. The Role of Principals, Teachers, and Students in the Implementation of

Character Education in 8 Public Middle Schools and 9 Public Middle

Schools in Purwokerto.

The implementation of character education in SMP Negeri 8 Puwokerto

and SMP Negeri 9 Purwokerto based on the results of the study shows that school

residents (principals, teachers, and students) have the same understanding of the

importance of character education in schools in an effort to build the character of

students.

1. Role of Principal

The role of the principal in implementing educational practices the

character in SMP Negeri 8 Purwokerto is done with the principle as the following:

(1) instilling character values must begin with oneself the principal itself, (2) the

planting of character values must be based on the religious values and philosophy

of the Pancasila, and (3) provide examples of exemplary and honesty in the

behavior of everyday life.

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 There are some very dominant roles that are shown by principals in

implementing the practice of character education in schools, namely as: (1)

motivators, (2) exemplary examples, (3) protectors, (4) activists, (5) activity

designers , (6) drivers, and (7) mentors.

2. Teacher's Role

Teachers have an important role in transforming knowledge, attitudes

and behavior to students. The attitudes and behavior of teachers in both state

junior high schools have a positive influence on the process of forming character

values instilled in students, both those related to cognitive aspects (knowledge),

affective (attitudes), and psychomotor (behavior). The teacher's attitude and

behavior are reflected in his role, namely: (1) the role of the teacher as an

educator, (2) the role of the teacher as a lover, and (3) the role of the teacher as a

caregiver.

The teacher must move to empower the community towards a good and

perfect quality of life in all aspects of life, especially knowledge, morality, social,

cultural, and democratic economy (Wiyani, 2012: 82).

(Thomas Lickona, 2012: 112) says the teacher has the power to instill values and

character in children, at least in three ways, namely:

1) The teacher can be a loving, effective, loving person and respecting

students, helping them succeed at school, build their confidence, and make them

understand what is moral by looking at the way their teachers treat them with

good ethics.

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 2) Teachers can become models, namely ethical people who show high

respect and responsibility, both inside and outside the classroom. Teachers can

also give examples in matters relating to morals and their reasons, namely by

showing their ethics in acting at school and in their environment.

3) Teachers can be ethical mentors, provide moral instruction and

guidance through explanation, class discussions, storytelling, giving personal

motivation, and providing corrective feedback when there are students who hurt

their friends or hurt themselves.

C. Actualization of Character Values in State Middle School 8 and Middle

School 9 Purwokerto.

Character values that are actualized by school residents in SMP Negeri 9

Purwokerto refers to the principle of ABITA (I'm Proud of Indonesia My

Motherland) which includes 18 character values, namely: (1) religious values, (2)

democratic, (3) honest, (4) responsibility, (5) discipline, (6) caring for the

environment, (7) caring for the social, (8) hard work, (9) being independent, (10)

loving the country, (11) the spirit of nationalism, (12) curiosity, (13) reading, ( 14)

respect for achievement, (15) peace-loving, (16) friendly / communicative, (17)

tolerant, and (18) creative.

D. Similarities and Differences in the Implementation of Character Education

in Purwokerto State Middle 8 and 9 Middle Schools

Similarities in implementing character education in schools, namely

mainly in actualizing the 12 components of character values as follows which

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include: planting religious values, honesty, discipline, tolerance, creative,

independent, democratic, respecting achievement, peace of mind, love to read,

caring social , and responsibility.

The difference in the implementation of character education in both

schools are in terms of actualizing the process model character education in the

formation of culture in school, process the establishment of a school culture that is

knowledgeable in character in Public Middle School 9 Purwokerto shows more

programmed and integrated into curriculum compared to those in SMP Negeri 8.

While in SMP Negeri 9 Purwokerto, out of 18 character values the most

prominent ones applied only cover 12 character values which include the values

mentioned above, and which 4 character values do not appear to be explicitly

applied to the formation of character schools that are characterized, even though

implicitly they already exist, such as the application of the values of curiosity,

love of the homeland, friendship or communicative, and the spirit of nationalism.

The following is more clear about the differences and similarities in the

implementation of character education in two schools, namely as follows:

a. Curriculum Reformation Aspect

b. Learning Aspects

c. Aspects of Extracurricular Activities.

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 CHAPTER III

SUPERIORITY OF THE BOOK

A. Relation between of chapter.

PART I Character Education and Theory Moral

In this chapter discusses about various definitions of character and morals

from experts. And the concept of how well educators teaching of character

education at schools. Besides that, this chapter has the advantage that there are

many opinions from experts, so that when there is a task can help as references.

PART II Government Policy and Strategy about Character Education

In this chapter discusses government policies on character education.

The excellence of this book, so I know how to model or method of learning

character education and several strategies from several experts.

PART III Roles of Principals, Teachers, and Students in the Implementation

of Character Education

In this chapter discusses how the role of principals, teachers, and

students in carrying out character education. And how to implement it into the 18

values of the such characters.

PART IV Character Education in Schools

In this chapter discusses about the implementation of character

education in Senior High Schools 8 and 9 with the results of interviews or

observations. And know more detailed material about the results of observation.

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 So, this book explains in detail and clearly because it is reinforced by the

opinions from the experts.

B. Up-to-date the contents of the book.

1. This book explains in detail what character education is, explaining the

strategies and policies of the government, the role of school principals,

teachers and students. Besides this book also discusses the implementation

of character education in schools.

2. This book also teaches us about moral theories from the opinions of

experts that make the readers understand more about morals and character.

3. The book authors explain the results of interviews after observation in

several schools.

C. The relationship between the contents of the book and the field of science.

1. This book also deals with the field of sports science because it is included

in extracurricular and intracurricular, also related to the field of religious

science which is about religious values.

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 CHAPTER IV

WEAKNESS OF THE BOOK

A. Relation between of chapter.

There are peculiarities in chapters 3 and 4, this peculiarity is that the

chapter describes the roles of principals, teachers, and students in character

implementation. While in chapter 4 there is a description of the role of principals,

teachers, and students as well. And then, in chapter 1 explains the superiorities of

the theory from the experts, so that the readers understands it. While in chapter 2

and so on it does not explain the superiorities as in chapter 1.

B. Up-to-date the contents of the book.

1. This book does not include interesting images or illustrations so it seems a

little boring when reading this book.

2. In this book there are still sentences that are difficult to understand so that

they can confuse the reader.

3. In this book there is also a typing error, such as (ujud) should be (wujud)

in Indonesian.

C. The relationship between the contents of the book and the field of science.

This book also deals with the field of sports science because it is

included in extracurricular and intracurricular, also related to the field of religious

science which is about religious values.

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 CHAPTER V

ANALYSIS RESULTS

According to the author, the topics raised in this book are very

interesting and important to read. Topics raised should be needed by everyone,

because in this day and age many don't care about morals and character anymore.

This book can also encourage the curiosity of the readers to understand more

about character and look for reasons why that character must be learned. The

material presented is also actual which is in accordance with the current state of

character. For example the government strategy material about character

education. Opinions from selected experts also strengthened the contents of the

book. The sentences in this book are also easy to understand, making it easier for

readers to understand the contents of the book. and some typing errors. This book

also provides concrete examples because it is accompanied by observations.

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 CHAPTER VI

CONCLUSIONS AND RECOMMENDATION

A. Conclusions

From the above description it can be concluded that this book explains

what the characters and morals, policies and strategies of the government about

character education, the roles of school principals teachers and students in the

implementation of character education, and the implementation of character

education in schools. So that this book is very useful for anyone who reads either

a school leader, teacher, student, or ordinary people. The benefits after we read

this book are enormous because we can implement characters in our daily lives.,

because in this age the character is increasingly lost in everyone's life.

B. Recommendation

The author suggests that in printing this book, the writer should be more

researched in typing words and sentences that are easily understood by the reader.

And there is no repetition of material in each chapter. In addition, the writer can

also add interesting images in accordance with the contents of the book in order to

attract the interest of readers from all walks of life. Maybe the writer can also add

about ISBN.

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