THE ROLE OF CHARACTER EDUCATION

IN LEARNING

A PAPER

By:
FAISAL
NISN:0002776992

BOARDING SCHOOL
MAN MODEL BANDA ACEH
KEMENTERIAN AGAMA KOTA BANDA ACEH
 PREFACE

Praise be to Allah who has given us the ease to finish this paper. Without
his help perhaps the author will not be able to finish it well. Shalawat and
greetings may abundantly pour out to our beloved Prophet Muhammad SAW.

This paper is structured so readers can broaden the knowledge of the "The
Role of Character Education in Learning", which we present based on
observations from various sources. The paper was collated by the authors with
many obstacles. Whether it comes from self-compiler or who come from outside.
But with patience and especially help from God finally this paper can be solved.

This paper includes " The Role of Character Education in Learning " trying
to identify all the risks faced by the company, while evaluating potential losses, ie
assessing all potential losses faced by the company. It is a function of risk
management.

Hopefully this paper can provide a wider knowledge to the reader. Although
this paper has advantages and disadvantages. Compilers need criticism and
suggestions from the reader who is destructive. Thanks.

Banda Aceh, 10th Desember 2017

Faisal

i
 TABLE LIST OF CONTENT

PREFACE ....................................................................................................... i

TABLE LIST OF CONTENT ........................................................................ ii

CHAPTER I (INTRODUCTION) ................................................................. 1

A. Background ........................................................................................ 1
B. Formula Of The Problem ................................................................... 2

CHAPTER II (DISCUSSION) ....................................................................... 3

A. Definition Of Character Education .................................................... 3

B. The Function and Purpose of Character Education............................ 5
C. Basic Characteristics and Principles Character Education............... 10
D. Supporting Components in Character Education ............................. 12
E. Application and Development of Character Education ................... 14
F. The Efforts of Character Education in Learning Objectives ............ 15

CHAPTER III (CLOSING) ......................................................................... 19

A. Conclusion ....................................................................................... 19
B. Recommendation.............................................................................. 20

BIBLIOGRAPHY ........................................................................................ 21

ii
 CHAPTER I
INTRODUCING
A. Background
Education is a system that regularly and carry a broad enough mission that
is all things related to physical development, health, skills, thoughts, feelings,
willingness, social up to the problem of belief or faith. This shows that the school
as a formal educational institution has a heavy load burden in carrying out the
education mission. Especially when it is associated with the rapid changes of the
present age which is very influential on the students in thinking, behaving and
behaving, especially to those who are still in development stage in transition that
seek identity.
In relation to character education, the Indonesian people really need
human resources (human resources) are great and quality to support the
implementation of development programs properly. This is where quality
education is needed, which can support the achievement of the ideals of the nation
in having quality resources, and in discussing the quality of human resources and
its relation to education, then the first judged is how high the value that is often
obtained, in other words the quality measured by numbers, so it is not surprising
that in order to pursue the targets set by an educational institution sometimes
commit fraud and manipulation.
This is in accordance with Law No. 20 of 2003 on the National Education
System in Article 3, which states that national education functions to develop the
ability and form the character and civilization of a dignified nation in order to
educate the nation. National education aims to develop the potential of learners to
become human beings who believe and cautious to God Almighty, have a noble
character, healthy, knowledgeable, capable, creative, independent, and become
citizens of a democratic and responsible.
Based on the function and purpose of national education, it is clear that
education at every level, including Junior High School (SMP) must be organized
systematically in order to achieve that goal. It is related to the character formation
of learners so as to be able to compete, ethical, moral, good manners and interact
with the community. It turns out that a person's success is not determined solely
by knowledge and technical skills (hard skills), but rather by the ability to manage
themselves and others (soft skills). This research reveals, success is only
determined about 20 percent by hard skill and the remaining 80 percent bysoft
skill. Even the most successful people in the world can succeed because more
supported the ability of soft skills rather than hard skills. This implies that the
quality of character education of learners is very important to be improved.
The much-needed education today is education that can integrate character
education with education that can optimize the development of all dimensions of
the child (cognitive, physical, social-emotional, creativity, and spiritual).

1
Education with such an educational model is oriented towards the formation of the
child as a whole human being. The quality of the students becomes superior not
only in the cognitive aspect, but also in its character. Children who excel in
character will be able to deal with all the problems and challenges in his life. He
will also be a lifelong learner. At the time of determining the main learning
method is to determine what ability will be changed from the child after
undergoing the learning from the character side. If we want to realize that
character in everyday life, it has made it our duty to form successful educators in
education and teaching.

B. The Formulation of Problem

With the above background the author formulates some problems as
follows:
1. What is the meaning of character education?
2. What is the function and purpose of Character Education?
3. What Character Education Characteristics and Characteristics?
4. What are the supporting components in Character Education?
5. How is the application of character education?
6. How does Character Education efforts achieve Education goals?
 CHAPTER II
DISCUSSION
A. Definition Of Character Education
The characters according to the Depdiknas Language Center are, innate,
heart, soul, personality, manners, behavior, personality, nature, temperament and
temperament, meanwhile, the so-called character is personality, behavior,
character, simple is often defined as a human effort to nurture, its personality in
accordance with the values in society and culture.
Character is the values of human behavior associated with God Almighty,
self, fellow human, environment, and nationality embodied in thoughts, attitudes,
feelings, words, and deeds based on religious norms, law, etiquette, culture , and
customs. In its development, the term education or paedagogie, means guidance or
help deliberately by adults to mature. Further education is defined as an effort run
by someone or other groups to become adults to achieve a higher level of living or
living in a mental sense.
In its development, the term education or paedagogie, means guidance or
help deliberately by adults to mature. Further education is defined as an effort run
by someone or other groups to become adults to achieve a higher level of living or
living in the mental sense. While the character according to the Depdiknas
Language Center, is innate, heart, soul, personality, manners, behavior,
personality, nature, temperament and temperament, meanwhile, the so-called
character is personality, behavior, nature, character and character.
Character education according to Thomas Lickona (1991) is the education
to shape one's personality through character education, whose results are seen in
the actual action of a person that is good behavior, honest, responsible, respect for
the rights of others, hard work, .
The definition of character education is further elucidated by Elkind and Sweet
(2004).
"Character education is the deliberate esffort to help people understand, care
about, and act upon caore ethical values. When we think about the kind of
character we want for our children, it is clear that we want them to be able tu
judge what is right, care deeply about what is right, and then do what they believe
to be right, even in the face of pressure from without and temptation from within "
Further explained that character education is everything that teachers do,
which is able to influence the character of learners. Teachers help shape the
character of learners. This includes examples of how the teacher behaved, how the
teacher spoke or delivered the material, how the teacher tolerated, and various
other related matters.
 Educational experts in general agree on the importance of improving
character education in formal education. Nevertheless, there are differences of
opinion among them about the approach of the mode of education. Concerning the
approach, some experts suggest the use of moral education approaches developed
in Western countries, such as: cognitive moral development approaches, value
analysis approaches, and value clarification approaches. Some others suggest the
use of a traditional approach, through the implantation of certain social values.
Based on the grand design developed by the Ministry of National
Education, the psychological social culture of character building in the individual
is a function of all human potential (cognitive, affective, conative and
psychomotoric) potential of human social interaction (in family, school and
community) .
Configuration of character in the context of the totality of psychological
and social cultural processes can be grouped in: if the heart, though piker, sports
and kinestetik, and taste and karsa, the four things can not be separated from each
other, even complementary and interconnected.
The categorization of values is based on the consideration that in essence a
person's characteristic behavior is a manifestation of a psychological toality
function that encompasses the full potential of the human individual (cognitive,
affective and psychomotor) and the function of social-cultural totality in the
context of interaction (in family, educational unit, and society) and lasts for life.
Thus, character education is a system that instills character values in
learners, which contains the components of knowledge, individual consciousness,
determination, and the willingness and action to perform values, whether to God
Almighty, self, fellow human , environment, and nation, so it will be realized
insane kamil.
The task of educators in all levels of education is not limited to the
fulfillment of children's brains with various knowledge. Educators should teach a
comprehensive education that incorporates some aspects of aqidah and moral
order. Therefore, educators must be able to make the words and behavior of
students in the class to be good that eventually will be embedded a good character
education dikelak later on.
Qualified characters need to be established and nurtured from an early age.
Early age is a critical period for the formation of a person's character. Many
experts say that failure to plant character to someone from an early age will form a
problematic person in his later adulthood. In addition, instilling morale to children
is a strategic undertaking.
The serious problem facing the Indonesian nation is that the current
education system is too oriented to the development of the left brain (cognitive)
and less attention to the development of the right brain (affective, empathy, and
taste). The learning process also takes place in a passive and rigid manner that
becomes unpleasant for the child. Subjects related to character education (such as
manners and religion) turned out to be in practice more emphasis on aspects of the
left brain (memorization, or just knowing). All of this has killed the child's
character so it becomes less creative. In fact, the formation of character must be
done in a systematic and continuous involving aspects of knowledge, feeling,
loving, and acting. Character formation can be likened to the formation of a
person into a body builder (bodybuilder) which requires practice the muscles of
morals continuously in order to become strong and strong. In addition, the success
of character education should also be supported by efforts to provide a good
educational and socialization environment and fun for children.
Thus, the much-needed education today is education that can integrate
character education with education that can optimize the development of all
dimensions of the child (cognitive, physical, social-emotional, creativity, and
spiritual). Education with such an educational model is oriented towards the
formation of the child as a whole human being. The quality of the students
becomes superior not only in the cognitive aspect, but also in its character.
Children who excel in character will be able to deal with all the problems and
challenges in his life. He will also be a lifelong learner. At the time of determining
the main learning method is to determine what ability will be changed from the
child after undergoing the learning from the character side. If we want to realize
that character in everyday life, it has made it our duty to form a successful
educator in education and teaching.

B. The Function and Purpose of Character Education

In the TAP MPR No. II / MPR / 1993, it is mentioned that education aims
to improve the quality of the Indonesian people, that is, the man who believes and
cautious of God Almighty, virtuous noble character, independent personality,
advanced, responsive, intelligent, creative, skilled, disciplined, beretos
professional work, as well as physically healthy body.
Departing from the above, formally efforts to prepare the conditions,
facilities / infrastructure, activities, education, and curriculum that lead to the
formation of character and character of the young generation of the nation has a
strong juridical foundation. However, the signal is only realized when a moral
crisis that hit all levels of society. No exception to school-age children. To prevent
the severity of the moral crisis, now the effort began to be pioneered through the
Character Education of the nation.
In giving the nation's Character Education at school, the experts are
different opinions. There are at least three opinions that develop. First, that
Character Education of the nation is given stand alone as a subject. The second
opinion, Character Education of the nation is given in an integrated manner in
Civic and Nationality education, religious education, and other relevant subjects.
The third opinion, Nation Character Education is integrated into all subjects.
 Character education aims to improve the quality of education
implementation and outcomes in schools that lead to the achievement of character
formation and noble character of learners intact, integrated, and balanced,
according to the competency standards of graduates. Through character education
is expected junior high school students are able to independently improve and use
their knowledge, review and internalize and personalize the values of character
and noble character so that embodied in everyday behavior. Character education
at the institutional level leads to the establishment of a school culture, the values
that underlie the behavior, traditions, daily habits, and symbols practiced by all
the citizens of the school, and the communities around the school. School culture
is characteristic, character or character, and the image of the school in the eyes of
the wider community.
Character education aims as follows;
a. Government Version
Education has a very noble purpose for human life. And related to the
importance of character education held in all formal institutions. To recruit the
President of Indonesian republic, Susilo Bambang Yudhoyono, there are at least
five basic objectives of the need to organize character education. These five
objectives are as follows:
• Establishing a Mutual Indonesian Man
Moral issues are a serious problem that afflicts the Indonesian nation.
Every time, people are faced with the fact that the decadence of moral decline that
affects teenagers, students, society in general, even government officials.
The most noticeable feature of moral decadence in the midst of society is
the spread of violence, mass riots, murder, rape, behavior that leads to
pornography and so on. In the world of government, the phenomenon of moral
decadence is also no less santernya, for example behavior of dishonesty,
corruption and other acts of manipulation.
This kind of moral problem is clearly disturbing to all. Ironically, the rise
of unscrupulous acts is actually much done by the educated. And, it happens when
the nation of Indonesia already has thousands of educational institutions scattered
in various places. Thus, it is not surprising that many employees are questioning
the function of educational institutions if just put value, but ignore ethics and
morals.
Thus it can be understood if the demands of the character education held
more widely discussed with the aim that future generations become a human
figure of character, who is able to behave positively in all things.
• Establish a Smart and Rational Indonesian Man
 Character education not only aims to form a moral Indonesian man, ethical
and morally, but also form a smart and rational human, make the right decisions,
and smart in exploiting the potential he has. Intelligence in utilizing the potential
of self and be rational is the cirri of people who have personality and character.
This is what Indonesia needs today, namely the intelligent and rational society.
Various destructive and immoral actions and often committed by
Indonesian society recently show the tendency that people have no longer
rationalize and / or their intelligence in acting and making decisions. As a result,
they often fall into behaviors that tend to damage, either damage the environment
or yourself, especially the character and personality.
Efforts that need to be done so that people are able to take advantage of
intelligence and rationality in the act is to instill these values of personality in
future generations from an early age. Learners are our hope. Therefore, they must
be equipped with character education from now on so that the future generation of
Indonesia is no longer an irrational and non-character generation.
• Establish Innovative Indonesian People and Like Working Hard
Character education is a value education that is held to instill the spirit of
hard work, discipline, creative, and innovative in the students themselves, which
is expected to take root into the character and personality. Therefore, character
education aims to print the nation's generation to grow into an innovative and
willing to work hard.
Today, the attitude of less hard work and not creative is a problem that
causes the Indonesian nation far behind from other countries. In fact, every year,
educational institutions have graduated thousands of learners with a high average
value. From here comes a question, why there is no clear correlation between the
high value obtained by learners with the attitude of keatif, innovative, and hard
work, so that the Indonesian people remain far behind in international level
On the other hand, we also often find the fact that not a few Indonesian
people are smart and have potential and creative, but they are not used by the
government. Their lives are marginalized and marginalized. Their potential is
wasted, so their educational values are useless. Not only that, the government also
seems more concerned with political participation to be set on certain posts. Thus,
the government's consideration is the political cadre, not the right person qualified
and competent morally and intellectually. Now with the character education,
hopefully the learners and our easy generation has a great fighting spirit, and
willing to work hard and innovative in managing their potential. So they can
become a superior human bibibibit in the future.
• Establish an optimistic and Confident Indonesian Man
An optimistic and confident attitude is an attitude that must be instilled to
learners early on. The lack of optimism and self-confidence is a factor that makes
the Indonesian nation lose the spirit to compete to create progress in all fields. In
the future, of course we will increasingly need the figures who are always
optimistic and confident in the face of various situations. And, it is realized if
there is no effort to instil these two attitudes to the successor generation early on.
Organizing character education is one of the very appropriate steps to
shape the personality of learners into an optimistic and confident person. From
now on, learners are not only directed to merely pursuing values but also
providing them with insight into how to behave in the midst of the environment,
family and society.
• Establishing Patriot-Sourced Indonesian Man
One of the principles of the concept of character education is the digestion
of love of the fatherland. The most core of this attitude is the willingness to
struggle, sacrifice and preparedness in providing assistance to the parties in need.
We have to admit that the attitude of help and help to give mutual assistance is
getting worse from people's life. The initial attitude of concern is the thing we are
most proud of as it has been replaced by the growing sumburnya individualistic
and selfish attitudes. Social sensitivity is already at a worrisome level. So do not
be surprised if every time we see the social problems that occur in our
environment, which one of the causes is the erosion of the awareness of each
other.
So, this is where the importance of character education so that learners
really realize that the knowledge gained should be utilized for the benefit of many
people.
b. Observer Version
Here are some experts' opinions on Character education goals;
• Sahrudin and Sri Iriani argue that character education aims to form a strong,
competitive, noble, moral, tolerant, cooperative, patriotic, dynamic, and science-
oriented society, all animated by faith and piety to God. Maha Esa at once based
on Pancasila

• According to Sahrudin, character education has the following functions:

- Develop the basic potential of learners so that he grows into a figure of good
heart, good minded, and behave well.
- Strengthen and build multicultural society behavior.
- Increasing the nation's competitive civilization
The function and purpose of character education itself is achieved when
character education is done correctly and uses appropriate media.
 The task of educators in all levels of education is not limited to the
fulfillment of children's brains with various knowledge. Educators should teach a
comprehensive education that incorporates some aspects of aqidah and moral
order. Therefore, educators must be able to make the words and behavior of
students in the class to be good that eventually will be embedded a good character
education someday later on.
Qualified characters need to be established and nurtured from an early age.
Early age is a critical period for the formation of a person's character. Many
experts say that failure to plant character to someone from an early age will form a
problematic person in his later adulthood. In addition, instilling morale in children
is a strategic undertaking
The serious problem facing the Indonesian nation is that the current
education system is too oriented to the development of the left brain (cognitive)
and less attention to the development of the right brain (affective, empathy, and
taste). The learning process also takes place in a passive and rigid manner that
becomes unpleasant for the child. Subjects related to character education (such as
manners and religion) turned out to be in practice more emphasis on aspects of the
left brain (memorization, or just knowing). All of this has killed the child's
character so it becomes less creative. In fact, the formation of character must be
done in a systematic and continuous involving aspects of knowledge, feeling,
loving, and acting.
Character formation can be likened to the formation of a person into a
body builder (bodybuilder) which requires practice the muscles of morals
continuously in order to become strong and strong. In addition, the success of
character education should also be supported by efforts to provide a good
educational and socialization environment and fun for children. Thus, the much-
needed education today is education that can integrate character education with
education that can optimize the development of all dimensions of the child
(cognitive, physical, social-emotional, creativity, and spiritual). Education with
such an educational model is oriented towards the formation of the child as a
whole human being. The quality of the students becomes superior not only in the
cognitive aspect, but also in its character. Children who excel in character will be
able to deal with all the problems and challenges in his life. He will also be a
lifelong learner.
At the time of determining the main learning method is to determine what
ability will be changed from the child after undergoing the learning from the
character side. If we want to realize that character in everyday life, it has made it
our duty to form successful educators in education and teaching.
C. Basic Characteristics and Principles Character Education
Forester mentions at least four basic characteristics in character education;
• The regularity of the interior in which every action is measured by value
herarchy. Then the value becomes a normative guideline in every action
• Coherence that gives courage to make a person firm in principle, and not easily
oscillate in new situations or fear of risk. Coherence is the foundation that builds
trust in one another. The absence of coherence can undermine one's credibility.
• Autonomy. There someone internalizes the rules from the outside to become
values for the person. This can be seen from judgments on personal decisions
without being influenced by the insistence of others.
• Firmness and loyalty. Persistence is a person's endurance to want anything in
good view. And loyalty is the basis for respect for the chosen commitments.
Further Madjid mentions that the maturity of the four characters above,
allows a person through the stage of individuality to professionalism. Modern
people often mix between individuality to personality, between me and myself,
between the exterior and interior indepedence. It is this character that determines
one's performance in all its actions.
Then Rosworth Kidder in "How Good People Make Tough Choices
(1995)" cited by Majid (2010) conveys the required quality goals in character
education.
• Empowered, meaning that the teacher must be able to empower himself to
teach character education starting from himself.
• Effective, character education process must be implemented effectively.
• Extended into community, meaning that the community must help and
support the school in instilling values to learners
• Embedded, integrate all values into the curriculum and the whole set of
learning processes.
• Enganged, involving the community and displaying essential topics.
• Epistemological, there must be a coherence between the way of thinking of
the meaning of ethics with the efforts made to help learners apply it
properly.
• Evaluative, according to Kidder there are five things that must be
manifested by judging a human character, (a) beginning with ethical
consciousness; (b) self-awareness to think and make decisions about ethics;
(c) have the capacity to display practical confidence in life; (d) have the
capacity to use practical experience of a community; (e) have the capacity to
 become agents of change in realizing ethical ideas and creating different
moods.
Education in school will run smoothly, if in practice pay attention to some
principles of character education. Kemendiknas provide some basic
recommendations to realize the effective character education as follows;
• Negotiate ethical values as the basis of character
• Identify character comprehensively to include thoughts, feelings and
behaviors
• Use a sharp, proactive and effective approach to building characters.
• Create a caring school community.
• Provide an opportunity to learners to show good behavior;
• Have a scope for a meaningful and challenging curriculum that respects all
learners, builds their character, and helps them succeed.
• Ensure the growth of self-motivation in the learners.
• Enable all staff of all school staff as a moral community that shares
responsibility for character education and is faithful to the same basic
values.
• The sharing of moral leadership and broad support in building character
education initiatives.
• Functioning families and community members as partners in building
character.
• Evaluate the character of schools, the function of school staff as character
teachers, and the manifestation of positive characters in the lives of learners.
Based on the principles recommended by Kemdiknas, Dasyim Budimasyah
argues that character education programs in schools need to be developed based
on the following principles;
• Character education in schools should be sustainable (continuity). This
implies that the process of developing character values is a long process,
from the beginning of the learner entering the school until they graduate
school in an educational unit.

• Character education should be developed through all integrated subjects,

through self-development, and the culture of an educational unit. Character
building of the nation is done by integrating in all subjects, in the curricular
activities of the lesson, so that all subjects are directed towards the
 development of the character's values. The development of uga character
values can be done through self-development, either through counseling or
extracurricular activities, such as scouting activities and so forth.
• True character values are not taught (in the form of knowledge), if they are
integrated in the subjects, except in the form of religious subjects (which
contains the teachings) are still taught by process, knowing, doing), and
finally get used (habit).
• The process of education is done learners with an active (active learning)
and fun (enjoy full learning). This process shows that the character
education process is done by learners not by the teacher. While the teachers
apply "tutwuri handayani" in every behavior that is shown religion.

D. Supporting Components in Character Education

As with the world of education in general, education requires the
involvement of many parties in it. We can not give up teaching tasks, especially in
order to develop the character of learners, only solely to the teacher. Because,
each learner has a different background, which also determine the personality and
character. Therefore, teachers, parents and communities should have an
engagement, either directly or indirectly.
In addition there are several components that need to be considered in
order to run character education such as follows;
a. Society Participation
In this case, the community includes educators, parents, community
members, and learners themselves, all components that should be able to work
together and help provide input, especially about the steps of character
development for learners.
Therefore, any school that will implement character education for its
students should have a special body formed as a means of communication
between learners, educators, parents and the community. This agency is in charge
of discussing the concepts and values needed to educate the character of the
learners.
b. Education policy
Although character education takes precedence over moral and behavioral
aspects, it does not mean that it does not define policies at all. As in the formal
world in general. Schools continue to establish the right philosophical foundation
for character education, and establish and set goals, vision and mission, as well as
some other policies, this can be done by adopting a formal education policy or
new policy.
c. Deal
However important and urgent the educational institution implements
character education as an additional curriculum in it, but that does not mean it is
set unilaterally. Schools should meet with parents of learners in advance by
involving teachers and community representatives to seek agreements between
them. The meeting aims to get agreement on the definition of character education,
its functions and benefits, and how to make it happen.
d. Integrated Curriculum
For the purpose of applying the characters to run optimally, schools need
to create an integrated curriculum at all grade levels. Because, every learner has
the same rights to get the material about the development of character. Therefore,
although character education needs to be introduced early on, it does not mean it
does not apply to adult learners. And, one way of application is the application of
an integrated curriculum with all subjects.
e. Learning Experience
Character education is more focused on experience than just
understanding. Therefore, involving learners in a variety of positive activities can
help him get to know and learn the reality faced. Good service by a teacher in the
form of cooperation, assistance, and optimal direction, which is a component that
needs to be applied in real. Because, it will give a positive impression for learners
and influence the way he thought as well as his character.
f. Evaluation
Teachers need to evaluate the extent to which the success of character
education that has been applied. Evaluation done not in ragka get the value, but
knowing the extent to which learners experience behavior in the previous
comparison.
In this case, the teacher should appreciate every good activity done by the learner,
then give him an explanation of the effect of the activity in the development of his
character.
g. Parent Assistance
To support the success, the school should ask the parents of learners to get
involved in teaching character when the learners are at home. In fact, schools need
to provide an overview of the principles applied at school and home, such as
aspects of honesty, and so forth.
Without involving the role of parents at home, means the school will still
have difficulty applying character education to learners. Therefore, more
interaction is spent in the house with the family.
h. Staff Development
It is necessary to provide training and development time for school staff so
they can create and implement character education on an ongoing basis. This
includes time for discussion and understanding of processes and programs, and for
the creation of further lessons and curricula. Keep in mind that all parties in the
school is a means yng needs to be utilized to help run the character education
i. Program
Character education programs must be maintained and up-dated through
execution with special attention to high levels of commitment from above,
adequate funding, support for high quality district staff coordination, ongoing
professional development and networking, and system support for teachers
implementing the program.

E. Application and Development of Character Education

The main ground that should be used as the basis for applying character
education is the universal moral values that can be extracted from religion.
Nevertheless, there are some basic character values agreed upon by the experts to
be taught to learners. That is love to God Almighty and His creativity,
responsibility, honest, respect and polite, affectionate, caring, able to cooperate,
confident, creative, willing to work hard, never give up, fair, and have leadership
attitude, good , humble, tolerance, love of peace and love of unity. With other
expressions in the effort to apply character education teachers should strive to
foster these values through the spirit of exemplary is real, not just teaching and
discourse.
Some other opinions suggest that the basic character values that must be
taught to learners early on are trustworthy, respectful, caring, honest, responsible,
sincere, courageous, diligent, disciplined, visionary, fair and integrity-oriented.
Therefore, in the implementation of character education in schools should
be based on the values of these characters, which then developed into values that
are more or higher, in accordance with the needs, conditions, and environment of
the school itself.
Character formation is developed through the stages of knowledge,
practice, and habits. Character is not limited to knowledge alone. A person who
has good knowledge is not necessarily capable of acting according to his
knowledge. If not trained to do good, the character also reaches the realm of
emotions and habits. Thus required three good components that is moral
knowledge, moral feeling or emotional (strengthening emotions) about moral, and
moral action, or moral deeds. It is necessary that learners and / or other
schoolchildren involved in the education system can understand, feel, live and
practice virtues.
 The dimensions included in moral knowing that will fill the cognitive
domain are moral awareness, knowledge of moral values, perspective taking,
moral reasoning, courage to take attitude (decision making), and self-knowledge.
Moral feeling is the strengthening of the emotional aspects of learners to become
human character. Strengthening is related to the forms of attitudes that must be
felt by the learner, namely conscience, self-esteem, sensitivity to the suffering of
others (empathy), self-control Moral action is an act or moral action that is the
result (outcome) of two other character components. To understand what drives a
person in good deeds (act Morally) then it must be seen three other aspects of the
character namely competence, will, and habit.
Character development in an educational system is the linkage between the
components of characters that contain the values of behavior, which can be done
or actn gradually and interconnected between knowledge values of behavior with
a strong attitude or emotion to execute it, whether against God YME, himself,
fellow, the environment, the nation and the State and the international world.

F. The Efforts of Character Education in Achieving Learning Objectives

Indonesia needs human resources in sufficient quantity and quality as the
main supporters of development. To fulfill these human resources, education has a
very important role. This is in accordance with Law No. 20 of 2003 on the
National Education System in Article 3, which states that national education
functions to develop the ability and form the character and civilization of a
dignified nation in order to educate the nation. National education aims to develop
the potential of learners to become human beings who believe and cautious to
God Almighty, have a noble character, healthy, knowledgeable, capable, creative,
independent, and become citizens of a democratic and responsible.
Based on the function and purpose of national education, it is clear that
education at every level, School must be organized systematically in order to
achieve that goal. It is related to the character formation of learners so as to be
able to compete, ethical, moral, good manners and interact with the community.
Based on the research, it turns out that a person's success is not determined solely
by knowledge and technical skills (hard skills), but rather by the ability to manage
themselves and others (soft skills). This study revealed, success is only
determined about 20 percent by hard skills and the remaining 80 percent by soft
skills. Even the most successful people in the world can succeed because more
supported the ability of soft skills rather than hard skills. This implies that the
quality of character education of learners is very important to be improved.
Character education saaat this is a topic that many in talking among
educators. Character education is believed to be an important aspect in improving
human resources, as it helps to advance a community. the character of a qualified
society needs to be established and nurtured from an early age, because early age
is a "golden" but critical for the formation of a person's character. Implementation
of character education is felt very urgent implemented in order to nurture the
younger generation of the nation.
 Character education is a system of inculcating character values to
schoolchildren that include the components of knowledge, awareness or
willingness, and actions to implement those values. Character education can be
interpreted as "the deliberate use of all dimensions of school life to foster optimal
character development". In character education in schools, all components
(education stakeholders) should be involved, including the components of the
education itself, ie curriculum content, learning and assessment processes,
handling or management of subjects, school management, implementation of
activities or co-curricular activities, empowerment infrastructure, financing, and
work ethic of all school / neighborhood residents. In addition, character education
is interpreted as a behavior of school residents who in carrying out education must
be characterized.
Further explained that character education is everything that teachers do,
which is able to influence the character of learners. Teachers help shape the
character of learners. This includes examples of how the teacher behaves, the way
the teacher talks or conveys the material, how the teacher is tolerant, and other
related matters. According to T. Ramli (2003), character education has the same
essence and meaning with moral education and moral education. The goal is to
form a child's personality, to be a good human being, a citizen, and a good citizen.
As for good human criteria, good citizens, and good citizens for a society or
nation, in general are certain social values, which are heavily influenced by the
culture of society and nation. Therefore, the essence of character education in the
context of education in Indonesia is the value of education, namely the noble
values education that comes from the culture of the Indonesian nation itself, in
order to foster the personality of the younger generation.
Character education is based on the basic human character, which derives
from the universal moral values (absolute) derived from a religion also called the
golden rule. Character education can have a definite purpose, when based on the
basic character values.
According to psychologists, some of the basic character values are: love of
God and His creation (nature with content), responsibility, honesty, respect and
courtesy, compassion, care and cooperation, confidence, creative, hard work, and
never give up, justice and leadership; good and humble, tolerance, peace love, and
love of unity. Others argue that the basic human character consists of:
trustworthiness, respect and care, caring, honest, responsibility; nationality,
sincerity, courage, diligence, discipline, visionary, fair, and integrity. Character
education in schools should be based on the basic character values, which are
further developed into higher or higher values (which are not absolute or relative
in nature) in accordance with the needs, conditions and environment of the school
itself.
Nowadays many parties demand the increasing of intensity and quality of
character education implementation in formal education institution. The demands
are based on a growing social phenomenon, namely the increasing juvenile
delinquency in society, such as mass fights and other cases of moral decadence.
Even in certain big cities, the symptoms have reached a very disturbing level.
Therefore, formal educational institutions as an official forum for youth coaching
is expected to increase their role in the formation of student personality through
the increase of the intensity and quality of character education.
Educational experts generally agree on the importance of improving
character education in formal education. Nevertheless, there are differences of
opinion between them about the approach and mode of education. Concerning the
approach, some experts suggest the use of moral education approaches developed
in Western countries, such as: cognitive moral development approaches, value
analysis approaches, and value clarification approaches. Some others suggest the
use of a traditional approach, through the implantation of certain social values
within the learner.
Character education is education to shape one's personality through
education of pekeri, whose results are seen in one's actual actions, that is good
behavior, honest, responsible, respect others' rights, hard work and so on.
There are four types of character education that have been implemented in
the education process:
• Religious-based character-based education, which is the truth of God's
revelation (moral conservation);
• Character-based cultural values education, among others in the form of
manners, Pancasila, literary appreciation, exemplary historical figures and
leaders of the nation (environmental conservation);
• Environmental-based character education (environmental conservation);
• Character-based self-potential education, ie personal attitudes, results of
awareness process of self-empowerment potential directed to improve the
quality of education (humanist conservation).
Relevant to the above concept of education is a process of humanization,
meaning that human education will be more dignified, character, skilled, who has
a sense of responsibility towards the social system so that the level will be better,
safer and more comfortable. Education will also make people smart, smart,
creative, innovative, independent and responsible.
Value education is expected to be a thing that can offset the tradition of
learning that has been more focused on the mastery of intellectual / cognitive
competence solely. Value education is an effort to foster, familiarize, develop and
shape attitudes and strengthen the character to form a characteristic human.
The emergence of the idea of character education programs in Indonesia,
can be understood. Because, as long as it is felt, the education process has not
succeeded in building a characteristic Indonesian man. In fact, many call
education has failed, because many graduates of educational institutions
(Indonesia) including scholars who are clever and proficient in answering test
questions, smart brains, but do not have a strong mentality, even they tend to be
immoral.
Even today there are also many experts in the field of morality and religion
that teach everyday about the good, but his behavior is not in line with the science
he taught. Since childhood, children are taught meghafal about the good nature of
honest, courageous, hard work, cleanliness and evil cheating. But, the virtues are
taught and tested as knowledge on paper and memorized as test materials.
Character education is not a process of memorizing the exam material, and
the techniques to answer it. Character education requires habituation to do good;
habituation to be honest, knight, shy to cheat, shame to be lazy, embarrassed to let
the environment dirty. Characters do not form instantly, but must be trained
seriously and proportionately in order to achieve the ideal form and strength.
This is where we can understand, why there is a gap between educational
practices premises the characters of learners. It can be said, the education world in
Indonesia is now entering a very complicated period. The enormous amount of
educational funding along with breakthrough programs seems to have failed to
solve the fundamental problem in the world of education, that is how to print
educational alumni who are excellent, who are faithful, pious, professional, as
mentioned in the national educational goals.
So it is not surprising, if many scientists believe, that the character of a
nation will be closely related to the achievements that the nation achieved in
various life. Character education at its core aims to form a nation that is tough,
competitive, noble, moral, tolerant, mutually cooperative, spirited patriotic,
dynamic, science-oriented and technologically all animated by faith and piety to
God Almighty based on Pancasila.
 CHAPTER III
CLOSING
A. Conclusion
Character education is a system of inculcating character values to
schoolchildren that include the components of knowledge, awareness or
willingness, and actions to implement those values. Character education can be
interpreted as "the deliberate use of all dimensions of school life to foster optimal
character development". In character education in schools, all components
(education stakeholders) should be involved, including the components of the
education itself, ie curriculum content, learning and assessment processes,
handling or management of subjects, school management, implementation of
activities or co-curricular activities, empowerment infrastructure, financing, and
work ethic of all school / neighborhood residents.
In addition, character education is interpreted as a behavior of school
residents who in carrying out education must be characterized. Character
education is a system that instills character values in the learner, which contains
the components of knowledge, individual consciousness, determination, and the
willingness and action to perform values to God Almighty, self, fellow human
beings, , and the nation, so it will manifest insane kamil.
Character education according to the government ie; Establishing
Indonesian Human Being Mutally and Forming Intelligent and Rational Human
Beings, Shaping Innovative and Working Indonesian Human Being Hard
Working, Forming Optimistic Indonesian People and Self-Esteem and Forming a
Patriot-Sure Indonesian Man whereas according to character education experts
aimed to form a tough society competitive, noble, moral, tolerant, cooperative,
patriotic spirited, dynamic, and science-oriented, all animated by faith and piety to
God Almighty at once based on Pancasila. While the funnyinya, among others;
Developing the basic potential for good heart, good mindedness and good
behavior, Strengthening and building multicultural nation's behavior, and
Improving competitive nation civilization.
The characteristics of basic education include; The order of the interiors in
which every action is measured by value herarchy, Coherence that gives courage
to make a person stand firm there is a principle, and not easily oscillate in new
situations or fear of risk, autonomy, and persistence and loyalty.
Character Education Principles, among others; Character education in
schools should be implemented continuously, Character education should be
developed through all integrated subjects, through self-development, and the
culture of an educational unit. True character values are not taught, if they are
integrated into the eyes lessons, and educational process is done learners with an
active and fun.
 The main ground that should be used as the basis for applying character
education is the universal moral values that can be extracted from religion.
Nevertheless, there are some basic character values agreed upon by the experts to
be taught to learners. Supporting components in character education include;
community participation, educational policy, consensus, integrated curriculum,
lesson experience, evaluation, parental assistance, staff and program development.

B. Recommendation
With the various descriptions above, of course can not be separated from
the various deficiencies both in terms of material content, writing techniques and
so forth, for it is expected the suggestions and constructive criticism in the next
paper improvement. Both from counselor teachers and colleagues.
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