Name: Nur Rahmah Amar

ID : 1713442003
Class: ICP of Chemistry Education

Character Education Design: Conception and Application in Educational Institutions

Author: Dr. Zubaedi, M.Ag, M.Pd.

Strengthening character education in the current context is very relevant to overcome the moral crisis
that is happening in our country. Many people think that such conditions originate in the world of education.
Demoralization occurs because the learning process tends to teach moral and ethical education to the extent of
the text and does not prepare students to respond and face contradictory life. For this reason, the conditions
and facts of character and moral deterioration that occur confirm that teachers who teach any subject must have
attention and emphasize the importance of character education for students.
Character education needs to begin with the cultivation of knowledge and awareness of children about
how to act according to moral values. Education must direct an individual who has a positive character with
the characteristics of a person who is self-aware and environmentally conscious. Characters represent the
identity of a person who shows his submission to moral rules or standards and is manifested in action. Character
is composed of three parts: moral knowledge, moral feelings and moral behavior. Good character consists of
knowledge about goodness, desire for good and doing good that requires habituation in thought, heart and
action. With education, human qualities will be produced that have the subtlety of mind and soul, have the
brightness of mind, the dexterity of the body, and the awareness of their creation. Compared to other factors,
education has two or three times more impact on human quality formation. Character is very essential in the
nation and state, the loss of character will cause the loss of the next generation. Character acts as a steering
wheel and strength so that the nation does not oscillate.
Character education is every effort to understand, shape, foster the value of ethical values, both for
yourself and for all citizens of the community by the teacher, which can affect the character of students. The
character that needs to be built is the character that is friendly and the habit of giving the best as an achievement
imbued with honesty values. A person whose character is educated will produce commitment, loyalty,
awareness and willingness to hold and obey the prevailing ethics.
The affective domain stage consists of five stages of acceptance, welcome, assessment, organization
and characterization. Character education strives for behavior change with five stages, namely
precontemplation, contemplation, prepation, action and maintaince. The importance of the role of character
education so that the true purpose of education can be achieved is that students are able to practice the
knowledge gained from the world of education in their daily lives. Character education instills habits about
good things so that students understand what is good and wrong, able to feel and do it. Value education plays
a role in character development with four processes, namely the introduction of core social and personal values,
rational and philosophical inquiry into the core values of received stimuli, affective responses and emotive
responses to the core values and decision making on the nature of values based on the investigation and
response to the values that are in them.
Good emotional intelligence is recognized by the basic components of self-recognition, self-mastery,
self-motivation, empathy and effective relationships. Emotional violence is needed to be successful in social
life. Development of intellectual, emotional and spiritual intelligence in a balanced and integrated manner is a
serious treatment by all parties. Development of human resources with Emotional Spiritual Quotient (ESQ)
emphasizes 1) Zero mind process, 2) Mental building, 3) Mission statements, character building and self-
controlling 4) Strategic collaboration. As educators, in realizing themselves as educators who are professional
and meaningful, our humanitarian task is to try to teach students to be able to balance the nature of humanity
that is owned through approaches and processes of learning that are meaningful, fun and challenging
problematic.
 The main virtues in moral intelligence are empathy, conscience, self-control, respect, kindness,
tolerance and justice. Character education has a mission to destroy mental blocks. Mental block is a way of
thinking and feeling that is overlooked by the illusion of illusion that actually inhibits to move towards success.
Some causes of mental block are bad self-image, bad experience, bad environment, bad referral and bad
education. This can be prevented by optimism, enthusiasm and openness, all of which include aspects of
thought, feeling, attitude and action. The bidder of mental block is brave to take responsibility, prove
themselves, clarify the goals of life, face the situation, prove themselves, knowledge and skills, role-model,
focus on solutions, simulation, coercion, gradual and continuous.
Based on the source of religious values, Pancasila, culture and national education goals identified a
number of nikai for character education namely religious, honest, tolerance, discipline, hard work, creative,
independent, democratic, curiosity, national spirit, love of the homeland, respect for achievement, friendly /
communicative, love peace, love reading, caring environment, caring social and responsibility. The pillars of
important pillars in character education are responsibility, respect, fairness, courage, honesty, citizenship,
discipline, caring, perseverance and integrity. Significant variables in Berkowitz's research, among others,
sexual behavior, knowledge of character, understanding of social moral, problem solving skills, emotional
competence, relationships with others, feelings of attachment to school, academic achievement,
communication competence and attitude to the teacher. Character education in Indonesia needs to build a
human self-image that has a character and is always attached to the nation's personality. Characteristics of
Indonesian human character include at least religious, moderate, intelligent and independent.
Character development in individuals is influenced by innate factors and environmental factors.
Character development as a continuous process is divided into four stages, namely at an early age (formation),
in adolescence (development), in adulthood (stabilization) and in old age (wisdom). Character developed
through the stages of knowledge into habits which means having knowledge of goodness is not necessarily
able to act in accordance with his knowledge if not trained. To form characters, basic conditions are needed
for the formation of a good personality, namely maternal bonding, sense of security and physical and mental
stimulation. Strategies that allow character education to run according to target at least include three things,
namely 1) Using the exemplary principles of all parties, both parents, teachers, community and leaders, 2)
Using the principle of continuity and 3) Using the principle of awareness to act in accordance with character
taught. As for the improvement of character or commendable akhlat can be done through Muhasabah,
Mu'ahadah and Mujahadah.
In early childhood education, the planting of character education is very important because it is a
golden age, this age greatly determines the ability to develop children's potential. The results showed that
approximately fifty percent of adult basic variability had occurred at the age of eight years. The principles used
in the development of character education are 1) Sustainable, 2) Through all subjects of self-development and
school culture, as well as local content, 3) Values are not taught but developed and implemented and 4) The
education process is carried out actively and pleasantly. School counselors in the context of character education
can at least carry out character education, character breeding counselors, consultants, role models / examples /
central figures, activity designers, healer / problem solvers and mediators or partners.
Psychologically and socio-culturally the formation of character in individuals in the context of cultural
social interaction and lasts for life. Configuring characters in the context of the totality of these psychological
and socio-cultural processes can be grouped by the heart, by the mind, by sport and kinesthetic, and by feeling
and intention. Efforts to implement character education need to be done with a holistic approach that has
indications 1) All activities in the school are organized based on the synergy of collaboration between students,
teachers and the community 2) The school is a caring student community where there is a clear bond connecting
students, teachers and schools, 3) Emotional and social learning are equivalent to academic learning, 4)
Cooperation and collaboration among students is more important than competition 5) Values such as fairness,
respect, and honesty are good parts of daily learning both inside and outside the classroom, 6) Students are
given many opportunities to practice moral behavior through activities such as learning to provide service, 7)
Classroom discipline and management become a focus in solving problems rather than gifts and penalties, 8)
Learning models centered on the teacher must be left d turn to a democratic class where teachers and students
gather to build unity, norms and solve problems.
Macro character development strategies can be divided into three stages, namely planning, implementing and
evaluating the heart while micro-can be divided into four pillars, namely teaching and learning activities in the
classroom, daily activities in the form of school culture, extracurricular activities and daily activities at home
and community. The learning model that is suitable for character education is cooperative learning, which is a
learning strategy with a number of students as members of small groups with different abilities. In completing
assignments, group members must work together and help understand learning material. Cooperative learning
steps are 1) Delivering goals and motivating students, 2) Presenting information, 3) Organizing students into
study groups 4) Guiding group work and learning, 5) Evaluation and 6) Giving awards. Cooperative learning
types are TPS (Think-Pair-Share), STAD (Student-Teams Achievement Divisions), Jigsaw (expert team
models), TAI (Team Assisted Individualization), NHT (Numbered-Head-Together) and TGT (Teams-Games
-Tournaments).
The basic learning pattern of character education can be viewed in terms of the methods used,
participating education and the context of the ongoing value / moral education. Comprehensive education can
be done using the method of inculcation (planting), modeling (facilitation), facilitation (facilitation) and
developing skills (skill building). Following the ESQ model, a person's mental development process is carried
out based on the principle of 1) Star principles, making faith in God as the handle of life, 2) the principle of
evil, doing everything sincerely, sincerely and honestly, 3) having leadership principles, 4) learning principles,
the need for someone to read and continue learning throughout life 5) the principle of the future so that they
will always have an orientation and purpose in life and 6) have the principle of order so that someone makes
everything done in a system.
Integrated learning is a concept that can be said as a learning approach that involves several fields of study to
provide meaningful experiences for children. The application of the integrative approach is stretched, starting
from simple cohesiveness based on one subject increasing to alignment of subjects that are in line, across
subjects, several subjects, subject matter intervals, integration in the time or days of subjects and integration in
the entire program school. Integrated learning is 1) learning moves from a particular theme as the center of
attention, 2) A learning approach that connects various fields of study that reflect the real world around and in
the vulnerable abilities of children, 3) a way to develop knowledge with children's skills simultaneously and
4 ) assemble or connect a number of concepts in different fields of study, with the hope that children will learn
better and meaningfully. In principle, character education is not only the task of certain teachers such as PKN
teachers, counseling counselors, and religion. Character education is our shared responsibility including all
subject teachers. The planning and implementation of character education is carried out by the school
community through 1) self-development programs, 2) integration into subjects, 3) integration into curricular
and extracurricular co-activities and 4) habituation.