PROCEEDINGS OF THE 2TH INTERNATIONAL CONFERENCE ON TEACHER

EDUCATION AND PROFESSIONAL DEVELOPMENT (InCoTEPD 2017), 21 – 22

OCTOBER 2017, YOGYAKARTA, INDONESIA

Character Education
for 21st Century Global Citizen

Editors
Marzuki, Endah Retnowati, Anik Ghufron,
Kasiyan, Adi Cilik Pierawan, Ashadi
Universitas Negeri Yogyakarta

Organized by
Lembaga Pengembangan dan Penajaminan Mutu Pendidikan,
Universitas Negeri Yogyakarta, Indonesia
Preface

The 2nd International Conference on Teacher Education and Professional Development was
held in Yogyakarta (Indonesia) on 21-22 October 2017. The conference is an annual event,
conducted by Universitas Negeri Yogyakarta’s Institute of Educational Development and
Quality Assurance. Similar to the previous conference, this conference received enthusiastic
response from scholars and practitioners particularly interested in character education.
Participants from Australia, Japan, Malaysia, the Netherlands, and many cities in Indonesia
attended this year’s conference.

Exploring the theme “Character Education for 21st Century Global Citizens”, the committee
has invited Prof. dr. Ali Ghufron Mukti, M.Sc., Ph.D. (General Director of Higher Education
and Human Resources from the Ministry of Research, Technology, and Higher Education of
the Republic of Indonesia) as a keynote speaker. Moreover, the committee has also invited
Prof. Azyumardi Azra, Ph.D., Prof. Dr. Wiel Veugelers, Asst. Prof. Dr. Betania Kartika
Muflih, Emeritus Prof. Dr. Terry Lovat, Prof. Dr. Kerry John Kennedy and Prof. Suyanto,
Ph.D as invited speakers.

There were approximately 232 submissions from various countries to the conference. The
committee selected 127 papers to be presented in this year’s conference. The scientific
committee has reviewed 117 papers that are qualified for publication. After a careful
consideration, there are 83 papers included in the proceeding of the conference that is
published by CRC Press/Balkema and submitted for indexation to Thomson Reuters/Scopus.
The other 29 papers are published in this additional volume and submitted for indexation to
Google Scholar. The rest of the papers are withdrawn by the authors. The peer review process
was conducted to ensure that the published papers may be fruitful and potential for follow-up
research or implementations.

Papers in this additional volume of proceeding are categorized under subthemes: 1) Values
for 21st century global citizens, 2) Preparing teachers for integrative values education, 3)
Teacher professional development for enhanced character education, 4)
Curriculum/syllabus/lesson plan/learning materials development for integrated values
education, 5) Developing learning activities/tasks/strategies for character education, 6)
Assessing student’s character development (values acquisition assessment), 7) Parents and
public involvement in character education.

Marzuki, Universitas Negeri Yogyakarta

Endah Retnowati, Universitas Negeri Yogyakarta
Anik Ghufron, Universitas Negeri Yogyakarta
Kasiyan, Universitas Negeri Yogyakarta
Adi Cilik Pierawan, Universitas Negeri Yogyakarta
Ashadi, Universitas Negeri Yogyakarta
Contents

Values for 21st Century Global Citizens

Strengthening the value of character through shows shadow puppets
(L. E. Pradita, W. Hermawan, & K. Saddhono)...................................................... 1
Lawas: An oral literature in Sumbawa East Indonesia (East Indonesia) as a
character development means (N. Ifansyah & K. Saddhono)................................. 12

Preparing Teachers for Integrated Education

Optimizing the development of teachers' motivation to teach in disadvantaged
areas in Indonesia (H. B. Utomo)............................................................................ 17
The ratio of additional learning resource and activity facilities in e-learning of
Sebelas Maret University (D. Wahyuningsih, S. Suyanto & A. Ghufron)............. 22

Teacher Professional Development for Character Education

Character education management model based on multiple intelligences
(A. Arsyad, A.K. Masaong, & A. Asrin)................................................................ 26
The effectiveness of continuous professional development (CPD) for teacher
(N. Nurkolis, Y. Yuliejantiningsih, & S. Sunandar)............................................... 32

Curriculum/Learning Materials Development for Integrated Education

Model of Superflex Learning: Limited trial
(H. Rachmah & J.H. Hendrawan, R. Gunawan)..................................................... 38
Picture storybook: A learning method to improve student’s creative thinking and
collaborative skill (A. Yulistia & H. Rasyid)........................................................... 44
The quality of the child’s translation song as an early childhood learning material
((S. Suharto & U. Utomo)........................................................................................ 50

Developing Learning Activities/Strategies for Character Education

Through applying propaganda rhetoric in speaking skill learning at senior high
school (U. Faizah, S. Sawitri & K. Saddhono)....................................................... 55
Culture-based character school model development in elementary school in
Ngaglik, Indonesia (S. Suwarna)............................................................................ 60
An analysis of Teaching Pyramid Model for early childhood education and
Character-Based Holistic Education (R. Haristi, A. Listiana, & Y. Rachmawati). 63
Historiography: How to create your own history (R. Gunawan)............................ 68
Implementation of literacy wrote poetry with nature theme as a means of
strengthening character love Indonesia
(F.P. Rahmawati, A. Sudigdo & K. Saddhono)...................................................... 73
Lesson plan concept based on SMIC (spiritual, moral, interpersonal, cultural)
literacy (I. Maryani, S. Urbayatun, Suyatno, C.P. Bhakti, & D. Sulisworo).......... 79
The implementation of the scientific approach in environmental educa-tion for
kindergarten students (H. Djoehaeni, A. D. Gustiana, & M. Agustin)................... 86
Moral cognitive-based project learning in the development of early childhood
prosocial behavior (E. Syaodih, O. Setiasih & N.F. Romadona, H. Handayani).... 91
The benefits of educational tales in teacher and student perspective (M. N.
Wangid, A. Mustadi, N. L. R. Herianingtyas, A. R. Putri, I. Nurhidayah, & T.
Mulyani).................................................................................................................. 96
Traditional game application in developing the value of child character
(A. D.Gustiana, M. Agustin & H. Djoehaeni)........................................................ 102
Model of Pancasila education with feminis perspective
(C. W. Murdiati, B.W. Suliantoro & M.D. Susilawati).......................................... 108
Preservation of educative traditional games in the development of cha-racter
education (I.M. Sutama, I.W.M. Wahjoedi, & I.P.P. Adi)...................................... 112
Nature-based learning as an effort in building students’ character education
values (I.Y. Rahmawati)......................................................................................... 118
The validity of interactive instructional media on electrical circuits at vocational
high school and technology
(S. Sukardi, D. Puyada, R.E. Wulansari, & D.T.P Yanto)...................................... 123
Development of guided inquiry-based accounting learning module to improve
creative and disciplin character (A. Risman & S. Santoso).................................... 127

Assessing Students Character Development

Study on the relationship between character and the improvement of learning
achievements of science-biology students (K. Arifin)............................................ 133
Study on Early Childhood Discipline in Majalengka-Indonesia
(E. Hartiani., A. Listiana., Y. Rachmawati & A.I. Pratiwi).................................... 140

Parents and Public Involvement in Character Education

Environment supported to develop young child discipline
(Y. Rachmawati & A. Listiana).............................................................................. 145
The analysis of father’s perspectives on child with speech delay
(I. Gunawan & A. J. Nurihsan)............................................................................... 149
The values of character education in the tale of Maling Kenthiri in the kentrung
performance in Blora, Indonesia (S. Sutiyono)....................................................... 154
Strengthening the value of character through shows shadow puppets

L. E. Pradita, W. Hermawan, & K. Saddhono

Universitas Negeri Sebelas Maret, Indonesia

ABSTRACT: Puppet is not just aesthetically pleasing shape, but has its own value for the Indonesian people
in general and the people of Javanese culture in particular containing deep intent is to give a picture of life
and living. Puppet is a work of art that has meaning as a language of symbols of life and living a more
spiritual rather than outward. One of the alternative media that can be used is through a puppet show that is
full of values, moral and character education. This study aimed to describe (1) The values of the characters
presented in a puppet show; 2) The process of strengthening the character after watching the puppet show.
This study is a qualitative research. The method used ecological literature. The data studied is spoken of data
about the shape of the strengthening of puppet and values contained in the shadow puppets. Data were
analyzed using interactive, while the validity of the data using triangulation, theory and methods. Based on
the results of research and analysis showed: 1) The values conveyed character in a puppet show include the
noble values of Pancasila. It proved to still their mutual cooperation activities, meetings, and social activities
for students at the school as a successor to the nation that can distinguish between what is good, what is right
and what is wrong; 2) The process of strengthening the character through a puppet show can be done through
Pancadria that spectacle, the substance of value, symbolizes the values, selection values and attitudes to the
integrated embodiment in one time show.

1 INTRODUCTION comedic element is very dominant in every

Regional literature is one of the characteristic
manifestations possessed or produced by a
particular society. Cultural values contained in the
regional literature is an entity underlying the
existence of that society. Studies On regional
literature has high relevance to the needs of
building self-identity, independence, social
responsibility, and the dynamics of community
change. The results of the study is very possible
utilization because of three important factors. First,
the direction of regional development can be
adjusted to the needs and socio-cultural potential,
in this case the region's literature. Second, the
widespread flow of profane lifestyles and mass
culture of homogeneity as a result of globalization
can be denied by exploring the pluralist local
cultural wisdom as an alternative cultural system.
Third, the emergence of degradation of the
potential and sustainability of natural resources and
the environment can be anticipated by exploring
the cultural values that are conceptualized in local
pranatapranata, traditional values, and oral
literature.
Traditional art performances are born and
developed in the midst of rural communities. The
cultural art show is a reflection of the life of the
village community, which is presented in the
community spontaneously and intimately. The
performance. In this case reciprocity
communication is strong among players and
spectators. Therefore, it is often called the people's
theater or folk show. This folk art performance
uses local language such as Javanese language,
Sundanese language in accordance with the
language used by the society where the
performance is presented, so the information that
the performance performances are always
associated with human life events such as wedding
ceremony, ruwatan, clean thanksgiving village,
and celebration big day. In addition, performances
of wayang kulit is also used as a means of
communication means as a medium of education
and means of understanding human life. The art of
wayang kulit in society has different functions that
can be grouped into 3, namely: 1) as a means of
ritual; 2) as personal entertainment, and 3) as
representations of art (Soedarsono 1999). The
wayang story is a description of the nature and
character of human beings because typically the
exposure of the story is reflected in the nature and
behavior, so that many are giving suggestions.
Though all the forms of the dish are just pseudo,
not the real event.
Puppets is not just a beautiful and fun form, but
has its own value for the Indonesian people in
general and the Javanese cultural community in
particular that contains a deep intention of

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providing a picture of life and life. Wayang is a
work of art that has meaning as a symbol language
of life and life that is more spiritual than
outwardly. One of the alternative media that can be
used is through puppet show which is full of
values, morals and character education.
The shadow puppet show has now become a
performing art form that contains aesthetic value.
Wayang kulit is a very popular art and familiar
from all walks of life, especially for the people of
Java. For fans, the leather puppets are an artistic
expression, but they are also viewed as a source of
reference for life, so the wayang performances are
full of ethical, philosophical and socio-religious
values.
The phenomenon of moral decline of
Indonesia's young generation is widespread in
various lines of life, such as brawl between
students, physical clashes between members of the
council, clashes between government officials and
citizens, fights between villagers, abuse of
authority, and so on. Such symptoms can reduce
the image of the Indonesian nation in the eyes of
the world as a polite nation and can also affect the
internal disintegration between nations. Moral
degeneration concerns the character of everyday
attitudes and behaviors, like individuals, families,
and society. The cultivation of manners is thus
important as one of the efforts to prevent moral
decline and planting will be more appealing if
applied early on.
The cultivation of manners can be achieved
through appreciation and artistic activity, for
example through puppet show. In the art of
wayang kulit performance various elements of
moral education can be accommodated. Shadow
puppet performances are not just presenting a
spectacle of carved skin but actually have a moral
message that can be a life guide. Through the art of
wayang kulit, elementary school students who are
the younger generation of the nation's ideals, in
addition to being introduced to the nation's art and
culture can also imitate the moral message
contained in it. Based on the meaning of the story
or can be by imitating the behavior of characters of
the story that behaves well, then the wayang kulit
can be used as a means of character education.
Especially in the current global era, which allows a
variety of foreign influences can be accessed
easily, then the morale of the young generation
needs to be improved so as not to be influenced by
the morals of foreign nations.
In the beginning, the wayang kulit was used by
the guardians as a medium for spreading Islam in
Java. In addition, it is also used as a vehicle to
convey legends as legitimacy over the occurrence
of a village, lake, mountain, and others. In this
discussion, wayang kulit is used as a means of
cultivation of character, although in wayang kulit
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
show actually already implied guidance of life,
However, the model of the performances that made
this deliberately designed specifically as a means
of cultivation of character so that all elements of
the show are directed to the things related with
manners.
This study raises the elements of character in
wayang kulit can be used as a moral planting for
school students. That, based on the existence of
various phenomenon of moral decline of the young
generation, which one of them caused by the
influence of global culture. Therefore, with this
assessment, the appreciation for the students or the
young generation in the field of wayang kulit art,
the pure product of Indonesian nation culture
becomes more can be improved. In addition,
today's leather puppet show has begun to be
marginalized because of the entry of modern
entertainment that is easily accessible, so there is a
need for special handling as a form of preservation
in order not to become extinct. Shadow puppet
shapes can open up opportunities for other dalang
to adopt the model in their puppets. It is important,
to respond to other forms of entertainment in the
global era that can be accessed easily.
Based on the above background, the research
can be formulated as follows. 1) How are the
character values delivered in the shadow puppet
show? 2) How is the process of strengthening the
character after watching the wayang kulit show?
This study aims to describe the values of characters
conveyed in the shadow puppet show and describe
the process of strengthening the characters after
watching the wayang kulit show.
2 LITERATURE REVIEW
2.1. Culture and Art
Culture comes from the word culture which
in Indonesian dictionary means 'mind or mind'.
Thus, culture can be regarded as the result or fruit
of thinking done by a person at a certain time.
According to Bernett Taylor (Riyanto, 2011: 43),
"Culture of civilization, taken in is wide
technograpic sense, is a complete complex that
includes knowledge, belief, art, morals, custom,
and any order capabilities and habits acquired By
man as a member society. "In the free translation
we can understand that culture is essentially a
complex blend of knowledge, belief, art, morals,
and traditions as well as other skills and habits
gained by humans as members of society. Ndraha
(Riyanto 2011) divides the cultural level in two
categories. A. The quantitative aspect: the more
involved in embracing, possessing, and obeying a
higher cultural level will be created such as global
culture, regional culture, national culture, local
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culture, and local culture; B. Qualitative aspects:
the more fundamental the structuring of values will
be the stronger the created culture.
With these two cultural meanings, Ndraha
continues that culture can have the following
functions:
a. Taste and identity of the community,
b. Binding a society,
c. Source of inspiration,
d. Driving force,
e. The power to create added value,
f. Patterns of behavior that contain norms and
rules,
g. heritage,
h. Substitution of various values,
i. Mechanisms of adaptation to change
j. The process that makes the nation congruent.
Understanding culture will not be separated
from understanding art or art. Art that says basic
art in Indonesian is the ability of the mind to create
something of high value or beauty. Many notions
of art are born by art figures who all point to the
work of art (art) for the art observer. Art or art is
the work of artists with the intention of giving a
sense of beauty to the observer and for the artists
themselves.
Art can provide a person's psychological life
because the object or target is nature, psyche, life,
and all that is related in human life. Art is also an
order and the value of a society can be seen. We
can still remember how the Ancient Greek
civilization, Ancient Rome, or Ancient Egypt,
which in its day is a benchmark of the progress of
human reasoning thinking. Thus, we have always
never been separated from art. Even the latest
developments, now the struggle in life is associated
with art, such as martial arts, the art of preserving
oral, and the art of arranging the heart.
The interconnectedness of art in human life
shows that the importance of art in giving harmony
and balance. Art is the core form of human culture
and civilization that we frame as an invaluable
asset of a nation. Similarly with Banten, this area
has always been developed and developed with the
nobility of art and culture.
2.2. Puppet
Puppets is Indonesia's native art performances that
thrive in Java and Bali. The wayang culture is
influenced by Javanese and Hindu culture.
UNESCO, the cultural institution of the United
Nations, on November 7, 2003 established the
wayang as the famous puppet show of Indonesia, a
priceless world masterpiece of the Masterpiece of
Oral and Intangible Heritage of Humanity. Shadow
puppets show (puppets) in Indonesia has its own
style, speech and uniqueness which is the original
masterpiece from Indonesia. For this reason
UNESCO incorporated it into the List of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Intellectual Cultural Heritage Representative in
2003.
The puppets in the context of art is a person
who is in charge of moving puppet puppets or
telling a story (beber, kentrung). In the puppet
show, the element of the story is of course the
main element. Through this story the puppeteer can
insert character education. As is known, that in the
wayang performance, the audience is not faced
with general theories but with models about human
life and behavior (Suseno 1995) analogous to the
life of wayang figures. Indeed what is depicted in
wayang performances is a picture in the life of
society.
Puppets is a symbol of traditional Javanese
worldview that serves as an art, religious ritual,
and has been a medium of idea submission for
more than a thousand years (Hatley 1971).
However, community change tends to urge areas of
"local value" in "marginal" areas. Modernization
and globalization are suspected to have placed
traditional arts on two choices: to survive in the
corners of civilization or to modernize themselves
to be transported into a modernity that promises a
bright future. The wayang performance which
became one of the important pillars of the
preservation of the Javanese Tradition, reveals a
Javanese Philosophy that teaches the ethical view
that understanding the path of natural law is an
important issue.
Genealogically, the tradition of puppetry in Java
is derived from two orientations, namely the
tradition of the palace or the great tradition
(Surakarta and Yogyakarta) and the traditions of
the lower society outside the palace or popular
tradition (Soetarno, et al 2007). Puppets is
someone who delivers messages through a channel
(channel) wayang kulit to the audience (receiver).
Dalang as a communicator is strongly influenced
by several factors, among others:
1. General knowledge (knowledge) both about the
art of puppetry as well as dissemination of
public information (ideas), and experience
mendalang (experiences). A puppeteer who has
extensive knowledge of the knowledge coupled
with his old bastarding experience will make it
easier for him to communicate public
information that is easily captured by the
audience without damaging the art of beauty.
2. The skills of a dalang in communicating
(communication abilities) will affect the success
or failure of the communication process. Both
normative and philosophical messages
submitted by the mastermind will be understood
by the audience if the message is easily digested
3. Knowing the norms that apply (values) in this
case grip. In addition, the puppeteer should pay
attention to the customs of the people who
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 perceive the performance. If the norms are
violated it can cause the audience to disperse.
4. Have group associations collected in
GANASIDI and PEPADI to improve their
skills. Often public information is submitted by
the government through these puppetry
organizations.
Factors affecting wayang kulit performance,
among others:
1. The nature of the wayang media is bound by the
standard, which is the guideline to be followed
by the puppeteer, either in taking the story
content, the selected gending, or the
philosophical messages conveyed to the
performance. According to Amir (1991),
medium wayang kulit has the following
characteristics:
a. puppets kulit as a theater, has the same
function with the theater-theater in general,
that is to provide meals that are
psychological, intellectual, religious,
philosophical, aesthetic, and ethical. The
difference of wayang does not separate these
functions
b. Puppet provides a healthy entertainment for
the audience. There are elements of tragedy,
comedy, and tragicomedi. There is a
touching romance, heavy dillema, great
sacrifices, and entertainment in the form of
jokes.
c. Puppet forever is not patronizing, but more
invited the audience to find the meaning
contained in the show.
2. The performance of puppets on stage has a
limited audience. Wayang kulit performances in
the villages often absorb the audience from a
radius of 5 km. They flocked to the
performances to watch the shadow puppet
shadow. If the shadow puppets are broadcast
through modern mass media, such as radio, or
television, the audience's reach will be even
wider.
3. A good wayang kulit performance is strongly
influenced by stimuli, which are:
a. A good puppeteer's voice can tell which one
character sounds to another. Especially if the
wayang kulit is broadcast via radio, this dalang
sound factor is very decisive success of
pergelarannya.
b. The aesthetic aspect of the wayang performance
is decisive. The puppeteer must be able to
arrange the location of wayang characters in the
trial, according to the character of each puppet
character. For example, in the first jury when
the king is meeting with ministers to discuss
important matters. The use of the language used
by each puppet character must be adapted to his
character. In this case the mastermind should be
able to use the language level in the language.
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Area, so it requires terms of order in the
language. For example, the figure of Bima
never uses kromo language to anyone except to
Dewa Ruci.
Various types of wayang performances
spread in Indonesia such as puppets, and others
that may still be popping up along with the
progress of the artist's creativity. However, among
the various puppets, puppets are very popular in
the community, especially Java. Although puppets
now life began to recede. Besides can be seen in
the above events, the planting of character can also
be seen in a story on a particular scene such as
jejer. In that scene, the courtesy education between
husband and wife, children and parents, young
people and the elderly are portrayed in a dialogue
containing elemental level of speech.
Various examples of puppets behavior can
be described as means of cultivation or character
education. That, can be achieved by imitating the
behavior of characters who have good character
and not follow the bad behavior played by bad
characters. In addition, also can be achieved by
understanding the meaning of cherry ta delivered.
Seeing the end of the story that befell the puppet
characters can also be an example in taking a life
of community. So, puppets shows are not just
presenting a wooden show of puppets but actually
have a moral message that can be a life guide.
Based on the meaning of the story or can imitate
the behavior of a character, then the puppet show
can be used as a means of character education.
Through the art of puppets performances, the
younger generation apart from being introduced to
the nation's artistic art can also imitate the moral
message contained in it, which is of course
according to the moral of the Indonesian nation.
By looking at the roots of traditional culture, the
morale of the young generation is expected not to
be uprooted from the foundation of the life of its
own people. If the foundation of Eastern culture is
firmly inherent in the heart of the younger
generation, then no matter how hard the influence
of globalization is expected will not easily falter
and remain strong, strong, noble personality for the
progress of the nation and the country of
Indonesia.
2.3. Character Values
Character education according to Wibowo (2012)
is effort designed and implemented in a systematic
way to help learners understand the values of
human behavior associated with God Almighty,
self, fellow human beings, environment, and
nationality embodied in Thoughts, attitudes,
feelings, words, and deeds based on religious
norms, laws, etiquette, culture, and customs.
Furthermore, Mulyasa (2012), states character
education has a higher meaning of moral
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education, because character education is not only
related to the problem of right wrong, but how to
instill habits about good things in life, so that
children or Learners have awareness, and a high
understanding, as well as the concern and
commitment to apply the virtues in everyday life.
From some of the above opinions, it can be
synthesized that character education is a
manifestation of a person's behavior based on
values and noble characters that are implemented
in everyday life, both in the family environment
and society.
Kemendiknas in Wibowo (2012) states eighteen
components of the value of character education.
The first value is religious include: attitudes and
behaviors that adhere to the implementation of
religious teachings that are adhered to, tolerance of
the implementation of other religious practices,
and live in harmony with other religious followers.
The second value is honestly encompassing:
behaviors based on an attempt to make himself or
herself a person who is always trustworthy in
words, actions, and work. The third value is
tolerance includes: attitudes and actions that
respect different religious, ethnic, ethnic, opinion,
attitude, and other people's differentiation. The
fourth value is discipline include: actions that show
orderly behavior and abide by various rules and
regulations. The fifth value is hard work include:
behaviors that demonstrate genuine efforts to
overcome learning and task barriers, and
accomplish the tasks as well as possible.
The sixth value is creative includes: thinking
and doing something to produce a new way or
result from something you already have. The
seventh value is self-contained include: attitudes
and behaviors that are not easily dependent on
others in completing tasks. The eighth value is
democratic, including: the way of thinking, acting,
and acting that judge equal rights and duties of
himself and others. The ninth value is curiosity
includes: attitudes and actions that always seek to
know more deeply and extensively from what they
learn, see, and hear. The tenth value is the spirit of
nationalism including: the way of thinking, acting,
and insight that put the interests of the nation and
state above the interests of self and his group.
The eleventh value is the love of the homeland,
including: the way of thinking, acting, and doing
that shows loyalty, awareness, and high
appreciation for the language, the physical, social,
cultural, economic, and political environment of
the nation. The twelfth value is to appreciate
achievements include: attitudes and actions that
drive itself to produce something useful for
society, and recognize, and respect the success of
others. The thirteenth value is friendly or
communicative includes: actions that show the
pleasure of speaking, associating, and cooperating
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with others. The fourteenth value is the love of
peace encompassing: attitude, words, and actions
that cause others to feel happy and secure for their
presence.
The fifteenth value of reading is inclusive: the
habit of taking the time to read the various
readings that give him virtue. The sixteenth values
of environmental care include: attitudes and
actions that always seek to prevent damage to the
surrounding natural environment, and develop
efforts to repair the already existing natural
damage. The seventeenth value of social care
includes: attitudes and actions that always want to
provide assistance to others and communities in
need. The eighteenth value is the responsibility
includes: the attitude and behavior of a person to
carry out his duties and obligations, which he
should do, to himself, society,environment (nature,
social and culture), the state and God Almighty.
3 RELEVANT RESEARCH
The research studied has relevance to previous
research. The previous research review serves as
the basis or reference research that the researcher
will do. Research to be conducted this researcher is
as complement to research that had been done by
previous researcher that felt still less
comprehensive from study researched.
The first relevant research was conducted by
Walujo (2007) entitled Puppet Performance and
Public Information Dissemination. The results of
this study indicate that the performance of wayang
art culture in Indonesia has many kinds and types.
Each region has its own traditional wayang art that
can be used as a means of disseminating public
information. The development of cultural
performance of wayang art by government or
related institution is still needed, especially fund
for practice, costume, and comprehension of actual
public information. Public information
dissemination techniques can be done by wayang
artistic cultural performances with their own style
and way through dialogue, jokes, and singing.
Collaboration can be performed by wayang artistic
cultural art with modern mass media, provided that
each media aware of the differences in
characteristics of traditional media with modern
mass media.
The second relevant study was conducted by Sri
Indratmi Yuniarti entitled Wayang Mbeling
Creativity Dalang as Social Communicator. The
results of this study indicate that the presence of
puppets mbeling in mass media turned out to
increase the repertory type of puppet shows. The
word "mbeling" shows the meaning of
uncapableness or "nyeleneh". Wayang mbeling is
not well established on the stage performing arts
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but performed on the newspaper page. The writing
of wayang stories uses nonformal languages and
the plots deviate from the puppet plot. The setting
of events is adapted to the real-life events of the
community. The characters of wayang puppets are
adapted for the present day community figures.
Lifestyle of wayang figures became the play
adopted the living style of today's society.
Messages of social communication and mass
media become a means of supporting activities.
The third relevant research is conducted by
Tjahyadi (2009) entitled Deconstruction of
Understanding of Javanese Culture About The
Nature and Relationship of Kawula-Gusti at the
"Semar Kuning" Puppet Play. The results of this
study indicate that the understanding of Gusti-
Javanese relationship in Javanese society tends to
understand the ontical oneness of Krasula-Gusti
oneness which can be achieved through the
epistemic-ethical path, each of which is found in
the "small narrative" References to the meaning of
wayang that is anchored in the daily life of the
little people.
The fourth relevant research is conducted by
Brits (2014) with the title Exploring the Use of
Puppet Shows in Presenting Nanotechnology
Lessons in Early Childhood Education. Puppets
were selected as a medium because they facilitate
social interaction, thereby enhancing
communication through role playing, imagination,
story-telling, and listening for young children. It is
therefore the ideal interactive teaching aid. Life-
size boy and girl puppets were manufactured in
addition to different animals and a Nanoshi
character with his magnificent instruments. The
Nanoshi character invites the children to his small,
small world where material acts differently, gold
has extra ordinary colours, and a very thin, thin
wire can be very strong. Through different
scenarios, for example the cleaning of dirty water
with a Nano tea bag and natures’ Spiderman (the
gecko), the basic foundations of Nano science is
explained. The children are constantly encouraged
by the puppets to ask questions and assist in
solving problems.
The fifth relevant research is conducted by
Chan (2016) with the title Augmented Reality
Interaction Design and User Experience of Hand
Puppet Historical Museum in Taiwan. Thus, this
study uses the display space in Li Tien-Lu Hand
Puppet Historical Museum as the experimental
field. By integrating iBeacon sensor technology
and virtual reality technology into creation of a
new experience of the hand puppetry culture, this
study attempts to investigate the exploring
behaviors and action strategies of visitors under the
navigation of games. While seeking a balance
between traditional display of artifacts and use of
digital instruments, this study expects to facilitate
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
two-way and spontaneous interactions between the
museum and visitors. After implementation of the
system, the ease of use of the system, user
behaviors, and preferences are also analyzed.
Finally, a gamifying museum with mixed reality
experience design model is proposed.
The sixth relevant research is conducted by
Zorko (2011) with the title a puppet in tmtu. The
puppet as the protagonist evoked from a child what
an adult is not able to. Alongside the puppet a child
feels to be an equal partner in the relationship to an
adult (a kindergarten teacher and an assistant
teacher) and at the same time a child has optimal
conditions for his personal development in his own
way. Because of this also the farewell to Traja is a
research, emotional and cognitive experience – but
in the name of the love for Traja and her planet a
child, despite the emotional distress he experiences
in Traja's departure, waives his dreams of his life
with her.
The seventh relevant research is conducted by
Kshirsagar (2015) with the title Easier Automation
with Puppet. Conclusion can be made that the
puppet helps in automation of the processes which
have multiple occurrences and manage the system
state.
The eighth relevant research is conducted by
Divya (2015) with the title a study to assess the
effectiveness of puppet show on knowledge
regarding selected mosquito borne disease among
children in selected village at nellore. In pre test
16(27%) had moderate knowledge and 44(73%)
had inadequate knowledge. The scores of the post-
test indicated increase in knowledge levels of the
primary school children i.e. 11(18%) had adequate
knowledge followed by 35(59%) had moderate at
knowledge, 14(23%) had inadequate knowledge.
The ninth relevant research is conducted by Xin
(2016) with the title a Plastic Arts of Northern
Sichuan Big Puppets. As one of China's first non-
material cultural heritages, northern Sichuan big
puppets are mainly characterized by three aspects
in the plastic arts: the first is the focus on
combination of romanticism and realism in
modeling techniques; the second is the true and
delicate art of makeup, and makeup makes
adjustments with the changes in the plot and the
fluctuating mentality of characters; the third is
flexible and diverse installation and clothing.
Northern Sichuan big puppets should be closer to
the era, make seasonal innovation, integrate into
the cultural elements of the times and agree with
the with the aesthetic taste of modern people, in
order to maintain long-term vitality.
The tenth relevant research is conducted by
Simon (2008) with the title a puppet promoting
engagement and talk in science. The puppets
research appears to have the potential to make a
positive impact on science teaching in
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primary/elementary schools. Funding has recently
been secured to support a substantial programme
of professional development for teachers, together
with provision of resources including puppets and
scenarios in which the puppets can operate. Several
factors have emerged from the research that appear
to be relevant in ensuring that this programme of
professional development is effective.
The eleventh relevant research is conducted by
Searl (2016) with the title Puppets in an acute
pediatric unit: Nurse’s experiences. The puppets
were a means to educate the children and were
sources of distraction from unpleasant procedures.
Additionally the puppets were a strategy to reduce
fearand break down barriers for the child
especially when undergoing procedures. When
using the puppets participants identified that
infection transfer was something to be considered
and not all nurses felt comfortable using the
puppets. A lack of confidence and time were
identified as barriers to using thepuppets. The
findings from this study have been valuable in
establishing recommendations for futurepuppet
use.
The Twelfth relevant research is conducted by
Wagh (2015) with the title More than a script
puppet: understanding work related stress &
attrition in interactive service work in call centers.
It concludes that the interactive service work will
continue to be globalized, as a result, issues of call
center work pressures and related attrition will
increasingly surface within interactive service
work.
The thirteenth relevant research is conducted by
Aghagolzadeh (2009) with the title Language as a
Puppet of Politics: A Study of McCain’s and
Obama’s Speech on Iraq War, a CDA Approach.
In this study, the two rivals of presidential election
try to win the election and gain political power. We
all know the tragic consequences of the war for
Iraq, as well as American loss of life and money.
However, McCain praises this event but Obama
condemns it completely. The authors believe that
these two differing thoughts rooted from two
oppositional ideologies and views: while Obama is
from the rival party which is against the war,
McCain belongs to the starters of the Iraq war.
Therefore, the two nominees propagandize their
parties regardless of the effects of war. This fact is
done through the language. On the basis of this fact
it can be claimed that language is in the hands of
the lords of power who utilize it according to their
own taste. One of the ways that the lords of power
and politics use to represent their mind is language,
in this way language is in fact a puppet which is
used by the lords of society.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
4 RESEARCH METHODS
The type of this research is qualitative research.
Moleong (2013) State that qualitative research is
research that intends to understand the
phenomenon experienced by research subjects.
This study uses the approach of literary ecology
that is to describe what the problem is, then
analyzed and interpreted the existing data. These
data are data about the values of the characters
conveyed in the shadow puppet show, and the
process of strengthening the characters after
watching the shadow puppet show. This research
data is oral data. This oral data comes from the
wayang kulit story. The wayang kulit data are: the
character values contained in the shadow puppets,
and the form of strengthening the characters after
witnessing the shadow puppets.
Test the validity of data in qualitative research
includes several tests. Researchers used
triangulation test theory and data sources.
Triangulation is interpreted as checking data from
various sources in various ways and at various
times. Triangulation technique according to Sutopo
(2006) consists of four types, namely triangulation
sources, methods, researchers, and theory.
Triangulation techniques used in this study are
triangulation of sources, theories, and methods.
Triangulation of sources is done by checking the
data that has been obtained from several sources.
This triangulation is intended to validate data from
other data sources other than documents, such as
interviews from resource persons. The second
triangulation technique is triangulation theory that
is using some theory so that the findings obtained
are valid. Theories that become the reference to
validate the findings in this study are theories
about wayang kulit, literary ecology, and character
values. Triangulation method is done by way of
referring, and record.
Data collection techniques in this study are
interactive and non-interactive (Goetz & Le
Compte, in Sutopo 2006). Interactive data
collection is intended that the data collection is
interacted with interviews and observations. Data
collection is noninteractive in the form of
recording or documentation, and field notes.
Data analysis technique used in this research is
interactive technique (Miles, et al 2007). The steps
of data analysis techniques in this study include
three components, namely: 1) data reduction; 2)
presentation of data; And 3) drawing conclusions.
The first step is data reduction. Data reduction
phase is a detailed data selection stage. In this step,
the data collected is recorded in a detailed
description. From the data that has been recorded,
then done simplification of data. The selected data
are only data related to the problem analyzed, in
this case the character values in the shadow
puppets and the process of strengthening the
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characters after watching the shadow puppet show.
The second step is the presentation of data. At the
presentation stage of this data, the data that has
been set and then arranged regularly based on the
problems that have been formulated to be easily
understood. The data are then analyzed to get the
description of character values in wayang kulit and
the process of strengthening the characters after
watching the wayang kulit. The third step is
drawing conclusions. At this stage a conclusion
about the results of the data obtained from the
beginning of the study. However, if the conclusion
withdrawal is not in accordance with the data
should be or there is any doubt in doing the
conclusion withdrawal phase, it can be done by
checking again from data collection, data
reduction, data presentation, and conclusion
drawing.
Research procedures conducted by researchers
include: 1) planning stage, 2) implementation
stage, and 3) preparation of reports. The first stage
is planning. Research planning stage includes: a)
making the formulation of the problem to be
studied, b) designing the research, and c) preparing
the research instrument or data collection tool. The
second stage is the implementation. In this stage of
implementation, some activities are carried out: a)
data collection stage, b) data reduction stage, c)
data analysis stage, d) data inference step. At the
data collection stage, the researchers collected data
in the form of character values contained in the
shadow puppets and the process of strengthening
the characters after watching the wayang kulit
based on the formulation of the problem. At the
data reduction stage, the collected data are then
selected and grouped according to the aspects
analyzed. Aspects analyzed are the character
values in wayang kulit and the process of
strengthening the characters after watching the
shadow puppets.
At the data analysis stage, the selected data is then
analyzed to answer all the problems that have been
formulated. At the data deduction stage, the data is
concluded after data collection, data reduction, and
data analysis. This stage is the answer to the
problems that have been formulated. The third
stage is the preparation stage of the report. The
research report is the final stage of a series of
processes. The process includes (problem
formulation, designing research, composing
research instruments or data collection tools, data
collection, data reduction, data analysis, and
conclusions).
5 RESULTS AND DISCUSSION
The results of research based on the first problem
formulation show the character values contained in
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
the shadow puppet show is the noble values of
Pancasila. These values are gotong royong,
musyawarah, and social activities, besides for the
students as the successor of the nation can
distinguish which one is good, which one is right,
and which one is wrong. The results of research
based on the formulation of the second problem
shows the process of strengthening the character
through the wayang kulit show can be done
through Pancadria. Pancadria forms of spectacle,
value substance, value symbolization, value
selection, and the embodiment of an integrated
attitude in a time of performance.
a. Values of characters in wayang kulit show
Art performances that use story elements basically
confront an evil character (antagonist) with good
characters (protagonist) or build a conflict between
good characters and bad characters (evil).
Character values are usually tucked in staging
works of art, one of them in a wayang kulit show.
The value of the characters conveyed is the
embodiment of the value of human love of God
that is implemented in the form of attitude and
everyday behavior. It is one of the functions of
wayang kulit performances as a means of
spreading good values in addition to its main
function, namely as a show of entertainment for
the community. Wayang is an epic which
essentially tells the heroics of the characters who
have good character to face and quell the character
of evil character.
Shadow puppet performances, puppeteers not
only convey good character but also bad character
because of the demands of the story and the
characters contained in the puppet characters. The
position of shadow puppet is the symbol of human
life. The puppeteer through his wayang begins to
enter on the order of values in life as follows:
1. The importance of cultivating mutual respect
and respect among people, especially from the
young to the elder, from subordinates to
superiors and respecting loyalty.
2. The importance of gotong-royong in daily life
as a reflection of the culture and character of the
nation, including appreciating the work
achievements that have been done.
3. The importance of having the nature of
forgiving to each other by remembering that
humans are creatures where wrong and forget
and many have shortcomings
4. The importance of the values of the struggle in
living everyday life, such as never giving up
and not showing sorrow to others because
sadness is a sacrifice to achieve true success in
life.
Based on the results of research conducted,
researchers found a number of character values
conveyed through the puppet show. All the values
of the characters conveyed are the manifestation of
|8
the value of human love of God that is
implemented in the form of attitude and everyday
behavior. It is one of the functions of wayang kulit
performances as a means of spreading good values
in addition to its main function, namely as a show
of entertainment for the community. Wayang is an
epic which essentially tells the heroics of the
characters who have good character to face and
quell the character of evil character.
Goodness values delivered through wayang
kulit show oriented to the development of
community behavior in an effort to advance the life
of nation and state, as it is known that the reverse
of a nation is determined by whether or not the
quality of the character of its citizens. If the quality
of the character is not formed, did not rule out the
state of Indonesia will begin to shift from the state
of personality and civilized to a state that has no
identity that ultimately has implications for the
decline of the state. It is said that, because the
character (personality) is used as the best measure
in assessing the individual.
Goodness values delivered through wayang
kulit show oriented to the development of
community behavior in an effort to advance the life
of nation and state, as it is known that the
advancement of a nation is determined by whether
or not the quality of the character of its citizen. If
the quality of the character is not formed, did not
rule out the state of Indonesia will begin to shift
from the state of personality and civilized to a state
that has no identity that ultimately has implications
for the decline of the state. It is said that, because
the character (personality) is the best measure in
assessing the individual, the character is also the
best measure in measuring the success of a
country.
The process of strengthening the characters
through wayang kulit can be done through
Pancadria. Pancadria form of spectacle can be
viewed from the aspect of the story, the substance
of values, the symbolization of value, the selection
of values, and the realization of attitudes integrated
in one time performances. Based on the research
results can be seen that the role of Punakawan
figures in wayang kulit as a media of character
planting through the role of Dhalang in perfling
wayang kulit show by inserting advices or moral
values in wayang kulit show such as Punakawan
role.
The background of Punakawan's story in the
wayang kulit arts stems from the wishes of the
walisanga in spreading the religion of Islam into
Indonesia. In naming the punakawan associated
and adapted to the character of the character
punakawan, which in naming comes from the
Arabic language. Where Semar comes from the
Arabic word ismarun which means have a strong
firmness. Gareng comes from the Arabic Qarin
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
which means many friends. Petruk comes from the
Arabic language fatruk which means leave crime,
while Bagong comes from the Arabic language
baqha which means to distinguish between good
and bad.
Birth of Punakawan figure originated from the
birth of semar figure. Where semar was born from
a mother named Dewi Wirandi and a father named
Sang Hyang Tunggal. Semar is born from an egg,
in which an egg comes three creatures that come
from eggshells, egg whites and egg yolks. An
incarnate creature derived from an eggshell named
Tejamantri or Togok, from an egg white called
Semar, and from an egg-yolks named Manik Maya
or Betara Guru. Punakawan Character in wayang
kulit art. Punakawan in general consists of four
figures namely Semar, Gareng, Petruk, Bagong
with a variety of unique characters in which each
of the figures Punakawan described as follows:
First, Semar's figure is the center of the whole of
his own congregation. Semar is much respected
by the knights or the opponents, where semar is
a character who has a humble nature, character
is not arrogant, honest, and a good example of
character and wise.
Secondly, Gareng is a semar adopted child where
the gareng has a different character, a person
who is not very good at what he says sometimes
goes awry. Gareng is a Punakawan character
who has an incomplete body part as well as
Gareng who suffered leg defects, hand
disfigurement, and eyes.
Third, Petruk is the second child of semar, where
petruk has a naughty and intelligent character.
Figures petruk with body shape, arms and legs
long cause that in every thought should be long.
Just as we think should be long and not grusa-
grusu to suit the desires and not settled. Petruk
is good at talking and also very funny, he likes
to quibble all the things that are not true with
his jokes.
Fourth, Bagong is the youngest son of semar,
where the cute figure is created from the
shadow of semar, the bagong has the same
character as his brother is gareng and petruk,
where the bagong also likes to joke and full of
freedom (acting stupid). Bagong, portrayed as a
figure who invited the cuteness with his speech
impressed ceplas-ceplos. Bagong is the most
innocent and less understood karmic, but tough.
Of the prominent physical features of Bagong
are: (1) His body is round, his eyes wide, and
his lips are thick; (2) The fifth palms of his
fingers wide open with symbols that are always
ready to work hard in the middle of the story,
the goal is to give a break for the audience not
to saturate.
Punakawan's role in instilling character in
Bendosewu society in wayang kulit performances
|9
is like being an advisor to knights, entertainers,
social critics, even the source of truth and policy.
Punakawan as a characteristic actually represents
the common profile of humans, they are multi-role
figures who can become advisers of rulers or
knights, even gods. Punakwan acts as an
entertainer, a critic, as well as a transmitter of
truth, virtue, and advocate of virtue. Punakawan
also means service, service can be distinguished
between the service of good characters and the
service of evil characters. In a play (puppet
performances) Punakawan Usually issued for
session slapstick.
Punakawan way in inculcating the character
through the story of the conversation, which
contains moral values, which can be made in view
of the public or the audience in a wayang kulit
performance. Moral values or moral messages can
be drawn conversation dialogue implicitly or
explicitly between the character of the punakawan
and with other puppet figures. The wayang
performance is related to the story, the story is
delivered by observing steps such as the selection
of stories, the conditioning of places, and the
techniques of storytelling. Advice or story is an
educational way that relies on language, both oral
and written in realizing the interaction between
educators with (subject) students. Stories in
wayang characters depict the lives of their concrete
figures as role models. Through the story, people
can see firsthand how the characters possessed by
wayang characters and can take the moral message
that is in the story.
6 CONCLUSIONS
Based on the result of research, it can be concluded
that the character values found in wayang kulit
performances are working collaboratively,
discussion, social activities, and for the students as
the successor of the nation can distinguish which
one is good, which one is right and wrong. The
process of strengthening the character after
watching the shadow puppet show can be done
through Pancadria. Pancadria forms of spectacle,
value substance, value symbolization, value
selection, and the embodiment of an integrated
attitude in a time of performance.
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Aghagolzadeh. 2009. Language as a puppet of politics: A
study of mccain’s and obama’s speech on iraq war, a cda
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Sociological Theory 2(1): 218-229.
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values in Wayang]. Jakarta, Pustaka Sinar Harapan.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Brits. 2014. Exploring the use of puppet shows in presenting
nanotechnology lessons in early childhood education.
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Chan. 2016. Augmented reality interaction design and user
experience of hand puppet historical museum in Taiwan.
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Divya. 2015. Study to assess the effectiveness of puppet
show on knowledge regarding selected mosquito borne
disease among children in selected village at nellore.
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(12): 7813-7817.
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Miles, et al. 2007. Analisis data kualitatif: Buku sumber
tentang metode-metode baru [Analysis of qualitative
data: Resources book on new methods]. Jakarta: UI Press.
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Chosiyah and Significance of Women Leaders]. Jakarta:
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Simon. 2008. A puppets promoting engagement and talk in
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Lawas: An oral literature in Sumbawa East Indonesia (East Indonesia) as a
character development means

N. Ifansyah & K. Saddhono

Universitas Sebelas Maret, Indonesia

ABSTRACT: Character deterioration became a worldwide serious problem. Educational institutions have responsibility
and strategic role to solve problem. Its effort is to revitalize the role of oral literature based on containing values of
character building. If it has seriously implemented, this program can build learners’ character based on the values of typical
cultural wisdom. Therefore, this research goal is to describe form and explore the potential value of characters contained in
oral literature as cultural heritage of the Sumbawa, a city in East Indonesia. data is qualitatively collected t by
interviewing Sumbawa culturists. The collected data is checked its validity with various theoretical perspectives and
member checking. The data analysis used the interactive model. The research findings shown that (1) Lawas form consists
of three lines, four lines, and sequential. Lawas prototype is in the form of three lines, each is composed of eight syllables.
(2) The character values in the Lawas oral literature in the form of religious, good personality, awareness, humble,
knowledgeable, courage, egalitarian, brotherhood, maintain self-esteem, and equal personality. These character values
reflected the Sumbawa people’s life philosophy that oriented towards the development or improvement of physical-material
and mental-spiritual dimension in a balanced and simultaneous way. Sumbawa people viewed the life of the world and the
hereafter must go hand in hand which manifests in the way of thinking, speaking, and behaving. The character values in
Lawas involved virtue and wisdom in relation to oneself, neighbor, nature, and God.

1 INTRODUCTION trends that guide students to responsible and mature

Character problems have become a crucial agenda
around the world. Various effort have conducted to
solve them. Everyone believes the greatest impact of
character degradation is the lack of humanitarian
value that able to ultimately destroy the civilization of
the world. Lickona (2008) reports a lot of symptoms
of moral decline, including a ten disturbing teenage
trends. Kementrian Pendidikan Nasional Republik
Indonesia (2010) acknowledges many immoral
behaviors demonstrated by adolescents and adults,
both in the school environment and in the socio-
political environment. This situation motivates the
government to optimize the implementation of
character education.
Character is an inclusive term for individuals a
totality (Arthur 2014). Lickona (2008) states that the
characters have been formed from three interrelated
parts: moral knowledge, moral feeling, and moral
behavior. A good character is concerned to the habits
of the mind, heart, and good deeds. Character
education is virtues developing – well habitually and
(Ryan & Bohlin 1999). Character is the realization of
a person’s positive development in the cognitive,
social, affective, and ethical dimensions. Being polite
and virtuous people with a strong character is the
most important quality that every family, school, and
community member should have them. Achieving
individual happiness and social welfare depend on
transferring cultural values to the future generations
(Karatay 2011).
An important source of character value is local
wisdom. Sibarani (2013) mentions that local wisdom
as the prevailing cultural values and norms in
organizing society life. The values and norms
believed truly become the foundation in the daily
behavior of the local people. In many ways, local
wisdom is able to anticipate various problems,
including that occurred in the contemporary world
(Ratna 2011). Indonesia has areas that each area stores
an invaluable cultural treasure as a source of local
wisdom. One form of cultural property containing
character values is traditional literature. Wibawa
(2013) points out a number of values contained in

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Java ancient literary texts Serat Centhini through 3 RESULTS AND DISCUSSION
figure of Seh Amongraga, such as rights and
obligations, justice, responsibility, conscience, 3.1 Lawas Oral Literature Form in Sumbawa
honesty, moral courage, humility, and loyalty. This
research studies an oral literature which is one of local Lawas has a typical form. It studied presents a quite
wisdom of Sumbawa society in West Nusa Tenggara variety form. Taking into account their form, all of
Province. them can be categorized into three classes, three lines
Lawas is a traditional poem of Sumbawa society. Lawas, four lines Lawas, and the sequential Lawas.
People use it as a means of inner expression. Lawas Rhyme is not the crucial thing considered. Most
has a high literary values because of the beauty of Lawas almost does not concerned the rhyme. Here are
language and their content including of philosophy, the three-line of Lawas form.
religion, affection, advice, joy, jokes, and so forth. It
becomes an integral part of the life of the people that (1) Tutusi lenas mugita Nearly calm you see
passing down orally from one generation to the next down
Mara ai dalam dulang Such water in tray
one. Therefore, Lawas is an anonymous work and
Rosa dadi umak rea Yet it can be a big wave
belongs to the collective of Sumbawa people
(Zulkarnain 2011). The Lawas prototype in the form of three lines and
The character values containing in Lawas need
each line consists of eight syllables, as shown in the
extracted to solve the problem of character damages. above example. All three lines have equal important
Oral literature as an ancestral heritage containing local positions. This is different from the general poetry
wisdom that can be utilized in community that consists of preface and contents. The three parts
empowerment to create peace and justice and improve are interconnected meaningfully and form a whole.
prosperity (Sibarani 2015). This research objectives Lawas forms are actually got the influence of
are to describe the Lawas form and characters values Elompugi—Bugis poetry—as a result of the
existing there as part of the cultural heritage of the acculturation of Sumbawa and Bugis (Makassar)
Sumbawa people.
culture. Both are made up of three lines, but the
Elompugi lines are composed of different syllables,
2 RESEARCH METHODS first line is 8, second line is 7, and third row is 6
(Mantja 2011).
The study is descriptive qualitative research. The Four lines Lawas have similar characteristics to
Lawas data collected through in-depth interviews with general poetry. This form is divided into two parts.
informants, Sumbawa culturist. The selected The first part (the first two lines) is the preface that
informant is purposive sampling used. Culturist is a serves as a hanger for the second part (the last two
person whom considered competence of Lawas and lines). This second part is the content. The two parts
able to provide in-depth and accurate information. In- have not relation of meaning, but bound by the final
depth interview technique is an interactive because rhyme. This Lawas form is actually affected by the
there is a possibility of mutual influence between rhyme and the number is not much. Considering the
researchers and data sources (Goetz & LeCompte following example.
1984). Data validity is triangulation theory used
(Patton 2002, Wellington 2015) and members (2) Udang manis Sweet shrimp in the
dalam dulang tray
checking is participants asked (informants) to review
Kemang dangar ka Dangar flower is
the accuracy of the interview results (Fraenkel et al. tu dampo summarized
2012). The data analyzing an interactive analysis Lamin manis mata If eyes looked so
model (Miles & Huberman 1994). nulang sweet
Panangar sai po
ampo Who else should
consider more

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 The sequential Lawas is the development of the egalitarian, brotherhood, self-esteem maintain, and
Lawas prototype (three lines). The form is a series of balance personality. For example, consider the
stanzas which each stanza is composed of three lines. following Lawas.
The number of stanzas is at least two, while no
maximum limit. The singers are free to develop
Lawas as long as it is relevant to the needs. There are (3) Sai sate nyaman ate Who wants to be happy
several visible variations of this Lawas form. First, the (his life)
archetype. This variation follows a three-line Lawas Laga lalo tutet ilmu Please set out studying a
pattern that does not emphasize rhyme or repetition of science
certain elements. This only gives priority to meaning. Lema no nesal pang In order to not regret in
mundi the future
Second, consists of preface and content. The first
(4) Mana ka tu bongka Although we cook a
stanza is the preface and the second verse is the cabe chilly
content. Both are bound by the final rhyme. This Lamen tu to bawa diri If we can guide
shape is similar to the four-line Lawas which is ourselves
influenced by the rhyme. Third, the words repetition. Ya muliasi parana Will be noble hereby
This occurs on the first line of the next stanza
containing the repetition of certain words contained in (5) Mana tau barang Although unknown people
the last line of the previous stanza. Repetition is not kayu
always complete or exact, but rests on the basis of the Lamin to sanyaman If able to be pleasing (good
same word, e.g. bakemang selak panotang ‘flowering ate soul)
between longings’ and ta kusempit kemang ate ‘this I Ba nansi sanak That is relative
send heart flowers’. This variation is indicated the parana
existence of cohesion among temples that implies a
connection of meaning. Fourth, give priority to the The above three Lawas are emphasized three
final rhyme. The sound equality at the end of each line essential values in life. Successively the values are the
is intended to embellish the Lawas. learner person, good personality, and fraternity. These
three values are manifestations of quality personal and
interpersonal dimensions. Everyone is born as a
3.2 Character Values in Lawas lifelong human being. Continuous learning will form
As a local wisdom, Lawas is rich with value that is a smart person. Good personality will shape authority,
beneficial to life. In it reflected the view of life of the so it is respected by others. Meanwhile, a sense of
Sumbawa people. Wisdom values as adopted by the brotherhood will strengthen social cohesion and avoid
Sumbawa people can be identified by exploring the horizontal conflicts. The brotherhood size for the
meaning of Lawas. Those values are packed with Sumbawa peoples are not a tribe, religion, race, or
beautiful language. There is a Lawas that is easily class, but a heart. Who brings comfort and pleasant,
understood; also their meaning implicit in the artistic he is the brother. This also reflects the egalitarian
word composition. There are four modes of values character of the Sumbawa peoples.
delivery in the Lawas, including of command,
prohibition, satire, and analogy. The first two modes (6) Manasi manis Although the sweet invitation
tend to be straightforward and the last two modes are parajak (seduction)
Agama dadi paruji Religion becomes indicator
implicit. To be able to interpret the Lawas meaning
Na turit lamen Do not follow the diversity
accurately, it is required precision, in-deep basengkal
appreciation, context understanding, and language
competence (Samawa language). (7) Sate balong desa Expecting a good hometown
In essence, the character values of Sumbawa darat
people are reflected in Lawas are the development or Tu sabalong We guide it in balance
improvement of the two dimensions of life, the world samalewa
and the hereafter. The values are shown including of Adil makmur de tu We will get fair prosper
religious, good personality, shame to do not be dapat
praiseworthy, humble, love science, courage,
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 The transcendental dimension is evident in both of
Lawas above. Lawas (6) is shown that religion is a
standard in addressing various life issues. Decisions,
attitudes, and deeds must be consistent with religious
values and norms. The salvation of life in the world
and the hereafter is believed to be determined by
obedience to God. Lawas (7) is contained the
philosophies that made the slogan by the Sumbawa
people, Sabalong Samalewa. This phrase means to
build or improve the physical-material and mental-
spiritual dimensions in a balanced and simultaneous
way. It is implemented individually and communally,
so that it can bring prosperity in the form of justice
and prosperity.
Character has been comprehended as a wisdom and
goodness values either on self or others. We can base
on Lickona (2004, 2008), Lickona & Davidson
(2005), Berkowitz & Bier (2005), Kupperman (2005),
and Character Education Partnership (2008) regarding
matter of it. Lickona (2004) states that life character
has two sides: appropriate attitude in others
relationship and in self relationship. A goodness
values in others orientated are justice, honesty,
gratitude, and love; whereas self-orientated are
humility, fortitude, self-control, and striving for the
best. It is equal of 'relationship-oriented' moral
character and a performance-oriented character
(Davidson et al. 2014).
The characters depicted in Lawas are not only
about relationships with self and others. Humans
viewed as a whole that has horizontal and vertical
dimensions. Therefore, the character possesses three
relations-oriented: the relationship with self, others
and environment, and also the relationship with God.
This last relationship is manifested in the form of
belief, obedience, and worship. In fact, the
relationship with God is believed to have a profound
effect on success in relationships to others. Qoyyimah
(2016) notes the dominance of religiosity values
against rational or secular moral values—following
the distinction of Durkheim—in English as a Foreign
Language (EFL) in Indonesia. This conclusion is
obtained after the values are taught simultaneously.
Indonesian society is known as a society religion
based, as affirmed in the state ideology, namely
Pancasila (Nurdin 2015). Similarly, what happened to
children literature books in Turkey. Religious values
tend to be more preceded than other values to develop
student character (Karatay 2011).
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
4 CONCLUSION
Lawas is an oral literature that belongs to the
Sumbawa people. It has a distinctive shape. All the
complexities of life are reflected to them. It reflects
the Sumbawa people's view of the world. Lawas is
huge of moral teachings that are beneficial to human
life in relation to itself, neighbor and nature, and God.
Character education should pay attention to the
values of local wisdom that has been obeyed by
society. The success of local wisdom in regulating the
peaceful and prosperous community life has been
proven (Sibarani 2015). The values of local wisdom
contained in Lawas can be used as a reference in
curriculum development at all levels of formal
education. Thus, these values can be incorporated into
guidelines for the development of cultural education
and the character of the nation (Kementrian
Pendidikan Nasional 2010).
5 REFERENCES
Arthur, J. 2014. Traditional approaches to character education in
Britain and America. In L. Nucci, D. Narvaez, & T.
Krettenauer (Eds.). Handbook of Moral and Character
Education (2nd ed.). New York, NY: Routledge.
Berkowitz, M.W. & Bier, M.C. 2005. What works in character
education: A research-driven guide for educators.
Washington, DC: Character Education Partnership.
Character Education Partnership. 2008. Performance values:
Why they matter and what schools can do to foster their
development. Journal of Research in Character Education
6(April): 73-82.
Davidson, M. et al. 2014. Smart & good schools: A new
paradigm for high school character education. In L. Nucci, D.
Narvaez, & T. Krettenauer (Eds.). Handbook of Moral and
Character Education (2nd ed.). New York, NY: Routledge.
Fraenkel, J.R., et al. 2012. How to design and evaluate research
in education, (8th ed.). New York, NY: McGraw-Hill.
Goetz, J.P. & LeCompte, M.D. 1984. Ethnography and
qualitative design in educational research. New York, NY:
Academic Press, Inc.
Karatay, H. 2011. Transfer of values in the Turkish and Western
children’s literary works: Character education in turkey.
Educational Research and Reviews 6(6): 472-480.
Kementerian Pendidikan Nasional. 2010. Pengembangan
pendidikan budaya dan karakter bangsa [The development of
cultural and character education]. Jakarta: Badan Penelitian
dan Pengembangan, Pusat Kurikulum.
Kupperman, J.J. 2005. How not to educate character. In D.K.
Lapsey & F.C. Power (Eds.). Character Psychology and
Character Education: 201-217. Notre Dame, IN: University
of Notre Dame Press.
| 15
Lickona, T. & Davidson, M. 2005. Smart and good high schools:
integrating ethics and excellence for success in school, work,
and beyond. Washington, DC: Character Education
Partnership.
Lickona, T. 2004. Character matters: How to help our children
develop good judgment, integrity, and other. Essential
Virtues. New York, NY: Simon & Schuster.
Lickona, T. 2008. Educating for character. New York, NY:
Bantam Book.
Mantja, L. 2011. Sumbawa pada masa dulu: Suatu tinjauan
sejarah [Sumbawa in the past: A historical review].
Sumbawa Besar: CV Samratulangi.
Miles, M.B., & Huberman, A.M. 1994. Qualitative data
analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks,
CA: Sage Publications.
Nurdin, E.S. 2015. The policies on civic education in developing
national character in Indonesia. International Education
Studies 8(8): 199-209.
Patton, M.Q. 2002. Qualitative research and evaluation methods.
Thousand Oaks, CA: Sage Publications, Inc.
Qoyyimah, U. 2016. Inculcating character education through
EFL teaching in Indonesian State Schools. Pedagogies: An
International Journal 11(2): 109-126.
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Ratna, N.K. 2011. Antropologi sastra: peranan unsur-unsur
kebudayaan dalam proses kreatif [Antropological literature:
The role of cultural elements in creativity]. Yogyakarta:
Pustaka Pelajar.
Ryan, K. & Bohlin, K.E. 1999. Building character in schools:
practical ways to bring moral instruction to life. San
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lokal [Revitalization of folklore as a wisdom resource]. In S.
Endraswara et. al. (Eds.). Folklor dan folklife dalam
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[folkcore and folklife in modern life: unity and diversity].
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berbasis kearifan lokal [Character building: the way based on
wisdom]. Jakarta: Asosiasi Tradisi Lisan.
Wellington, J. 2015. Educational research: Contemporary issues
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contribution for character education in Indonesia. Asian
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Zulkarnain, A. 2011. Tradisi dan adat istiadat samawa
[Tradition and “samawa” culture]. Yogyakarta: Ombak.
| 16
Optimizing the development of teachers' motivation to teach in
disadvantaged areas in Indonesia
H. B. Utomo
Universitas Nusantara PGRI, Indonesia

ABSTRACT: The concept of teaching motivation is very important for individual development and refers to
the teacher's thoughts and feelings about himself to engage in teaching activities. Previous studies have re-
ported a significant role of teachers’motivation to teach who can improve a variety of positive outcomes.
Teacher's motivation to teach depends on the fulfillment or non-fulfillment of basic psychological needs,
namely basic psychological needs satisfaction for autonomy, competence, and relatedness. Furthermore, basic
psychological needs satisfaction can be met if there is support from the social environment, such as a positive
school climate. Positive school climate as one source of motivation can motivate teachers to improve teaching
competence in schools. This paper is a literature review of several school climate research findings and basic
psychological needs satisfactionon teaching motivation. It aims to explore the role of the school climate and
basic psychological needs satisfaction, which can serve as the basis for further research in optimizing the de-
velopment of teacher motivation to teach in disadvantaged areas.The empirical information can be used as a
basis in determining the form of guidance for teachers in disadvantaged areas especially in East Java in order
to have a high work motivation.
teacher which is teaching in the area, it is of course
1 INTRODUCTION do not be felt by teacher who is teaching in town.
Teacher who is assigned in disadvantage areas and Based on to that problems phenomenon, running the
in developing areas will illustrated difference obsta- task and responsibility as a teacher, especially teach-
cles. Teacher in the remote area have to face natural er who is teaching in disadvantage area needed
challenge, society characteristic, social culture and strong motivation from individual itself. Without ex-
deferent religion that become resistance in this noble istence of motivation from strong individual, teach-
duty. Besides, accessing service information is com- ing can become heavy matter and even can create
pletely limited compared to existence of urban negative things to the teacher itself.
teacher, and problem faced by urban teachers do not Teacher’s motivation reflects to his/ her teaching
as complex as and as complicated as with teacher in practice in the classroom, so that it can create con-
disadvantage area (Kadir 2012). ducive learning atmosphere. Perlman (2013) said
Berg identifies some reasons teacher reluctant to that effective teacher has to show positive disposi-
teach in remote area. These include difficulties to tional behavior, is that the existence of motivational
access the school, adequate facility inexistence, fa- behavior to teach.
cilities and basic facilities which is minimum to According to Ryan & Deci (2000b) teacher moti-
support the process learning, availability of teacher vation to teach can create positive matters. This mat-
residence which do not fulfill by government, and ter is also supported by statement of Gagne &Deci
demand to teach teacher in remote area is heavier (2005) they said that motivation of individual itself
than to teach teacher in urban area (Paramitha 2012). can give the biggest motivation to voluntarily with-
As a result, many previous teachers in disadvantage out existence of pressure of other party and perforce
countryside or remote area feel uncomforted, and to, and also without existence of compulsion to con-
propose to move school in town. duct action. Furthermore, teacher which is motivated
The limited facility, difficult location to be ac- intrinsically in teaching can improve various posi-
cessed, education facilities and basic facilities which tive result, where the teacher likelier to increase the
is less adequate, very minimum education operating effort, involvement in school activity and school
expenses, and also less attention of teacher condition learning (Black & Deci 2000, Shen et al. 2009)
in disadvantage area become a challenge to the

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 17
 Research conducted by Wilkesman's & Schmid
(2013) studied about teaching motivation using self-
determination theory which is facilitated by social
relation, competence, and some of by autonomy,
showing a result that educator has intrinsic motiva-
tion to teach because they are wishing to share
knowledge and science to educative participant.
Then, according to Van de Berghe et al. (2014),
teacher autonomous motivation to teach is higher
than controlled motivation. Quality of this high mo-
tivation is not only beneficial for teachers them-
selves, but also it is useful to insurance the quality of
teacher-student interaction.
In addition, research conducted by Wang & Liu
(2008) about teaching motivation teacher in Singa-
pore showed that teacher has intrinsic motivation
and high regulation self-identification toward na-
tional education. High regulation of self-
identification toward national education made teach-
ers to have high self- confident in teaching and hav-
ing more satisfaction toward national education pro-
gram (Wang & Liu 2008).
Along with the effort to increase teacher motiva-
tion to teach, hence it requires to investigate the con-
tribution factors. According to Ryan & Deci
(2000a), the appearance motivation is happened due
to internal support and external support. Therefore,
motivation with theory of self determination, espe-
cially motivation to teach is important conducted by
entangling basic psychological need satisfaction as
internal factor and school climate as external factor.
This paper is a literature review of several school
climate research findings and basic psychological
needs satisfactionon teaching motivation. It aims to
explore the role of the school climate and basic psy-
chological needs satisfaction, which can serve as the
basis for further research in optimizing the develop-
ment of teacher motivation to teach in disadvantaged
areas.
2 LITERATURE REVIEW
2.1 School climate and teacher motivation to teach
Findings of previous researches explain that school
environment and teacher interpersonal relationship
have appeared to become important factor which is
have potency to influence teacher's motivation (Wei
2012). Based on self determination theory, it said
that support from school that is felt by teacher can
fulfill competence need and related need which is
have potency to improve teacher motivation in learn-
ing something (Deci & Ryan 1985). Furthermore,
Deci & Ryan (1985) proposed that motivated teacher
can create condition and manage the class better if
there are also good support in the school environ-
ment.
Related to school environment, school climate as
external factor gives strong influence to the teacher
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
motivation (Wei 2012). School climate viewed as
part of school environment related to attitude dimen-
sion and of affective and system trust of school that
is influencing children cognate, social, and psycho-
logical growth (Tubbs & Garner 2000). School cli-
mate relate to the quality and character of school life
(Cohen et al. 2009). School climate represent the
quality of school environment which relatives re-
main to be done by students, influencing behavior of
participant, and relied on collective perception about
behavior in school (Hoy & Miskel 2014). According
to Kocabas (2009), positive school climate can be
source of teacher motivation to increase teaching
competence of school. This is supported by Pretorius
& De Villiers (2009) is that teacher which compre-
hend importantly of school climate will give impli-
cation in education process, as does satisfaction,
productivity, teacher motivation, and play a part to
promote student learning activity
Davidson (2007) motivation assist teacher to teach
effectively according to requirement of student in
the school. This matter has intention that teacher
plays very important role in learning process and
teaching motivation in teacher directly influence
student learning. If teachers are not motivated to
teach, teacher will not be able to motivate student to
study. Hoy (1990) stated that school climate for
teacher’s perspective does not only working envi-
ronment, but also product of professional link of
teacher, and indication health of organization (Hoy
& Miskel 2014). Besidesprofessional relation,
school climate and motivation are tight combination
with teacher task of pedagogies (Soini et al. 2010)
Based on those explanation, it can be concluded
that school climate has animportant role for teacher
and it can give an effect toward teacher motivation
to teach in school.
2.2 Basic psychological need satisfaction and
teacher motivation to teach
Need satisfaction is satisfaction because having ful-
filled of basic psychological need to human being; it
represents nutriment for motivation developing
(Gagne & Deci 2005), gives energy, and leads to in-
dividual behavior (Deci & Ryan 2000). Studies
about need satisfaction are related with basic compe-
tence of psychological need or achievement, control
and autonomy and control or power, and relatedness
or affiliation (Woolfolk 2009).
Basic needsatisfactionof individual is important
context and have to be gratified to experience of be-
havior motivate self determination (Deci & Ryan
2000). According to Meyer & Maltin (2010), need
satisfaction for autonomy happened when at inmost
storey level of reflection, individual believe that
what they do are selected freely and consistent with
their core values. Need satisfaction for competence
happened when individual believe that they have re-
| 18
source and ability required to finish its duty has and
reach target. Finally, need satisfaction forrelatedness
with others happened when individual feel a respect
and respected by others.
Previous research finding said that basic psycho-
logical need satisfactionbecomes pleasant and inter-
esting factor when a teacher teaches. Reeve & Su
supports this matter is that desire and interest and
teacher motivation to teach will appear if there are
any experiences of need satisfaction psychologically
in the case of autonomy, competence, and relation
during involving at teaching activity and interact
with student (Gagne 2014). Furthermore, Reeve and
Su said that personal motivation a teacher itself cen-
tre around level of satisfaction psychologically need
during teach process, and manifested in the form of
enthusiasm and work satisfaction (Gagne 2014).
When teacher has basic psychological need satis-
faction to autonomy, teacher feels to be permitted to
express opinions and ideas, emerge self capacity,
and teacher can do many things by using teacher's
method freely (Ryan & Deci 2002, Vansteenkiste et
al. 2010). Study conducted by Baard et al. (2004),
explained that need satisfaction is felt by teacher
when teacher prefer to fully to accept instruction
strategy that is proposed (satisfaction of autonomy).
In addition, teachers feel self-confidence to finish
their duty, giving instruction indirectly, and give op-
portunity to converse during training of professional
teacher (need satisfactionfor competence), and
teachers feel related with others during training of
professional teacher (need satisfactionfor related-
nees).
Niemic & Ryan (2009) explained in their research
which applicants self determination theory in educa-
tion, it said that internal factor which influences in-
trinsic motivation of basic psychological need satis-
faction that is need satisfaction of autonomy which
relates at experience of behavior and desire and self
reflective, and need satisfaction of competence
which relate to behavior experience effectively. Be-
sides, need satisfaction for autonomy and needsatis-
faction forcompetence are important to sustain in-
trinsic motivation.
Skinner & Belmont (1993) explained that behav-
ior of teacher which have and support the accom-
plishment of satisfaction of need, like giving student
freedom to chosen, to providing structured infor-
mation, and have the quality of good interpersonal
with student, proven have positive relation toward
student learning process in school. That also told by
Ryan & Deci (2000a) that involvement of personnel
school will be ever greater when environment can
fulfill psychological elementary need. Hereinafter &
Reeve (2002) told that in school context, basic psy-
chological needs satisfactioncan increase the in-
volvement of academic student and teacher by sup-
porting learning condition optimally.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Hanfstingl et al. (2010) explained that basic psy-
chological need satisfaction have positive correlation
with study motivation intrinsic in school. This mat-
ter according to Ryan & Deci (2000b) that support
and basic psychological need satisfaction is im-
portant to develop intrinsic motivation.
Base on those above, so it can be describe that
basic psychological need satisfaction has real contri-
bution in teacher teaching motivation. Basic psycho-
logical need satisfaction is predicted to have an ef-
fect on to quality of teacher positive behavior in
school, which is visible from their teaching motiva-
tion.
2.3 The role of school climate's in developing
teacher motivation for teach is mediated by
basic psychological needs satisfaction
Motivation to teach independently is important psy-
chological construct for teacher’s characteristic and
students’ learning (Roth et al. 2007). Furthermore,
Roth et al. (2007) indicated that the influence of
teacher motivation toward students’ motivation
could be directly affected by teacher teaching style.
Therefore, in this research the writer wants to study
teaching motivation related to important process and
outcomes at teacher based on theory framework of
self determination.Autonomous motivation for
teaching which is relied on theory of self-
determination depend on whether fulfilled or does
not fulfilled of basic psychological need satisfaction,
that is need satisfaction to be autonomy, need satis-
faction for competence, and need satisfaction to re-
latedness with others (Deci & Ryan 2000). If the
three requirements of basic psychological are unsat-
isfied, it can make teacher-teaching motivation in
low condition (Ryan & Deci 2000a). Gagne & Deci
(2005) stated that basic psychological need satisfac-
tion is nutriment for development of motivation and
internalization. Satisfaction of needs can be fulfilled
if there are any supports from social environment.
Various research using theory of self determination
as theoretical framework to check social environ-
mental factors which can be able to improve or pur-
sue satisfaction need (Ryan & Deci 2000), like work
characteristic (Van Den Broecket al. 2008), leader-
ship style (Eyal & Roth 2010), school climate (Hoy
& Miskell 2014, Cohenet al. 2009), performance
(Baard et al. 2004, Gagne & Deci 2005).
Taylor and Tashakkorifound out that positive
school climate takes part to increase satisfactory for
school member (Marshall 2004). School climate also
have potency to improve satisfaction of teacher in
working and improving teacher retention, is that the
main education (Boeet al. 2008, Kaesir 2011).
Ghavifekr & Pillai (2015) said that a positive organ-
izational school climate and healthy can improve
teacher-teaching satisfaction in school. Other side, a
healthy school climate does not only improve teach-
| 19
er-teaching satisfaction, but also improve learning
environment and improve productivity school at the
same time.
Lapointe (2006) in his research investigate the re-
lation between school environment and class envi-
ronment which mediates by teacher need satisfac-
tion, that is showing a result that school environment
have positive correlation with teacher need satisfac-
tion, that thing also have positive correlation with
class environment. Furthermore, Lapointe (2006) al-
so using interview as its research instrument which
showed that teacher owning need satisfaction of low
or high in the reality have many equality and relative
a few difference in perception about school envi-
ronment and class environment
Need Satisfactionthat teachers feel in school is
when teacher prefer to do proposed instruction strat-
egy (satisfaction of autonomy), teacher feels self
confidence to finish school duty, and teacher give
instruction indirectly, and also have opportunity to
converse during professional teacher training (satis-
faction of competence). Teacher feel related with
others during the following teacher training (satis-
faction of relatedness) (Baard et al. 2004). Base on
description above, role of school climate which me-
diated by basic psychological need satisfaction esti-
mate have relevance and can be used to explain
teacher motivation for teach.
3 IMPLICATIONS
Writer develop a hypothesis that to be able to im-
prove teacher teaching motivation, hence school
climate as an external factor have to beforehand
have effect toward basic psychological need satis-
faction as internal factor. The basic consideration of
this point is that behavior of motivation happened
continuously according to selfdetermination theory
started from amotivation, then extrinsic motivation,
and then intrinsic motivation (Ryan & Deci 2000a).
The hypothetical visual framework of this study is as
presented in Figure 1.
School Basic Psycho- Motivation
Climate logical Need for Teach
Satisfaction
Figure 1. Research Framework
Base on explanation above, it can be comprehend
that school climate have potency to improve satis-
faction of basic psychological need satisfaction,
where that play an important role able to improve
teaching motivation. As its consequence, design de-
velopment to optimize development of teaching mo-
tivation is necessary to be more sensitive, not only
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
for teacher who teaches in disadvantage region, but
also for teacher who teaches in remote area. Next
implication is needed research instrument matching
with teachers’ condition and culture who are teach-
ing in remote area. Therefore, further research re-
quire to prepare the design and appropriate research
instrument.
4 CONCLUSIONS
This research is relevant to be basic conceptual and
additional reading list about developing teaching
motivation base on selfdetermination theory, spe-
cially develop teaching motivation in disdvantaged
area. Study concerning about developing teaching
motivation form along with factors influencing it
will manifested constructive form for teachers to
recognize self potency, so the teachers can improve
themselves by making it optimally and considering
about school climate and basic psychological need
satisfaction as effected factors. Empirical infor-
mation about factor that influenced it can be used as
basic to determine construction form for teachers in
disadvantagedarea especially in East Java in order to
have high work motivation.
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Boe, E.E., et al. 2008. Teacher turnover: Examining exit attri-
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Cohen J. et al. 2009. School climate: Research, policy, prac-
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Davidson, E. 2007. The pivotal role of teacher motivation in
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Deci, E.L. & Ryan, R.M. 1985. Intrinsic motivation and
self·determination in human behavior. New York, NY: Ple-
num Press.
Deci, E.L. & Ryan, R.M. 2000. The “what” and “why” of goal
pursuits: Human needs and the self determination of behav-
ior. Psychological Inquiry 11(4): 227-268.
Eyal, O & Roth, G. 2011.Principals' leadership and teachers'
motivation. Journal of Educational Administration 49(3):
256–275.
Gagne, M. & Deci, E.L. 2005. Self-determination theory and
work motivation. Journal of Organizational Behavior
26(4): 331-362.
Gagne, M & Deci, E.L. (ed.). 2014. The Oxford handbook of
workengagement, motivation, and self-determinationtheory.
New York, NY: Oxford University Press.
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school’s organizational climate and teacher’s job satis-
faction: Malaysian Experience. Asia Pacific Educ 17(1):
87-106.
Hoy, W.K. 1990. Organizational climate and culture: A con-
ceptual analysis of the school workplace. Journal of Educa-
tional and Psychological Consultation 1(2): 149-168.
Hoy, W.K & Miskel, C.G. 2014. Educational administration:
Theory, research and Practice. (Daryatno & Rianayati K.P
trans.) Yogyakarta: Pustaka Pelajar.
Kadir, D. 2015. Nelangsa guru antara terpencil dan tidak ter-
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Kompasiana (on-line). Retrieved February 01, 2016 from
http://www.kompasiana.com/lawise/nelangsa-guru-antara-
terpencil-dan-tidak-terpencil_550bbcfc813311e078b1e734
Kocabas, I. 2009. The effects of sources of motivation on
teachers' motivation levels. Education 129(4): 724-733.
Kaiser, A. 2011. Beginning teacher attrition and mobility: re-
sults from the first through third waves of the 2007–08 be-
ginning teacher longitudinal study. U.S. Department of Ed-
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Lapointe, L. 2006. The relationships between teacher need sat-
isfaction and perceptions of school and classroom envi-
ronments. Unpublished Thesis. The University of South
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Marshall, M.L. 2004. Examining school climate: Defining fac-
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Meyer, J.P. & Maltin, E.R. 2010. Employee commitment and
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Paramitha, P.P. 2012. Resiliensiguru di sekolahterpencil.
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Pretorius, S., & De Villiers, E. (2009). Educator’s perception
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774.
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Ryan, R.M. & Deci, E.L. 2000a. Intrinsic and extrinsic motiva-
tions: Classic definitions and new directions. Contemporary
Educational Psychology 25(1): 54–67.
Ryan, R.M. & Deci, E.L. 2000b. Self-determination theory and
the facilitation of intrinsic motivation, social development,
and well-being.American Psychologist 55(1): 68-78.
Ryan, R.M. & Deci, E.L. 2002. An overview of self-
determination theory: An organismic-dialectical perspec-
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determination research: 3-33. Rochester, NY: The Univer-
sity of Rochester Press.
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students’ autonomous motivation on learning in physical
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ing and well-being in teachers’ work. Teachers and teach-
ing: Theory and practice 16(6): 735-751.
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on school outcomes. Journal of College Teaching & Learn-
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ers’motivation to teach: Associations with need satisfaction
at work, need-supportive teaching, and burnout. Psychology
of Sport and Exercise 15(4): 407- 417.
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idation of the work-related basic need satisfaction scale.
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ade Ahead: Theoretical Perspectives on Motivation and
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| 21
The ratio of additional learning resource and
activity facilities in e-learning of Sebelas Maret University
D. Wahyuningsih
Universitas Negeri Sebelas Maret, Indonesia
S. Suyanto & A. Ghufron
Universitas Negeri Yogyakarta, , Indonesia
.

ABSTRACT. Sebelas Maret University (UNS) use e-learning either as a supplement or complement the
learning. The software used in e-learning UNS is Moodle 3.02+ with address Error! Hyperlink reference not
valid.. The purpose of this research is to determine the ratios of the used additional learning resource facilities
to the amenities offered in the e-learning pages UNS and the used additional learning activity facilities to the
amenities offered in e-learning pages UNS. The used research method is the documentation method. The
document is the e-learning UNS report period of 3 March to 7 November 2016 that is 23021 data. Based on
data analysis, it is obtained the facilities that are used in e-learning UNS and the amount of use. These
facilities consist of additional learning resources and additional learning activities. The additional learning
resources, the used facilities are the form of books, files, pages, and URL. The additional learning activities,
the used facilities are the assignment, chat, database, forum, lessons, and quiz. The ratio of additional learning
resource facilities that are used to the amenities offered is 57.14% and the ratio of additional learning activity
facilities that are used to the amenities offered is 46.67%.

1 INTRODUCTION objectives (Ayala 2009). Blended learning also

Successful learning requires good planning,
organizing, actuating, and controlling of learning.
Planning, organizing, actuating, and controlling are
function of management (Terry 2013). Planning,
organizing, actuating, and controlling are
conducted on the resources of learning. Planning,
organizing, actuating, and controlling of the
resources of learning are needed to accomplish
effective and efficient learning and management of
the so-called learning management.
Learning management that blend between face-
to-face learning and e-learning-assisted learning is
called a blended learning management. Blended
learning provides opportunities for learners to learn
independently outside face-to-face meetings with
teacher. Thus, blended learning provide access to
learning for learners which is far broader than just
in-person learning. As well as face-to-face
learning, blended learning has a weakness of which
the need for preparedness and readiness of
educators to prepare learners to access it.
Readiness of students for independent study
occurred mostly higher education environments.
2 LITERATURE REVIEW
Blending between face-to-face learning and
online learning will maximize the efforts of
educators as a manager in achieving the learning
namely as hybrid learning, flexible learning, or
distributed learning (Vignare 2007). The flexibility
in time and place of this learning makes this kind
of learning gives the student to learn widely (Bath
& Bourke 2010, Thorne 2003). Online learning or
electronic learning which is popular with short e-
learning has several definitions. The definition
given by Morrison (2003), Erdem & Kibar (2014),
and epignosis LCC (2014) is an e-learning as
software therein can be organized learning.
Software specifically for the learning called the
Learning Management System (LMS). The
examples are Claroline Open Source LMS,
Edmodo, Manhattan, Atutor, and Moodle.
The function of e-learning in-person learning
can be as a supplement, complement, or
substitution (Siahaan 2003). E-learning as a
supplement means that e-learning is an addition of
face-to-face meeting so that no e-learning despite
running full in face-to-face learning. E-learning as
a complementary means that e-learning is a
complement to face-to-face meeting or it can be
said that if there is no e-learning, so face-to-face
learning is not complete. E-learning as a
substitution means that e-learning replacing face-
to-face meetings.
Today, many e-learning portal developed by
software Learning Management System (LMS)
called Moodle (Surjono 2009). One of the common
web application for learning is Moodle, open

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 22
source platform and free (Parikesit 2014). In
Moodle person can contribute to an administrator,
teacher, teacher who does not edit, student, and the
guest. Administrator can act as teacher, teacher
who does not editing, student, or guest. Teacher
can play a role as a teacher who does not edit and
student, while the teacher who does not edit only
can see the results but cannot act as student. In
construct a course or a class like in face-to-face
meeting, Moodle provides additional learning
resources facilities (add resources menu) and
additional learning activities facilities (add
activities menu). In general, the additional learning
resources facilities in Moodle generally are book,
file, folder, label, page, and the URL, while the
additional learning activities facilities generally are
assignment, chat, database, feedback, forum,
lessons, quizzes, surveys, and wiki.
3 RESEARCH METHODS
The used research method is the documentation
method. The document is the report of the e-
learning UNS period of 3 March to 7 November
2016 that is 23021 data. The sample of those data
is presented in table 1. The purposes of research
are to determine the ratio of used additional
learning resource facilities to the amenities offered
in the e-learning pages UNS and the ratio of used
additional learning activity facilities to the
amenities the offered in e-learning pages UNS.
Page of e-learning UNS is presented in figure 1.

Table 1. Sample of the e-learning UNS report

User full Affected Event Compo- Event IP
Time Description Origin
name user context nent name address
10/10 Yudianto - Quiz: Kuis System Course The user with id web 112.21
/16, Sujana 1 module '22983' updated 5.172.5
13:03 updated the 'quiz' 9
activity with
course module
id '13430'.
9/10/ Co-ass 6 - Assignmen Assignm Grading The user with id web 114.12
16, Lilis Ike t: Tugas ent table '275562' viewed 0.235.5
13:15 Nur C RKP viewed the grading 2
table for the
assignment with
course module
id '13417'.
8/10/ Salim - Forum: System Course The user with id web 103.23.
16, Widono FORUM module '136' updated 224.24
09:31 PERKEN updated the 'forum' 6
ALAN activity with
course module
id '13416'.
8/10/ Co-ass 13 H071414 Course: System User The user with id web 36.81.9
16, SeptiantiH 5 Untari Praktikum graded '275566' 3.95
09:31 epri Dayu Pengelolaa updated the
Saputri Kencono n Hama grade with id
Terpadu '49297' for the
user with id
'264553' for the
grade item with
id '788'.

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 23

Figure 1. E-learning of Sebelas Maret University
4 FINDINGS
Since 2015, e-learning UNS use Moodle LMS
version 3.02+ with seven facilities in additional
learning resources and 15 facilities in the
additional learning activities. Facilities additional
learning resources are presented in Figure 2 and
the additional learning activities are presented in
Figure 3 below.
Figure 2. Facilities of Add Resources in e-learning UNS
site.
Figure 3. Facilities of Add Activities in e-learning UNS site.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Based on the 23021 data in Microsoft Excel table
from Moodle report facility, the data are sorted and
choose to determine the type of additional facilities
of additional learning resources and additional
learning activities. The results are presented in
Table 2 and Table 3 below. Based on the results
obtained Table 2, four facilities used in additional
learning resources is books, files, pages, and URL.
Based on the results obtained Table 3, facilities
used in additional learning activities are
assignment, chat, database, forum, lessons, and
quiz. Those results are presented graphically in
Figure 4 and Figure 5.
Facilities additional learning resources presented in
Table 1 are books, file, page, and URL. Books is
kind of learning resources that present a full book
in file. Books in this facility usually called as
electronic book or e-book. File is kind of learning
resources like some text, picture, animation, or
movie that related to the subject of learning. Page
is kind of learning resources that represent some
page of website related to the subject of learning.
URL is kind of learning resources that represent
some page address related to the subject of
learning.
Facilities additional learning activities presented
in Table 2 are assignment, chat, database, forum,
lessons, and quiz. Assignment is a learning activity
for student to submit their assignment file
according to the problem that teacher has been
shared. Chat is a learning activity to communicate
personally between teacher and student and
between students their self. Database is a learning
activity to collect the data in one place. Forum is a
learning activity for discussion between teacher
and students. Lesson is a learning activity to
conduct the lesson. Quiz is a learning activity to
conduct the assignment directly.
If both results (Picture 2 and Picture 3) are
respectively compared with the amenities offered
in e-learning UNS, it is obtained the ratio of used
facilities. The ratio of used additional learning
resource facilities to the amenities offered is
57.14% and the ratio of used additional activity
facilities to the amenities offered is 46.67%. The
57.14% present the used additional learning
resources facilities is half of the available
additional learning resources facilities in e-learning
UNS. The 46.67% present the used additional
learning activities facilities is less than half of the
available additional learning activities facilities in
e-learning UNS.
| 24
Table 2. Facilities of used add resources in e- 5 CONCLUSION
learning UNS site.
No Resource Amount % Based on research, it can be concluded that the
1 Book 4 7,02 ratio of used additional learning resource facilities
2 file 6 10,53 to the amenities offered in e-learning UNS site is
3 page 6 10,53 57.14% and the ratio of used additional learning
4 URL 41 71,93 activity facilities to the amenities offered in e-
Total 57 100 learning UNS site is 46.67%.

Book file page URL 6 ACKNOWLEDGEMENTS

Series1; Book; Series1; file;
7,02; 7% 10,53; 10% The authors would like to acknowledge the support
of research institutes and community service of
Sebelas Maret University, Yogyakarta State
Series1; University, and for all who have given their help to
page; 10,53; finish this article.
11% 7 REFERENCES
Series1;
URL; Ayala, J.S. 2009. Blended learning as a new approach to
71,93; social work education. Journal of Social Work Education
72% 45(2): 277-288.
Bath, D. & Bourke, J. 2010. Getting started with blended
learning. Queensland: Griffith University.
Figure 4. Facilities of used add resources in e-learning UNS Epignosis LCC. 2014. E-learning: concepts, trends,
site applications. New Castle, DE: Corporation Trust Center.
Erdem, M. & Kibar, P.N. 2014. Students' opinions on
Table 3. Facilities of used add activities in e- facebook supported blended learning environment. The
learning UNS site. Turkish Online Journal of Educational Technology 13(1):
199-206.
Morrinson, D. 2003. E-learning strategies: how to get
No Activity Amount %
implementation and delivery right first time. Canada:
1 Assignment 5 0,18
John Wiley & Sons Ltd.
2 Chat 50 1,79
Parikesit, A.A. 2014. E-learning, agar pembelajaran makin
3 Database 5 0,18
luas [E-learning, for broader learning]. Retrieved from
4 Forum 2636 94,28
http://tekno.kompas.com/read/2014/01/07/1152542/E-
5 Lesson 79 2,83
learning.
6 Quiz 21 0,75
Siahaan, S. 2003. E-learning (pembelajaran elektronik)
total 2796 100
sebagai salah satu alternative kegiatan pembelajaran [E-
learning (electronic learning) as one of the alternative
learning activities]. Jurnal pendidikan & kebudayaan
Series1; Chat; 2% Series1; Quiz; 1% 9(042): 303-321.
Series1; Surjono, H.D. 2009. Membangun E-Learning dengan Moodle
Lesson; 3% Series1; [Building E-Learning with Moodle]. Retrieved from
Database; 0% http://elearning.atmi.ac.id/pluginfile.php/889/mod_resour
Assignment ce/content/2/elearning%20dgn%20moodle.pdf.
Series1; Terry, G.R. 2013. Prinsip-prinsip manajemen [Principles of
Assignment; Chat management] (J. Smith, Trans.). Jakarta: Penerbit Bumi
0% Aksara.
Database
Thorne, K. 2003. Blended learning: how to integrate online
Forum and traditional learning. London: Kogan Page Limited.
Vignare, K. 2007. Review of literature blended learning:
Lesson using ALN to change the classroom-will it work? In A.
Quiz G. Picciano, & C. Dzuiban (Eds.), Blended learning:
Research perspectives: 37-63. Needham, MA: Sloan
Series1; Consortium
Forum; 94%

Figure 5. Facilities of used add activities in e-learning UNS

site

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 25
Character education management model based on multiple intelligences
A. Arsyad, A.K. Masaong, & A. Asrin
Universitas Negeri Gorontalo, Indonesia

ABSTRACT: This study aimed to develop a management model of character education upon the students of junior high
schools based on multiple intelligences. This model should give a large autonomy to the schools to manage the charac-
ter education from planning, implementation and monitoring and evaluation. The method used is the development of the
model referred to Borg & Gall model. This research has developed a guidebook of the character education management
include: (1) Book I of the basic concept based education management of multiple intelligences; (2) Book II of the
guidelines for developing and implementing character education program based on the multiple-intelligences; and (3)
Book III of the guidelines for monitoring and evaluation of character education management based on multiple intelli-
gences. Management model of character education in schools covers four activities as follows: (1) inbound activity, (2)
outbound activity, (3) integration activity by learning and (4) habituation.

1 INTRODUCTION of the self-potential; (7) lack of confidence; and (8)

Indonesia has a big problem about the moral of its
community. Child sexual abuse, corruption in most
institutions, students brawl, increasing of usage of
drug and alcohol among the teenager is only some of
the problems that this country faced. This condition
has an impact on the decreasing level of public con-
fidence in educational institutions. Sumarta (2013)
asserted that our national education tends to empha-
size only the formation of the thought intelligence
and ignore the intelligence of feeling, the intelli-
gence of mind, and the intelligence of heart (con-
science). The implications are enormous to bear the
smart-brained humans who excel in academic quan-
titatively, but they don't have the mind intelligent
and at the same time are very contradictory with the
moral values of the nation.
The result of Malihah's research (2012) illustrates
that the respondents have the greatest tendency to
assess negatively upon the current Indonesian people
whom tends to act negatively such as: (1) selfish,
and ignorance; (2) weakening of patience and re-
cumbency; (3) the diminution of religious and social
values and norms with tendency to justify any
means; (4) the diminution of the value of national-
ism; (5) lack of respect for the own country by
choosing to buy foreign products; (6) less optimizing
inconsistent and undisciplined in time.
These symptoms describe that the education needs
revitalizing in all fields in order to achieve the objec-
tives effectively. If it refers to the concept of "taxon-
omy bloom" then, there are three domains that must
be implanted to the student; the cognitive domain,
affective domain, and psychomotoric domain. cogni-
tive domain is a science and technology-oriented,
the affective domain is related to attitude, morality,
spirituality and character, and the psychomotor do-
main is related to the procedural and mechanical
skill. However, in the reality of learning in school,
the cognitive and psychomotor domains are only at-
tempted to be balanced in the implementation level,
whereas the affective domain is neglected. So, the
result is that the students have their hard skills, but
they are poor in the soft skills. The result of Zabaer's
research as cited in (United States Agency for Inter-
national Development 2010) shows the hard skill as-
pect of education curriculum is about 90% while the
soft skill aspect is only about 10%.
The impact of this condition is appear on educa-
tional output where students have the high intellec-
tual ability, smart, become class champion, and lack-
ing in interaction and cooperation skills, having the
selfish tendencies and being introvert. In terms of
psychologists and neuroscience mentioned that our

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 26
education is more emphasis on aspects of intellectual
intelligence and ignore aspects of emotional and
spiritual intelligence. On the other hand, the result of
Boyatzis et al. (1999) concludes that the contribution
of intellectual intelligence to make person success is
maximal 20%, while 80% is influenced by aspects of
emotional and spiritual intelligence.
According to William Bennett as cited in Adinda
(2014), the school was an educational institution that
has a role and responsibility for forming the children
character education. This is especially important for
students who do not get character education utterly
in their surroundings and families. Therefore, the
role and contribution of teachers is very dominant
because the students really need guidance in dealing
with the problems that occur in the community.
School has responsible to educate the students to
become intelligent, smart, and have positive
characters as expected by their parents. However, it
seems the idea of character education is only merely
in the level of concepts that are stored in the mind of
educators and only becomes a commodity of educa-
tional issue.
Character is attributes attached to the personality
in the form of attitude, mindset, competence and
commitment. There are positive characters and nega-
tive characters. The positive characters involve intel-
lectual intelligence, emotional intelligence, and spir-
itual intelligence. Intellectual intelligence refers to
the speed and accuracy of understanding and solving
problems. Emotional intelligence refers to personal
and interpersonal skills that possess empathy, ability
to express and understand feelings, ability to control
anger, independence, perseverance, loyalty and re-
spect. The spiritual intelligence refers to noble traits
and the humanity values is the foundation required
for maximizing the IQ and EQ functioning, and it
becomes the highest intelligence of human.
To support the positive character of the students,
the school must respond to the reality by managing
the character education to strengthen the ethos trans-
formation effectively.
This research is expected to be a model of charac-
ter education management in schools nationwide to
realize the gold generation towards 100 years of In-
donesian independence in 2045.
2 LITERATURE REVIEW
2.1 Character education
Kemendiknas (2010) describes the main design of
character education through character configuration
in the context of the totality of psychological and
socio-culture processes can be grouped into; feeling
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
(spiritual and emotional development), thinking
(intellectual development), sport and kinesthetic
(physical and kinesthetic development) sense and
intention (affective and creativity development).
Character is human attributes attached to personality
in the form of attitude, mindset, competence and
commitment.
Character dimension consists of attitude, mindset,
competence and commitment. Attitude is the habit
of individual or group of society in the form of
thought, action and positive habitual. ESQ is needed
to reach the levels of positive act and habitual. A
positive habitual attitude is the best characteristic
attitude that is supported by the synergy power of
intelligences of the students. Mindset is a way of
thinking to understand and solve various problems.
There are a practical scientific mindset
(commonsense), theoretical (rational and empirical),
and essential scientific (supra rational and intuitive).
Practical science is supported by IQ, and to arrive at
practical scientific mindset and essential scientific, it
should be supported by ESQ. Essential scientific is
the best mindset character with the good IESQ
support.
2.2 Multiple intelligences
Multiple intelligences in this research is interpreted
as a skill in developing knowledge and skills opti-
mally by synergizing intellectual, emotional, and
spiritual intelligence to achieve the glorious success.
In terms of character education management, stu-
dents are expected to be able to transform ethos
through educational process that emphasizes the
synergy of IQ, EQ and SQ (multiple intelligences) in
school. This is important to be understood
comprehensively by the students to reach the intact
character.
Some examples can be adopted from some re-
search and survey results about the most successful
corporate leaders in the world (Boyatzis & van
Oosten 2002, Berman 2001). In his study found 14
characteristics of the main characters of the 1700
most successful CEO in the world as follows: (1)
honesty, (2) can be trusted, (3) discipline and on
time, (4) adaptable, (5) being able to work with su-
perior, (6) being able to accept & perform obliga-
tions, (7) having a strong motivation for success, (8)
having mindset that he is valuable, (9) being able to
communicate and listen positively, (10) being able
to work independently with minimal supervision,
(11) being able to solve personal problems & profes-
sions, (12) having the basic skills (intelligence), (13)
being able to read with adequate understanding and
(14) understanding the basics of arithmetic. These
fourteen characters indicate how important it is to
| 27
strengthen school culture based on multiple intelli- soul, a new level of consciousness based on the inte-
gences to produce students with the intact character. rior of the self-connected with wisdom outside the
ego or conscious soul, which helps human heals and
2.2.a Intellectual intelligence builds their soul completely, whereby human not on-
Intelligence is one of the popular psychological ly recognizes the values that exist, but more creative
terms in society and is often linked directly to innate to discover other new values.
factors. Gardner (2011 p.29) "Intelligence is the
ability to solve problems or fashion products that
are of concequence in particular setting or commu- 3 RESEARCH METHODOLOGY
nity". Defined as the ability to solve problems based
on the settings and the community in particular. This research is a development research. A devel-
Crow & Crow as cited in Murphy (1998) assert that opment of character education management model
intelligence is often associated with memory, rea- for strengthening the ethos transformation based on
soning and problem solving multiple intelligences. This model refers to the opin-
Stoddard as cited in Masaong (2011) explains ion of Borg & Gall (2003) consisted of five steps,
some characteristics of intellectual intelligence as namely: (1) conducting analysis of products to be
the ability to understand the problems are character- developed, (2) developing the initial product, (3) ex-
ized by: (1) contains difficulties, (2) complex, (3) pert validation and revision, (4) small-scale-field
abstract, (4) economical, (5) directed at a purpose, trial and product revisions, and (5) large-scale-field
and (6) comes from the resource. In the context of trial and end products. In the second year of this
character education based on multiple intelligences study aims to produce a guidebook as research prod-
in school, the intellectual intelligence of students has uct of development model that shown at the
the function to create character values such as criti- roadmap as follows:
cal thinking, analytics, and rational developing op-
timally within the soul of the student.
2.2.b Emotional intelligence
Emotional intelligence was defined as the ability to
"listen" the emotional whispers, and make it a very
important source of information to understand one-
self and others to achieve a goal (Agustian 2006).
Emotional intelligence was defined as the ability to
feel, understand, and effectively apply the power and
emotional sensitivity as a source of energy, infor-
mation, connections, and human influences (Cooper
& Sawaf 2002). Emotional intelligence includes; (1)
personal skills; self-awareness, self-regulation, mo-
tivations; (2) social prowess; empathy and social
skills (Goleman 2001). In the context of character
development, emotional intelligence is defined as an Figure 1. Roadmap of research phase of character education
effort to nurture the students to have the high self- management model based on the multiple intelligences.
sensitivity and social sensitivity. Students are edu-
cated to be able to develop their emotional intelli-
gence as a source of values of self and social charac- 4 RESULTS AND DISCUSSION
ter.
The development model of character education
2.2.c Spiritual intelligence model based on multiple intelligences (IESQ) in this
Spiritual intelligence is also very important for stu- research can be seen in the following diagram:
dents. Spiritual intelligence is the necessary founda-
tion for the effective functioning of intellectual intel-
ligence and emotional intelligence (Masaong 2016).
Khavari stated that spiritual intelligence is an in-
spired mind, encouragement, and effectiveness in
which we are all part of it (Agustian 2006). For that
reason, spiritual intelligence is the intelligence of the

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 28
 school as the basis for the way of thinking, feeling
and acting of the students to achieve the great
achievement.
The explanation of the establishment of school
culture sourced from the values of multiple-
intelligence characters aimed at improving student
achievement can be seen in the following figure:

Figure 2. Conceptual diagram of character education develop-

ment model based on multiple intelligences.

Transforming process of the students’ ethos based

on multiple intelligences is as one of the strategic
goals of character education in schools. For it is re-
lated to efforts to create a "blueprint" of the self-
transformation of the students in a greater way. The
character development of students is aimed to create Figure 6. Diagram of school culture development based on
transformation ethos based on the intellectual, emo- multiple-intelligences led to student achievement.
tional and spiritual intelligence (IESQ) that having a
good sinergy. Values are fundamental ideas in ac- The management model of character building
cordance with the desired, which is considered good based on multiple intelligences developed in schools
and correct by most members of the organization included four stages: (1) inbound activities, (2) out-
(Vender et al. 1990). These are meant to the values bound activities, (3) integration of character educa-
of good school organization and culture. Values and tion into subject matter; (4) habituation activities.
beliefs as a philosophical foundation at schools. Ac- The model design of the implementation of the ac-
cording to Cadwell & Spink (1993) values and be- tivity is described as follows:
liefs in schools have an impact in gaining the excel-
lence of schools, namely; quality, effectiveness,
equality, efficiency and empowerment.
Goleman (1995) asserts that every intelligence
has its own domain that capable to work partially
and also work in a synergy. The role of schools to
produce students with a strong and intact character is
to provide education that be able to strengthen the
synergy of intelligence.
School culture includes philosophy, point view of
life, values, symbols, organizational design, pattern
of relationships between organizational work units
in school. It also deals with the transformative val-
ues developed in school. The development of the
characters of students managed professionally has an
impact on the creation of school culture whether the
grades, symbols or the school activities. For Figure 7. Development design of implementation management
model of character education based on multiple-intelligences.
example, an excellence school culture is produced
from the result of the development of transformative
values inside and outside the classroom. School cul-
ture is in the form of values, school symbols, school
activities that reflect the development of character
through the educational process. The values of relig-
iosity and the values of local culture can develop in

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4.1 Inbound activities

Inbound was implemented in several types of

activities options such as game using tools or with-
out tools to test the intelligence, and dexterity of the
students in solving problems encountered. Inbound
activities werw carried out through the stages of
planning, implementation, evaluation and feedback.
Implementation of inbound activities in applying
the value of characters based on multiple-
intelligences can be described as follows:

Figure 9. Outbound activities in applying the value of character

based on multiple intelligences.

Some of the activities were carried out in out-

bound activities ware scouting activities, Youth Red
Cross and Student Health Unit, environmental-based
sanitation, and talent and interest development of the
students. The planting of character values based on
multiple intelligences developed through inbound
and outbound activities could generate some positive
contributions in improvement the quality of
Figure 8. Inbound activity in applying the value of character
students’ character in junior high schools.
based on multiple intelligences.

4.2 Outbound activities 4.3 Integrative activities on teaching

The development of character values based on mul-
Implementation of outbound activities designed
tiple intelligences in the subjects was done in order
through scouting, Red Cross Youth and Student
to make the schools teachers, through the planning
Health Unit, environmental based sanitation, and the
contained in the theme or sub theme of each subject
development of talent in leadership includes:
and listed in the Learning Implementation Plan
building school vision tower, standing in pairs,
(called RPP), had a reference in implementing it in
walking with ballon in group, and playing hand ball.
the class. The integration of character values in
Each activity had several sub activities and every-
learning plan was actualized through the learning
thing was designed practically so it was easy to
process using contextual learning models such as
serve as teacher guidance in the process of the out-
jigsaw, think pair share, round table, Student Team
bound activities. The value of characters developed
Achievement Divisions (STAD). Teachers could al-
in each activity also is varies according to the sub-
so use a scientific approach such as problem based
stance of the activities that the students follow. The
learning, project based learning, discovery learning
more varied the activities they followed the more
and other approaches that were stimulating the stu-
varied the value of character based multiple intelli-
dents to conduct learning activities proactively and
gences they get in each of these activities.
independently. Integrating the values of character
Implementation of outbound activities in apply-
based on multiple intelligences in learning was de-
ing the value of character based on multiple intelli-
scribed as follows:
gences can be described in Figure 9:

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 30

Figure 11. Integration of character values based on multiple in-
telligences in learning.
4.4 Habituation activities
The problem that was often experienced in school is
the lack of attention to the aspect of habituation for
sustainability program. Though these activities are
very important to strengthen the character of stu-
dents as well to measure the success rate of character
education management in schools. Activities under-
taken at the inbound, outbound, and subject integra-
tion theoretically and practically will be seen in the
habituation activities. The effectiveness of the pro-
gram of habituation activities will have a very posi-
tive impact on the transformation of ethos of stu-
dents so as to produce educational output of strong
character.
5 CONCLUSION
This research is a development of management
model of character education based on multiple-
intelligences with the aim to strengthen the students’
ethos in all junior high schools in Gorontalo and In-
donesia. The development of this model becomes an
alternative to improve the quality of character educa-
tion at the schools based on the whole learning man-
agement system. The integrity of character education
management for strengthening the ethos transfor-
mation was achieved through the inbound, out-
bound, integration and habituation activities in
schools.
The development of this model contributes to
the compilation of guidebooks of character educa-
tion management based on the multiple intelligences
for the strengthening of student ethos transformation
which includes: (1) Book I of basic concepts of edu-
cation management based on multiple intelligences;
(2) Book II of program design and implementation
of character education management based on multi-
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
ple intelligences; and (3) Book III of guidelines for
monitoring and evaluating the management of char-
acter education based on multiple intelligences.
6 REFERENCES
Adinda, A.J. 2014. Revolusi mental dalam pendidikan [Mental
revolution in education]. Jakarta: Harian Indoprogress.
Berman, M. 2001. Developing SQ (spritual intelligence)
through ELT. Retrieved fromhttp://www.spiritual
intelligence.com.
Borg & Gall. 2003. Educational reserach. New York, NY:
Alyen & Bacon.
Boyatzis, R.E. et al. 1999. Clustering competence in emotional
intelligence insights from the emotional competence inven-
tory (ECI). Retrieved from http://www.eicon sortium.org.
Boyatzis, R.E., & Van Oosten, E. 2002. Developing emotinally
intelligent organization. Retrieved from http://www. eicon-
sortium.org.
Cooper, R.K. & Sawaf, A. 2002. Executive EQ: Kecerdasan
emosional dalam kepemimpinan dan organisasi [Excecutive
EQ: Emotional Intelligence in leadership and organization].
(A. T. K. Widodo eds). Jakarta: Gramedia Pustaka Utama.
Gardner, H. 2011. Frame of mind: The theory of multiple-
intelligence. New York, NY: Basic Book.
Goleman, D. 1995. Emotional intelligence: Why it can matter
more than IQ. Canada: Bloomsbury Publishing.
Goleman, D. 2001. Kecerdasan emosional untuk mencapai
puncak prestasi [Emotional intelligence to reach
achievement]. Jakarta: PT.Gramedia.
Kemendiknas. 2010. Buku Induk Pendidikan Karakter [Main
book of character education]. Jakarta: Depdiknas.
Malihah, E. 2012. Sosok ideal manusia Indonesia Emas 2045:
Kenyataan dan harapan [The ideal figure for Indonesian
2045: Reality and ideality] Makalah Konvensi Nasional
Pendidikan Indonesia VII.
Masaong, A.K. 2011. Kepemimpinan berbasis multiple intelli-
gence: Memperteguh sinergy kecerdasan intelektual, emo-
sional dan spiritual untuk meraih prestasi gemilang
[Leadership based on multiple intelligences: The synergy of
intelligence, emotional, and spiritual quotion to reach
achievement]. Bandung: Alfabeta.
Masaong, A.K. 2016. Developing character education
management model for the empowerment of ethos
transformation based multiple intelligence of Junior High
Schools Students. 6th International Conference on Educa-
tional, Management, Administration and Leadership
(ICEMAL).
Murphy, E. 1998. Leadership IQ: A personal development pro-
cess based on a scientific study. Retrieved from
http://www.toto@cps-sss.org.
Sumarta, S.. 2013. Analisis nilai budaya dan pendidikan
karakter dalam cerita rakyat [The analysis of cultural value
and character eductaion in folklore]. Jakarta: Jasindo Per-
sada Utama.
United States Agency for International Development. 2010.
Pembelajaran aktif di sekolah [Active learning at school].
Jakarta: DBE2 USAID.
| 31
The effectiveness of continuous professional development (CPD) for
teacher
N. Nurkolis, Y. Yuliejantiningsih, & S. Sunandar
Universitas PGRI Semarang, Indonesia

ABSTRACT: The main problem in this research is how: (a) the effectiveness of CPD (Continuous
Professional Development) planning? (b) The effectiveness of CPD was actuating? and (c) the effectiveness
of CPD controlling? This study used a qualitative approach to the types of descriptive in three districts name-
ly Demak, Batang, and Purbalingga; all are in Indonesia. Data collected by interviews and documentation.
Research result showed that the CPD implementation in three districts had been efficiently running. It evi-
denced from satisfying three indicators as follows: (a) there were regulations governing CPD implementation,
(b) there were details of the CPD programs and activities, and (c) the actuating of CPD regulation with pro-
grams and activities. The planning started in district strategic planning and strategic planning of district edu-
cation office. The actuating and controlling stated in regent rule and standard of operating procedure. The
CPD implementation in the three districts was in four forms. First, structured training activities, workshops,
seminars, colloquia, etc. Second, mentoring to each teacher or headmaster conducted by facilitators. Third,
events at learning community such as KKG (Teacher Working Group) or MGMP (Subject teachers' Associa-
tion), or independent activities. Fourth, induction program or internship of beginners teacher to senior teach-
ers.

1 INTRODUCTION ers that teachers should nurture and developed. Arti-

Teachers are professional educators as stated in Law
Law No. 14 the Year 2005 on Teachers and Lectur-
ers and Government Regulation Number 74 the Year
2008 on Teachers. Two of the main tasks of the
teacher is to educate and teach.
Chang (2010) cites Hattie, stated that there are
five determinants of student learning outcomes: stu-
dent characteristics (49%), teachers (30%), school
environment, family environment, and peers each
having 7 % of influence. It means that outside the
students' character, teachers have the most signifi-
cant impact on the success of students. It is a must if
the teacher has to be professional.
In reality, the professionalism of teachers in In-
donesia is still low. According to Minister of Educa-
tion and Culture, the average score of teacher com-
petency test (Uji Kompetensi Guru-UKG) in 2012
was only 44.50 from the expected value of 70
(Baswedan 2014). The results of UKG in 2015 was
53.04 (Director General GTK 2015). The teacher's
competency test applied to teachers who have certi-
fied educators, who are considered professionals.
Continuous Professional Development (CPD) as
the guidance of teacher development contained in
Law No. 14 the Year 2005 on Teachers and Lectur-
cle 32 explains that the development of teachers in-
cludes guidance of career and professional develop-
ment. Regulation of the Minister of Administrative
and Bureaucracy Reform Number 16 the Year 2009
on Teacher Functional Position and Credit Score,
stated that CPD is the development of teacher com-
petence which is carried out by the needs, gradually,
continuously to improve the professionalism.
In 2011 on the handbook, CPD management de-
scribed that CPD was a continuous form of learning
for teachers to bring about the desired changes relat-
ed to student success. Through CPD teachers can
maintain, enhance and expand their knowledge and
skills and build the personal qualities needed in their
professional lives.
Theoretically, Seyfarth (2002) says that CPD was
an opportunity given to teachers, other professionals,
and support personnel to gain new knowledge and
attitudes, which will lead to behavioral change, thus
improving student achievement.
In Indonesia, the efforts of CPD for teacher be-
came stronger in the era of Joko Widodo's admin-
istration, as stated in Presidential Decree No. RI. 2
the Year 2015 on National Medium Development
Plan (Rencana Pembangunan Jangka Menengah Na-

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 32
sional or RPJMN) 2015-2019. In Book II of the De-
velopment Agenda for fields, especially the direction
of policy and development strategy in the area of
education. One of them is improving the profession-
alism, quality, and accountability of teachers and
education personnel. The implementation of contin-
uous professional development for teachers in the
office through regular and even exercises, and
strengthening the professional community of learn-
ing as Kelompok Kerja Guru (KKG) or Teacher
Working Group for primary schools a Musyawarah
Guru Mata Pelajaran (MGMP) or Subject teachers'
Association for junior secondary schools.
CPD has been introduced by MOEC through the
Director General of PMPTK since 2011. But in re-
ality, many district or city governments have not im-
plemented it yet. Several previous studies have
shown that the implementation of CPD has not
worked effectively. For example, in Demak and
Pemalang Regencies (Nurkolis & Yuliejantiningsih
2015), in Batang Regency (Nurkolis & Yuliejantin-
ingsih 2015), in Kudus Regency (Yuliejantiningsih
& Nurkolis 2016).
The question is, is the implementation of CPD al-
ready useful? To answer the question, the main
problem of this research is "how is the effectiveness
of CPD implementation at the district level?" The
problem is broken down into (a) how is the effec-
tiveness of CPD planning in the district? (b) how is
the effectiveness of CPD implementation in the re-
gion?, and (c) how is the effectiveness of CPD fol-
low-up in the district?
2 METHOD
This research used the qualitative approach with de-
scriptive research type in 3 regencies, Demak, Ba-
tang, and Purbalingga regency; all are in Indonesia.
The research period was six months, starting from
April to September 2016. The interview respondents
in this research are the Head of Education and Edu-
cation Personnel or the staff of the Education Ser-
vice Unit of the respective districts. Data collection
techniques also supplemented with documentation
on Local Medium Term Development Plan
(Rencana Pembangunan Jangka Menengah Daerah
or RPJMD), District Head Regulation, Head of Edu-
cation Office Decision, and the Activities List of
District Education Office. The steps of qualitative
analysis are as follows: a) data collection, b) the re-
sults of interviews and rendered documents written
into memos, c) the findings categorized to find inter-
relationships, and d) conclude. Measuring the effec-
tiveness of CPD implementation; the following indi-
cators used: 1) the existence of details CPD
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
programs and activities; 2) the presence of regula-
tions regulating the application of CPD, and 3) the
implementation of rules on CPD.
3 RESULTS AND DISCUSSIONS
3.1 Results
Effectiveness of CPD Planning at District. CPD
planning for teachers starts from the RPJMD of each
district. The RPJMD of Demak Regency Year 2011-
2016 faces problems related to the professionalism
of teachers as follows. First, education qualification
of elementary school teachers who are not equiva-
lent to S1/D4 is still 83%. Second, teacher education
qualification of kindergarten unequal to S1/D4 is
94%. Third, and 28% of teachers of senior high
schools at Demak Regency have not qualified
S1/D4.
The problem of professionalism of educators does
not appear explicitly in the RPJMD Batang Regency
Year 2012-2017. However, in the RPMJD, one of
the objectives was to improve the implementation of
quality education with excellent service standards.
Meanwhile, one of the targets was the presence of
teachers who meet the qualifications S1/DIV on ear-
ly childhood, elementary, junior high, and high
school/vocational school. One of the directions of
development policy in Batang Regency was improv-
ing the quality of competence and welfare of educa-
tors. So one of the programs was the quality im-
provement program for educators.
In Purbalinggga Regency was not explicitly stat-
ed problems of the teachers’ professionalism in
RPJMD Year 2010-2015. Educators' professionalism
was not a priority of development. Even the target
performance of education development there was
nothing associated with educator professionalism.
The performance goals always related to student
output and outcomes such as increased literacy rates,
increased average school length, increased school
enrollment rates, and more.
Planning for improving educators' professional-
ism is stated in the District Education Strategic Plan
(namely, Renstra) of each district. Strategic Issues in
Strategic Planning of District Education Office of
Demak Regency 2011-2016, for example, were writ-
ten as follow. First, some educators have not ful-
filled educational qualification standard SI/D4. Sec-
ond, some educators have not certified educator.
Third, limited activity and media educator for devel-
opment of their professionalism."
Based on these strategic issues, one of the goals
of District Education Office of Demak Regency was
to improve the competence of educators and educa-
tion personnel at the kindergarten, elementary, jun-
| 33
ior high, high school and vocational high schools.
Strategies to achieve these objectives were: (a) to
subsidize and assistance for the improvement of ed-
ucational qualifications to Diploma Level 4/Strata 1,
(b), to encourage teachers who have not qualified for
D4/S1 education to continue studying D4/S1 at an
independent cost; and (c) conducting performance
appraisals to the school. The strategy followed by
the appropriate policy.
Two of the strategic issues of the Batang District
Education Office were: (a) there were still many
kindergarten educators who have not qualified S1/
D4, and (b) there was still unqualified elementary
and junior secondary teachers on S1/D4. So one of
the strategic objectives in the Strategic Planning was
the realization of an increase in the quality of educa-
tors and education personnel. Its strategic goals were
to improve the quality of educators and education
personnel, to improve the welfare of educators and
education personnel, and to increase the quality of
educators and education personnel.
Specific policies to achieve the goals of educators
and professional staff were: provision of support to
educators from kindergarten to senior high schools,
and provision of tangible support to community edu-
cation tuition, qualifications and education standards
to improve their competence and welfare.
The problem of professionalism of educators in
Purbalingga Regency stated in Strategic Planning of
District Education Office Year 2011-2015. The stra-
tegic issues were: (a) there were still many under-
graduate teachers, and (b) the high number of uncer-
tified teachers in elementary, junior and senior high
schools. So its strategic goal was to encourage the
increasing quality of educators. The strategic targets
were: (a) support teacher qualification to S1 formal
educators through the assistance of the governor, (b)
selection of teachers, principals, supervisors and tu-
tors pursuing achievement packets, (c) facilitation of
teacher certification in positions, credit score for
teachers. But in Strategic Planning there were no
specific strategies and policies to improve the quali-
ty of educators and education personnel.
CPD Implementation Implementation in Re-
gency. Implementation of the CPD in the three dis-
tricts that become samples in Central Java Province
has had a sound legal basis that was Regulations Re-
gent about CPD. In the Regent's Regulation on CPD
in Demak Regency, it stipulated that before the de-
velopment of a profession in continuation, it preced-
ed by teacher performance appraisal. Continued pro-
fessional growth includes three things: self-
development activities, scientific publications, and
innovative works. Also arranged procedures for the
implementation of CPD. The education unit carries
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
out the planning needs of continuous coaching and
teacher development for teachers based on teacher
self-evaluation and teacher performance appraisal.
The head of the apparatus establishes the imple-
mentation of coaching and continuous professional
development for teachers based on the proposals
from the educational unit. Article 17 The regency of
Demak Regency No. 53 of 2015 regulates the source
of costs for the continuous professional development
of educators and education personnel, namely local
government, schools, foundations, teachers them-
selves, and other legitimate sources. In fact, para-
graph (4) specifies specifically that for teachers re-
ceiving educational profession allowance; they must
independently fund a continuous professional devel-
opment activity for themselves at least 4% of ac-
cepted educator professions. In Batang Regency, it
set at a minimum of 5%. Meanwhile, in Purbalingga
Regency, there was no percentage of teachers who
have received certification allowance but still men-
tion the word "mandatory."
Regulation of Batang Head of Regency Number
64 the Year 2015 also described CPD model as fol-
lows. First, continuous professional development
based on the working group. Second, improvement
of a sustainable professional development system
that can be implemented independently and due to
the assignment. Third, system development incen-
tives and promotions or career enhancements based
on increased competence and performance.
In Batang and Purbalingga Regencies there was
another model of the induction program. It explained
that teachers of civil servant candidates to become
public servant teachers are required to participate in
an induction program, pre-service education, and
training. In Batang and Purbalingga Regency, the
implementation of CPD regulated by its institutions,
which include: (a) educational unit, (b) working
group, and (3) work deliberation. It added that CPD
institutional was implemented in schools, school
networks, and other expertise.
Particularly in Purbalingga Regency has standard
operating procedures (SOP) related to scientific
meetings within the framework of CPD. Inside the
SOP was set mechanism of scientific meetings start-
ing from the preparation of proposals, the implemen-
tation of scientific meetings, and the preparation of
reports.
Implementation of CPD can be seen clearly from
the programs and activities that were organized and
implemented in the Year 2015-2016. For example,
in Purbalingga Regency 2015-2016 there were at
least 35 CPD activities with a total fund of more
than Rp1 billion. The events also vary, ranging from
teaching and learning, school management, school
| 34
administration with participants ranging from super-
visors, principals, teachers and administrative per-
sonnel. Meanwhile, the implementation of CPD in
Batang Regency with activities there were at least 12
activities with no less than Rp170 million. Similarly
in Demak Regency, in 2016 there were at least 6 ac-
tivities with funds reaching almost Rp100 million.
Some materials are the same as in Purbalingga Re-
gency; there are also added such as school financial
training and reading book used for elementary
schools.
The effective of CPD Follow-up in District.
Regent Regulation of Demak No. 53 of 2015 on
CPD has set up follow-up of monitoring and evalua-
tion. Article 16 states that the Office of Education
monitors and evaluates CPD activities conducted by
educational units, KKG and MGMP to ensure effec-
tive, efficient, objective, fair and accountable activi-
ties. The same also stipulated in Article 21 of Regent
Regulation of Batang No. 64 the Year 2015.
SOP on scientific meetings in Purbalingga Re-
gency in the framework of CPD specifically regulat-
ed control and supervision of scientific meetings. In
the case of control, the responsible person of the ac-
tivity was obliged to prepare the proposal and make
a report at least two weeks after the completion of
the action. Regarding supervision, to realize the im-
plementation of scientific meetings that were trans-
parent and accountable, internal and external traits
were required.
3.2 Discussions
The continuous professional development of teach-
ers and education personnel in the three districts that
modeled this research has applied two of the four
strategies introduced by Buss and Bell (2002: 108).
They are, first, familiarize teachers with the latest
research results and familiarize teachers to do re-
search. Second, become a professional learning
community. Two other strategies introduced by Buss
and Bell above have established by the Central Gov-
ernment: (a) setting teacher professional national
standards, and (c) performance management and
performance-based pay. The government has deter-
mined that teachers in Indonesia should be profes-
sionals as evidenced by the average UKG results
must be 80. The government has also established
that professional teachers will receive a professional
allowance of one month's basic salary.
In preparing district, mid-term planning such as
RPJMD already based on real problems faced. Sup-
pose to bring up goals, targets, programs, and activi-
ties related to the professionalism of teachers and
educational personnel, should be based on profes-
sional issues.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
The lack of clarity with the professionalism of
teachers and education personnel in Batang and
Purbalingga Regency will result in a lack of trans-
parency of objectives, targets, strategies, and poli-
cies to increase the professionalism of teachers and
education personnel. It evident in the Strategic Plan-
ning of District Education Office of Purbalingga
which lacks general approach and plans to improve
the professionalism of teachers and education per-
sonnel.
In the context of strategic management using the
model of Hunger & Wheelen (2001) was always in-
tegrated between planning, implementation, and
control. Because it is a unity, the implementation of
CPD for teachers should be three things are still con-
sistent. The plan starts from the problem; the appli-
cation is to solve the problem, to obtain the expected
results until the follow-up.
Based on the opinion of Danim (2011) that only
about 5% of teachers who embrace professionally in
institutional development once in 20 years, if the
opportunity given equally. To observe the condition,
it is not appropriate that the source of CPD financing
depends only on the central government. Provincial,
district, municipal, school, teacher, and other educa-
tion-concerned parties are being encouraged to par-
ticipate in developing teacher professionalism.
The effectiveness of CPD implementation in the
three districts that became the sample of this study
as seen from the linkage between planning, imple-
mentation, and control of CPD program. When plan
(either in RPJMD and sStrategic Planning) has been
programmed to increase the professionalism of
teachers and education personnel, then in the im-
plementation will lead to the development of profes-
sionalism of educators. Seen on the policy issued by
the District Head and decision of the head of the ed-
ucation office on standard operating procedures for
the implementation of CPD. Once planned and im-
plemented, the education office must oversee and
control it.
4 CONCLUSIONS
Implementation of CPD in 3 districts model has effi-
ciently run. It is evident from the fulfillment of the
following three indicators. First, there are regula-
tions on the implementation of the CPD both on Lo-
cal Regulation (Peraturan Daerah or Perda) and Re-
gent Regulation (Peraturan Bupati or Perbub).
Second, there are details of program and activities of
CPD. Third, the implementation of the regulation on
CPD with the implementation of programs and ac-
tivities.
| 35
 The CPD planning should base on the problem of
the low level of professionalism of teachers. This
condition should pour into educational issues since
the RPJMD and Strategic Planning of Education
District as in the RPJMD Demak Regency and Stra-
tegic Planning of District Education Office. In Ba-
tang Regency in preparing RPJMD related to the
professionalism of educators has not been based on
real problems faced. But in Strategic Planning of
District Education Office has mentioned the strate-
gic issues associated with the low professed educa-
tors.
Demak, Batang and Purbalingga districts were
districts model that has clear rules CPD for teachers.
The regulations related to CPD planning contained
in the RPJMD and Strategic Planning of the District
Education Office. The related standards of imple-
mentation included in the Perbub and SOP issued by
the Head of the District Education Office. These
rules have the legal power to regulate the application
of CPD.
Implementation of CPD in the three districts of
this model can implement in four forms. Fist, well-
structured activities in the form of training, work-
shops, seminars, colloquia, etc. Second, mentoring
to each teacher or principal conducted by the facili-
tator. Third, through a learner community such as an
activity at the KKG or MGMP, and self-employment
activities did by each teacher. Furth, induction or
apprentices program by novice teachers to senior
teachers.
The three districts modeled in this study have de-
fined the teacher's CPD procedures. Also has set the
institutional, funding, and forms of CPD. For exam-
ple, in Demak Regency it was explicitly stipulated
that for teachers who have received certification al-
lowances are required to set aside 4% of their com-
pensation for CPD. Meanwhile, in Batang District, it
is 5% of its professional benefit to developing the
teaching profession.
Purbalingga Regency has implementation Stand-
ard Operating and Procedure of scientific meetings
to develop the teacher's ongoing profession. Howev-
er, in Demak and Batang Regency have no such
SOP. In the SOP of clear reception in Purbalingga
Regency was not clear who was entitled to conduct
supervision and control.
To implement the CPD in the three districts stud-
ied more effectively then there need to be improve-
ments in the RPJMD, Strategic Planning, Regent
Regulation, and Standard Operating and Procedure.
Completion of regulations related to consistency be-
tween planning, implementation, and follow-up.
The preparation of the RPJMD and the District
Education Strategic Plan is recommended based on
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
the real problems and strategic problems faced. Es-
pecially regarding teacher professionalism issues, it
should base on the low professionalism of teachers
such as teacher qualifications, teacher competence,
and teacher certification levels in each regency. Be-
tween CPD planning, CPD implementation, and
CPD follow-up should be a unity used in strategic
management.
It is suggested to the regency and municipal gov-
ernments within the Province of Central Java to imi-
tate the model of Demak, Batang and Purbalingga
Regencies to make clear legal rules regarding CPD.
It is essential as a reference for implementers and
teachers to obtain explicit constitutional protection.
It is also advisable to make a draft of the CPD to
state the source of the funds. Including sources of
monies derived from teachers who have obtained
professional allowance, should be mentioned the
percentage and the better the process will be better.
It is in line with the purpose of giving the teaching
profession a profession is to improve the profession-
alism of the teacher.
For Demak and Batang Regency, and another re-
gency in Central Java is advised to make Standard
Operating and Procedure as it owned by Purbalingga
Regency in holding scientific meetings to increase
teacher professionalism.
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Model of Superflex Learning: Limited trial
H. Rachmah & J.H. Hendrawan
STKIP Pasundan, Cimahi, Indonesia
R. Gunawan
Universitas Muhammadiyah Prof.Dr. Hamka, Jakarta, Indonesia

ABSTRACT: Model of Superflex Learning is model for students with special needs, especially Emotional
and Behavioral Disorder (EBD). The purpose of the study in 2ndyears is a limited test Superflex learning
model. The 2nd model that has been developed in the first year, tested on a limited basis in three schools. Re-
search method is used exploratory survey. The study is intended to map out their exploration and develop-
ment Model of Superflex Learning® in inclusion elementary school at Cimahi City, Indonesia. The results of
questionnaires and observations indicate a change from learners who suffer from EBD. All teachers argue that
the use of animation with various characters, which aims to assist children in social skills and develop flexi-
bility in any social conditions. The success of the Superflex® Learning Model is determined by the teacher's
ability to direct learners, especially in distinguishing reality and delusion.
1 INTRODUCTION the noble attitude and become a daily habit and form
School is one of the important things to develop so- the desired character(Purwanto 2016).
cial and emotional behavior of children. At school, Social attitude is related to how students have
students need to have skills such as managing nega- social thinking well. Social thinking is how students
tive emotions, being calm and focused, following di- use their knowledge to interact socially with
rections, and exploring relationships with peers and others(Rachmah et al. 2016a). It is also in social
adults. To build and support these skills, schools can thinking, faced with how one thinks about the people
adopt learning models that enhance students' social who influence his behavior. Someone will respond
and emotional skills (Jones & Bouffard 2012). The to the social attitudes of others so that will affect his
learning model to train students emotional behavior social attitude. (Social Thinking 2011).Social
and behavioral disorders (EBD) is needed so that thinking is related to social skills that have five di-
students can actively participate in daily activities mensions(a) peer relations skills (b) self-
(Anderson 2012). managements skills (c) academic skills (d)
Model of Superflex Learning is a learning model compliance skills, and (e) assertion skills(Rachmah,
by teachers for students with special needs, especial- et al 2016b).
ly Emotional and Behavioral Disorder (EBD). Ac- Results of research conducted by Winner
cording to Lynch and Lewis, EBD is someone who (2014)Shows that social cognition can be trained
behaves disorderly, behave, violates social norms, with Model of Superflex Learning. The Superflex
intolerance, often makes trouble for himself or oth- curriculum is interventional and effective enough for
ers (Putra et al. 2014). Based on research results in autism and hyperactive students(Yadlosky 2012).
some elementary and secondary schools, social Learners are invited to become social detectives who
attitudes are influenced by respect, responsibility, are invited to search their own issues about their
communication and rules(Lestari 2015). Other behavior so they can become social thinkers and
studies have shown that teachers should be able to solve social problems. Learners are shown the
use varied learning methods so that students' social behavior of unthinkables so that the behavior of
attitudes can develop (Rufaida 2013). thinkables. Superflex®is a superhero man possessed
Recommendations from other studies suggest that in every child's mind to help oneself in self-
teachers in schools maintain social competence in improvement, social cognition and social skills.Also
the school environment, so that students can show with Superflex® learning,general teachers can help
good social attitudes and support learning learners explore their social cognitive
comfort(Riyati 2012). Assessment of attitudes affect abilities(Rachmah et al. 2016a).
student behavior so that students will always express This study is a follow-up study conducted in 2016
with the goal of testing the limited Superflex®

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 38
Learning Model in schools, evaluating the results of expect the early draft Model of Superflex Learning
limited trials with specialists in social education and to be more comprehensive.
inclusion, improving Model of Superflex Learning The next step in Model of Superflex Learning can
and organizing Focus Group Discussion with an el- be seen in the following table:
ementary school teacher in Cimahi City, Indonesia
who has organized inclusive education.This is based Table1. Model of Superflex Learning
on preliminary observations made during June 2016 Lesson Step Purpose
at inclusive primary schools in Cimahi, the number 1 Met a. Introducing Superflex
of EBD students in each school averaging over 15 Superflex b. Increase self-awareness
people. However, the number of professional teach- c. Introducing team unthinkable
ers who specialize in EBD does not belong to the and thinkable
whole school. Teachers teach EBD students just like d. Introducing "the power of com-
panions"
any other student, because they consider behavioral a. Helping students do physical
2 Dr. Super-
problems do not require special handling(Rahmah, et movement
flex
al. 2016a). b. Helping learners in shaping so-
cial intelligence
c. Helping learners in shaping the
2 LITERATURE REVIEW intelligence of thinking
3 Superflex a. Exploring how the superflex
2.1 Superflex® Learning Model dan Momen and rock brain attitude should
“Rock be done
Model of Superflex Learning utilizes comic books as b. Make rules with family
a learning medium and superhero handout called Brain”
c. Superflexible shaping behav-
Superflex® and a group of opponents called the Un- iors
thinkables Team to teach flexible cognition to chil- 4 Superflex To reinforce the idea that students
dren with social cognition problems. Superflex® is a Gym… have the ability to change and
flexible thinker and has the power to solve problems. Train the control their minds
Unthinkable Team is a group of opponents of 14 Brain
(fourteen) characters who have inflexible thinking. 5 The First a. Continue exploring Superflex
Each character has a different power to the mindset Mission be- attitude and Rock Brain through
that leads to social behavior disorders(Madrigal & came Super- role play.
Winner 2008)in (Baker 2011, Rachmah, et al. b. Watch the superflex video
flex
2016a). 6 Introduce Learn to know every unthinkable,
The superflex character is described as a problem the Unthink- strength and strategy
solver and flexible thinking tool which is expected able
to color the students themselves into superflex. 7 This is Know the pleasure crushers and
Models made with cartoon characters with stories D.O.F (De- how to overcome them
that fit the EBD criteria are made so well that they stroyer of
imitate the character and turn out to be good. Learn- fun)
ing using the image media can attract attention and 8 “Brain Eat- Explore and develop strategies to
increase the concentration of learners. Model of Su- er” defeat "Brain Eater"
perflex® students can know themselves and how to 9 Increase to a. Helping students to understand,
overcome themselves. Superhero- there needs to be a process to
According to Astati (2010) in Rachmah Superflex change behavior.
(2013)The learning model is an activity that b. Help team members to address
Ultimate
social issues
describes the process from start to finish and is
10 Develop Moving students into the self-
presented with certain approaches, methods, and
work strate- monitoring phase and generalizing
learning techniques. The superflex learning model
gies in the strategies they apply
can help students in raising self-awareness of
11 Practice, Students continue to repeat lessons
behavior and learn how to modify negative behavior
Practice, until they are able to master their
using a super-flexible strategy.
Practice emotions and overcome unthinka-
The development Model of Superflex Learning in
ble
this study is based on models already developed in
12 Planning a Provide opportunities to groups
the United States (Madrigal & Winner 2008).
Graduation that have not been able to master
Unthinkables figures are adopted from the original
the Unthinkable
but the naming is tailored to the condition of learners
13 Put Un- To use a positive and rewarding
and using the Indonesian language. In addition, the
thinkable to system to encourage students to
initial concept of this Superflex® Learning Model
Rest change their behavior
adopts also a model that has been developed and
presented at various seminars (Linton 2015), so Source: Madrigal (2013)

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 39
 The Superflex® curriculum can be used by psy-
chologists, teachers and parents by learning the con-
cepts of social cognition with reference to social
thought books (Winner 2014). Learners who can
utilized starting from elementary school students,
learners in the middle and upper middle class. The
developed curriculum leads to a model of learning
where the model is an overall planning to help learn-
ers learn all kinds of knowledge, attitudes and skills.
The learning model has a theoretical basis that in-
cludes certain learning steps to achieve the expected
educational outcomes (Joyce, et al. 2009).
The assessment is tailored to the characteristics of
the superflex learning model that aims to enable stu-
dents to have social skills. Performance appraisal is
one of the skills assessments undertaken by identify-
ing the characteristics of the learner, besides asking
the learner to perform the task in the real situation
by demonstrating the required knowledge and skills
(Directorate of Development Primary Schools
2015).The appraisal tool for the superflex learning
model adopts the tools that have been prepared by
Baker (2011) which includes basic demographic
questionnaires, observation sheets and interview
guides. Reasons to be considered in developing as-
sessment tools are:
“(1) The criteria define for students and others
the type of behavior or attributes of a product
which are expected, and (2) a well-defined
scoring system allows the teacher, the students,
and others to evaluate a performance or product
as objectively as possible. If performance
criteria are well defined, another person acting
independently will award a student essentially
the same score. Furthermore, well-written
performance criteria will allow the teacher to be
consistent in scoring over time”(Wisconsin
Education Association Council 1996)
2.2 Social Cognition
The basic concept of social cognition (social
thinking) is the ability to think about oneself and the
thoughts of the emotions and intentions of others
even when one is not physically interacting with
others. Another basic concept is the ability to adjust
behavior based on the situation and what it knows
about other people who think about themselves in
the expected way. The ability of good social
cognition affects the feelings of others in ourselves
and our feelings towards ourselves (Madrigal 2013).
One of the important things in the application of
social cognitive theory is selfefficacy that is stu-
dents' belief about personal competence or effec-
tiveness in certain field (Woolfolk 2008). According
to Pajares (1997) in Woolfolk (2008) self-oriented
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
self-efficacy, is a context-specific assessment of the
competencies to perform a particular task. Self-
efficacy is a person's feeling that he or she is capable
of handling certain tasks effectively without compar-
ing with the abilities of others. Confidence arising
from self-efficacy is a strong predictor of behavior.
At the stage of improving selfefficacy, students are
invited to assess their feelings toward a task. Stu-
dents are asked to think about how well students are
accomplishing the tasks required by the teacher. For
example, students are asked to practice theory about
making layer cake. If students have high confidence
in making layer cakes, failure will not make it stop
to continue making the best layer cake ever. Stu-
dents will motivate themselves to always practice
and make the layer cake with the right composition
according to the experience gained. It may be that
the recipe will slightly deviate from the cake recipe
given by the teacher but this will only reassure the
students that he can complete the task well.
3 RESEARCH METHOD
3.1 Participant and Procedures
The study was conducted in three Inclusive
Elementary Schools in Kota Cimahi with EBD
students. Students are involved as many as six
people from three different schools. Students
involved are students who have behavior problems
ranging from very silent, hyperactive, lack of
confidence and quick temper. Selection of students
is done after the teacher made the observation five
times. Each time the observations are made, the
records are mainly for students indicated by EBD.
Schools that are subjected to trials are three
primary schools in Cimahi.Prior to the observation,
the researcher conducted the first discussion in the
focus group discussion (FGD) activity. Observations
to students involve teachers (general teachers and
special education) in these schools. The trial results
are used for evaluation materials with social educa-
tion specialists and extraordinary education. Only
then did the learning model be perfected to be tested
widely in the 3rd year.
Explorative survey is one form of inductive ap-
proach that aims to obtain the discovery of what you
want to know about an unsatisfactory situation
(Subagyo 2004). The exploratory study is intended
to map the needs and development Model of
Superflex Learning at inclusive Elementary School
in Cimahi. Questionnaires were given to general
teachers, extraordinary education teachers and
students. The questionnaire and observation sheet
refers to the results of research conducted by
Yadlosky(2012).
The students involved are given individual ser-
vices with a meeting time of 10 times. During the
study, all students were asked to point to images of
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expected and unexpected behavior. Each session
lasts 30-40 minutes and is done after school hours.
At the end of each session, students are awarded a
Superflex® award when they have behaved positive-
ly.
4 RESULT
Focus group discussion (FGD) activities were held
on March 18, 2017 and July 15, 2017. The FGD ac-
tivities were participated by all research teams and
teachers from three schools targeted by model trials.
The first FGD aims to confirm and discuss matters
relating to what teachers can and should not do be-
fore implementing the superflex learning model by
providing documents related to it. The second FGD
activity discusses the planning of the Superflex
Learning Model.
All teachers are given an explanation of instruc-
tional media and guidebooks in the implementation
of the Superflex Learning Model. The learning me-
dia takes the source of all the characters present in
the Superflex Learning by performing simplified
translations that match the language skills of learners
in elementary school. Learning media created in the
form of books, posters and flash cards in accordance
with the requested by the teacher, in order to facili-
tate the process in the class.
The observation results show that in the first and
second weeks, the whole class shows that students
still cannot listen to the teacher's instructions or hear
the opinions of their classmates. Students also not all
follow the instructions and complete the entire task.
A total of five students have not been able to ignore
the disturbance made by his friend. In the second to
sixth week, 60% of students are able to follow the
orders given, but still cannot ignore the disturbance
that arises from his friends. In the seventh to tenth
week, all students are able to follow the instructions
and complete all the tasks.
The results of the questionnaires for teachers show
different assessments of the general teachers and
teachers of extraordinary education. The assessment
of extraordinary educational teachers is higher than
that of general teachers. For the question of "follow-
ing the teacher's instructions," the general teacher of-
ten mentions "sometimes," while many out-of-
school teachers often give "often," and even two
students get "always" answers from extraordinary
teachers. In the question of "stay focused when there
is something disturbing" the general teachers and
teachers of non-formal education agree that by the
end of the 10th session all students will be able to
focus despite disturbing ones. However,for the ques-
tion of "keep working according to task and focus to
completion" all teachers agree that all students
"sometimes" can focus.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
The results of the questionnaire given to the stu-
dents show that almost every time at least three stu-
dents always make the given statement. Two stu-
dents replied that they did not listen to his teacher.
All students likesuperflex characters and likesuper-
flex overall. Five students agree that Model of Su-
perflex Learning helps them stay focused and get
things done. Nevertheless, four students did not im-
mediately follow orders when given orders.
5 DISCUSSION
Based on FGD results it can be revealed that all
teachers have been given an explanation of learning
media and guidebooks in the implementation of the
Superflex Learning Model. The learning media takes
the source of all the characters present in the Super-
flex Learning by performing simplified translations
that match the language skills of learners in elemen-
tary school. Learning media created in the form of
books, posters and flash cards in accordance with the
requested by the teacher, in order to facilitate the
process in the class.
The Superflex Model Learning guidebook contains
activities prior to the Superflex Learning Model be-
ing implemented, execution and observation and
evaluation. The Superflex Model Learning guide-
book is designed to see the progress of learners in
classroom and out-of-class learning.
The Model of Superflex Learning® is designed to
see the progress of learners in classroom and out-of-
class learning. Model of Superflex Learning is di-
vided into several lessons (Madrigal 2008):
a. Lessons 1 through 5 learn about how to ex-
plore and enhance learners' understanding of
the flexible way of thinking and the skill as-
sociated with it.
b. Lessons 6 through 9 introduce Unthinkable
characters and explore the weaknesses of
learners in social interaction.
c. Lessons 10 through 12 teach learners to de-
velop and utilize super-flexible strategies to
fight Unthinkable teams that are in them-
selves.
The teachers are enthusiastic to implement this model
although previously there were some differences in per-
ception, especially about the students who will be the
participants in the application of the Superflex Learning
Model in schools. Some teachers want the Superflex
Learning Model applied to all problem students, but since
it is still experimental it is agreed that students who will
be involved in each class as much as one person so that
teachers can focus more on implementing this model.
Based on the results of the questionnaire and obser-
vation, all teachers argue that the use of cartoon char-
acters (animation) with various characters, which aims
to assist children in social skills and develop flexibility
| 41
in any social conditions. Model of Superflex Learn- Do Don’t
ing® is a learning model utilizing comic books as a they have their own
learning medium and superhero hand out called super- awareness of behavior
flex and aims to help EBD recognize themselves and change
things that become weakness in him so that EBD can Use social detectives and Do not use Superflex® in
change his mind and behavior. Model of Superflex Superflex® strategies in schools that specialize in EBD
Learning is suitable for training EBD social cognition. public schools teaching
Implementation can be done individually with special Associate Superflex® Do not teach about
handling within a certain time and continuous. The and Unthinkables in Unthinkables characters
right method can help develop this model more effec- learning and taught without teaching strategies to
tively. Development Model of Superflex Learning can material defeat the characters
be done by creating teams, creating programs and ma- Do it carefully to Do not use superflex concepts
terials, socializing to students, monitoring evaluation younger learners and strategies in pre-school
and feedback when the program ends. children
All teachers expect improvements to such things as Link the Superflex Do not change the superflex
more interesting and adequate media learning and concept with other concept into a behavior change
mentoring from experienced teachers with EBD stu- concepts related to plan or teach concepts with
dents. Model of Superflex Learning according to learning behavior and behavioral concepts
teachers' perceptions is a learning method that empha- social behavior
sizes self-identification based on the existing unthink- Take time to teach from a Do not rely on superflex
ables figures in Model of Superflex Learning material. variety of different handouts, posters and comic
After knowing himself including figures unthinkable viewpoints books that are there just to
which, raised the figure thinkable that can overcome teach and build superflex
the figure of the unthinkable. concepts
The Purpose Model of Superflex Learning is to fa- Involve the Do not allow learners to be
cilitate learners to explore their social cognition, raise parent/caregiver and obsessed with unthinkable
awareness of learners' own behaviors, learn the rules make sure all the parties characters, stop learning
that exist in any environment, consider the behaviors know the vocabulary and Model of Superflex Learning
from different perspectives, modify behavior to be the desired expectations if learners become negative by
more "social" by the way Have a flexible social strate- clearly. Remember slow imitating unthinkable
gy and organize words or body language and maintain behavior changes characters.
the good feelings of others to learners. Model of Su- Have fun and be creative! Do not sell anything that has
perflex Learning is tailored to the learner's develop- been made
ment, self-awareness and attention to the social envi- Source: Crooke & Winner (2015)
ronment (Linton 2015).
The Superflex Learning Model is implemented in
conjunction with the day-to-day lesson, so all teachers 6 CONCLUSION
agree to implement the Superflex Learning Model in
their respective schools. After all teachers agree, then Model of Superflex Learning is effective enough to
the next is discussed what teachers should be prepared help EBD students focus more on the assigned task
before implementing the Superflex Learning Model and complete it according to the instruction of the
Things to consider before applying Model of teacher. The ideal class setting is a small class setting.
Superflex Learning to learners are as follows: The success Model of Superflex Learning is deter-
mined by the teacher's ability to direct learners, espe-
Figure 2 Do and Don't for Teaching Superflex cially in distinguishing reality and delusion. Teachers
Do Don’t should let learners to know their success in overcom-
Begin to teach how to Do not rush to explain the ing Unthinkable Team. Learners should be reminded
make social observations concept that the unthinkable team is not an evil army so it is
(social detective) before not to be feared. Model of Superflex Learning can be
introducing learners to followed by teacher creativity by using this curriculum
superheroes (Superflex®) as an intermediate objective when there is motivational
Emphasize to the child Do not use Superflex® if the learning.
that Superflex® is itself child has no understanding of
not just a comic character the difference between
imagination and reality. 7 REFERENCES
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Unthinkables Team or strategies for students presenting with emotional and
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| 43
Picture storybook: A learning method to improve student’s creative
thinking and collaborative skill
A. Yulistia & H. Rasyid
Universitas Negeri Yogyakarta, Indonesia

ABSTRACT: Picture storybook based on scientific approach was the development of learning material for
elementary students. This study aimed to develop a picture storybook based on scientific approach through
discovery learning method to improve students’ creative thinking and collaborative skill. Development
procedures adapted by Borg & Gall with steps including; 1) research and information collecting; 2) planning;
3) developing preliminary product; 4) preliminary field testing; 5) main product revision; 6) main field
testing; 7) operational product revision; 8) operational field testing; 9) final product revision; and 10)
dissemination and implementation. The product implementation consisted of the 1st tryout involving 9
students of the 3rd grade. The 2nd tryout involved 15 students of the 3rd grade. The 3rd tryout involved 50
students in the experimental group and 25 students in the control group. Data collection instruments were
questionnaires for picture storybook assessment for a material expert and a language expert, teacher response
questionnaire, student response questionnaire, questionnaire of collaborative variable, and test question of
creative thinking skill variable. Data was analyzed using MANOVA with significance level of 5%. The
results showed that: 1) the picture storybook based on scientific approach through discovery learning method
developed was fit for use based on an expert assessment and test result at the school; 2) the picture storybook
based on scientific approach through discovery learning method could be used to improve students’ creative
thinking skills; and 3) the picture storybook based on scientific approach through discovery learning method
could be used to improve students’ collaborative skills.

1 INTRODUCTION information/experimenting, associating or

Learning in primary schools in Indonesia is now
implementing the 2013 curriculum that implements
thematic learning in every grade level. The
contrasting shift from the KTSP curriculum to the
2013 curriculum has made the country experience
various educational problems. One obstacle is the
lack of teacher knowledge of thematic learning. In
addition, varied learning resources are also needed
to address the gaps that occur. Thematic learning if
applied properly will certainly bring considerable
change to students both in terms of cognitive,
affective, and psychomotor.
The application of thematic learning will be better
done with a scientific approach or a scientific
approach. Learning activities with scientific
approach as intended include activities of observing,
asking, trying, processing, presenting, associating,
and communicating. As Kurniasih (2014) said, the
scientific approach has several learning processes
arranged so that learners actively understand the
concepts and principles through several steps:
observing, questioning, gathering
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
processing information, and communicating. Bybee
(2002) added that student learning is better when
they do a meaningful project. Learning with
scientific approach promises a quality education
product in accordance with the demands of the
times, because scientific approach can lead to
activities that are scientific and encourage children
to work scientifically. This is because learning must
be able to develop more than knowledge, but also
process, creativity, attitude, and application. In
addition to applying scientific approach in learning,
various methods are also often used to support
scientific activities. One of the methods that can
trigger high order thinking skill students is discovery
learning. According to Prasetyo et al (2001),
discovery learning is usually divided into two types:
free discovery and guided discovery. In the
implementation of the guided discovery, guides are
more common because with the instruction of the
teacher the students will work more directed in order
to achieve the goals that have been set. Discovery
learning promises students to be able to work
| 44
scientifically to find a concept or theory based on his
experience of experimenting.
Creative thinking is one of the high order
thinking skill parts that is needed to be improved by
the student in learning activities. Anwar (2012) said
that creative thinking involves creating something
new or original. It involves the skills of flexibility,
originality and fluency. The aim of creative thinking
is to stimulate curiosity and promote divergence.
Susanto (2013) described creative thinking as
thinking that can connect or see an object from a
new perspective. Therefore, creative thinking can
enrich the way to think with various alternatives. On
the other hand, there is a scientific attitude that must
be possessed by students to stock their life in the
future. Kereliuk (2013) elaborated that the
collaboration between students is part of the meta
knowledge (to act) that is important for the success
of learning in this century, because of working with
various groups becoming the main thing in the
globalization of culture and economy of the nation.
Suprijono (2016) added cooperative learning has
been developed with the aim of improving academic
cooperation among students forming positive
relationships, developing self-confidence, and
enhancing academic ability through group activities.
Picture books are part of children's literature.
Nurgiyantoro (2013) said that literature that is
emotionally psychological can be addressed and
understood by children, and it generally departs
from concrete facts and is easily imagined. It
provides an understanding that children's literature is
a reading book for children according to the child's
developmental level (language, emotion, and
intelligence), experience, and knowledge relevant to
the child's world. Such as the benefits expressed by
Elia (2010), in the activity of reading stories in
picture books, students can develop new ideas,
structures and schemes and can achieve knowledge
at a higher level. Then Mitchel (2003) provided an
illustration of the characteristics of pictorial
storybooks that can be used for 4th grade, but this
does not mean that these characteristics can not be
used for younger readers.
Based on the gaps of learning activities that exist
in the classroom based on observations in schools, it
can be seen that the thematic learning activities have
not fully conducted the activities contained in the
scientific approach. In addition, the creative thinking
ability of students tends to be less, observed from
the observation of student learning outcomes in the
form of essays that students do not do well. Besides
the gap in students' thinking ability, there is a gap in
students’ attitudes that tend to be bad. Collaborative
students can be seen in less active group work
activities, and tend to rely on one friend with a high
academic ability with a lack of a sense of
community in groups, lack of sharing with group
members, and lack of respect for other groups. From
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
various viewpoints of these experts, the product was
developed in the form of picture storybooks. The
story presented contains a scientific approach that
inserts discovery learning method in the storyline.
Previous research developed comic books as part of
a picture storybook which were developed by Bara
(2015). It was found that comic books based on
character education on integrative thematic learning
has been valid and improves the character of student
discipline. Other studies which were developed by
Lestari (2016) about comics as a learning media
have been valid and could improve analytical
thinking ability and scientific attitude.
Based on the need analysis, the researcher did a
research and development of picture storybook
based on scientific approach and discovery learning
for the students of 3rdgrade. This book is expected to
answer the needs of teachers for learning resources
in the form of a picture storybook based on scientific
approach through discovery learning.
2 METHOD
This research used Research and Development
model. Borg & Gall (2003) defined Educational
R&D as an industry based development model in
which the findings of the research are used to
design new products and procedures, which then are
systematically field tested, evaluated, and refined
until they meet specified criteria of effectiveness,
quality, or similar standards. Research and
development product was to know validity and
feasibility of picture storybook based on scientific
approach through discovery learning.
This method was included with steps: 1) research
and information collecting; 2) planning; 3)
developing preliminary product; 4) preliminary field
testing; 5) main product revision; 6) main field
testing; 7) operational product revision; 8)
operational field testing; 9) final product revision;
and 10) dissemination and implementation.
3 RESULT
3.1 Data analysis from subject matter expert.
In the data analysis of product validation results of
this subject material expert there were 6 aspects
developed. The results of the subject material
experts as presented in Table 1. Based on the table,
it can be seen that the results of the expert
assessment of the material states that the product
development gets very good criteria. The score of
each aspect of the accumulated material expert
judgement earns a total score of 213 with very good
criteria. Thus, the development product can be tested
on the students.
| 45
 Based on the table, it is known that the scores of
Table 1. The results of the subject material experts students' responses and teacher responses to the
Aspect Total score Criteria science-based illustrated story-based-book products
Suitability of material 22,00 Very good are very good at the 2nd trial test. This means that the
description with KI KD score has exceeded the minimum category of good.
Material accuracy 47,00 Very good After the step of main field testing had been done,
Learning support materials 49,00 Good researchers revised based on student responses and
Feasibility of presentation 38,00 Very good teacher responses before conducted empirical test
Scientific approach activity 34,00 Very good (operational test) to determine the improvement of
Reading level 24,00 Good creative thinking ability and attitude of student
Total score 213 Very Good cooperation. The result is known in the table below:

In the data analysis of product validation results Table 5. Results of Creative Thinking Skills
of this children literature expert there are 4 aspects Operational Test
developed. The results of the language experts as Class Average Value Gain Criteria
follows: Pretest Posttest
Control 66,22 72,43 0,45 Medium
Table 2. The results of the children literature experts st *
1 Exp . 67,30 86,98 0,73 High
Aspect Total score Criteria
2nd Exp. 64,63 86,87 0,76 High
Story Elements 62,00 Very good *experiment
Illustration 37,00 Very good
Based on the post-test result of students' creative
Format of book 65,00 Very good
thinking ability, the experimental classes 1 and 2 got
Anatomy of book 71,00 Good
a higher grade than the control class. Control class
Feasibility of presentation 72,00 Good
got pre-test value equal to 66,22 and post-test equal
Feasibility of language 28,00 Very good
to 72,43 with gain 0,45 (medium). Experiment 1
Criteria of tittle 31,00 Very good
class got pre-test value of 67,30 and post-test value
Total score 363 Very good
equal to 86,98 with gain 0,73 (high). The experiment
2 class got the pre-test value of 64.63 and the post-
Based on the table, it can be seen that the results test value of 86.87 with the gain of 0.76 (high). Thus
of the assessment of linguists stated that the product the picture storybook product based on scientific
development gets very good criteria. Scores of every approach through discovery learning method could
aspect of an accumulated linguist's scoring gets a be declared effective in improving students' creative
total score of 363 with very good criteria. Thus, thinking ability.
product development can be tested on students.
The next stage is the first and the second trial test. Table 6. Results of Collaborative Skills Operational
Data obtained in the form of student response data to Test
the use of product during the learning process. Class Average Value Gain Criteria
Analysis of student responses included in the
category is very good. Suggestions obtained from Pre-test Post-test
the limited test are the use of language in a Control 65,96 71,96 0,46 Medium
conversation and the correction of some lost images. 1st Exp*. 66,60 85,08 0,73 High
Data results of student response to product usage can 2nd Exp. 64,04 86,64 0,81 High
be seen in the table below:
Based on the post-test result of students'
Table 3. The Result of Teacher Response to Product collaborative skill, the experimental classes 1 and 2
Aspect 1st Trial 2nd Trial got a higher grade than the control class. Control
Score Value Score Value class got pre-test value equal to 65,96 and post-test
Format 12 B 14 A equal to 71,96 with gain 0,46 (medium). Experiment
Content 12 B 15 A 1 class got pre-test value of 66,60 and post-test value
Illustration 15 B 18 A equal to 85,08 with gain 0,73 (high). The experiment
Story 20 B 24 A 2 class got the pre-test value of 64.04 and the post-
test value of 86.64 with the gain of 0.81 (high). Thus
Table 4. The Result of Student Response to Product the picture storybook product based on scientific
1st Trial 2nd Trial approach through discovery learning method could
Total score 46,89 54,67 be declared effective in improving students'
Value B A collaborative skill.
Category Good Very Good After the results of the value of creative thinking
and collaborative skill, it could be tested by
hypothesis MANOVA. This test was used to find out

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 46
whether the picture storybook based on scientific
approach that has been developed could improve the
ability of creative thinking and students’
collaborative skill significantly or not.
The terms null hypothesis (H0) and alternative
hypothesis (H1) in this research are:
H0 was no difference in the improvement of creative
thinking ability and attitude of student cooperation
between experiment class and control class. H1 was
a difference in the improvement of creative thinking
ability and attitude of student cooperation between
experiment class and control class.
Acceptance and rejection criteria H0 at 5%
significance level by using significance, when
significance >0,05 then H0 is accepted, if
significance <0,05 then H0 is rejected.
Test results MANOVA got significance test value
of Hotelling's Trace is 0,000 <0,05, hence could
conclude H0 rejected and H1 accepted, meaning
there is difference of significant ability of creative
thinking and attitude of student coocollaborative
skill between experiment class with control class.
4 DISCUSSION
The picture story book based on scientific approach
through discovery learning product has been
assessed by the experts and declared valid based on
the result of the assessment. Based on validation
result from the subject material expert and the
children literature expert, all aspects of picture
storybook based on scientific approach through
discovery learning covering all aspects, got an "very
good" rating. In accordance with the product quality,
the product developed was considered feasible if all
aspects assessed achieve the minimum category of
"Good". Thus, the picture storybook based on
scientific approach through discovery learning has
been valid. As Nurgiyantoro (2013) said that
literature that is emotionally psychological can be
addressed and understood by children, and it
generally departs from concrete facts and is easily
imagined. It provides an understanding that
children's literature is a reading book for children
according to the child's developmental level
(language, emotion, and intelligence), experience,
and knowledge relevant to the child's world.
The product developed successfully improves the
creative thinking ability and student’s collaborative
skill significantly, proven using MANOVA test.
In this 21st century, creativity is a skill that must
be possessed by someone. To be creative, one must
be able to think creatively. Turkmen (2015)
explained that creativity consists of flexible, fluid,
unique and unusual thinking in different situations.
Oppezzo & Schwartz (2014) added that creativity
also has the potential to contribute positively to
society. In accordance with the results of this study,
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
students could think creatively if there was a key of
creative thinking in students. Amabile & Gardner
(Adams, 2005) described the key aspects of creative
thinking: 1) comfort in disagreeing with others and
trying solutions that depart from the status quo; 2)
combining knowledge from previously disparate
fields; 3) ability to preserve through difficult
problems and dry spells; 4) ability to step away
from an effort and return later with a fresh
perspective (“incubation”). Kaufman et al (2008: 17)
also explained that there were four aspects of
creative thinking. These are: 1) Fluency; the number
of responses to given stimuli, “the total number of
ideas given on any one divergent thinking exercise”;
2) Originality; the uniqueness of responses to a
given stimuli, “the unusualness of an examinee or
respondents idea”; 3) Flexibility; the number and/or
uniqueness of categories of responses to a given
stimuli, or more broadly, “a change in the meaning,
use, or interpretation of something”; 4) Elaboration;
the extension of ideas within a specific category of
responses to a given stimuli, “to fill (ideas) out with
details”. In line with that opinion, Hargreaves (2012)
also explained that the characteristics of creative
thinking are included in the divergent thinking
aspect, especially in terms of flexibility and
authenticity of thinking, which in this case involves
imagination. The explanation showed that creative
thinking was part of divergent thinking that requires
imagination. As McGregor (2003) said, creativity
involves divergent thinking, that is, the ability to
create new things, and have unusual original ideas.
Beetlestone (2012) gave an idea that without
creativity, students will only work on a narrow
cognitive level. The creative aspects of the brain
could help explain and interpret abstract concepts,
enabling students to achieve greater mastery,
especially in math and science lessons that are
difficult to understand. The perspective focuses on
student creativity which is the main thing in learning
and can be stimulated by the various learning
activities that facilitate students to think creatively.
Teaching students to think creatively was not easy.
Sternberg & Grigorenko (2010) developed strategies
for creative thinking, such strategies are: 1) redefine
the problem; 2) questioning and analyzing
assumptions; 3) selling creative ideas; 4) generate
ideas; 5) recognize two sides of knowledge; 6)
identify and overcome obstacles; 7) taking risks
wisely; 8) tolerate ambiguity; 9) build self-
reliability; 10) find true interest; 11) delay
satisfaction; 12) create a model of creativity.
Learning in the 21st century required teachers to
instill skills that can be the provision of students in
competing globally. Ansari & Malik (2013)
identified seven skills needed in this century, one of
which is collaboration. Application of curriculum
expected students not only to get good results in the
cognitive domain, but affective achievements also
| 47
needed attention. It is thus expected that students can
have scientific attitudes that become the provision of
students to live in the future. Attitudes could be
observed in some behaviors that may affect the
development of science. Suprijono (2016) said that
cooperative learning has been developed with the
aim of improving academic cooperation among
students forming positive relationships, developing
self-confidence, and enhancing academic ability
through group activities. The opinion explains that
to improving student cooperation can be done
through group activities. Furthermore Martin et al.
(2005) argued that from children’s natural curiosity
for learning and acquiring new experiences, we can
encourage them to develop: more curiosity,
perseverance, a positive approach to failure, open
mindedness, and cooperation with others.
Based on the results of research, it was proved
that the picture storybook can improve student
cooperation attitude significantly. Cooperation is an
important scientific attitude to be grown in students
and is useful for building a specific science attitude
that students really need for the future. Thus it was
in accordance with the opinion of Nevgi et al (2006)
that the theory of active learning emphasizes the
elements of social learning, eg the importance of
cooperative action, collaborative problem solving,
and sharing as a means of achieving a more
meaningful learning process.
Research has also been conducted to see the
benefits of such cooperation. Gilles & Ashman
5 REFERENCE
Adams, K. 2005. The Source of Innovation and Creativity.
America: National Center on Education and the Economy.
Ansari, U. & Malik, S. K. 2013. Image of an effective teacher
in 21st century classroom. Journal of Educational and
Instructional Studies in The World. 3(4): 61-68.
Anwar, M. N., et al. 2012. Relationship of creative thinking
with the academic achievements of secondary school
students. International Interdisciplinary Journal of
Education, 1(3): 44-47.
Bara, S.H. 2015. Pengembangan media komik berbasis
pendidikan karakter pada pembelajaran tematik-integratif
kelas IV SD [Development of educational comic on
thematic-integrative instruction 4th grade primary school].
Prima Edukasia Journal, 3:61-72.
Beetlestone, F. 2012. Creative Learning. Bandung:
Nusamedia.
Borg, W.R., et al. 2003. Educational Research: An
Introduction (7th Ed). New York, NY: Pearson Education.
Bybee, R.W. 2002. Learning Science and The Science of
Learning. Virginia, VA: NSTA Press.
Elia, I., et al. 2010. The role of picture in picture books on
children’s cognitive engagement with mathematics.
European Early Childhood Education Research Journal. 18
(3): 275-297.
Gillies, R.M. & Ashman, A.F. 2000. The effects of cooperative
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
(2000) found that trained students working in one
group were able to cooperate more cooperatively
and gain higher academic value (Huda 2012). In
addition, Wilson (2015) explains that by working
with others, students can at once learn the ability to
interact and broaden knowledge horizons. Based on
these two opinions, it can be illustrated that when a
person works together with others, it has benefits
that not only get more knowledge, but can share
knowledge with others in need. In this respect,
cooperative attitude will grow as students learn in a
group. Learning done in a group will contribute to
students, By allowing students to provide
explanations of their understanding, which can help
students elaborate and reorganize their knowledge.
Social interaction stimulates elaboration of
conceptual knowledge as group mates attempt to
make themselves understood, and research
demonstrates that providing elaborated explanations
improves students’ comprehension of concepts.
Once conceptual understandings are made visible
through verbal exchange, students can negotiate
meaning to arrive at convergence, or shared
understanding. Collaborative skill could be seen in
three aspects as explained by Martin et al (2005)
namely; 1) cluster skill; 2) camaraderie skill; and 3)
task skill. it has been done in this research to see the
improvement of students’ cooperation attitude on
pre-test and post-test value.
learning on students with learning difficulties in the lower
elementary school. Journal of Special Education 34(1): 19-
27.
Hargreaves, D., et al. 2012. Young Children’s Creative
Thinking. London: Sage.
Huda, M. 2012. Cooperative Learning. Yogyakarta: Pustaka
Pelajar.
Kaufman, J. et al. 2008. Essentials of Creativity Assessment.
New York, NY: Willey.
Kurniasih, I. & Sani, B. 2014. Sukses mengimplementasikan
kurikulum 2013: memahami berbagai aspek dalam
kurikulum 2013 [Successfully implementing curriculum
2013: understanding the various aspects in curriculum
2013]. Surabaya: Kata Pena.
Lestari, D.I. 2016. Pengembangan media komik IPA model
PBL untuk meningkatkan kemampuan berpikir analitis dan
sikap ilmiah [Development of science comic with PBL
model to improve analytic thinking and scientific attitude].
Inovasi Pendidikan IPA Journal, 2(2): 145-155.
Martin, R., et al. 2005. Teaching Science for All Children. New
York, NY: Pearson.
McGregor, D. 2003. Developing Thinking Developing
Learning. England: Mc-Graw Hill.
Nevgi, A. et al. 2006. Supporting students to develop
collaborative learning skills in technology-based
environments. British Journal of Educational Technology
37(6): 937-947.
| 48
Nurgiyantoro, B. 2013. Sastra anak pengantar pemahaman
dunia anak [Children Literature. Introduction to Understand
Children World]. Yogyakarta: Gadjah Mada University
Press.
Oppezzo, M., & Schwartz, D. L. 2014. Give your ideas some
legs: the positive effect of walking on creative thinking.
Journal of Experimental Psychology 40(4): 1142-1152.
Prasetyo, Z.K. et al, 2011. Pengembangan Perangkat
Pembelajaran Sains Terpadu untuk Meningkatkan Kognitif,
Keterampilan Proses, Kreativitas serta Menerapkan
Konsep Ilmiah Peserta Didik SMP [Development of
Teaching Aid in Integrated Science to Improve Cognitive,
Process, Creativity and Applying Scientific Concept of
Junior High School Students] (Unpublished thesis).
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Yogyakarta: Program Pascasarjana UNY.
Sternberg, R.J., & Grigorenko, E.L. 2010. Mengajarkan
Kecerdasan Sukses [Teaching Successful Intelligance].
Yogyakarta: Pustaka Pelajar.
Suprijono, A. 2016. Cooperative Learning. Yogyakarta:
Pustaka Pelajar.
Susanto, A. 2013. Teori Belajar dan Pembelajaran di Sekolah
Dasar [Learning and Instruction Theory in Primary
School]. Jakarta: Kencana.
Turkmen, H., et al. 2015. Creative thinking skill analyzes of
vocational high school students. Journal of Education and
Instructional Studies In The World 5(1): 74-84.
Wilson, A. 2015. Creativity in Primary Education (3rd ed).
London:Sage.
| 49
The quality of the child’s translation song as an early childhood learning
material
S. Suharto & U. Utomo
Universitas Negeri Semarang, Indonesia

ABSTRACT: The purpose of this research is to know the quality of translation of songs from translation
books used by Early School (PAUD) teachers in Indonesia. The method is used descriptive percentage by
using musical and lingual approach. Data were analyzed by using a combination of music composition
analysis and language composition. The result shows that: One, there are still many words in the song lyrics
that include the content words and other words that not related between the accentuation of the word with the
accentuation of the rhythm of the song (39,3%), match of 47.6%. Two, there are a number of words in the
emerging translation that are not in the original song lyrics (Source Language/SL) of 13.1%. The emergence
of these words the number of syllables in English (Target Language/TL) generally fewer than the syllables in
the Indonesian language. The cause of this lace of beauty matches because of the many lyrics of the
translation whose accent is not in line with the rhythm of his music. It caused the song to be unbalanced and
not beautiful.

1 INTRODUCTION an English song collection for English songs, was

The problem of song translation is rarely spoken by
linguists, especially in the field of translation. Yet
there are so many songs of translation, the songs that
have been replaced lyrics from one language to
another language (Suharto 2006). This continues as
if there is no problem with the translation. The
impression is that the lyrics of the song are also
languages, so it does not matter if the song is
translated into another language, regardless of the
difference in the characters of the two languages
involved, the adjustment of the structure, the
background of the song creation to the effects it
generates if the song is sung.
Although the language is not perfectly
translatable, the effort to translate phrases in other
languages can be said to work. What about music?
Maybe the music can be translated if only limited
lyrics while the melody remains without replacing
with other music systems. However, obstacles will
still be faced by the translator of the song because
the lyrics structure that accompanies the song is
different between languages with other languages.
The author observes several children's translation
books that are still very contrary to the above rules.
However, there are also books of English songs from
the author rather than native speakers who are quite
good. For example, the English Songs for Children,
published by Musika Jakarta whose songs were
composed and created by Rien M. Moendariwati
Soenarto, an English teacher in Jakarta, Indonesia.
Translation is strongly related to the language
structure of the two languages involved, the culture,
and the character of the song. Children's language is
different from the adult language. Therefore, in the
English translation of the song must also meet the
criteria such as the selection of words (diction) is
right. Associated with the pronunciation in Kristyana
& Suharto (2014) convey the results of research that
singing can affect children's speech, especially in
articulation. This is so that the song sung children
can be understood and felt by the child according to
the child's age level. More importantly, in
accordance with the rules of English intonation and
musicality.
Song lyrics are an important part of a music/
song. The lyrics cannot be separated from the music
and its elements because of its presence together
with the music on the song itself, not on the other
song at the same time as its creation. The main
music elements in the song include rhythm, melody,
harmony, texture and so on. The rhythm of music
according to Kennedy & Bourne in the "Concise
Oxford Dictionary of Music" includes everything
related to the time aspect of music. They are beats,

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 50
accents, bars, groups of notes in a tap, a group of
beats in a bar, a group of bars in phrases, and so on.
Rhythm is a measurable movement of tone groups,
which is the effect of a regular and systematic
grouping.
In general the definition of melody that is often
used by the general public refers to Western music.
Melody is always associated with pitch and rhythm.
The rhythmic group that runs sequentially and
rhythmically with each high tone is called that the
melody is horizontal because the melody movement
is always associated with the tone before and after
the melody group is horizontal. Melody harmony
cannot be separated from the transfer of one tone to
another tone with a certain rhythm as well. The
beauty of one group of phrases does not mean
anything if it is not supported by the phrase before
and after it. This relationship can also be called a
syntagmatic relationship (Beker 1990).
The tone, duration, and soft language are in the
same language as music. In the language word level
has a high low tone, short length of tone and word
pressure. In English the pressured word pressure is
distinguishable and plays an important role in the
formation of intonation, whereas in Indonesian it is
not. In the morphological level of Indonesian
language, intonation is not distinctive but at the
syntactic level is distinguishable. Even in English
certain features as it is said to be Gilbert (tno year:
12) that in English the three syllable signs have three
pressures. The three marks are (1) higher tone, (2)
which gets longer pressure on the sound, and (3) the
vowel gets much louder.
According to Verhaar (2001) accents and
pressures are complicated among supra segmental
sounds. When the pressure is interpreted as a case of
amplitude, ie the sound of the sound, the pressure
will be easy to understand. The problem is that the
pressure syllables not only get loud but high-pitched.
Some linguists equate pressure with accents. This is
compounded by other linguist works that distinguish
"tone accents" and "pressure accents" (Verhaar
2001).
The song of the child in which there is a lyric is a
language. If the lyrics of the song were in English
then how to read it must be in accordance with
English language rules such as accents of each word,
a short length of pressure and others. The song of the
translation from Indonesian to English in addition
must be in accordance with the number of syllables
the lyrics of the song must be appropriate also with
the pressure on the rhythm of the song so it does not
sound stiff.
Based on some background above the purpose of
this research to know (1) How to match the lyrics of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Indonesian children's songs into English language
from the accent of the song and accent language, and
(2) How the quality of child's song translation can
form to form a child character Who is studying
language and music especially songs.
2 METHOD
This study uses the approach of music/ composition
and linguistics. In accordance with the data required
then the data collection techniques, among others
by: 1) Documents in the form of books collection of
children's songs translation, and 2) Content analysis
(content analysis), because the data in the form of
manuscripts or documentation so that content review
is considered very important.
The analysis used is interaction analysis and
content analysis both musically and lingual. The
song samples represent information not quantities.
The four songs are Naik Delman (Driving A Cart),
(2) Burung Kakak Tua (Cockatoo), (3) Bangun
Tidur (Waking up), dan (4) Lihat Kebunku (See My
Garden).
3 RESULTS AND DISCUSSION
3.1 The rhythmic accuracy of the Song Lyrics seen
from the Accordance of the Song Lyrics with the
Rhythm of Music
The songs taken as a sample are 4 songs from two
volumes of books circulating in the public that are
Indonesian Kids' Songs Volume 1 and Indonesian
Kids' Song Volume 2 which contains songs Children
translations from Indonesian to English. The book
was translated by Ipung S. P Hery and published by
PT Tiga Serangkai Pustaka Mandiri, Surakarta,
Indonesia.
There are four samples of songs that are the
sample namely: Naik Delman (Driving A Cart), (2)
Burung Kakak Tua (Cockatoo), (3) Bangun Tidur
(Waking up), and (4) Lihat Kebunku (See My
Garden).
The accuracy of song lyrics in this study is seen
from the match between the rhythms of the song
with the rhythm of stress words (word stress). The
rhythm of the song is seen from the accent in a
musical. In music, each bar group consists of a
pattern of strong pressure and weak pressure,
depending on the bar. Meanwhile, in accentuation
language can be seen from word stress. These two
elements are compared in this study.
Based on data analysis of research results on this
suitability can be viewed in table 1.
| 51

Table 1. Accuracy of rhythm on the translation
songs
Category Song Song Song Song
1 2 3 4
Matching 25 9 13 16
Unmatch 20 9 12 16
Additional 2 3 7 7
Based on the results of the analysis, found 39.3%
of words in the lyrics of the song does not match the
rhythm of his music. In music, every segment of the
bar has its own pressure pattern depending on the
sign of the bar. At one count each bar is always
strong and the next count is weak. On a strong count
this is usually occupied by accented words as well.
Songs were written by native English speakers
always obey this as Suharto (2004) observed. Thus,
the song sentence that the lyrics of the song does not
have a sense of rhythm that caused incompatibility
between the rhythm of the language and the rhythm
of music will be difficult to sing or difficult to feel.
If the lyrics of the song difficult to feel the rhythm of
the language and the song then the legibility of the
lyrics of this song is considered low, and vice versa.
The number of 47.6% of the words in the song's
lyrics corresponding to the rhythm of the song
shows only that level of legibility the lyrics of the
song are high. Meanwhile, there are about 13.1% of
words that include the very low category. This data
comes from words in the translation lyrics that
appear without being in the lyrics of the original
song. The occurrence of this additional word will
add to the actual information that does not result in a
different meaning than the original song.
Attention to the number of syllables are very
important in song writing and song translation. The
translator may have translated the poem of each line
and is worth the meaning, but is it matching the
number of syllables that make up the rhythm of the
song? It could be said imposible. It is very difficult
because not every word match between two words
involved is the same number of syllables. The thing
that can be done is the possibility of a shift. In
science translation sifts problems are very
commonly done. The problem is that this shift will
cause the pressure on the word switch. This is what
happened in the translation of children's songs in this
study.
The different syllables between the two languages
involved also resulted in the word pressure changed
on the translation track. This can also be because the
translator only takes into account the meaning in one
sentence. Though the phrases of the song sentence
are also important. As a result, many word accents
do not match the accent of the song. Songs like this
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
are often found in the songs from Indonesia to
English translation in this study. A collection of
children's songs entitled Indonesian Kids' Song (two
% volumes) is an example of a translation book that
has been circulating on the market.
47,6 %
39,3 %
13,1 %
Here's an example of such an error analysis:
The pressure of the word 'garden' and 'flowers' is in
the first syllable ie /' ga: dn / and / flauə (r) /, but in
translation it is on the second syllable. Even for the
song poem the word garden can be quite pronounced
in one syllable because in British English the second
syllable of the word is barely audible, with nasal
sound.
3.2 The equivalence of the translation of the beauty
of the translation songs from Bahasa Indonesia
to English
The accuracy of the beauty in this study is seen
from the level of the rhythmic accuracy of the song
lyrics with the rhythm of his music. It was
mentioned earlier that the level of legibility of the
song lyrics is seen from the appropriateness of the
language accent in the lyrics of the translation
(English) and the rhythm of the song. This level of
conformity will determine the degree of beauty of
the song including the lyrics of the song.
The percentage of sentences that are considered
equivalent to only 17.6%, while the unequal reached
52.94% make the lyrics of this song is not feasible
for children who are learning language and music.
As in data analysis, the cause of this beauty
mismatch is the amount of pressure contained in the
language of the target language (English) unsuited to
the pressure on the music. Moreover, there are
additional words that are not contained in the
original song lyrics that speak Indonesian. The
number of words that do not match the pressure
between the language and the rhythm of the music
are caused by the system of two different languages.
Meanwhile, the emergence of new words that do not
exist in the source language caused by the number of
syllables in the target language is not as much as on
source language so that the translation lyrics on
source language are lack of words. This is because
the English language known as monosyllable
language has more syllables than the Indonesian
| 52
language known as polysyllable language (Suharto
2014).
Table 2. The equivalence of the beauty of songs
translation on children's songs
Category S1 S2 S3 S4
Equivalent 1 2 0 0
Less 2 0 1 2
equivalent
Un- 2 2 3 2
equivalent
3.3 The effect of the quality of translation of song
lyrics for the linguist's learner
Early childhood is a critical period of age (critical
period) to be considered. It is at this age that the
child achieves his learning skills in language
(Johnson & Newport 1989). If the teacher gives the
lyrics of a song whose translation is irrelevant
because the rhythm does not match the rhythm of the
language then the development of language will be
disrupted. Suharto (2006), found that most (90%) of
English language songs accent in accordance with
his accent (word stress). Meanwhile, in this study,
the songs contained in the book Indonesian Kids'
Song Volume 1 and Volume 2, most of the accent of
the translation songs is not in accordance with its
words. Though this book including very in demand
and used for learning in the early school.
The age of 0 to 6 is a golden period in which
physical, motor, intellectual, emotional, linguistic
and social development progress very rapidly which
occurs only once in the development of human life
(Masnipal 2013). If this age of gold and
'vulnerability' language learning should be true. The
age also shows the child's intelligence capacity
reaches 50 percent, and the age of 8 reaches 80
percent. Music learning is also very appropriate if
given to an early age in the golden age period.
English songs such as Suharto's (2004) research
should have a language accent and the accent of the
song is appropriate. If it does not match then it will
be inequality. While in the song in this research
there are 39% of the song's rhythms do not match
the rhythm of the language. This inequality will
undermine the development of the child's language
and music. The development of children's music can
be disrupted namely abnormal musical abilities,
especially in terms of sensitivity to the rhythm. In
English, in particular, the inconsistency of the
pressure between the accent of the song and its
English accent caused the language to be not fluent.
In addition, native speakers will feel that their
meaning is difficult to understand because of the
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
imbalance of both aspects, language and music. It is
very dangerous for beginner learners who are just
learning and experiencing this critical period.
Total 4 CONCLUSION
17,6 %
The study also found the presence of a number of
29,41 % words in the emerging translation that are not in the
original song lyrics (SL) of 13.1%. This is due to
52,94 %
lack of beats. This lack of tapping can occur because
the number of syllables in English (TL) is generally
less than the syllable in Indonesian (SL). Excess
words in translation lyrics will give you an excess of
information or meaning.
The number of inappropriate taps between word
accentuation (word stress) with the rhythm of the
song causes the beauty of the song is not
commensurate with the original song. This is
because the two languages are different. A smaller
number of TL syllables causes the translation lyrics
to lack words so that additional unnecessary words
can lead to increased information on the translation
lyrics.
The incompatibility of pressure between the
accent of song and language causes the beginner's
learner and language learner who is still in growth
will be disrupted. If the songs are considered less
good is used as learning materials in early
childhood.
5 REFERENCE
Beker, J. 1990. Kalau Bahasa Dapat Diterjemahkan, Mengapa
Musik Tidak [If language translated why music not ].
Jurnal Musikologi Indonesia. 1(1): 15–25.
Fitriani, F. 2015. Efektivitas pola pembelajaran pendidikan
anak usia dini pada kelompok bermain Griya Nanada DWP
UIN Sunan Kalijaga Yogyakarta [The effectiveness of early
childhood education learning pattern in play group Griya
Nanada DWP UIN Sunan Kalijaga Yogyakarta].
Unpublished Tesis,: Universitas Islam Negeri Sunan
Kalijaga, Indonesia
Ipung S.P.H. 2005. Indonesian kids' songs. Surakarta: PT Tiga
Serangkai Pustaka Mandiri.
Johnson, J.S. & Newport, E.L. 1989. Critical period effects in
second language learning: The influence of maturational
state on the acquisition of English as a second language.
Cognitive Psychology 21(1): 60–99.
Kristyana, L. N. & Suharto, S. 2014. Singing as a strategy to
enhance the ability to speak for early childhood. Harmonia:
Journal of Arts Research and Education 14(2): 123–130.
doi. 10.15294
Masnipal, M. 2013. Siap menjadi guru dan pengelola PAUD
profesional [Ready to be professional teacher
andadministrator of early school]. Jakarta: Elex Media
Komputerindo.
| 53
Suharto, S. 2006. Permasalahan musikal dan lingual dalam
penerjemahan lirik lagu [Musical and lingual issues in
translation of song lyrics]. Harmonia: Journal of Arts
Research and Education 7(2): 120–128.
Suharto, S. 2004. Music and Language: A Stress Analysis of
English Song Lyrics. Harmonia: Journal of Arts Research
and Education: 5(3): 46-60.
Suharto, S. & Subroto, E. 2014. The equivalence of translated
songs lyrics and their effects - the case of translated
ecclesial songs. Harmonia: Journal of Arts Research and
Education 14(2): 131-139
Verhaar, J.W.M. 1992. Asas-asas linguistik umum [Principles
of general linguistics]. Yogyakarta: Gadjah Mada
University Press.

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Through applying propaganda rhetoric in speaking skill learning at
senior high school

U. Faizah, S. Sawitri & K. Saddhono

Universitas Sebelas Maret, Indonesia

ABSTRACT: Propaganda Rhetoric Learning is relevant with strengthening students’ character at school. One
of characters that can be strengthened is religious character. Religious character education can be seen either
in general school or in religion-based school. Then, the purposes of writing this paper are (1) to describe
propaganda rhetoric learning on speaking competency at a senior high school, (2) to describe the relevance of
propaganda rhetoric learning in students’ book of Indonesian Language and Literature. The interest toward
Language Sciences and Culture 12th (Twelfth) Grade which is compatible with 2013 Curriculum. This
research belongs to descriptive qualitative research. Data of this research are propaganda rhetoric utterances
made by students. Data are collected by means of taking notes, selecting compatible data and taking notes on
data cards. Data validation technique uses source and technique triangulation. Data are analyzed by means of
analyzing participant’s perspective with strategies which are interactive and adaptable. The results of this
research are (1) 12th Grade 2013 Curriculum with the interest of Indonesian Language subject is speaking
(formal and non-formal), teachers can give an assignment to speak in the form of propaganda (propaganda
rhetoric), (2) Learning speaking is relevant with KD (Basic Competency) in 2013 curriculum.

1 INTRODUCTION age (Muslich 2011). Early age is a critical period

Education is believed to build the intelligence as
well as the personality of the human to be better
stage. However, what would happen if education
is solely interested in intellectuals without
building the character of their students? The result
is moral damages and value violations.
Ultimately, this kind of education will be like a
robot, minded, but not characterized, empty soul.
The deterioration of the current behavior has
been widely reported by some television stations
even in newspapers. For example, exemplary
problem of the officials who are said to be fond of
swearing and mocking and even painful as shown
by law expert of political communication Emrus
Sihombing in www.tribunnews.com/2015/03/26
stated that "Ahok's ethics violation is more
dangerous than corruption ". When the corruption
is the only material impact, the ethics that are
being degenerated are mental, moral and
behavioral. Related to the use of language in
communicating, Ahok can be categorized as
ignorant in ethics.
Therefore, Erikson (1968) reveals that national
human character needs to be instilled from early
for one's educators. Added by Freud's failure to
cultivate a good personality at an early age will
create a problematic person in later years.
Indonesian learning will be one of the medium
in instilling a self-respecting and virtuous nation.
The Javanese proverb says that Ajining diri sokho
lathi means that someone will be respected from
what he talks about. It gives an overview of how
important language and speaking activities are to
bring generosity and wisdom. As Allah Almighty
has said. "O you who believe! Keep your duty to
Allah and fear him, and speak (always) the truth.
He will direct you to do the righteous good deeds
and will forgive you your sins. And whosever
obeys Allah and His messenger (pbuh), he has
indeed achieved a great achievement” (QS. Al
Ahzab: 70-71).
In spite of these examples, there are negative
phenomena in society, for instance, many who
behave badly, from communicating with families
to the community. Therefore, it is good if
education is again paying attention to this. There
is also in concern of secondary education that is
constantly trying to instill character education
through the learning process of several subjects.

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For example, the basic competence of rhetoric is
one of the indicators that can be raised the
teaching of rhetoric of dakwah-dakwah
(preaching). In this indicator the character that is
expected to emerge is piety to Allah Swt. , self-
conscious, respect to other human beings,
environmental consciousness, and nationality
manifested in thoughts, attitudes, feelings, words
and deeds based on the norms of religion, law,
ethics, culture, and customs.
Through the rhetoric of the transfer period
experienced by the students, encourage students to
cope with new demands and tasks of
development. Claims and tasks of the student's
progress arise because of changes that occur in
some functional aspects of the individual, namely
physical, psychological and social. If dakwah
rhetoric is done, it means that students have been
able to develop religious speaking skills or instill
positive things on themselves and others that
encourage the development of character
intelligently. In the Quran it is explained that:
"You are the best nation produced for mankind.
You enjoy what is right and forbid what is
wrong.” (QS. Ali Imran: 110).
Giving dakwah (preacing of Islam) can be done
in education domain aiming at reinforcing
student’s speaking competence. Throgh speaking
competence in school in every level, dakwah can
be an alternative way to improve speaking
competence from elementary school, junior school
senior high school to higher education. In senior
high level school level, the term rhetoric has been
introduced as part of speaking implementation in
front public.
The relation between dakwah and speaking is
stated by AL Quradawi (1995) dakwah is giving
fatwa (guidance) by speaking to mankind using
the language of its time (language which is easily
understood, speaking rationally and avoiding
dificult words, and stating the laws with general
philosophy of Islam. Dakwah rhetoric can be said
as religious preaching as the best medium to
embed the concept of faith to Allah.
Through the 2013 curriculum of Senior High
School on the subject of Indonesian Language and
Literature major in Languages and Culture Studies
for High School / Islamic Senior High School
grade 12th with basic Competence 3.2: Applying
the principles of rhetoric and public speaking
techniques 4.1 Applying the principles of rhetoric
and technique speaking in public can be expanded
and sharpened with the ability to speak in the form
of dakwah.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
2 THEORY OF STUDY
2.1 Dakwah's Rhetoric
Literally dakwah is a masdar of fi`il (verb)
dakwah has three original letters, namely dal,
`ain, and wawu. From the three letters of this
origin, there are several words with different
meanings. These meanings are calling, inviting,
pleading, asking, naming, sending, pushing,
causing, bringing, praying, crying and mourning
(Munawwir 1997).
Furthermore, dakwah is a solicitation activity
in the form of verbal, written, behavioral, etc. that
is consciously and planned in an effort to
influence others individually and in groups in
order to arise sense, awareness, attitude,
appreciation, and experience in the learning
religion, the message was conveyed without force
Arifin (1993). Dakwah's rhetoric can be
interpreted as a speech or lecture containing
dakwah message, the call to God's path (sabili
rabbi) in accordance to the understanding of
dakwah in QS. An-Nahl: 125: "Call unto the way
of the Lord with wisdom and fair exhortation, and
reason with them in the better way.
Dakwah's rhetoric is a process of religious
communication called tabligh or delivery of
religious messages through various methods,
media and includes religious materials generally
so tabligh audiences can receive and understand
the messages of the tabligh, either in direct
feedback form (reject or accept) or response
Direct (Muhtadi 2012).
Dakwah is also defined as willing to accept
Islamic guidance by raising the level of faith and
piety, to do deed what is right and forbid what is
wrong (Sholeh 2010). Added by Al Quradhawi
(1995) that preaching is to give a fatwa (order) by
speaking to people in its language (a language that
is easy to understand by the fatwa recipients,
speaking rationally and not exaggeratingly, not
using terms that are difficult to understand and
legal accompanied by wisdom and illat (legal
reasons) in accordance with the general
philosophy of the Islam.
Dakwah's rhetoric can be viewed as a religious
speech as the best medium to tailor and instill the
beliefs of believers to God as explained by
Mohamad & Hamzah (2015).
One stone two birds to know what is contained
in dakwah as other activities of speech contains
among others, the opening (muqodimah), praise to
Allah, blessing to the Prophet, the content,
conclusion and closing. Similarly, the structure of
the first sermon consists of the following
components: (1) mukadimah (opening) consisting
| 56
of hamdallah (praise to God), the two sentences of
the syahadat (testimony) and The blessing of the
Prophet, (2) a call to the congregation to improve
their taqwa (Islamic concept of God
consciousness), (3) content / subject of the sermon
which is supported with data, facts, analysis,
quotation from The Qur'anic nash (texts) or
Hadith (a collection of the Prophet's sayings and
deeds), (4) a brief conclusion, (5) closing
consisting of invocations and prayers (Saddhono
2011).
2.2 Character Education
Character education that is now being
implemented in schools is a characterization
system of character values for the school
community that includes knowledge, awareness,
or willingness, and actions to implement those
values, both towards Allah, self, neighbor,
environment, As well as nationality so as human
being (Muslich 2011). The purpose of character
education is to improve the quality of education
and educational outcomes that lead to the
achievement of the formation of the character and
the noble character of the students in full,
integrated, and balanced form.
Here are the 18 values in the education of the
national version of the National Education
Ministry continuously strived for the enhancement
of student characters such as: Religious, Honest,
Tolerance, Discipline, Hard Work, Creativity,
Self-Reliance, Democratic, Curiosity,
Nationalism, Love of homeland, Friendship /
Communicative, Love of peace, Love reading,
Environmental Care, Social Care, and
Responsibility.
2.3 Speaking Skills in High School (Enriching
Language and Culture Sciences)
Speaking Skills in Senior High School major in
Languages and Culture cites Core Competencies
or KI 4 Processing, Reasoning, and observing in
the realm of concrete and abstract domains to
develop Indonesian language and literature
independently by using scientific methods in
accordance with relevant scientific principles.
Basic Competence 3.2: Applying the principle of
rhetoric and public speaking techniques and 4.1
Applying rhetorical and public speaking
techniques. The subject matter is: Principles of
Rhetoric and Technical Speaking in Public
Furthermore, learning activities began
observing activities: read the texts of rhetorical
principles of public speaking and examined the
descriptions related to rhetorical techniques of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
public speaking. Asking questions about things
related to the content of the material and videos,
Exploring: search from sources of information
about rhetorical principles and public speaking
techniques Associating: discussing the principles
of rhetoric and public speaking techniques,
summarizing things most important in rhetoric
and public speaking techniques, note and conclude
input from other students, Communicate: write
down group work reports on public speaking
rhetoric principles, read out group work in front of
the classroom, other students respond, practice
speaking in the classroom by applying rhetorical
principles and public speaking techniques.
3 METHODS
The research applied is descriptive qualitative
research. Subjects studied were students of Year
12th (from a high school, namely IBB SMA MTA
Surakarta, Indonesia). The data in this research
was a rhetorical speech of students’ dakwah. The
data was collected by recording, selecting the
appropriate data and recording on the data cards.
Data validation technique used sources and
techniques triangulation. Data analysis technique
was by examining the perspective of participants
with strategies which were interactive and
flexible. Data compilation components including:
(1) data reduction i.e. simplification of data
performed through raw data organizing selections
into meaningful information; (2) data display, i.e.
to present the data clearly and easily in narrative
form; and organized in sentence form (Suhadi &
Susilo 2005).
4 DISCUSSION
4.1 Dakwah's Rhetoric and Character Education
The relationship between dakwah rhetoric and
character education is that rhetoric is a kind of art
/ art that is achieved on the basis of natural talents
and technical skills, while education through
education is one of the tools to guide a person to
be a wise person, especially religious education.
With religious education it will form the noble
character (akhlakul karimah) students so they can
filter out which is good and bad in social
relationships. It has a positive consequence that
when students convey dakwah rhetoric, it is very
influential to the character of their faith and piety
that they become human beings who behave in
every day. By preaching means that it has
specifically given people a sense to behave well
| 57
and in a way that the dakwah is listened to by
other friends so that logically another friend can
behave well in accordance with the content of
other friend’s speech. This is in line with Al
Quradhawi theory, that is giving dakwah is part of
speaking implementation to other people to give
guidance. Therefore, it is clear that with the
practice of dakwah rhetoric will form the
character of ma'ruf (noble) students. The rhetoric
activities of the dakwah are contained in the 2013
Curriculum of Class 12th Indonesian Language
and Literature major in Language and Culture
Sciences that can be developed through the Basic
Competence 4.1 Applying the principles of
rhetoric and public speaking techniques. The
application of the teacher can give the task to
speak in the form of religious dakwah (dakwah
rhetoric). The activity of speaking dakwah is
believed to be able to improve students' speaking
skills in public because by preaching the
communication through the religious aspect can
bridge the students in order to construct ideas,
thought, diction, vocabulary and good sentence
structure in support of speaking skills.
4.2 Relevance of Learning Dakwah Rhetoric in the
2013 Curriculum
Speaking skills in Senior High School Language
and Culture Science cites Core Competence or KI
4 Processing, reasoning, and serving in the realm
of concrete and abstract to develop Indonesian
language and literature independently by using
scientific methods in accordance with relevant
science principles. Basic Competence 4.1
Applying the principles of rhetoric and public
speaking techniques. Through this competence
students are motivated to be able to speak in
public, in this case students are assigned to cite
dakwah which is an indicator of rhetoric in public.
The main subjects taught are: Principles of
Rhetoric and Technical Speaking in Public.
Learning activities began observing activities:
reading the texts of rhetorical principles in public
speaking and examining descriptions relating to
rhetorical techniques in public speaking. In this
case students observe the prophecy video of
religious figures. Asking questions about things
related to the content of the material and the
video, Exploring: seeking from various sources of
information about rhetoric and preaching
techniques in the forefront of its particular,
Associating: discussing the principles of rhetoric
and public speaking techniques, concluding the
most important things in rhetoric and public
speaking techniques, note and conclude input
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
from other students, Communicate writing a group
work report on rhetoric principles in public with
dakwah scripts, reading the work of a group in
front of the classroom, other students responding,
The practice of preaching in front of the class by
applying rhetorical principles and public speaking
techniques. Here are sample the topics raised by
the students:
1. Prayer
Students who preach about prayer, say that
prayer is a pillar of religion, because by studying
prayer since childhood trying to keep Islam
upright on earth and will be more loved by Allah
SWT. The character that emerged from this prayer
dakwah is a student becoming a discipline,
consistent in righteous path and has a clean nature
because it distanced from the abominable and
unjust deed.
2. Fasting
Students preach about fasting and claim that by
resisting hunger, God opens the eyes of our hearts
to the less fortune people who need our help. The
character that comes from this dakwah is the
growth of self-esteem and sensitivity towards the
environment, especially to help those in need.
3. Gratitude
Students who preach about being grateful and
expressing how grateful wholeheartedly, that is to
realize and believe that all the gifts that are
obtained are from God. The character that comes
from this dakwah is the growth of gratitude in any
condition and not to be disbelievers and tend to
seek haram livelihood.
4. Patience
To believe I that God tests us and gives us
grace. Sometimes man cannot resist and cannot
force God to grant mercy. The character that
arises from this patient dakwah is always patient
in the various examinations and not blaming the
situation and God's destiny.
5. Alms
With the alms we give to the beggars, the poor,
and to those who in need with sincerity and
willingness, then such acts will be capable. The
character that emerged from this dakwah is a
generous attitude.
From the students' activity in dakwah rhetoric,
it can be concluded that this spoken learning is
relevant to basic competency demands in the 2013
curriculum. Renewal can be developed is that
public schools need to apply dakwah rhetoric as
reinforcing speaking skills and for the religious
character of the students to be formed naturally
through learning.
| 58
5 CONCLUSION
The results of this study are (1) In Class 12th
Curriculum 2013 Indonesian Language Lessons
major in Languages and Culture Sciences is
applying the principles of rhetoric and public
speaking techniques. In this case the teacher can
give the task to speak in the form of sermon
(dakwah rhetoric), (2) this speaking lesson is
relevant to the demands of basic competence in
the 2013 curriculum, but not all schools apply
speech or rhetoric with dakwah theme, only
Islam-based schools have applied it in a dominant
manner for example in SMA MTA Surakarta.
6 REFERENCES
Al-Qaradawi. 1995. Fatwa-fatwa Kontemporer [instructions
contemporer]. Jakarta: Gema Insani.
Arifin, H.M. 1993. Filsafat Pendidikan Islam. Jakarta: Bumi
Aksara.
Erikson, E.H. 1968. Identity, youth and crisis. New York, NY:
W.W. North Company.
Kementrian Urusan Agama Islam Wakaf, Dakwah dan Irsyad
Kerajaan Saudi Arabia. 1999. Al Quran dan
Terjemahannya [Al-qur’an and the translation]. Kerajaan
Saudi Arabia: Mujamma’Al Malik Fahd Li Thiba’at Al
Mush-haf As-Syarif Medinah Munawwarah.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Mohamad, R.S.J. & Hamzah, Z.A.Z. 2015. Penggunaan
implikatur sebagai medium penjelasan akidah. Jurnal
Linguistik 19(2): 1-9.
Muhtadi, A. 2012. Strategi untuk mengimplementasikan
pendidikan budi pekerti secara efektif di sekolah.
Retrieved from
http://staffnew.uny.ac.id/upload/132280878/penelitian/15.
+Strategi+untuk+mengimplementasikan+Pendidikan+Bud
i+Pekerti+secara+efektif+di+sekolah.pdf.
Munawwir, A.W. 1997. Kamus al-munawwir Arab-Indonesia.
Yogyakarta: Pustaka Progresif.
Muslich, M.R. 2011. Pendidikan Karakter Menjawab
Tantangan Krisis Multidimensional [Character education
answer the multidimensional crisis]. Jakarta: Bumi Aksara.
Saddhono, K. 2011. The discorse of Friday sermon in
Surakarta a sosio-pracmatic study. Wacana 14(1): 145-
153.
Sholeh, S. 2010. Manajemen Dakwah Muhammadiyah
[Management of Muhammadiyah proselytizing].
Yogyakarta: Suara Muhammadiyah.
Suhadi, S. & Susilo, H. 2005. Metodologi Penelitian Tindakan
Kelas. Materi Pelatihan Metodologi Penelitian untuk
Peningkatan Kualitas Pembelajaran (PPKP) di Penelitian
Tindakan Kelas (PTK), tanggal 1-4 Agustus 2005 di Bali.
Jakarta: Direktorat P2TK&KPT, Ditjen Dikti, Depdiknas.
| 59
Culture-based character school model development in elementary school
in Ngaglik, Indonesia
S. Suwarna
Universitas Negeri Yogyakarta, Indonesia

ABSTRACT: The purpose of this research was to develop references for the implementation of Culture-
Based-Character School based on Local Regulation in Yogyakarta no. 5 Year 2011. The R&D design (re-
search and development) was Allesi-Trollip (2001) Model. The Allesi-Trollip R & D model consisted of
planning, design, and validation and revision steps, to the final product. The results of research and develop-
ment are (1) the research has succeeded in developing Book I: Plan for Culture-Based-Character School and
Book II: Example of Implementation of Culture of Manner Based School Development; (2) the result scores
of Book I and II from the material experts is at 4.36 (more than good). The assessment by the user (school
principal) is at 4.39 (more than good). The average of the two scores is 3.38 which means more than good;
and (3) the main qualitative outcome is that Culture-Based-Character schools will be immediately socialized
and implemented in elementary schools.

Culture-based education becomes central, especially

1 INTRODUCTION
School is a strategic ride for seeding science, charac-
ter, and culture (Nina 2015): (1) the school has aca-
demic authority over its students, the school as role
models in character planting (McCaskey, 2017), (2)
teachers as role models so that their advice will be
obeyed by the students, (3) the school atmosphere is
conducive to planting science, character, and culture,
(4) seven to eight hours of student interaction at
school. Character growth requires collaboration be-
tween experts, schools, and governments (Burget et
al 2013).
The effort of planting Culture-Based-Character
School is very important. By having culture-based
characters, (1) school members have a characteristic
that is culturally appropriate, (2) there is the estab-
lishment of a conducive environment for developing
schools of cultural character, (3) school community
interaction is based on developed culture, (4) with a
culture-based character, it is expected that schools
can improve the quality in thoughts, feelings, and
behaviors (Park & Peterson, 2009). Maltese, et al
(2017) added the implementation of cultured charac-
ters can (5) increase the quality of cultural life (in
school), (6) preserve cultural heritage. According to
Kneller (2012: 4), culture-based education is im-
portant to a mature school in managing education.
to educate morals. Culture can be a control mecha-
nism for human behavior and actions, or as patterns
for human behavior that are collectively used by the
people who own it, according to the environment
they encounter and that culture encompasses the
whole way of life of the members of the school. That
is why cultured characters need to be taught to stu-
dents at school. Human culture is divided into three
pillars: (1) a culture of thoughts, ideas, abstract ideo-
logies, (2) a culture of action, in the form of activity
and behavior, as well as ritual, and (3) a visible cul-
ture, such as leather puppet, temple, ornament, and
so on (Koentjaraningrat 1990).
Cultural seeding mandated by Regional
Regulation No. 5 Year 2011 on Cultural-Based
Education is general. This means that wherever and
whenever the following cultures may apply, they are
tailored to local wisdom. The local regulation
contains 18 noble values of culture, namely (1)
honesty; (2) humble; (3) order / discipline; (4)
decency; (5) courtesy / politeness; (6) patience; (7)
cooperation; (8) tolerance; (9) responsibilities; (10)
justice; (11) concern; (12) confident; (13) self-
control; (14) integrity; (15) hard work / tenacity /
perseverance; (16) thoroughness; (17) leadership;
and / or (18) toughness (local regulation of DIY No.
5/2011). This intangible value of heritage needs to

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 60
be passed on to the next generation of culture
(Artese & Gagliardi 2017). In accordance with the
opinion of Alpin & Chapman (2007), the values of
education that are abstract must be transformed into
concrete properties to be measurable, monitored, and
evaluated.
2 METHODS
The proposed research included research and devel-
opment research in two stages, namely the develop-
ment phase and the testing phase. The R & D prod-
uct is a culture-based elementary school
development guidance. This research used R&D
model of Allesi-Trollip (2001) which was modified
as needed. The Alesi-Trollip R & D model consists
of planning, design, validation and revision steps, to
the final product.
Data was validated by material and user experts.
Data collection used a validation questionnaire. Val-
idator judging from the completeness of the content,
quality, legibility, implementation, linearity, coher-
ence, feasibility, and so forth. The validation indica-
tors consist of two development books. Book I of
validation indicators include (1) conformity of con-
tent, (2) inter-independent coherence, (3) legibility,
(4) completeness, (5) clarity of guidance directions,
and (6) material quality. Book II validation indica-
tors include (1) action plans, (2) material conformity
with the direction of school development, (3) legibil-
ity, (4) intercellular coherence, (5) quality.
Figure 1. R & D Design of Cultural-Based Elementary School
Development based on Alessi-Trollip Model
3 RESULTS AND DISCUSSION
The results of research and development in the form
of Book I, Book II, and validation data. Book I is a
School-Based Cultural Development Handbook.
Book II is a School-Based Cultural Development
Action Plan, which is the implementation of school
manners. The data is the response of the material
expert and user validator (Principal) by using a dif-
ferential semantic questionnaire. Research and de-
velopment with Allis-Trollip R & D steps resulted in
two books (see Figure 2). Book I: Culture-based-
character school Development Guide and Book II:
School-Based Cultural Development Action Plan,
Implementation of primary school manners or po-
liteness (Kousar 2015) (examples of development) is
validated by material and user (school principals)
experts. The result is validated by the material expert
and obtained a value of 4.36 (which means good),
and validation by the user obtained a value of 4.39
which means good.
Figure 2. Research and Development Stage and Research
The principal adds the following assessment.
(1) The book is very meaningful or useful.
(2) Cultural-based school developers are needed
by schools.
(3) Books I and II are very good and inspiring.
There are no items that are considered less good
(KB) and not good (TB). This suggests that between
material and user experts it is agreed that Books I
and Book II can be used as guides and examples of
the implementation of cultural values in schools. In
terms of reliability, the assessment of material ex-
perts and principal shows reliability with insignifi-
cant value (only 0.3). Furthermore, it shows that the
second assessment is valid and reliable because it is
balanced (Fig. 3).
300
200
100
0
School Principal Very Good
Validation Good
Figure 3. School Principal Validation
The combined assessment between the material
expert, and the user (principal) is processed in per-
centages as shown in Figure 4.5. Table data shows
that respondents stated very good (39.17%) and
good (60.83%). Judging from the percentage there
are 39.17% of primary school principals that stated
that Books I and II are very good and 60.83% stated
good. This means that there are 12 heads of Primary
Schools that replied that Books I and II are good,
while 18 other elementary school heads think it is
very good. This indicates that Books I and II are
more than excellent and can be immediately social-
ized and implemented in making the elementary
school of cultural character as stated by Nina &
Soekardi (2015) that a school is a good place in the
implementation of cultural character.
School Principal
Very Good
Good
Figure 6. School Principal Response
Figure 6 shows that respondents who claim that
Books I and II are very good fewer than those that
state good. Overall average Expert Validation of
Materials + Principal = 4.36 + 4.39 = 4.38 means
more than good. This means Books I and II are good
for elementary school. Considering the various facil-
ities and suggestions from the school principal, the
cultural values contained in the Local Regulation no.
5 Year 2011 (Yogyakarta) can be implemented in
Elementary School. Cultural heritage values are a
manifestation of interdisciplinary studies of archae-
ologists, ethnographers, historians, linguists, litera-
ture specialists and musicologists (Johnston & Mar-
wood 2017).
Another principal stated that a School-Based Cul-
tural Development implementation can be integrated
with local content of Java language because without
culture, the language would be dead; without lan-
guage, culture would have no shape (Durmaz 2017).
This is true. Not only the local contents of the Java-
nese language, even the cultural values can be inte-
grated in all subjects because of the cultural values
of the DIY Law. 5 of 2011 containing general val-
ues, not specific to Javanese culture. This is also
supported by the statement of Gizatova et al. (2016)
that the character can be the identity of the support
community.
4 CONCLUSION
This research and development resulted in (1) two
books: Book I: culture-based-character school de-
velopment Action Plan and Book II: Implementation
Development of culture-based-character school of
values of etiquette, (2) the result of the assessment
of Books I and II by the material experts is 4.36 (
more than good). Assessment by the Principal is
4.39 (more than good) The average score of both is
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
3.38 which means more than good, and (3) the main
qualitative outcome is that Culture-based-character
schools are immediately socialized and implement-
ed in Elementary Schools.
5. REFERENCES
Alessi, S., M. & Troliip, S., R. 2001. Multimedia for learning,
methods and development. Nedhem Height: Ally & Ba-
con.
Alpin, D., N. & Chapman, J., D. 2007. Values education and
lifelong learning principles, policies, programs. Dor-
drecht: Springer.
Artese, M., T & Gagliardi, I. 2017. Inventorying intangible cul-
tural heritage on the web: A life-cycle approach. Interna-
tional Journal of Intangible Heritage 12, 112 – 136
Burget, B., et al. 2013. The affirmative character of cultural
studies. International Journal of Cultural Studies 16(4):
419 – 439.
Local regulation of DIY Number 5 Year 2011 on the
Management of Culture Based Schools.
Durmaz, M. 2017. Tracing the local culture in a reading book.
Journal of Languages and Culture 8(9): 141-146. doi:
10.5897/JLC2015.0337.
Gizatova, et al. 2016. National identity, mentality and
character. International Journal Of Humanities and
Cultural Studies (Special Issue): 42-27.
Johnston, R & Marwood, K. 2017. Action heritage: research,
communities, social justice. International journal of Her-
itage Studies. 23(9): 816-831.
Kousar, S. 2015. Politeness orientation in social hierarchies in
Urdu. International Journal of Society, Culture, and Lan-
guage 3(2): 85-96.
Kneller, G., F. 2012. Educational Anthropology An Introduc-
tion. London: John Wiley & Sons.
Koentjaraningrat. 2012. Pengantar Ilmu Antropologi [Introduc-
tion to anthropology]. Jakarta: Rineka Cipta.
Maltese, I., et.al. 2017. Assessing the benefits of slow mobility
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McCaskey, K. 2017. A Strategy for character and leadership
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Nina, O.W. & Soekardi. 2015. Character education evaluation
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An analysis of Teaching Pyramid Model for early childhood education
and Character-Based Holistic Education
R. Haristi, A. Listiana, & Y. Rachmawati
Universitas Pendidikan Indonesia, Indonesia

ABSTRACT: Early Childhood Education becomes a strategic institution in organizing character education.
This is so because in addition to children being in the sensitive period, the inculcation of characters from an
early age will be much more effective than when entering adolescence or adulthood. Two character-education
models that have been developed and implemented in Indonesian early childhood institutions, include TPM
Kurtilas (stands for Teaching Pyramid Model- Indonesian Curriculum 2013 for early childhood education)
and CBHE (Character-Based Holistic Education). However, the unique characteristics of both models have
not been studied in-depth. So, this article explains an analysis of both models, based on the character values
promoted, the strategies used, and the instructional media of each model. Using literature study as the research
method, this article describes the uniqueness of the two models, and the findings show that the two models are
different in terms of the foundation of character value development, the strategy focus applied, and the instruc-
tional media used. It is expected that this article can be made a reference for evaluation and consideration in
implementing the models.

1 INTRODUCTION hood education in order to have an impact on the

Currently, behavioral issues among children become
an important concern in the world of education, es-
pecially in Indonesia. Besides the research proving
that every 10% of the children entering the kinder-
garten have behavioral problems (Hemmeter et al.
2007), the Indonesian Child Protection Commission
(KPAI) reported that from January to July 2016,
there were approximately 16,000 child convicts, and
the number has continued to rise each year with an
increase of up to 100%. This condition indicates that
behavioral issues that occur in childhood should be
of a particular concern, and if these issues are not se-
riously and appropriately addressed since early on,
they will create a weak of generation of the nation
(Lickona 1992).
One of the fundamental efforts that can be made
in solving the above problems is by inculcating
character values through the process of character ed-
ucation in formal schools. Social skill development
programs developed in education institutions are
known to be able to significantly (50-82%) reduce
behavioral problems in children and improve chil-
dren's social competence, as children spend more
time at school (Durlak & Well 1997, Pala 2011,
Salirawati 2012). Character inculcation must be car-
ried out seriously since children are at early child-
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
behaviors at the next age (Berkowitz & Bier 2004,
Branson & Demchak 2011)
The unique characteristics and ways of young
children’s learning require the character develop-
ment programs in early childhood education institu-
tions to have the right approach and strategy. Effec-
tive, fun, and integrated social skill development
programs will have an impact on the positive chang-
es of children’s behaviors (Hemmeter et al. 2007,
Nelson et al. 2007).
In Indonesia, two models of character develop-
ment have been implemented at early childhood ed-
ucation level, namely TPM-Kurtilas (a model of
children’s basic character development through the
teaching pyramid model based on Curriculum 2013)
and Character-Based Holistic Education or PHBK in
Indonesian term (IHF 2004, Listiana et al. 2015).
TPM-Kurtilas has only been implemented in three
kindergartens in Bandung with the coverage of ur-
ban, suburban, and rural areas (Listiana & Rach-
mawati 2016a). Nevertheless, TPM-Kurtilas has re-
ceived positive responses from teachers. The
implementation of TPM-Kurtilas, with its appropri-
ate procedures and management, has enabled chil-
dren to understand the abstract rules, values, and
teaching delivered by teachers (Listiana & Rach-
| 63
mawati 2016b). From the limited implementation, it
is also found that this model has a significant effect
on the development of children's basic characters,
namely their social and spiritual characters, especial-
ly in improving discipline and manners in children
(Pratiwi et al. 2016, Maryadi, et al 2016). The find-
ing is different from that of CBHE, which has been
implemented in 34 provinces in Indonesia (IHF
2004). Based on the results of previous research, it
was reported that not only does TPM-Kurtilas have
an effect on children’s character, it also has a posi-
tive impact on children’s multiple intelligences (IHF
2004, Latifah & Anggraeni 2009).
Thus, this article will attempt to describe and ex-
amine the two models, in particular in terms of the
character values promoted, the strategies used, and
the learning media used in each model. This study is
expected to describe the unique features of the two
models, so that it can eventually be used as a refer-
ence and considerations in deciding which model is
most likely to be further implemented in early child-
hood education institutions.
2 METHODOLOGY
The method used is literature study, by analyzing the
guidelines book for the implementation of TPM-
Kurtilas and the official website of CBHE (ihf.or.id)
and also the related journal articles. In this study, an
analysis was carried out to the unique characteristics
and differences of the two character-education mod-
els that have been applied in early childhood educa-
tion institutions, namely TPM-Kurtilas (Teaching
Pyramid Model-Curriculum 2013 for Early Child-
hood Education) and Character-Based Holistic Edu-
cation (henceforth, CBHE) in terms of the character
values promoted, the strategies used, and the learn-
ing media used in each model.
3 RESULTS AND DISCUSSION
3.1 The Character Values Developed
Every character education model should clearly set
the expected and desired character values to be real-
ized (Lickona 1992, Park & Peterson 2006). These
values are conceptualized by adjusting them to the
expectations and values that prevail in the society
(Park & Peterson 2006). Although both of CBHE
and TPM-Kurtilas have been implemented in the
same society, Indonesia, they promote different con-
cepts of character values. Based on the results of the
study, CBHE promotes nine pillars of character that
must be developed in children, including: love of
God and His creation, responsibility, discipline and
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
independence, honesty, courtesy, cooperation, con-
fidence, creativity and hard work, leadership, hu-
mility, and tolerance (IHF 2004). Meanwhile, TPM-
Kurtilas model divides the character values into
three aspects: social, emotional, and spiritual atti-
tudes (Listiana & Rachmawati 2016a).
With regard to the objective of Indonesian educa-
tion as stated in the Decree of the Ministry of Na-
tional Education No. 20 of 2003, which is to "... de-
velop the potential of learners to become human
beings who are faithful and devoted to God Al-
mighty, noble in moral, healthy, knowledgeable,
skilled, creative, independent, and to become demo-
cratic and responsible citizens,” it can be seen that
the characters of Indonesian human beings stated in
the objective appear to be in accordance with the
character pillars promoted by the CBHE model.
Meanwhile, the concept of character values de-
veloped by TPM-Kurtilas emphasizes the social,
emotional, and spiritual attitudes of children (Listia-
na 2016a). The three aspects are based on the basic
characters of children's competencies listed on the
Kindergarten Curriculum 2013 (Listiana & Rach-
mawati 2016, Directorate of Early Childhood Educa-
tion Development 2015). Under these conditions, the
inculcation of character values conducted with this
model can be adjusted to the expected development
at the level of early childhood education.
3.2 The Strategies Used
Based on the results of the analysis, TPM-Kurtilas
has a unique strategy focusing on how to shape the
character of children by taking into account the basic
steps of adapting the original TPM model, in which
the formulated objectives, materials, and evaluations
of the social and spiritual character development are
derived from the content of Curriculum 2013 (Listi-
ana & Rachmawati 2016a). These stages are system-
atically arranged from the fundamental to personal
treatment, namely preventive, development, and cu-
rative stages (Listiana & Rachmawati 2016a).
In the first stage, there are two steps that should
be taken by teachers in implementing this model,
namely to build a positive relationship and design a
supportive environment for children. In the second
stage, the teacher must make appropriate teaching
strategies to develop the character values of the chil-
dren. For children with behavioral problems, the
teacher should approach them individually. In the
last stage, the teacher should make special assess-
ment of the children by working with consultants
(Hemmeter & Fox 2009, Listiana & Rachmawati
2016a). Figure 1 and Figure 2 illustrate the TPM-
Kurtilas implementation strategy
| 64

Figure 1. TPM –Kurtilas Model (Listiana & Rachmawati 2016)
Figure 2. Teaching Pyramid Model (Fox et al. 2010)
TPM-Kurtilas model is different from CBHE,
which focuses directly on the nine pillars of charac-
ter that are explicitly and systematically implement-
ed by applying knowing the good, reasoning the
good, feeling the good, and acting the good, as em-
bodied in its own curriculum, namely Character-
Based Holistic Curriculum (Megawangi 2010).
Through knowing the good, children are accustomed
to only thinking of the good things. Reasoning the
good is done so children know the reason of why
they should behave well. Then, feeling the good is
about how the teacher can build children’s feelings
towards their good deeds. By feeling the good, it is
expected that the children will love good deeds. Fi-
nally, in acting the good, children practice kindness.
These four stages are developed holistically, in
which children are actively positioned in exploring
learning themes developed by the whole components
of the school, including parents, who become facili-
tators through the Character-Based Holistic Curricu-
lum (Megawangi 2010).
Figure 3. Character-Based Holistic Education Model (Mega-
wangi 2010)
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Based on the explanations of the two models’
strategies, it can be concluded that TPM-Kurtilas
and CBHE have different approaches in their strate-
gies. First, TPM-Kurtilas positions classroom teach-
ers as the key actors in preparing the environment
and developing children's behavior. Meanwhile,
CBHE gives more emphasis on the experience of
children supported by the creation of a comfortable
and sustainable learning environment. Secondly,
TPM-Kurtilas has clear character development strat-
egies for teachers, from the basic to the curative
stage. This is certainly distinct from CBHE that is
holistic in presenting all the supporting elements of
character development.
3.3 The Learning Media Used
Early childhood is the period when children are at
the preoperational stage (Piaget, in Santrock 2007).
So, developing the character of young children, of
course, requires support of instructional media ap-
propriate to their age. Nurseto (2012) revealed that
the use of media in the teaching and learning of
children moral and character makes learning process
more effective, more comprehensible, and more
concrete in explaining abstract concepts, so verbal-
ism can be reduced. In relation to the above condi-
tions, both TPM-Kurtilas and CBHE have prepared
their own learning media in the development of
young children’s character.
First, in developing children’s basic characters,
TPM-Kurtilas uses posters, story books, and pictures
as the main learning media (Listiana et al. 2015,
Maryadi et al. 2016). Based on the results of the
research by Maryadi et al. (2016) and Rachmawati
(2016), the posters used in the implementation of
TPM-Kurtilas in kindergartens have an influence on
the changes in children’s behaviors and manners.
This finding is in line with the views of Piaget (in
Santrock 2007) and Murphy (2011) that at the age of
2-7 years, when a child learns an instruction, the
child needs to see how the instruction is materialized
in a behavior, so that s/he can internalize his feelings
toward the behavior. One of the things to do is by
showing pictures on a poster. This view is reinforced
by the opinion of Hawkins (2011) who argued that
instruction with visual cues can affect socialization
and self-control in children. Therefore, in view of
the above opinions, there is theoretical proof that
posters as the media used in the TPM-Kurtilas
model can affect children’s good behaviors. The
media make it easy for children in learning and
understanding the instructions or behaviors that are
expected by the teacher. As a result, children will act
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in accordance with the rules as exemplified by the
pictures that they see every day.
The media used in TPM-Kurtilas are different
from those in CBHE learning process. Using the
thematic and integrative approaches, the nine pillars
of CBHE character are taught through a variety of
ready-made materials and learning media that have
been provided to teachers. This is because there is an
expectation that teachers can provide concrete learn-
ing experiences and stimulate children to learn ac-
tively and enjoyably (IHF 2004). Megawangi (2010)
described several media that are used to develop the
character of children, such as a series of books about
the nine pillars of character for children’s activity,
125 story books forming the nine pillars of charac-
ter, a package of 70 types of center equipment and
educational games, a series of the nine pillars of
character songs, and CDs of moral formation.
Besides the availability of complete learning me-
dia in CBHE, it is interesting to note that some
learning media are not found in the TPM-Kurtilas
model, namely the audio-visual media in the forms
of character education songs and CDs of moral for-
mation. Schellenberg et al. (2015), Good & Russo
(2016) revealed that music and songs will trigger
sympathy and prosocial behaviors. This argument is
reinforced by the finding of Greitemeyer (2009)
which showed that listening to songs with prosocial
lyrics will improve children’s good thinking and be-
havior, raise their empathy, and assist in foster care.
Thus, based on the above views, audio-visual media
presented in this model can further strengthen the
impact of the development of the nine pillars of
character that the model promotes.
4 CONCLUSIONS
Based on the above explanations, it appears that the
TPM-Kurtilas and CBHE models have some differ-
ences. The first difference lies on the character val-
ues promoted, in which TPM-Kurtilas adapts the
character values listed in the 2013 Curriculum for
Early Childhood Education, while CBHE promotes
the values that are more oriented towards realizing
the objective of national education. Second, in terms
of the strategies used, TPM-Kurtilas focuses on the
stages teachers must go through in creating a sup-
portive environment for developing children’s char-
acter, namely the universal, preventive, and curative
stages; on the other hand, CBHE is holistic in its
strategy, combining various components to develop
the four elements of children’s character, namely
knowing, reasoning, loving, and doing. Third, with
regard to the media used, in general TPM-Kurtilas
uses more visual media, whereas CBHE has audio
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
visual media that can support the development of
children's character.
ACKNOWLEDGMENTS
The writers would like to express their gratitude to
the Directorate of Research and Community Service
of the Directorate General for Research and Devel-
opment of the Ministry of Research and Higher Ed-
ucation, which has funded the research in accord-
ance with the Decision of the Directorate General of
Research and Development No. 30/EKTP/2012 dat-
ed April 3, 2017, concerning “Higher Education Re-
search Funding for PTNBH (Legal Entity State Uni-
versities) for the Budget Year of 2017” .
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klasifikasi narapidana anak per-UPT pada Kanwil 2016
[Reporting Status of the classification of child convicts per
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Latifah, M. & Hernawati, N. 2009. Dampak pendidikan holis-
tik pada pembentukan karakter dan kecerdasan majemuk
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Lickona, T. 1992. Educating for character, how our schools
can teach respect and responsibility. New York, NY: Ban-
tams Book.
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bangan karakter dasar anak melalui Teaching Pyramid
Model berdasarkan Kurikulum 2013. Bandung: PGPAUD
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[TPM-Kurtilas model development: Adaptation of Teaching
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Historiography: How to create your own history

R. Gunawan
Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia

ABSTRACT: Historical writing is often regarded as an unpleasant activity for students. In fact,
historiography means historical writing. Historical writing can mean a lot. Starting from the simplest, students
can be taught to write their history, then expand to the history of their place of residence, and so on. The
research method is case study to the final student in History Study Program, University of Muhammadiyah
Prof. Dr. Hamka, Jakarta, Indonesia. The objective of the research is to familiarize the students as teacher
candidates in writing history so that, when they interact with students in school, they are able to familiarize
students to write history and record their own history in a simple way. Historical writing can be done by
anyone, remember the jargon of the first President of Indonesia, Soekarno, "Never forget history" because by
knowing the history of self and nation then the character of students can be built more easily.

1 INTRODUCTION country (Gunawan 2012). At present, the tradition of

History needs to be taught in schools because it has
the potential to make people more humane, things
that are not done by all the other curriculum in
school (Wineburg 2008). Efforts to understand
history are related to the study of past events that
never stop because the records are always felt less
(Ahyani 2014). In practice in the field, subjects of
national and general history are intended to instill an
understanding of the development of past societies
up to the present, to foster a sense of nationality and
love of the country and to have a sense of pride as
citizens of Indonesia, and to expand public relations
between nations in the world (Wiriaatmadja 2002,
Matitaputty 2016).
Wiriaatmadja (2002) explains the description of
historical events will lead to historical awareness.
Historical awareness can help learners identify
themselves in terms of living together in a larger
community, thereby growing collective memory in
having a historical togetherness and having a history
of the past. This increasing process of self-
knowledge into this collective consciousness is the
starting point of a sense of self-worth, sense of pride
and sense of belonging against the nation and the
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
writing historical events in Indonesia is still
dominated by colonial perspectives (Rahayu 2016),
so the resulting work tells more about colonialism.
The development of Indonesian historiography is
inseparable from the historiographical and historical
sciences in general. The development of history in
Indonesia will develop well if supported by
knowledge and understanding of "inevitable
necessity". Events that come and go and connect
together will arouse curiosity about what happened,
why it happened, and who did it. That curiosity will
be answered with history and historiography
(Abdullah 2016).
Djoko Suryo (an Indonesia academician) speech
at the Open Senate Meeting Gadjah Mada University
explained that it takes understanding and awareness
of the dynamics of the history of Indonesian society
from time to time so that it can be taken lessons and
wisdom. Understanding the experiences of the
community in the past can be helped by a historical
approach. Mastery of past knowledge will enable
one to understand the present (Sulistiyono 2016).
Based on the exposure, a historian must rethink their
approach to maintaining relevance and conformity
with other forms of thinking. A significant
| 68
development in contemporary historiography is a
shift from a focused discourse to formalize the
empirical conditions of historical inquiry into
theories that pursue the contextual, ideological and
textual motivations of the historian-writer (Bardsley
& Hugo 2010).
The result of research on textbooks of history
lessons in schools as one of the works compiled and
published for educational purposes found the fact
that history is not positioned "history for history" but
instead made as an educational tool by the
government. This is evident from the ideological of
the government contained in the historiography of
history textbooks in high school (Kurniawan &
Suwirta 2016). Other studies explain there are
fundamental differences between history and
historic. History is a past event that is made a record
for present and future life based on facts. Historic is
a historical event, the truth is still a debate (Rosyid
2012).
The above exposure raises the questions outlined
in the following problem formulation.
a.Why is historiography topic selected by
student?
b. How to apply the steps in historiography?
c.How difficult is historiography?
d. What a fun thing to do in historiography?
Based on the study of theory, previous research
and the formulation of the problem above, this study
aims to familiarize the students of historical
education to explore history so that the emergence of
historical awareness in itself through historiography.
This historic awareness is expected to be useful for
fostering a sense of nationalism, straightening
historical data, remembering the hero's struggle to
learners when the students have become teachers.
Historical writing is not only of a wide range, but it
can also cover a limited sphere and write about
anyone and anything.
2 RESEARCH METHODS
This research uses case study method which is done
intensively, detailed and deep in historiography
activity of 6th semester students (Year 3) in History
Education Study Program, University of
Muhammadiyah Prof. DR. Hamka (UHAMKA),
Jakarta, Indonesia. Referring to the understanding of
case studies in the form of a series of scientific
activities carried out intensively and in detail and in
depth about a program, events and activities either at
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
the level of individuals, groups of people,
institutions or organizations to gain in-depth
knowledge of such knowledge (Rahardjo 2017).
Less historiographic work is produced by students of
History Studies Program, encouraging researchers to
conduct this research. Historiography itself is part of
historical research, but researchers do not see it but
see history as an activity that should be done by all
students and people who study history.
The research steps after determining the theme,
topic, and literature reading, is to collect data by
interviewing students, observations related to
student activities in writing history, processing and
analyzing data. The conclusion of the research
results only to the facts found in the field
descriptively in accordance with the objectives of
the study. Students are grouped into three groups,
aiming to facilitate students in writing
historiography.
3 DISCUSSION
3.1 Historiography
As mentioned earlier, historiography is one of the
stages in historical research. The first and second
stages are heuristic and source criticism which
certainly cannot be separated when doing historical
research. Several works on historical writing based
on the activities undertaken by researchers show that
the use of technology in search of historical sources
(Gunawan 2013), empirical experience by visiting
historical sites (Gunawan 2014), reading literature
books in the form of literary works or textbooks
(Gunawan 2015), as well as conducting the study of
historical objects (Gunawan 2016), Can improve the
ability of students in writing history even though the
writing is done simply.
Historiography is formed from two roots of
history and graph. So historiography means that it is
historical writing, writing history as art and science.
Differences in perspective not only in the purpose
and method of writing that is scientific and non-
scientific. The scientific history procedure is in
accordance with a rationally developed legal system
and uses research methods. While the works of
history are seen as branches of literature, the use of
narration will be dominant and not use the scientific
method (Rochmiatun 2013). The distribution of
historiography can be seen in the following figure 1.
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Figure 1. Character of Historiography
In this study, written historiography is not
scientific, so the stage does not go through scientific
stages that include interpretation, explanation and
presentation (Sjamsuddin 2007). Stages undertaken
directed to the ease of students to do the writing of
history in a simple. In this study the researcher
gives the task to the students to tell about the history
of their own area or other topics favored by students.
The stages of historiography writing given to
students refer to various sources that are compiled
into a more understandable stages of the students
(Trent University 2017, University Libraries 2017)
as follows.
a. Define Topics. The topic determination is
submitted to each student according to his/her
interest. Can be a point of view or about
politics, location, culture and more.
b. Looking for literature. Literature can be a book
or article related to the things you want to
know. Students may also interview the
resource if the topic is related to the type of
history to be written.
c. Learn from the author. Learning from the
author can be done by reading the book and
see how the writing of the work
d. Begin writing historiography. If will tell the
history of a place then the student can start
with:
1) Mention geographical aspects (name of
river, lake, sea, mountain, and all things
related to geographical aspects that can be
encountered)
2) Telling the weather (Tell us about the most
common types of weather based on the
calendar each month and the impact on life)
3) Describe the environmental conditions
(animals and plants commonly seen/known)
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
4) Creating timelines (timelines from history
that are considered important and occurring
in the area)
5) Telling about traditions (customary clothing
and traditions commonly celebrated in the
area, including information about who,
when and why the tradition is done)
6) Describes the system of government (how
law is made and is able to change the region
Tell how people choose to live)
7) Explain the state of the economy (Explain
the types of economy of goods and services
produced in the region How human types
meet their own needs and their families)
8) Tourism potential (Tell me about
interesting things related to tourism
potential and will get others to come to the
area)
4 RESULT
The entire group selects historical topics in one
region located in Jakarta. The reason is the domicile
of student residence and ease of access. One of the
groups chose the Condet area (an urban site in
Jakarta). In the area there is a history of the Entong
Gendut uprising according to the Dutch Colonial
version in 1916. Entong Gendut led a peasant
uprising to refuse the payment of taxes or tributes
requested by the Dutch although the resistance could
be paralyzed. At this time, the area of Condet used
as a Cultural Heritage area so that the source of
history can be obtained quite easily.
Another group chose the location of Kampung
Sawah (an urban site in Jakarta), because of cultural
interest. In the rice field there is a harmonization in
community life which is shown in the tolerance
between the Betawi people (i.e., Betawi is the etnic
group based in Jakarta) who are Muslims and the
Betawi people who are Catholic. The last group
chose Lubang Buaya area (an urban site in Jakarta),
where seven National Revolution Heroes were put
into a well in 1967 by the Communist Party of
Indonesia in the era.
The selection of topics is discussed with one
group of friends and researchers, to determine what
steps the student will take. The first step is to search
the literature related to the selected topic. Literature
is obtained from history books as well as articles
from websites. Researchers free up the way of
writing in accordance with the skills and skills of
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students in writing. Writing style represents a
characteristic that makes the story can be more
interesting. Periodically, students report their
writings to researchers for review and improvement
without changing the meaning of the story.
Student historiography results indicate that they
have tried to apply the steps as required by the
researcher and adapted to local conditions. Students
include recent photos and past photographs taken
from the website but have proven their validity.
Each group is generally told from the geographical
aspects, the potential of tourism at this time, the
history of the development of the village from time
to time, the economic circumstances and traditions
that exist in the region.
Condet is an area that geographically entered the
area of East Jakarta and is on the banks of the river
named Ciliwung. The environment around Condet
has a flat contour of the ground so it is suitable for
planting, such as mango, rambutans, durian and
salak Condet as typical fruits in the region. Condet
is an area of interaction, judging by the development
of its people Condet is very diverse, because many
Arabs who live and strive in the field of trade. The
Arabs opened a restaurant business such as perfume,
hajj and umroh equipment, kebuli rice and goat
satay. Condet is currently developing as a service
industry, namely as a labor agent to the Middle East.
According to History, Condet is a territory
controlled by the Dutch and into the territory of
Onderneming Messter Cornelis. The status of the
land is private land (plantation). There was a peasant
uprising led by Entong Gendut in 1916 for refusing
to pay taxes and tribute imposed by the Dutch
government. At this time Kampung Condet is a
cultural heritage established by the Governor of DKI
Jakarta at that period, Ali Sadikin. The purpose of
determining the Cultural Heritage village to preserve
Betawi local culture.
Kampung Sawah is located in Kecamatan Pondok
Gede and into the Bekasi City area, South Jakarta is
a unique village because it has harmonious
community life despite having different religious
beliefs. Some residents in Kampung Sawah are
Muslim and some are Catholic. Even within a family
belief can be different. Traditionally, people in
Kampung Sawah continue to uphold Betawi Culture.
How to dress up is the same between Muslims and
Christianity. The people wear caps and sarongs for
men and veils for women. Mosques and Churches
stand side by side so that at the time of the
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
celebration of one of the faithful, other people help
by providing a parking lot in a place of worship that
is not used at the time.
The majority of the work done by the Kampung
Sawah community is trading, entrepreneurial and
owning tenements for rent. In the pre-independence
era the majority of his work was farmers. Tourism
potential in the Kampung Sawah area is not
developed because it is close to the national and
international tourist attractions such as, the national
botanic garden and exibition, namely Taman Mini
Indonesia Indah and the museum of Kesaktian
Pancasila .
Geographically the crocodile hole is located in
the south of Jakarta, entering into East Jakarta area.
In this area there is the Halim Perdanakusumah
Airport. From a historical perspective, the Lubang
Buaya area is a rubber plantation. Based on the story
of legend, naming the Lubang Buaya means
crocodile hole (in English), because of there was
white crocodile at times that lived in the area.
Lubang Buaya area is famous since the September
30th Movement carried out by the Indonesian
Communist Party (PKI). The PKI abducted six
generals and one first officer, then put into a well in
the middle of a rubber forest in the Lubang Buaya
area. Until now in Lubang Buaya there is a museum,
known as Kesaktian Pancasila (the strength of the
nation five pillars), that is open for the public on
holidays and used every October 1 to commemorate
the five pillars of Indonesia.
The description of the historiography results
shows that students have the ability to write history,
provided that they get proper guidance from their
lecturers. The difficulties experienced by students
are to find sources of heuristic history ie sources
related to events in the form of documents, personal
records, archives and oral sources. Limitations of
students in choosing diction or choice of words,
resulting in a less developed story. The result of the
historiography compiled by the students is less
profound in terms of discussion.
Things that are enjoyable in the writing of history
to know the various events that exist around us.
Students conduct the study of historical objects so
that knowledge increases. Historiography cultivates
a sense of love and pride of historical events that
exist in the immediate environment. Pride as a
society that knows its own history raises awareness
of history and sense of belonging in students.
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5 CONCLUSION
Historical writing can be done by anyone, from
the environment of the nearest neighborhood.
Students who look forward to being a teacher can
train students from elementary school to high
school. For elementary school students may be
asked to write family history. For junior high school,
students may be asked to write the history of their
place of residence. While for high school students
can be asked to write history in a wider scope.
Habituation early on will make it easier for learners
to get used to writing history.
Writing history is an intellectual activity and the
primary way to understand history. When the
historian enters the stage of writing, then all his or
her mind is mobilized, not only the technical skills
of the use of quotations and notes, but especially the
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Gunawan, R. 2012. Learning history based on betawi
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use of critical thoughts and analyzes to produce a
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to the public.
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concept of reform in historiography textbooks of history in
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Matitaputty, J. K. 2016. Learning model of controversial issues
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Ibrahim.
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Rochmiatun, E. 2013. History of the middle position in other
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Sjamsuddin, H. 2007. Historical Methodology. Yogyakarta:
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Implementation of literacy wrote poetry with nature theme as a means of
strengthening character love Indonesia

F.P. Rahmawati, A. Sudigdo & K. Saddhono

Universitas Sebelas Maret, Indonesia

ABSTRACT. This riset aimed to describe the characteristics of the nature-themed nursery rhymes, describes an
implementation of nature-themed literacy writing poetry, and describes the role of that as a suggestion to
strengthen the character of love Indonesia. This type of research is descriptive qualitative research.Data
collection techniques using observation, interviews, and documentation. The results showed that the
characteristics of nature-themed poems written by students consists of a theme of the mountain, sea, and trees.
Implementation literacy write poetry implemented in several stages: playing the country’s natural Indonesian
movie, writing sentences that describing nature as a result of listening to the movie, then put them together into a
nature-themed poetry. The role of nature-themed literacy write poetry to strengthening the character of love
Indonesia can be seen in the work of student poems: the encourages to admire the natural wealth of Indonesia, the
desire to conserve nature, and grateful of Indonesia.

1. INTRODUCTION country, love the custom or culture of the country

Strengthening the character of love Indonesia is an
obligation for all Indonesian students. In the course
of the MEA (ASEAN Economic Community), the
strengthening of these characters is far more
important to improve the sense of nationalism of
students. The development of technology and the
influx of immensely free culture is a threat to the
people of a nation that is fragile of the sense of
nationalism and love of country. A variety of threats
can be described as follows of the love of domestic
products because of the large number of overseas
products flooding in Indonesia, many people forget
about their identity as an Indonesian because their
lifestyle has changed following foreign trends, a
sharp social gap between the rich and the poor
because of the free competition in the globalization
of the economy, and consequently the attitude of
individualism and indifference to the interests of the
people.
The love of homeland is a feeling of love for the
nation and its country (Ismawati 2015). The love of
homeland is the sense of pride, sense of belonging,
respect, and loyalty possessed by every individual in
respective country of residence, reflected in
defensive behavior, preserving and protecting
homeland, willing to sacrifice for glory of nation and
with its preservation of nature and its environment.
To build a nation of people with national mentality
and personality is needed a business, one of the most
important is through national education, the goal to
achieve through national education amongst others is
national education must be able to grow and deepen
the love of homeland, strengthen the spirit of
nationality, and the loyalty of the social.
Efforts that can strengthen the love of Indonesia
have been carried out by various parties, both
families, education and government. As Suparno
(2004) suggests that in order to foster the love of the
homeland it is necessary to develop in the soul of
every individual from the early age of a nation or
nation to a common goal of living together. One of
the ways to grow the love of homeland is to foster
pride in homeland through the educational process.
The role of education in strengthening the love of
the homeland, among others is to include lessons on
the education of citizenship and nationality and
defense of the country into the curriculum,
performing flag ceremonies on a national ceremony
to commemorate the hero's services and to instill
love for the nation integrated into each subject, as
well as train to actively organize through soft skill
and extracurricular.

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 These efforts are not immediate without results,
but many obstacles that result in ineffectiveness of
strengthening the love of the homeland are realized.
One of the most influential obstacles is the ability of
teachers to implement the activities that have been
taught in the curriculum. Teachers lack of the skills
and creativity to package learning to be interesting
and fun yet meaningful for strengthening the love of
homeland.
Character education in Indonesia is through the
integration of literacy culture on elementary students
into a learning method that needs to be tested. Some
of the advantages of this method can be observed
from the results achieved by students, in addition to
the strong character of the love of homeland of his
nation as well as the ability to literally implement his
love of Indonesia through writing or reading.
Literacy is the foundation of all learning. In
primary school students, Snow & Matthews (2016)
basic literacy skills are constructed from constrained
skills and unconstrained skills. EFA Global
Monitoring (2015) mentions that literacy comes
from the word literate which means relates to
literature, common things, good education, learning.
Since the late 19th century the understanding of
literacy is closer to the ability to read and write texts.
The development of the meaning of literacy is rapid,
and in the mid-21st century many experts give
considerable attention to defining the literacy and
they have gained direct implications from the
approach to practice and policy (Fransman 2005).
With literacy, students will enjoy learning and
meaningful, as Darwish (2015 p.78) states "literature
provides delight and enjoyment”. The purpose of
this study is to describe the characteristic nature of
children poetry, to explain the nature of literacy
implementation of natural themed poetry, and to
explain the role of literacy writing of natural themed
poems as a suggestion to strengthen the love of
Indonesian characters.
2. METHOD OF THE RESEARCH
This research type is descriptive qualitative research
with case study design. Research data from the
results of literacy implementation writing poems of
nature-themed and phrases, clauses, sentences
contained in poetry. Data sources were from events,
places, and behaviors associated with research.
Sources were teacher and elementary school student
of Yogyakarta Special Region. Technique of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
collecting data was by using observation, interview,
and documentation. The validity of the data applies
the triangulation of resources and techniques. In
general, the data analysis model used in this research
is an interactive analysis model (Miles et al. 2013), a
data analysis technique consisting of three data flow
lines, data presentation, and drawing
conclusions/verification that occurred
simultaneously
3. MAIN DISCUSSION
Indonesia is a compound country of diverse ethnic,
ethnic, cultural, religious, and customary. The
diversity should not make people from different
cultures be divided and hostile to each other. With
the implementation of natural-themed poetry literacy
as a means of strengthening the character of love in
Indonesia, it is expected to instill character values on
students and create a sense of nationalism,
responsibility, and love of nature. "The main
principle of good character is respect, truth, fairness,
and responsibility." (Skaggs & Bodenhorn in
Agboola & Tsai 2012 p.163).
Literary works have been making nature a part of
the representation of its work. Nature is often not
just a background of fictional stories in literary
works, but it can also be a major theme in a literary
work. The selection of diction such as water, trees,
rivers, waves, clouds, and other words shows that
nature is used by the writers to describe the
background or content contained in the literary work
itself, similar to the author of a fairy tale, novel, or
short story. Nature became the bridge of authors and
literary writers to convey the atmosphere, the image,
the background, or the great theme in literary works
(Rahmawati 2017)
This study was conducted in the Yogyakarta
Indonesia particularly on 5th grade students. Writing
activity is a very complex activity. Harris et.al
(2013) states writing is the key to learning because
students use writings to organize knowledge, explore
and refine ideas. Students looked enthusiastic during
the research. At first, students still had difficulty
writing poetry and still experiencing confusion in
pouring ideas to write a poem. So the researcher
taught writing a poem of nature-themed as well as a
means of strengthening the character of Indonesian
love for the students. Teacher had familiarized
students to plant and care for plants so that students
are close to the natural environment. The
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environment was chill, shady trees and clean and
well maintained gardens. Thus, the use of natural
themes was very appropriate so students were easy
to imagine and assemble words.
3.1 Characteristics of Child poetry
The nature-themed poem characteristic written by
students consists of a theme of mountains, seas, and
trees. This theme is part written because students are
close to the three objects. These three objects can be
found in the Province of Yogyakarta, Indonesia even
have been managed by the government into a
famous tourist destination. The beaches in
Yogyakarta Province are very large and its charm is
very beautiful. Many foreign and local tourists visit
the beaches in Yogyakarta Province. Beaches in
Yogyakarta for example are Parangtritis Beach,
Baron Beach, Indrayanti Beach, Jogan Beach, Pok
Tunggal Beach, Drini Beach, Kukup Beach and so
forth.
Yogyakarta also offers mountain tourism places
in the Mount Purba and Merapi. These two tourist
attractions are so crowded, both young and old.
Mount Purba and Merapi are chill and beautiful.
Many trees grow there. There is no vandalism that
damages plants as form of concern for the people
towards the natural environment.
Yogyakarta has shady and many trees, it eases
students to write a tree-themed poem. Throughout
the city of Yogyakarta there are many plants and
trees that shade the roads. In addition, in Yogyakarta
also have tourist attractions with trees, one of which
are tour of Pinus Forest and Mangunan Fruit Garden.
With the natural conditions in Yogyakarta Province,
students are close to nature. Students are familiar
with nature-themed poems that include mountains,
seas and trees so that students can easily write
poems of nature-themed as well as a means of
instilling the character of environmental care.
Literacy is the right medium to instill character in
children. It is in line with the opinion that children's
literature is one of the most precise media for
character education cultivation since children from
infants to adolescents (Sugihastuti 2016). Literary
works can convey moral messages and educational
values, both implicitly and explicitly so that by
appreciating literary works, teachers can form the
characters of the students (Wibowo 2013).
The theme of the mountain describes the beauty
of the mountains, the coolness of the air, the shady
plants, and the benefits of the mountain. For
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
example, with mountains with many trees can create
fresh air, can prevent landslides, can help water
seepage during heavy rains, also be used as natural
attractions if well-managed and maintained. Thus,
students will learn about the beauty of the mountains
and its benefits for living things such as birds, as
well as reptile animals and molten nests there.
The marine theme describes underwater scenery
covering the diversity of underwater animals, clean
view of ocean, beautiful coral reefs, and colorful
fish. With the theme of the sea can instill the
character of the students to maintain the cleanliness
of the sea so that the beauty of the sea is maintained
and coral reefs can grow beautifully and fish under
the sea can breed well. Sea is a source of living
animals that live in water and fishery resources. If
the sea is clean then animals living under the sea can
breed well like fish, squid and other species and sea
grass and coral reefs. Thus the fisherman can live a
prosperous life because the fish becomes more
abundant. By lifting the sea theme it is expected to
be able to embed the character to maintain the
preservation of the sea.
The theme of the tree describes the natural beauty
of the sea. For example, the city park needs to keep
the air clean and as a heart of the city. The presence
of trees is beneficial to human life. The tree can be
useful as a clean oxygen creator, with many trees so
the oxygen content will be clean and health will stay
awake and the environment will be cool. Trees are
also beneficial to the water content of the
underground. In addition, the preserved trees can be
used as the only natural tourism place for pine forest
in Yogyakarta. The place is so crowded visited to
capture the moment with friends and family. By
looking at the benefits of the tree, the tree
recognition in the students’ needs to be done. One is
through writing a tree-themed poem. Thus, character
cultivation can be given to students is to preserve the
tree.
The three characteristics that include mountains,
seas and trees can be used as a means to instill
character in the students to keep the environment
clean so that beauty and natural fertility can be
maintained. Trees can grow fertile and animals can
breed well and the sea is kept clean because
environment is maintained. Thus, the characteristics
of nature-themed poems can be used as a means of
instilling the love character of Indonesia. Examples
of poems written by students are:
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 The beauty of nature Indonesia
Indonesia’s Beautiful Nature
Outstretched away in the part of Indonesia
Drawn the vast blue ocean and beautiful
mountains
The green of the trees beautifies this archipelago
I'm so grateful to be in this country
From the east to the south is the beauty of nature
A wonder in my heart
There is nothing like my country’s prosperity
I will always look after you, I love my Indonesian
nature
The above poem contains the meaning of
Indonesia's natural beauty. Indonesia has a beautiful
blue ocean. It is seen that the beauty and cleanliness
of the sea are preserved. The green trees depict the
fertile soil of many trees that grow. Throughout
Indonesia, the beauty of nature is so impressive for
those who see it and are encouraged to always keep
their beauty and love of Indonesia. The poem
embodies the character of the students to admire and
grateful to have a beautiful nature, a land-rich in
natural resources. As well as instilling the character
to always keep nature alive and love the character of
Indonesia.
My Nature
I saw the cliffs lined up
Around the blue ocean
Wrapped in rocks covered with greenish trees
I was fascinated
Everything I saw was so real
The sea breezes stroked softly with fresh air
The white sand overlays are crystal-like rug
Wave drops hit rocks
It makes the peace of mind
This is the creation of God
Make all being more cheerful
O people ... wake up
Take care of this beauty
My natural country
The above poem contains the meaning that
Indonesia has a beautiful and natural nature. The
beautiful cliffs surround the ocean. Rocks are
covered with green trees. The line of poetry
illustrates that nature is still natural and beautiful.
The breeze of the sea stroked gently and the
coolness and waves thresh the coral rejuvenates the
tranquility of the heart. The warm and cold beach
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atmosphere illustrates the clean and natural beaches.
The above poem also contains the character value of
maintaining natural beauty to be natural and natural.
3.2. Literacy writing literacy implementation
A series of studies pertaining to the emerging
literacy of young people revealed that the emerging
literacy skills, including vocabulary, word
recognition, and phonological awareness, increased
by reading with electronic books (Korat 2010, Korat
& Shamir 2007, 2008, Segal-Drori et al. 2010,
Shamir et al. 2008). Grimshaw's opinion et al.
(2007) more detailed that the main benefits of
reading children with e-books are the provision of e-
book narration accompanied by animated images
and sound effects, and increased understanding of
children's reading. It is the basis that the form of
literacy writing that is Indonesian-themed nature
should be started with an activity that loves animated
readings and sound effects. Below are the phases of
the implementation of literacy writing natural
themed poems:
1. Teacher conditions students by praying together
2. Teacher divides students into groups. Each group
consists of 4-6 students heterogeneously.
3. Teacher explains the poem and explains the steps
the student will take so students will understand the
task
4. Teacher plays videos about the natural beauty of
Indonesia with duration of about 10 minutes.
Students are listening carefully to the videos that the
teacher plays.
5. Students write important words contained in the
video, such as trees, seas, mountains, sand, fish, and
so forth.
6. Furthermore, written words will be developed into
a poem.
7. Each word can be changed into morphological
arrangement and placement, for example word tree
can be changed into trees, and mountains become
mountains.
8. Teacher gives students about 15 minutes to
discuss each group together to arrange a poem.
9. Students are assigned to develop each of these
words into a line of poetry describing nature as a
result of listening to the video.
10. Then students disintegrate into a theme-poem
which is the construction of the listening and
students experience.
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11. Teacher guides in the process of poetry writing
so discussions can run well and smooth.
12. After students’ finish writing poetry then the
student reads the poem in front of the class in turn.
13. Teacher with other students give applause to
students who have finished reading poems
14. Teacher assesses the poems that have been read
in front of the class.
15. Teacher collectively evaluates learning outcomes
and conveys the character values contained in the
poems that have been created.
This implementation involves many learning
methods, such as lectures, discussions, modeling,
brainstorming, presentations, and performance. This
is influenced by the use of innovative media that is
film of natural beauty of Indonesia. This media is
effective enough to illustrate clearly to students who
may have never seen the natural beauty of Indonesia.
3.3 Role of Literacy Poem Writing Literacy with the
Character of Indonesia
The literacy role of writing natural-themed poems on
the strengthening of Indonesian love characters can
be seen in the works of student poetry, among
others, students are encouraged to admire
Indonesia's natural wealth that Indonesia has a
beautiful nature and needs to be preserved, driven by
the desire to preserve the beauty of nature, and be
grateful for beauty Indonesia has already owned.
Through poetry, students are able to know the
importance of maintaining the cleanliness of the
environment and the beauty of nature and the
importance of Indonesia's natural love. Teaching
students to throw garbage and not damage the
environment, to take care of plants to become
remaining beautiful and to plant crops to keep the
shady. The environment will be fresh, adequate
oxygen requirements, no air pollution, water
absorption will remain maintained. Thus, the
environment will be healthy and comfortable. The
role of natural-themed poetry literacy can have a
positive impact on students who are instilling the
character of Indonesia's natural love and teaching to
preserve nature.
4. CONCLUSION
Based on the results of the research and discussion
that have been described, it can be concluded that
the strengthening of Indonesian love character can
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be completed through natural-themed poetry
literacy. The nature of the children's theme of poetry
includes mountains, seas and trees. The
implementation of natural-themed poetry literacy as
a means of strengthening the love character of
Indonesia can be done through several stages,
namely the film about the beauty of Indonesia, the
students write important words in the film, each
word is developed into a line of poetry describing
nature as a result from listening to the movie, then
the students are assembling into a natural themed
poem which is the construction of a listening and
student experience. With the implementation of
natural-themed poetry literacy, students become
keener on Indonesia's natural wealth, students
become love for nature, eager to preserve the natural
beauty and the students keep the environment clean
and grateful for the natural beauty of Indonesia.
5. REFERENCES
Agboola, A. & Tsai. K.C. 2012. Bring character education into
classroom. European Journal of Educational Research
1(2): 163-170.
Darwish, S.A. 2015. Literacy and children’s literature:
evidence from actual classroom practice. Journal of
Education and Training Studies 3(1): 78-83.
EFA Global Monitoring Report Team. 2015. Understandings of
Literacy dalam Education for All 2000-2015: Achievements
and Challenges, UNESCO.
Grimshaw, S. et al. 2007. Electronic books: children's reading
and comprehension. British Journal of Educational
Technology 38(A): 583-599.
Harris, K.R., et al. 2013. Bring powerful writing strategies into
your classroom! Why and how. The Reading Teacher 66(7)
(April): 538-542
Huang, Y. et al. 2012. Empowering personalized learning with
an interactive e-book learning system for elementary school
students. Educational Technology Research and
Development 60(4): 703-722.
Ismawati, Y.T. & Suyanto, T. 2015. Peran guru PKn dalam
membentuk sikap cinta tanah air siswa di SMA Negeri 1
Mojosari kabupaten Mojokerto [The role of civilization
education teacher to build nationalism for student in SMAN
1 Mojosari, Mojokerto]. Kajian Moral dan
Kewarganegaraan 2(3): 877-891.
Korat, O. 2010. Reading electronic books as a support for
vocabulary, story comprehension and word reading in
kindergarten and first grade. Computers & Education 55(1):
24-31.
Korat, O. & Shamir, A. 2007. Electronic books versus adult
readers: effects on children's emergent literacy as a function
of social class. Journal of Computer Assisted Learning
23(3): 248-259.
Korat, O. & Shamir, A. 2008. The educational electronic book
as a tool for supporting children's emergent literacy in low
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 versus middle SES groups. Computers & Education 50(1):
110-12.
Miles, et al. 2013. Qualitative data analysis: A methods
sourcebook. Thousand Oaks, CA: SAGE Publication.
Rahmawati, F.P. 2017. Kepedulian lingkungan dalam
‘nusantara bertutur’: bentuk penguatan karakter dan
ekoliterasi melalui sastra anak [The environmental concern
in the archiepelago speak: The form of reinforcement of
character and eco-literacy by children literary]. Proceeding
The 1st International Conference on Language, Literature,
and Teaching, Universitas Muhammadiyah Surakarta.
Snow, C.E & Matthews, T.J. 2016. Reading and language in
the early grades. The Future of Children 26(2): 57-74.
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Sugihastuti. 2016. Sastra anak: teori dan apresiasi [Child
literature: theory and application]. Yogyakarta: Penerbit
Ombak.
Suparno, P. 2006. Filsafat konstruktivisme dalam pendidikan
[Constructivism philosophy in education]. Yogyakarta:
Kanisius.
Wibowo, A. 2013. Pendidikan karakter berbasis sastra:
internalisasi nilai-nilai karakter melalui pengajaran sastra
[Character education based on literature: internalization the
character values through literature instruction]. Yogyakarta:
Pustaka Pelajar.
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Lesson plan concept based on SMIC (spiritual, moral, interpersonal,
cultural) literacy
I. Maryani, S. Urbayatun, Suyatno, C.P. Bhakti, & D. Sulisworo
Universitas Ahmad Dahlan, Indonesia

ABSTRACT: Lesson plan is the most important component of learning. Teachers are expected to design a
meaningful learning and internalize values into students. Students’ understanding of values has been measured
by the implementation. It is called literacy. Literacy is not only in reading but also spiritual, moral,
interpersonal, and cultural (SMIC) aspects that become problems in education today, especially in the
formation of personality in critical ages i.e. Adolescents in high school. This study aims to explain the concept
of the lesson plan based on SMIC-literacy. SMIC-literacy is the previous finding of our research and
development. The integration of learning model based on SMIC literacy becomes the key concept in lesson
plan designing. A literature review is needed to find relevance about the concept of a lesson plan with prior
findings. The results show that in the lesson plan based on smic literacy, all aspects coloring in each indicator,
learning objectives, learning activities, and evaluation system. Consistency between lesson plan components
and SMIC-literacy will help teachers in presenting a good quality of learning.introduction.

1 INTRODUCTION literacy, Physical literacy, Interpersonal literacy,

The 21st century is known as the information age.
This term is in accordance to the 21st century
characteristics which is full of rapid and global
information development. Morocco et al. (2010)
in this21st century, a point that must be possessed
by people is the ability of multi-literacy.
Multiliteracy ability is marked by four important
things which are high understanding ability,
critical thinking ability, ability to collaborate and
communicate, as well as critical thinking ability.
According to Wray (2004), literacy is the
ability and willingness to use, read, and write in
order to build the meaning of printed text, in ways
that meet the requirements of a particular social
context. Literacy is best promoted through
meaningful and real contexts of learning and a
print-rich environment (Plant et al. 2008).
Literacy has an important role in everyday life, by
using literacy, one will be able to make necessary
improvements using relevant information.
According to Matsuura (2000) literacy is not only
about thinking and reading skills, but also the
learning skills and life skills that will be used by a
person, community or nation in order to survive
and experience sustainable change. Literacy is
also closely related to learning. According Tauhidi
(2001) there are various kinds of literacy, which
are: Spiritual literacy, Moral literacy, Intellectual
Cultural literacy, Social literacy.
Spirituality is one of the important aspects in
human dimension. With the spirituality, people
can find enlightenment in achieving the meaning
and purpose of life. Tamami reveals that
spirituality is an essential part of the whole human
health (Suyatno et al. 2016). King (2010) argued
that the idea of developing spiritual literacy in
conjunction with Earth literacy can be called a
pneumatophore – an idea that is a bearer of spirit
that can kindle spiritualities for the life of the
human community on Earth.
The moral literacy approach sometimes labeled
as character education Tuana (2007). Moral
literacy focuses on children development. The
Prophet Muhammad said that in order for belief to
have a real meaning, we must realize it into
action. It refers to how we treat others, because it
reflects the values of our inner beliefs Tauhidi
(2001). Zdenek, B. & Schochor (2007) identifies a
pervasive need for professional development
opportunities for teachers expected by their
districts to implement programs related to moral
literacy in their classrooms. Additionally, the
authors identify the need for teachers to address
the need for community involvement, the
development of their own moral literacy, synergy
between program ideals and teacher behavior, and
developmentally appropriate implementation.

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 According to Tauhidi (2001) Interpersonal
Literacy focuses on the emotional and
interpersonal aspects of the children development.
Human relations are the concern of all religions
and philosophies, inherent in a principle, "treating
others as oneself wants to be treated by others."
Literacy learning in school is designed to
achieve certain goals. In the beginning, literacy
learning at school is aimed to the students to
master the lingustic dimension. According to
Abidin et al. (2015) entering the 21st century,
literacy learning has the main goal to provide
opportunities to students in developing them
selves as a competent communicator in the
context of multiliteracy, multicultural, and
multimedia through multiple intelligence
empowerment they owned. Equivalent to these
developments, literacy activity is not only seen as
reading a book, but literacy is more widely
developed in spiritual, moral, interpersonal and
cultural literacy.
Based on the description of the literacy
importance above, this article aims to give the
reader a description on how to design literacy-
based learning especially spiritual literacy, moral
literacy, interpersonal literacy, and cultural
literacy which then to simplify it, it is abbreviated
to SMIC-literacy. This article is a result of the
development of previous findings on SMIC-
literacy based learning. The concept is then
developed into a learning syntax that can be
adopted by high school teachers. The main focus
of this article is to explain to readers about the
mechanism of preparing SMIC-literacy based
lesson plans.
2 METHOD
This research is a second year research of a
three-year plan. In the first year, researchers
obtained data about the necessity of pedagogical
communication model development in increasing
the literacy of high school students in North
Maluku, Indonesia. In the following year, model
of learning has been developed that emphasizes
teachers’ pedagogic communication and aims to
increase the SMIC (spiritual, moral, interpersonal,
and cultural) literacy. The learning model is then
named Learning Model based on SMIC literacy.
In the expert and limited test phase, inputs have
been obtained for the improvement of this
learning model. Then in this second year, product
feasibility test conducted in the form of learning
model based on SMIC literacy that one of them
related to learning plan.
This second year research uses literature
review method based on the results of research
and development on SMIC-based learning model
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conducted in the previous year. Subject research
consists of 50 high school teachers from Ternate
and Tidore Kepulauan, North Maluku, Indonesia.
Data is taken from product assessments of SMIC-
based lesson plan made by teachers. Teachers'
concepts understanding on SMIC-based Lesson
plan and teachers' ability to develop SMIC-based
lesson plan became the main object of the
research. The data analyses by descriptive
statistics and qualitative analysis of Miles and
Huberman model.
3 DISCUSSION
Before outlining the teacher's ability to develop
SMIC-based lesson plan,first we will see a
description on SMIC-based lesson plan concepts.
This paper will explain the principles of
compilation, lesson plan components, SMIC
components, SMIC implementation in the
preparation of the lesson plan, and the ability of
high school teachers in Ternate and Tidore
Kepulauan in preparing lesson plan based on
SMIC.
3.1 Principles on the preparation of SMIC-based
lesson plan
According to Krulatz (2014), the watchful design
of the activities additionally makes opportunities
for the instructor to direct progressing assessment
and along these lines to alter, add or remove
activities as the lesson is being delivered.
Therefore, the lesson plan here follows these
principles:
Principle 1 : The lesson is guided by clearly
indicated objectives.
Principle 2 : Activities in the lesson follow a
logical sequence.
Principle 3 : Comprehensible information is
provided.
Principle 4 : There are various opportunities for
informative practice.
Principle 5 : Scaffolding and procedures are given
to empower student to perform at a
higher level.
Standard 6 : Ongoing evaluation educate lesson
design and implementation.
The principles on preparing the lesson plan
above should be applied to the preparation of
learning activities. High school learning should
take into consideration on individual differences
and the psychology of adolescent development.
This principle is applied in the selection of
learning methods tailored to the needs of students
learning. Lesson plan is also expected to
encourage the students’ active participation so that
the literacy culture appears. Feedback and follow-
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up are also an important part on preparing a lesson
plan so that after the learning process, we are able
to assess the success of our learning design we
made. In the 21st century learning process,
students are expected to have technology literacy
as a tool for working (digital lifestyle) so that
lesson plan compiled by teacher must be able to
apply ICT in every learning process. The next
principle that must exist is local wisdom. Every
region in Indonesia has a different culture. Culture
becomes the first environment needed as the
students’ learning source, so the planning of
learning process is expected to optimize the
surrounding culture as a learning source.
3.2 Lesson plan components based on SMIC
According to the Indonesian Regulation of
Minister of Education and Culture No. 22 of 2016,
lesson plan format is as follow:
1. Learning subject identity
Name, school, subject/ level
2. Competency (Standard) (core competency,
standard competency, and indicators of
competence achievement)
3. Learning Materials
4. Learning Method
5. Learning Media and learning resources
6. Learning Syntax
7. Learning Assessment
There are 7 components in learning literacy as
follows:
1. Curiosity
Excite the students' curiosity, capture their
attention, stimulate their thinking and help
them access prior knowledge. Use "signs"
from nature, history and the Quran for this
purpose. Help them experience a sense of awe
& wonder. Guide them to develop questions
from these signs [ponder].
2. Character
Assist students in preparing themselves for
learning. Help them to see knowledge as a
sacred activity with certain moral
responsibility [amanah], to show humility
before the signs of Allah [humility], to
acknowledge the efforts of earlier scholars
[respect]; to clarify and align their intentions
[sincerity]; and understand the larger purposes
for learning: knowing God's will for us,
transforming ourselves, and serving humanity
[intention].
3. Contemplation
Guide students through the four steps of
discovery learning: plan a strategy to find
answers to their questions [plan]; investigate
by doing activities and using resources to
gather information and record their findings
[explore]; reflect on their findings through
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analysis and synthesis [reflect]; arrive at new
understandings [discovery].
4. Connections
Guide students to solidify their understanding
of the concept by testing it in new ways
[expand] and in new contexts [extend]. This is
done by making connections and seeing
relationships to other areas, contexts and to
real-world situations.
5. Collaboration
Guide students in utilizing cooperative
learning strategies [collaboration] during the
learning process, and guide them in sharing
what they learn with different audiences in
different ways [sharing], through oral and
written communication and multi-sensory,
multimedia presentations [communication].
6. Cultivation
Guide students in reflecting on the
significance of what they have learned for
themselves personally, and identify ways of
utilizing and applying it in their personal lives
[transformation]. Identify ways of assessing
this authentically [assessment].
7. Caring
Guide students to identify and implement
ways of using what they have learned by
applying it for the good of others through
service [service] and stewardship. This should
be in the form of a service-learning project as
a culminating and authentic assessment
[assessment].
3.3 Components of SMIC literacy
1. Spiritual Literacy
Spirituality is one of the important aspects in
human dimension. With the spirituality, people
can find enlightenment in achieving the meaning
and purpose of life. Tamami reveals that
spirituality is an essential part of the whole human
health (Suyatno et al. 2016). Therefore, the
spiritual aspect is the essence of life existence.
The spiritual aspect has two main elements which
are, vertical elements and horizontal elements. As
Wigglesworth is something sacred, has no
boundaries of place and time, a high power, a
great source, awareness. The desire to relate and
be guided by this source. While the horizontal
component is the relationship between human
beings; Help each other, share, and need each
other. Almost similar to the above component,
Burkhardt (1993) mentions that spirituality
contains aspects; First, relating to something
unknown or uncertainty in life. Second, discover
the meaning and purpose of life. Third, recognize
the ability to use inner resources and strengths.
Fourth, to have feelings of attachment to self and
the Highest One. Aspects of spiritual literacy:
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a. Discovering God’s Wonder (admiring Allah
SWT)
b. God, the world and me (Understanding the
relationship between God, nature, and man)
c. Building on Faith (Building faith, realizing
God's presence in every activity)
2. Moral Literacy
Moral literacy focuses on children
development. The Prophet Muhammad said that in
order for belief to have a real meaning, we must
realize it into action. It refers to how we treat
others, because it reflects the values of our inner
beliefs Tauhidi (2001). Furthermore, according
Tauhidi (2001), moral literacy includes 3 aspects:
a. Values & Identity (Knowing Yourself).
b. Conscience & Conviction (A Heart of Gold)
Conscience and faith.
c. Character & Conduct (Actions Speak Louder)
Shows Characters with actions not just words
The purpose of the moral literacy components
is to shape the noble human character. The Koran
shows that, character is an important part in the
process of human development. In accordance to
the main focus of moral literacy is to develop a
strong understanding of good human character
and help students achieve it in their own lives
through a moral lifestyle. This is includes areas of
moral knowledge and reasoning, moral feelings or
conscience, and moral actions or character. These
components refer to values or concepts such as
moral traditions, ethics, conscience, self-control,
empathy, free will, and other things related to the
heart.
The learning process consists of the preparation
of character, which is one must prepare himself
before becoming a suitable container for the
knowledge to be received. To help students
prepare themselves in learning can be done by
Tauhidi (2001).
a. Showing humility towards God's signs
(humility)
b. Recognizing the efforts and accumulated
knowledge of previous generations
(respecting)
c. Understanding the real purpose of learning
(goals)
d. Clarify and align the appropriate intent
(sincerity of intent)
e. Recognize that acquiring knowledge is a
sacred activity that carries a certain moral
responsibility (amanah).
3. Interpersonal
Interpersonal Literacy focuse on emotional and
interpersonal development in children's
development. Human relations are the concern of
all religions and philosophies, inherent a principle,
"Treating others as oneself wants to be treated by
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others". This is the principle that drives us to the
highest standards and the fairest behavior in
relationships with others. The aim of this literacy
is a good human relationship. However, Good
human relationship not just happen, but the result
of spiritual awareness, moral consciousness and
knowledge are necessary for a fair and sincere
relationship between people. Interpersonal literacy
refers to the development of Communication
skills and the ability to live and working
cooperatively as part of a group. It also focuses on
issues of identity and belonging to family,
community and community members.
There are 3 aspects of interpersonal literacy:
a. Communications & Understanding
(Understanding & Being Understood)/
b. Relationship & Cooperation (Getting Along
With Others)
c. Community & Belonging (A Sense of
Belonging)
According to Tauhidi (2001), the interpersonal
aspect in learning can help students to utilize
cooperative learning strategies during the learning
process, and assist them in sharing what they have
learned to different audiences in different ways
(sharing), including through communication of
oral, written, and multi-sensory, multimedia
presentation (communication).
4. Cultural
The cultural literature focuses on lifestyle and
culture as part of human development. How we
live or lifestyle is a reflection of our belief, both as
individuals and members of society. The purpose
of cultural literacy is how to apply this beliefs to a
way of life. This includes the implementation of
culture, tradition, lifestyle, integrity and self-
change
Cultural literature includes 3 aspects:
a. Culture and confidence (drawing strenght form
the past)
b. Lifestyle and Modern Living (Islam as a Way of
Living)
c. Community & Belonging (A sense of
Belonging)
This cultural literature aims to guide students
in exploring the meaning of what they have
learned for themselves personally and to identify
ways of applying it in their personal lifestyle
(transformation). This literacy also includes how
to identify, assess students' personal applications
in learning (assessment). In accordance to their
age and abilities, students should be an integral
part of defining and implementing these
assessments Tauhidi (2001).
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 3.4 The implementation of SMIC in the lesson Example:
plan preparation 3.1. … Complete inequalities of absolute
number of one variable linear form with other
algebraic linear inequalities.
1. Determine the type of skills that will be
4.1. … Creating a mathematical model of
developed in accordance to the basic
contextual problems relates the equations and
competencies
inequalities of absolute number of one
Example:
variable linear form.
Core Competency 3.1 Interpret the equations
4.1. … Solve problems related to equations of
and inequalities of absolute number of one
absolute number of one variable linear form.
variable linear form with other linear
equations and inequalities of algebraic forms.
4. Developing relevant learning materials,
Core Competency 4.1 Solve problems related
including factual, conceptual, procedural, and
to equations and inequalities of absolute
metacognitive material.
number of one variable linear form
Example:
Equations and inequalities of absolute
2. Formulating learning objectives so that
number of one variable linear form with other
become clear in demonstrating the skills that
linear equations and inequalities of algebraic
learners must possess.
forms
Example: Through a scientific approach by
a. The Absolute Number Concept
group investigation method learners can
b. Equations and Inequality of Absolute
interpret the equations and inequalities of
Number of Linear Form One Variable
absolute number of one variable linear form
c. Equations and inequalities of absolute
with linear equations and inequalities of
number of one variable linear form with
algebraic and may Solve problems on a team
other linear equations and inequalities of
through good teamwork and mutual respect
algebraic forms
for friends' opinions that related to curiosity,
not giving up, and able to cooperate.
3.5 Learning Activities based on SMIC Literacy
3. Developing Indicators of Competency
Learning process involves guiding students
Achievement in order to achieve Core
through the four steps of discovery learning. This
Competencies that can develop the character
includes: 1) planning a strategy to find answers to
of critical thinking skills and problem
their questions (plan); 2) investigating by doing
solving.
activities and using resources to gather
Formulating learning indicators and
information and record their findings (explore); 3)
objectives based on SMIC. Learning success
reflecting on their findings (reflect); 4) and
is supported by learning objectives clarity.
summarizing the new understandings they have
The indicators of spiritual literacy are (1)
learned (discovery).
admiring the glory of Allah, (2)
The learning process involves assisting
understanding the relationship between Allah,
students in utilizing cooperative learning
nature, and man, (3) realizing the presence of
strategies (collaboration) throughout the learning
Allah in every activity. Indicators of moral
process, and assisting them in sharing what they
literacy are (1) knowing oneself, (2)
have learned with different audiences in different
conscience and belief (golden heart), (3)
ways (sharing), including through oral and written
showing character by actions not just words.
communication and multi-sensory, multimedia
Interpersonal literacy has 3 indicators, which
presentations (communication).
are (1) understanding &being understood, (2)
getting along with others, (3) a sense of
The table 1 below shows the description of
belonging. Then the indicators of cultural
learning activities for SMIC-based learning
literacy are (1) drawing strength from the
(Urbayatun et al. 2017):
past), (2) Islam is a way of living, and (3)
facing the challenge, facing the future.

Table 1. SMIC-based learning

Method, Media, and Evaluation
- Watching video (Reflect on things that
come from watching a video)
- Field studies (Reflecting on things
gained from field studies)
Learning Purpose and subject Matter Process
Awaken the students' curiosity, catch their attention, Admiring
stimulate their thinking and help them access prior "Spiritual
knowledge.Use the "signs" from nature, history and the Aspect"
Koran for this purpose. Helping them experience

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Field studies (Reflecting on things
gained from field studies)
- Reviewing subjects (observation by
teacher, observing students performance)
- Investigate the relationships between
learning subject to the broader relevant
phenomenon.
- Conducting a survey by questionnaires
- Conducting a survey to a team of experts.
Document study (Creatingset of documents
in group, creating learning media in a wider
context); (Observation by teacher and peer
assessment).
Document study (Creatingset of documents
in group, creating learning media in a wider
context); (Observation by teacher and peer
assessment).
- Creating learning media on learning
subject topics.
- Assignment for daily practice (Self
monitoring or self-assessment).
Assignments (What presentations have
been learned in the classroom, in other
schools, or in the community using media
leaflets, posters, making recordings in
VCDs); (Doing a campaign, for example
about a healthy lifestyle).
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impressments& amazement (impress). Guiding them to
develop questions of these signs (contemplating).
Assist students in preparing to learn.Helping them to Appreciating
see knowledge as a sacred activity with a certain moral "Moral Aspect"
responsibility (amanah), to show humility before the
signs of God (humility), to recognize the efforts of
previous experts (respect); To clarify and harmonize
their intentions (sincerity); And understand the greater
purpose of learning: knowing Allah's will for us,
transforming ourselves, and serving humanity
(intention).
Guiding students through four steps discovery learning: Researching
1) planning strategies to find answers to their questions (Thinking)
(plan); 2) investigate by conducting activities and using "Intellectual
resources to gather information and record their Aspect"
findings (explore); 3) reflect on their findings through
analysis and synthesis (reflect); 4) till a new
understanding (discovery).
Guiding students to strengthen their understanding of a Realizing
concept by testing it in a new way (expanding) and in a (Connecting)
new context (extending). This is done bymaking "Physical
connections and see relationships to other areas, context Aspect"
and in real-world situations.
Guiding students in using cooperative learning Cooperation
strategies (collaboration) during the learning process, "Interpersonal
and guide them in sharing what they learn with Aspect"
different audiences in different ways (sharing), through
oral and written communication and multi-sensory,
multimedia presentations (communication).
The purpose of the cooperation is so that students are
good at communicating and working together to
achieve common goal.
Guiding students in reflecting on the meaning of what Habituate
they have learned for themselves personally, and (Actualize)
identifying how to use and apply it in their personal "Cultural
lives (transformation). Identify ways to assess Aspect"
authentically (assessment).
The purpose of habituating is to make the values of
goodness as self-identity.
Guiding students to identify and apply what they have Caring (Giving /
learned by applying it to the good of others through Socializing)
service and stewardship. This should be in the form of a "Social Aspects"
KKN project as culmination or peak and an authentic
assessment.
The purpose of caring for students is so that they have
to concern for each other and ready to serve the
community.
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4 CONCLUSION
SMIC-based Lesson Plan can be developed in all
subjects. The things that should be considered in
preparing the SMIC-based lesson plan are
Curiosity, Character, Contemplation, Connections,
Collaboration, Cultivation, and Caring (7C).
5 REFERENCES
Abidin, Y., et al. 2015. Pembelajaran literasi dalam
konteks pendidikan multiliterasi, integratif, dan
berdiferensiasi [Learning literacy in the context of
education multiliterasi, integrative, and differentiate].
Bandung: Rizqi Press.
Burkhardt, M.A. 1993. Characteristics of spirituality in the
lives of women in a rural appalachian community.
Journal of Transcultural Nursing 4(2): 12–18.
King, U. 2010. Earthing spiritual literacy: How to link
spiritual development and education to a new Earth
consciousness? Journal of Beliefs & Values 22(31): 245–
260.
Krulatz, A. 2014. Teaching norwegian to beginners: Six
principles to guide lesson planning. Journal of the
National Council of Less Commonly Taught Languages,
15(Spring), 1. Retrieved from
http://www.ncolctl.org/files/Teaching-Norwayan-to-
Beginers.pdf
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Krulatz, A. 2014. Teaching norwegian to beginners: Six
principles to guide lesson planning. Journal of the
National Council of Less Commonly Taught Languages,
15(Spring), 1. Retrieved from
http://www.ncolctl.org/files/Teaching-Norwayan-to-
Beginers.pdf
Matsuura, K. 2000. Literacy: Without it, words have no
meaning. UNESCO Sources 126(3): 3.
Morocco, C.C., et al. 2010. Supported literacy for
adolescents: Transforming teaching and content
learning for the 21st century. Amerika: John Wiley &
Sons.
Plant, Y.A., et al. 2008. Language, literacy and
communication skills. Cardiff: Department for Children,
Education, Lifelong Learning and Skills.
Suyatno, et al. 2016. The development of moral and spiritual
literacy based on prophetic education. In 1st
International Conference on Islamic Education.
Tauhidi, D. 2001. The tarbiyah project: A holistic vision of
islamic education.
Tuana, N. 2007. Conceptualizing moral literacy. Journal of
Educational Administration 45(4): 364–378
Urbayatun, S., et al. 2017. Modul Pelatihan Pembelajaran
SMIC [Learning Training Module SMIC]. Yogyakarta:
Dee Publish.
Wray, D. 2004. Literacy: major themes in education (Vol.
2). London: RoutledgeFalmer.
Zdenek, B. & Schochor, D. 2007. Developing moral literacy
in the classroom. Journal of Educational Administration,
45(4): 514–532.
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The implementation of the scientific approach in environmental educa-
tion for kindergarten students

H. Djoehaeni, A. D. Gustiana, & M. Agustin

Universitas Pendidikan Indonesia, Bandung, Indonesia

ABSTRACT: In early childhood education the introduction of the scientific process is done by involving the
child directly in the activities of conducting and experiencing information seeking by asking questions, find-
ing answers to understand the world with amazing ideas. Pleasant learning will depend on the selection of ac-
tivities that match the needs and characteristics of the child. In order to implement scientific approach opti-
mally, a thorough understanding of teachers is required so that every stage of the scientific approach can be
performed optimally and suitable with the needs and characteristics of the child. In every stage of the scien-
tific approach there are some character values that will be appears along with the learning process. This dis-
cussion will be focused on how the scientific approach can be implemented by teacher in order to develop the
character values of children in daily learning activities.

1 INTRODUCTION disclosed that the Indonesian Curriculum 2013 Early

Environmental issues demand attention from various
sectors including education. Early environmental
education is expected to develop a positive attitude
toward environmental sustainability. Environmental
education has a very important role to overcome
environmental problems that arise today. Seefeldt
(1989) states that the current needs for
environmental education appearin critical level.
Environmental issues and diminishing resources are
becoming a thought that leads to the concern and
concern for environmental education. Various
strategies and approaches in learning can be an
alternative effort to achieve the goal of
environmental education which raise awareness of
the importance of the environment in human life and
make various efforts to maintain its sustainability.
Curriculum as a tool to achieve the goal of education
ideally is a reference for teachers in carrying out
learning activities in accordance with characteristic
and the needs of young children. Application of
Curriculum 2013 in early childhood education in
Indonesia is a necessity that implies changes in
mindset, governance, learning process and
assessment. From the point of the learning process,
the emphasis is on how to provide appropriate
stimulation to the child according to the needs and
characteristics of its development.
In the guidance of the implementation of the
curriculum 2013 Early Childhood Education is
Childhood Education aims to encourage the
development of the potential of children to have
readiness to take further education, requiring
capabilities to support the success of children at
higher levels of education include attitude skills,
knowledge And skills. These capabilities will be
realized through a meaningful learning experience.
In the implementation of the use of scientific
approach as an alternative in helping the children to
develop their abilities considers the rules of learning
appropriateness for early childhood.
The scientific process or scientific approach is
aimed to build a systematic thinking pattern in a
continuous series of processes from the most
concrete developed into real work as a result of
high-level thinking. Scientific thinking skills are
applied in the learning process through the stages of
observing, questioning, gathering information,
reasoning, and communicating ideas and
understanding of new knowledge and concepts that
are poured into various works.
This paper will explore more about Environmental
Education in early childhood based on scientific
approach, so that obtained the description of
alternative learning model other than those that have
been developed previously.

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2 ENVIRONMENTAL EDUCATION
In the early 1980s when early childhood education
began to emerge and applied in the several form of
child institutions, the concepts associated with un-
derstanding the physical environment that exists in
are often mentioned. One of them as proposed by
Spodek (1978) who stated that one of the basic pur-
poses of school is the transmission of significant
portions of this knowledge to the young. This allows
each generation to grasp what we know at present
about the world, so that they can deal effectively
with it, building upon what is already known and, in
time, accumulating greater knowledge about it.
Similar with Spodek, Hildebrand (1981) stated that
understanding the physical world is lifetime pursuit
that begins in early childhood. In other part she stat-
ed that each time the child is responding to the phys-
ical world. Each responds contain some learning ex-
perience and motivation that will serve the teacher
as the incidents are used to help children understand
what is taking place in their world.
Spodek (1978) also mentioned that science, math-
ematics, and the social sciences have been viewed as
the result of intellectual processes by which the
physical and social world can be explored. Science
is not the only method we have for exploring the
world, but it is an important one. Sciences deal with
the physical properties of the world. It orders these
properties, identifies relationship among them, and
establishes theories that can be empirically tested to
explain the relationships identified.
Spodek (1978) also mentioned about a close rela-
tionship between science and environment. He stated
that science was one of the later subjects to be in-
cluded in the curriculum of early childhood educa-
tion. In many of the pioneering approaches we do
find nature study-the observation of natural phe-
nomena primarily for the sake of appreciation rather
than comprehension. Teachers were admonishing to
keep a section of their outdoor play space reserved
for a garden to be cultivated by the children. Small
animals were kept as classroom pets, and the chil-
dren learn for them. Interesting natural objects such
as rocks and leaves were brought into the classroom
and arranged on a table for the children to observe.
Nature stories were read and pictures exhibited to
further children’s learning. All this activity had as its
prime purpose the development of children’s rever-
ence for the outdoors and appreciation of the won-
ders of nature to be found around them.
In term of investigating environment The United
States Department of Agriculture (1978) stated that
the participant can investigate it by collecting, re-
cording, and interpreting information about different
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
part of the environment, applying these interpreta-
tion by analyzing physical, social and economic im-
pact on the environment in a variety of situation.
Stapp(1979) States that environmental education is
a process which aims to develop a conscious and
caring world population as well as environmental
issues, and forthose who have the knowledge,
attitude, motivation, commitment and skills to work
individually and collectively to the solution of the
current problems and the prevention of new
problems.
In line with that, Eco Schools Program (1998)
states that in essence, environmental education
programs in schools aim to bring changes in
students' attitudes and values as human beings in
interacting with all components of the environment.
When schools establish a practical environmental
sound program, students will be able to participate
actively in improving the quality of the school
environment. In most of these cases, the best results
will be obtained if done with community support
and cooperation, including government departments
and non-governmental organizations. When students
see that they make a realistic contribution to the
environment, they learn to be more purposeful, their
motivation increases and their self-esteem is raised.
Kinsella (2008) states that in today's society we are
becoming increasingly concerned about global
warming, climate change and the well-being of this
planet and the habitat for future generations. As
parents and caregivers, we often worry about the
future of our children, and many of us feel we can
do more in our daily lives to contribute to the
solution rather than the cause of the environmental
problems posed. On the other hand Kinsella (2008)
also mentions that our homes and communities are
the places where we raise our children, so it makes
sense to want to keep our homes safe and healthy for
them to grow and learn. We know that children learn
from relationships with their families, caregivers and
the environment, so that, through what we do in our
daily lives, we can start engaging children in
learning about caring for the world around them.
Environmental education instilled early expected
to develop positive attitudes and environmental
sustainability. Likewise that the introduction of the
surrounding nature through environmental education
to children from an early age for children is the first
step in respecting the environment (Sutrisno, et al.,
2005). Kindergarten is a place where children spend
most of their time at a very important time in their
lives, so that kindergarten is considered as a place
that fosters knowledge of a child's environment
(Meiboudhi, et al., 2011).
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 Some studies reveal the importance of
environmental education, as stated Chen and Cheng
in his study (2008) that the Environmental Education
is a very important tool in providing knowledge,
positive attitudes towards the environment and to
build skills to protect and improve the environment
Republic of Indonesian Laws, No. 23 of 1997 on
Environmental Management, stated that Environ-
mental Education (EH) is defined as an effort to
change the behavior and attitudes made by various
parties or elements of society that aims to increase
knowledge, skills and awareness of the community
Environmental values and environmental issues that
can ultimately mobilize the community to take an
active role in conservation and environmental safe-
guards for the benefit of present and future genera-
tions.
3 SCIENTIFIC APPROACH IN THE
INDONESIAN EARLY CHILDHOOD
CURRICULUM 2013
The curriculum is a set of plans and arrangements
concerning the content, and the lesson materials and
ways used as guidelines for the implementation of
learning activities to achieve certain educational
goals (UUSPN No. 20 of 2003). In the guidance of
the implementation of the curriculum 2013 Early
Childhood Education is disclosed that the Curricu-
lum 2013 Early Childhood Education aims to en-
courage the development of potential children in or-
der to have readiness to take further education,
required skills needed to support the success of chil-
dren at higher levels of education include attitude
skills, Knowledge and skills.
It is further disclosed that the ability of attitudes
that include spiritual attitudes and social attitudes
aims to build a sense of the child that he is a creature
of God and an individual who is part of his social
group. The development of attitude ability is done
through the activity of habituation. Meanwhile, the
ability of knowledge is done through the introduc-
tion of the concept of the child and his environment.
The introduction of concepts is done through the
stages of remembering, applying, analyzing, evaluat-
ing and creating. Skill skills are developed to sup-
port attitude and knowledge skills. Skills to support
attitudes are applied through habituation. While
skills to support knowledge are applied through the
Scientific process.
In the Indonesian Curriculum Implementation
Guideline 2013 Early Childhood Education
(Pedoman Implementasi Kurikulum 2013) stated
that the scientific process or scientific approach aims
to build a systematic thinking pattern in a series of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
continuous processes from the most concrete devel-
op into a real work as a result of high-level thinking.
Scientific thinking skills applied in the learning pro-
cess through the stages as follows:
1. Observations by using all the senses to feel the
sensation of the objects observed
2. Asking as the process of giving space to the child
to cultivate the curiosity of the object observed. Cu-
riosity drives the child to take the next step.
3. Gathering information as a way to answer the cu-
riosity. The process of gathering information is done
by involving all learning resources that are in the
environment around the child, and not just limited to
teachers.
4. Reasoning isprocessing the information that has
been collected to answer the questions that arise
early, The reasoning process is an important part in
order develop new knowledge associated with
knowledge that has been owned by the previous
child. The result of the reasoning process is the child
will have a new understanding of a concept.
5. Communicating ideas and understanding of new
knowledge and concepts that are poured into various
works.
4 CHARACTER VALUES
Movement Strengthening Character Education
(SCE) other than is Continuation and continuity of
the National Movement of Education.The Nation
Character of the Year 2010 is also an integral part of
Nawacita.In this case item 8 of the Nawacita: The
Revolution of the Nation's Character and Movement
8 Concepts and Guidelines for Strengthening Char-
acter Education
Ministry of Education and Culture Mental Revolu-
tion in education that is about to push the whole
Stakeholders to make a paradigm shift, Namely the
change of mindset and how to act, in managing the
school. To that end, the SCEMovement places the
character value as a dimension. The deepest educa-
tions that civilized and civilized the people.
SCE Movement. The five main values of the na-
tional character in question area follows:
1. Religious. The value of religious character reflects
faith in God. The One Supreme manifested in the
conduct of teaching. Beliefs and beliefs, respect for
religious differences. Uphold the tolerant attitude
towards the implementation of religious worship and
Other beliefs, living in harmony and peace with oth-
er believers.
2. Nationalist, The value of a nationalist character is
a way of thinking, acting, and doing that shows loy-
alty, caring, and appreciation. High on language,
physical environment, social, culture, economy, and
| 88
 the politics of the nation, placing the interests of the An effort to understand deeper
nation and state in of self-interest and group. 9 curiosityand wider from something they
3. Independent. Independent character values are at- learn, observe, and hear.
titudes and behaviors not rely on others and use all A way of thinking, behaving,
the energy, mind, time to realize hopes, dreams and and acting which puts national
10 Patriotic
dreams. interest against the interest of
4. Mutual cooperation. The value of the gotong individual and even group.
royong (Voluntery colaboration) character reflects A way of thinking, behaving,
the acts of appreciation Spirit of cooperation and and acting which shows loyalty,
shoulder to shoulder to solve the problem. Together, Homeland carefulness, and high apprecia-
11
establish communication and friendship, provide as- Loyalty tion towards language, physical
sistance /help to the needy environment, social, culture, and
5. Integrity. The value of the integrity character is national politics.
the underlying value of the behavior that based on Attitude and behavior to encour-
making himself a person who always trustworthy in Achieve- age themselves to produce use-
words, actions, and work, has a commitment and 12 ment Appre- ful means for the society, to ad-
loyalty to humanitarian and moral values(Moral in- ciation mit and to respect other
tegrity) achievements.
These are character values with the description in- Friend- Attitude which shows talkative,
cluded which will be integrated through character 13 ly/Communi easy going, and cooperative in-
education (Kemendiknas, 2010) are as followed: cative dividual.
Attitude, statements, and
Peace Lov-
Table 2.1Values and Description of Character 14 measures of action which create
ing
Educations safe and joy over the individual.
Character
No Description Intensive A custom to spend the time with
values 15
Reading a lot of reading activities.
Obedience attitude and behavior
in performing religion teaching, Measures of action and attitude
1 Religious
tolerance and harmony towards Environment to prevent environmental dam-
other 16
Involvement age and developing certain ef-
a behavior as an effort to build forts to preserve environment.
individual to become a trustwor-
2 Honesty Measures of action and attitude
thy individual in their statement, Social In-
attitude, and services. 17 to provide aids towards the soci-
volvement
Attitude and behavior which is ety and those who in needs.
respectful towards other race, re- Attitude and behavior of indi-
3 Tolerance
ligion, ethnic, opinion, behavior vidual to perform the task and
and attitude. mandatory who have been done
Attitude which shows order and Responsibil-
18 towards themselves, society, en-
4 Discipline obedient towards provision and ity
vironment (nature, social, cul-
regulation. ture), nation, and the Almighty
Attitude which shows earnest God.
Hard Work- against learning and duty obsta-
5
ing cles, and do the best in every Humans have a very close relationship with its
task given. environment because humans are part of the envi-
Thinking and performing every- ronment itself. Environmental education given at an
6 Creative thing to produce innovative early age is expected to develop into a positive atti-
ways. tude towards the environment and will carry over in-
Attitude and behavior to com- to adulthood. Thus, environmental education should
7 Independent
plete the task independently. be an essential part of early childhood curriculum.
A way of thinking, behaving, However, the application needs to use strategies ap-
and acting which shows an propriate to their developmental stage. Early child-
8 Democratic equality between rights and ob- hood should be provided with learning experiences
ligation towards themselves and that is direct and challenging so it will be fun and
others. meaningful for young children. The scientific ap-

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proach as one of the characteristics of the 2013 Early
Childhood Curriculum, ideally implemented on a va-
riety of early childhood learning experiences. Early
age is the right age to instill character values. The
7 REFERENCES
Bezzina, C. & Pace, P. 2006. School improvement, school ef-
fectiveness or school development. London: Trentham
Books Limited.
Chen, J., Cheng, H. 2008. Children, teachers and nature: an
analysis of an environmental education program
(Dissertations). University of Florida.
Council, V. E. E. 1992. Learning to care for our environmen-
tal: victoria's environmental education strategy. Mel-
bourne: Victorian Educational Environmental Council
Hildebrand, V. 1981. Introduction to early childhood education
(3rd ed). New York: Mcmillan Publishing.
Kemendiknas. 2011. Konsep dan Pedoman Peguatan
Pendidikan Karakter. Jakarta: Kementerian Pendidikan
Nasional.
Kinsella, R 2008. Everyday learning about. being green. Early
Childhood Australia.
Kemendikbud. 2003. Kurikulum berbasis kompetensi. [Compe-
tence based curriculum]. Jakarta: Departemen Pendidikan
Nasional.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
scientific approach applied in learning indirectly will
have a positive impact on the value of the character
in early childhood.
Depdiknas. 2004. Kurikulum Berbasis Kompetensi Pelayanan
Profesional [Competence Based Professional Curricu-
lum]. Jakarta: Departemen Pendidikan Nasional
Meiboudi, H. 2011. Enhancing children environtmental
awareness in kindergarten massad city using mural
painting. Procedia-Behavioral and Social Sciences 28
(2011): 1020-1028.
Tim Pengembang. 2015. Pedoman Implementasi Kurikulum
2013 Pendidikan Anak usia Dini [Guidance on Implemen-
tation of Curriculum 2013 Early Childhood Education].
Jakarta: Kementrerian Pendidikan dan Kebudayaan.
Spodek, B. 1978. Teaching in the early years. (2nd ed). New
Jersey: Prentice-Hall.
Sutrisno, et al. 2005. Pengenalan lingkungan alam sekitar
sebagai sumber belajar anak usia dini. [Introduction to
the natural environment around as an early childhood
learning source]. Jakarta: Departemen Pendidikan
Nasional. Direktorat Jenderal Pendidikan Tinggi.
Direktorat Pembinaan Pendidikan Tenaga Kependidikan
dan Ketenagaan Perguruan Tinggi.
William B. S. & Dorothy A.C. 1979. Environmental education
activities manual . Farmington Hille. Michigan 48018.
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Moral cognitive-based project learning in the development of early
childhood prosocial behavior
E. Syaodih, O. Setiasih & N.F. Romadona
UniversitasPendidikan Indonesia, Indonesia

H. Handayani
STKIP Purwakarta

ABSTRACT: Prosocial behavior refers to voluntary actions that are intended to help or benefit another
individual or group of individual. Prosocial behavior aims to help increase the well-being of others because a
person who performs prosocial acts contribute to the prospering and happy life of people or recipients of aid.
Prosocial behavior includes sharing, cooperative, donating, helping, honesty, and generosity. Prosocial behavior
can be developed from early childhood through a cognitive moral-based project learning process. Project
learning provides opportunities for children to improve skills that have been mastered individually or in groups,
fostering a child interest in what has been done in the project, manifesting creativity, working with others and
responsible for the success of group goals and gaining a complete understanding of a concept. Project learning
activities based on cognitive morals encourage children to understand moral dilemmas so that children can build
a cognitive understanding of a prosocial behavior. The steps taken in cognitive moral-based project learning are:
1) start with the essential question, 2) design a plan for the project, 3) create a schedule, 4) assess the outcome,
and 5) evaluate the experience.

1 INTRODUCTION actions that are specifically aimed at the benefit or

The development of prosocial behavior in childhood
is a major developmental task for successful
interaction. Children with a prosocial reputation tend
to be high in behavior, handling, appropriate
attentional regulation, and low levels of negative
emotionality (Eisenberg et al., 1996). Interference in
the development of prosocial skills greatly reduces
the protective factors that have been found to be an
integral part of successful adaptation and resilience
(Masten & Coatsworth 1998).
Prosocial behavior or what we might call a
helping behavior is any form of action with the aim
of helping others without being planned. Staub
(1978) explains that prosocial behavior consists of
various forms of action that are done without a
stranger or a specific purpose, entirely based on his
own desires. Prosocial behavior refers to voluntary
improvement of the welfare individuals or other
group of individuals. Baron & Byrne (2005)
explains that prosocial behavior is any action that
benefits other people, but does not benefit directly
to the person performing the action, and even
carries a risk to the person who helps. This behavior
can have a positive impact on the development of
children if cultivated early. Children will have the
nature of a helper, considerate, care about others,
do not like to hurt others, that are very good for
children’s growth and development.
Eisenberg & Mussen (1989) explains that
prosocial behavior consists of various actions, such
as sharing, cooperative, donating, helping ,
honesty), generosity, and considering the rights and
prosperity of others. Knafo-Noam (2016) states that
prosocial behaviors include helping, sharing,

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entertaining,entertain, cooperate, and protect a
person from potential harm. But, most of early child
prosocial behavior are predominantly helping and
sharing during interaction with friends, rather than
altruistic or highly-self sacrifyng (Eisenberg et al,
1992).
The implementation of the prosocial behavior
will be difficult if not plantedatthe early
stagebecause the main foundation of the planting of
moral values will be more robust if done and
familiarized early on. If the social behavior is not
cultivated since childhood it is feared will be
embedded negativism behavior, aggression,
disagreement or quarrel, competition, selfish and
still many other anti-social behaviors.
Therefore, we can conclude that prosocial
behavior is not instilled since childhood, it is feared
will be the initial form of misbehavior and violence
that occurred in adolescence that turned into anti-
social behavior. In addition, the impact is worse for
children who are anti-social, including feeling
great, do not have social care, act casually and
much more. Based on the data obtained by the
Indonesian Child Protection Commission that
stated, that in Indonesia since 2017 there were more
than 8,200 child cases against the Law, including
cases of sexual harassment, bullying, logging,
fighting students and many other cases involving
children. (Source: Tempo.com, July 22, 2017).
The main thing we can do as educators and
parents is how to instill prosocial behavior towards
children from an early age. One way that teachers/
educators can do in school especially in
kindergarten is to choose a suitable learning
approach with the main purpose is to improve all
aspects of child development. One of the lessons
that can develop all aspects of child development is
through cognitive moral based project learning.
Project-based learning is one of the learning
activities that can be selected to develop the
principle of playing while learning and making the
child a center in learning in early childhood
education. Dockett (2002) stated similarly that one
program that can be done to develop a child-
centered and play strategy is by project approach.
In project learning activities, children are directly
involved in choosing themes and topics of interest
that interest and curiosity. Katz & Chard (1989)
revealed that in the selection of learning topics can
be done individually or in groups, other than that
the child demanded to cooperate well, please help
and high discipline. Therefore a good project
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
learning in developing all child development is a
moral cognitive-based project learning. This is
because the learning process based on cognitive and
moral is an important aspect of learning activities
for children. Lience (2016) explains that one of the
developments to be developed in children is that
cognitive development occurs internally within the
nerve center when the child is thinking. In addition,
a very important aspect of development is moral
development. Therefore, cognitive and moral
development is a developmental aspect that can
develop a prosocial attitude in children, the more
often we think, the entire nerve cells will work
optimally, and vice versa, so all the actions that will
be done by the child will be considered good. In
other words, this cognitive moral-based project will
instill social behavior in children, Dewey (1972)
states that the project approach is a learning-doing
activity. Therefore the project approach improves
social competence. Social competence that is
formed through the project approach is the ability
of children to cooperate, respect each other, share,
communicate, obey the rules or steps of activities in
an orderly manner, and to adapt with his fellow
group
2 PROSOCIAL BEHAVIOR
2.1. Definition of Prosocial Behavior
Prosocial? Maybe for some people still feel foreign,
this social behavior is one of the behavior that must
be owned by each individual. Children who have
social behavior will grow and develop into a good
person.
Some of the most frequent and frequently
discussed cases related to anti-social behavior are
those pertaining to violations of existing rules and
norms. Cases that are prevalent in the community
with regard to this include, the persecution of
elementary children by their own friends (Suara
Merdeka, November 11, 2016, p.22), bullyingleads
to death in elementary school children (Suara
Merdeka, December 16, 2016, p.24), elementary
student killed in a fight with his friend (Suara
Merdeka, 28 July 2017, p.25), and many others. It
can be concluded that the lack of social behavior
among the society, and did not rule out the behavior
emerged based on past experience of the individual
concerned in the previous period of development is
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the period of children, so it can be concluded that
the behavior is one indication of the existence of
children have no behavior Social so that the
emergence is anti-social behavior. Pro social and
anti-social behaviors of an embedded child will
affect the child's personality after adulthood. A fun
experience can encourage children to be social, but
an unpleasant experience will encourage children to
be non-social or even anti-social. (Hurlock 1978).
Therefore prevention will be effective if done early,
and in this case start since the beginning of the
formation of a person's personality since the
children. Prosocial behavior can be said as a state or
a sense in which want to help others without strings
attached. Prosocial behavior alsocan be said as any
form of action that without the desire to get the
rewards are all because the sincere Rusthon (in
Fathurohman 2016) explains that prosocial
behavior is unselfish or selfless action until the act
of helping others. In addition, Baron & Byrne
(2005) revealed that prosocial behavior can be
defined as behavior that has positive consequences
for others and gives a good impact for the
development of children. Furthermore Faturochman
(2006) also states prosocial behavior as a behavior
that has positive consequences on others.Based on
the above it can be concluded that prosocial
behavior is one of the behaviors that help others
without strings attached. Therefore, the childhood
or early age is the child's social life must be planted
into each child so that the child will be able to
develop their own prosocial behavior either in the
home environment, around the house, school and
other public places.
2.2 Prosocial Behavior Indicators
Prosocial behavior is an important behavior of
children, and according to Staub (1978) there are
three indicators of prosocial behavior, such as
prosocial behavior ends in itself and does not
demand a profit on the part of the perpetrator,
prosocial behavior was born voluntarily, and
prosocial behavior produces goodness. Related to
these three indicators, Latane & Darley (in Baron &
Byrne 2005) explains that the social behavior of
children is shown through several stages:
a) Recognizing an emergency, or a stage of
attention. Feels uncomfortable, good and
dangerous so it can bring prosocial behavior to
emerge and develop, therefore activity
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
habituation is able to develop behavior pro child
child.
b) Interpreting the situation as an emergency. The
second stage in which the child is able to interpret
that this activity or circumstance can be
dangerous requires help, it is likely to be
interpreted as a needy victim.
c) Assume that it is his responsibility to help. At this
stage the child is able to make the assumption that
the other person or the person around him needs
his help, then the prosocial behavior will be done
only if the person takes responsibility to help.
d) Knowing what to do. The next stage is where the
child knows what he should do to help the person
he thinks needs his help.
e) Make a decision to help. The next step is where
the child must decide to help others who need his
help, so the child feels that it is his responsibility
to provide help to others.
f) Factors affecting prosocial behavior. In
developing social behavior there is a child from
an early age, we as an educator and parents need
to pay attention to several factors that may affect
them is the approach/ method of learning by
teachers and parents and environmental situations
that affect many at least opportunities for children
to develop prosocial behavior. Dayakisni and
Hudaniah (2003) also explain that there are 2
other factors that support the emergence of
prosocial behavior, the first factor is a situational
factor, which consists of the presence of others,
sacrifices to be spent, experience and mood,
stimulus clarity, existing social norms in that
environment. The second factor is the personal
factor, where the personality characteristics of a
person can indicate the possibility of the
emergence of prosocial behavior. This personal
factor can affect prosocial behavior such as self-
gain, mood, guilt, self-distress and empathic
feelings. In line with this, Staub (1978) explains
that factors that influence children prosocial
behavior include self-gain, in which one's
expectation to gain or avoid loss of something,
for example, wants to gain recognition, praise or
fear of being ostracized. Both Personal values and
norms, where the values and social norms are
internalized by the individual during socialization
and some of these values and norms are related to
prosocial actions, such as the obligation to uphold
truth and justice and the existence of mutual
norms. And the third empathy or ability someone
to share feelings or experiences of others.
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3 LEARNING BASED ON MORAL COGNITIVE
PROJECT
3.1 Understanding of Moral Cognitive-Based
Project Learning
The project approach is one of the learning
approaches that can be done in the right
kindergarten, because in the project approach the
teacher can develop the principle of playing while
learning and making the child a center in learning.
This is because in project-basedlearning, children
are involved in selecting learning topics that attract
attention and want to know more deeply can be
done individually or in groups. This is in
accordance with the statement of Dockett (2002)
which is one of the programs that can be done to
develop play strategy and child-centered that is
with project approach.
In addition, the teacher project's approach to
focusing children as a subject of learning, giving
children opportunities to learn and understand,
analyze, devise and seek solutions both individually
and in groups.
In addition, according to Katz & Chard (1989)
the project-based approach has the goal of acquiring
knowledge and skills, increasing social
competence, developing disposition or character,
and developing feelings. In addition through a
project approach the child is able to acquire
knowledge and skills through his own experience.
This is fit with Piaget's constructivist theory which
views children as active learners and thinkers
(Jamaris 2010).
Children build their knowledge through various
activities in order to understand the relationship of
objects and ideas contained in the object itself so
that children can understand its meaning. This goal
develops the cognitive abilities of children
maximally, in addition to the implementation of
learning activities project approach is able to
develop moral ability, because in addition to
children are taught to think children are taught to
cooperate with each other, mutual help, caring and
responsible mutual respect, sharing,
communicating, complying the rules or steps of
action in an orderly manner, and to adapt to his or
her peers. The activity is based on cognitive-moral
education.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Furthermore, Lience (2016) also explained that
moral cognitive education is one approach based on
the belief that every child should be able to learn
things that are related to justice, honesty and so on
so that their characters will develop maximum
development.
In the implementation of moral-based learning
activities, Haryati (2007) explains that in providing
materials related to the meaning of social life that is
full of religious, cultural, ethnic, racial or ethnic
diversity, social and other status, teachers and
parents must be very careful and Do not let the
child become confused, so it can be done through
examples / examples of good people around him
this is because the child has a very good imitative
properties, and have a high curiosity. In addition,
the children's moral cognitive-based learning can be
done through a habit of continuous habituation at
home or school, for example getting used to saying
"thank you" if given something or in the help of
others, "please: if we need help from others,
"Sorry" if we make mistakes, help parents at home
or friends who have difficulties, share and respect,
and many more habits that can be in the early days.
Therefore, the learning approach that is able to
develop cognitive development as well as the
development of the child's moral/ moral is the
approach of cognitive-based moral project.
3.2 Cognitive Moral-Based Project Learning Steps
In carrying out activities or learning activities that
use the project approach, teachers can do some
learning steps such as: (Katz & Chard 1989).
3.2.1 Selecting a Topic
The first step that can be done in the learning
activities that use the project approach is to choose
the topic. Topics should be something concrete and
close to the child's environment. According to Katz
& Chard (1989) the topic in the project approach
must be concrete, close to the child's personal
experience, interesting, important to the children,
solid in terms of potential emotionally and
intellectually so that the child gained rich
experience and can be done in the long run.
Teachers and children can discuss topics and reach
agreement.
3.2.2 Exploration
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The second stage to do is to explore. Children are
stimulated to express questions, comments and
ideas relating to the chosen topic. Teachers with
children record the results of child exploration in
the form of ideas, questions and comments that
have been submitted from the discussion.
3.2.3 Organizing
The third stage is organizing. This stage is the stage
of children's ideas and questions developed into
learning activities for further exploration. The ideas
are then documented through images, construction,
photographs, writing and video cassettes. At this
stage reflection and repetition takes place, children
are guided to gain a deeper experience of the
chosen topic.
3.2.4 Discussion or representation.
The fourth stage is the stage in which children
share, find solutions, answers and share the child's
feelings about the process of the activities
experienced when searching for information on the
topic being selected. The results of these
observations are then compared and contrasted with
earlier ideas previously noted.
3.2.5 Summary of experience
The fifth or final stage of the project approach is a
summary of experience, at this stage representing
the culmination of a whole series of children's
experiences in exploring the topic of discussion.
The teacher evaluates the children, considering
what the child is learning and what will be
achieved.
5 CONCLUSIONS
Growing prosocial behavior in early childhood is
one of the developments that must be done by
teachers/assistants at school and parents at home.
Prosocial abilities include the ability of children to
help others selflessly and emphasize yourself, the
ability of children to be able to predict the events
that need help. Prosocial behavior in children able
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
to form a good personality for later adult children.
One approach to schooling that can be done is a
cognitive-based project approach. This is because
the project approach is one approach that is able to
develop the entire development of children, in
addition to the project approach is very suitable
with children because this activity is packed in the
playground activities while learning. With the
growth of prosocial behavior in children from an
early age is expected to reduce the social problems
that occur rampantly.
6 REFERENCES
Baron, R.A., & Byrne, D. 2005. Psikologi sosial [Social
psychology] (2nd edition). Jakarta: Erlangga Press.
Dewey, J. 1972. Experience and education. New York, NY:
Collier Books.
Dockett, S. 2002. Play and pedagogy in early childhood
bending the rules. Australia: Nelson Australia.
Eisenberg, N. & Mussen, P.H. 1989. The roots of prosocial
behavior in children. New York, NY: Cambridge
University Press.
Eisenberg, N. et al. 1992. Parental values, reinforcement, and
young children’s prosocial behaviors: A longitudinal
study. The Journal of Genetic Psychology 153(1): 19-36.
Eisenberg, N. et al. 1996. The relations of children’s
dispositional prosocial behavior to emotionality,
regulation, and social functioning. Child development
67(3): 974-992.
Faturochman. 2006. Pengantar psikologi sosial [Introduction
to social psychology] (R. Djuwita Trans.). Yogyakarta:
Pustaka Publisher.
Haryati, M. 2007. Model dan teknik penilaian pada tingkat
satuan pendidikan [Assessment models and techniques at
education unit level]. Jakarta: Gaung Persada Press.
Hurlock, E. 1987. Perkembangan anak [Child Development]
(Meitsari Tjandrasa, Muslichah Zarkasih Trans.). Jakarta:
Erlangga Publisher.
Jamaris, M. 2010. New orientation in educational psychology.
Jakarta: Penamas Murni Foundation
Katz & Chard. 1989. Engaging children’s mind: the project
approach. New Jersey: Ablex.
Knafo-Noam, A. 2016. Prosocial behavior. Jerusalem:
Margareth & Wallace McCain Family Foundation.
Lience, M. 2016. Development of character education of early
childhood children in the family. Retrieved from
https://id.linkedin.com/pulse/pengembangan-pendidikan-
karakter-anak-usia-dini-dalam-maria-lience
Masten, A.S & Coatsworth, J.D. 1998. The development of
competence in favorable and unfavorable environment:
Lessons from research on sucsessfull children. American
Psychologist 53: 205-220.
Staub, E. 1978. Positive social behavior and morality:
personal and social influences. New York, NY: Academic
Press.
Tempo.com. 2017. Violence against children. Retrieved from
https://www.tempo.co/topik/problem/1230/handle-too-
children. August 05, 2017
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The benefits of educational tales in teacher and student perspective
M. N. Wangid, A. Mustadi, N. L. R. Herianingtyas, A. R. Putri, I. Nurhidayah, & T. Mulyani
Universitas Negeri Yogyakarta, Indonesia

ABSTRACT: This study aims to analyze teacher and student perspectives on educational fairy tales as
instructional learning materials. The research was a survey study which involved 20 teachers and 400 students
of grade IV in an elementary school in Yogyakarta Province. The data collection techniques used were
questionnaires and interviews. In data processing, researchers used descriptive statistical data analysis
techniques. This technique was used because the data collection was done by spreading questionnaires and the
way of processing with percentage calculation. The results show that teachers and students have a high
positive perspective on the presence of educational fairy tales as learning support teaching materials. It is
known that the teacher gives a percentage of 91.50% and students 98.00% in terms of attractiveness of
educational fairy tales. While on the aspect of the utilization of educational fairytale books as teaching
materials, teachers and students provide a percentage of 92.50% and 93.00% respectively. In its usefulness for
building character value, the teacher gives the percentage of 97,75% and the student equal to 86.00% with the
category of Very Good, then on the utilization aspect of educational fairy tale to the development of cognitive
ability of the child, the teacher gives the percentage of 92.00% and the student 88.75% included in the
category of Very Good. This means that both teachers and students have a high perspective that a fairy tale
containing educational elements can generate a sense of interest, be useful in learning, be a medium of
character values in children and can stimulate the development of cognitive abilities of children.

1 INTRODUCTION schools of the 2013 curriculum organizers, including

Science and mathematics as subjects which are
taught in elementary school have an important role
in cognitive development of students such as
increasing curiosity, the ability to observe the
environment, developing intellectual abilities and
building basic experience to understand broader
concepts of science and mathematics. The ideal
science and mathematics learning needs to be
supported by teaching materials, especially in
primary school. A number of theories explain that
teaching materials need to have the ability to explain
theories to students in an easy way.
Teaching materials are a systematically arranged
component that presents some of the competencies
that will be mastered by students Based on the
opinion, the teaching materials are arranged by both
teachers and academics having a goal to facilitate
students to master a competence. Teaching materials
consist of 3 (three) types of printed material, visual
and audio.Most schools in Yogyakarta Province use
printed materials developed by academics within the
Ministry of Education. The thematic textbooks are
the main print materials used in all the elementary
elementary schools in Yogyakarta Province.
Indonesian Government Regulation Number 19 Year
2005 Article 43 paragraph (5) states that “The
content worthiness, language, presentation and
subject textbook graphic that are assessed by
National Education Standards Agency and stipulated
by Ministerial Regulation.” The criteria of eligibility
standards include content, language, presentation,
and graphic aspects. Nevertheless, a number of
questions arise in our minds about how the thematic
role of the teacher is viewed as practitioners and
students as readers. Aspects such as legibility,
attractiveness, and ease of understanding need to be
examined to reveal whether there is a need for
complementary teaching materials and what the
shape should look like.
A preliminary study conducted to find out the
responses of teachers and students in thematic books
used in schools found a number of facts that have
implications on the conclusions of several aspects of
unfilled teaching materials. The study involved
subjects spread across 5 (five) public primary
schools in Yogyakarta Province including teachers
and students. In an effort to focus on response

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analysis, preliminary studies are limited to teachers
and students in the fourth grade of the Curriculum
2013 at Yogyakarta Province. This study reveals 4
(four) aspects of the teaching material’s 'worthiness
in the teacher and students' perspective, covering
content, language, presentation, and graphic aspects.
The results can be seen in the following diagram.
100,00%
90,00%
80,00%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,00%
0,00%
Figure 1.Teacher & Student Response Charts on
Thematic Books
Based on the preliminary study results are shown
in Chart 1.1. It is known that from the expected
standard (100%) of the four aspects, the highest
percentage of 76% was reached in the presentation
of the book. Of the rest, the ease of the material to
be understood was only 65%, readability 61% and
design attractiveness only 53%. The meaning is that,
in the view of teachers and students, thematic books
still do not fill the needs of teachers and students as
practitioners and readers. The results of this
preliminary study finally answer the first question
that there is still a need for complementary teaching
materials to support the learning process in primary
schools.
There are 13 criteria of ideal textbooks which
were: (1) Having a clearly used concept, (2)
Relevant to the curriculum, (3) Attracting the
reader's attention (4) Able to motivate the reader, (5)
Stimulating learners activities, (6) Having attract
illustration, (7) Understanding must be preceded by
appropriate communication, (8) Content to support
other subjects, (9) Respecting individual differences,
(10) Trying to establish the values prevailing in
society, (11) Considering linguistic aspects
according to the ability of learners using, (12) Not
using mistify concept, (13) Having a clear point of
view. According to Tarigan’s point of view on the
ideal textbook criterion, it can be assumed that the
ideal textbook needs to give the reader the benefit of
experiencing a new experience that adds knowledge
and is interesting to read.
The Foundation for the Atlantic Canada English
Language Arts Curriculum (ELA) (1996) explained
the literacy criteria for children are: (1) the ability to
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
provide motivating and challenging experiences
appropriate to the age, social and social development
of the learner, (2) Evoke sensitivity of critical
responses, (3) Well structured, (4) Have reading
qualities, (5) Use effective and responsive language
and use the daily language, (6) The way for students
to understand social, historical, geographic and
cultural diversity, and (7) Develop sensitivity and
understanding that reflect individual differences.
This criterion refers to how textbooks that should be
read by children have a wide range of not only
material but also stimulate reflection, the formation
of self-concept and sensitivity to the surrounding
environment. This particular criterion has actually
been presented in the thematic book but due to the
unfulfilled eligibility (readability, attractiveness and
ease of matter) in the reader's view, the character
education material becomes blurred.
Both in the view of Tarigan and the Foundation
for Atlantic Canada of ELA, reading that is able to
continually stimulate the reader' to read while the
content (material & character education) in the book
gives a new experience to the reader, that it is not
only interesting but also easy to understand, so that
the content in the book is well conveyed only by
reading the book either independently or structured
in the learning activities.
In future classes, textbooks will contain
assignments covering problem solving, research and
analysis, and the learning uses various proponent
literature (Pahl et al. 2012). It is not possible if the
complementary materials arefiction, science books
or adventure tales that students are interested in.
A survey conducted by Mitchell in 1998 found
that elementary school aged children liked fictional
adventure reading, both boys and girls. Adventure
fiction books are always interesting to read not only
for children but also for adults. Another question
arises about how useful this is.
Fictional stories have a deep reaching power to
command emotions, force engagement and endless
reading. This is one of the ways to think, basically in
organizing information and ideas, understanding a
culture and stimulating human consciousness (Livo
2003). Stories are a way for people to know,
remember and understand something. By
understanding a story, the reader can understand a
phenomenon presented in the story. If the story is
about war, then the reader will also be invited to
know the strategy of war, living the nuances in war,
and taking wisdom in the story. Stories of any kind
give readers the opportunity to gain new experiences
and new knowledge simultaneously.
Then, there is a fairy tale which is a form of a
fictional story close to the children, thus a fairy tale
which has educational value can be a reference form
of development of teaching materials. However, it is
important to know how important the book of fairy
tales is in the student’s perceptions, and the teacher
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as a subject close to the student. Therefore, this material in learning emerged. The results shown are
study was conducted to reveal how educational fairy as follows in Table 1.
tales as teaching materials are in the views of
teachers and students. The purpose of this study is to Table 1. Teacher and Student Perspective
know the perspective of teachers and students about Perspective
the attractiveness of educational fairy tales as Aspect
Teacher Category Student Category
teaching materials, the use of educational fairy tales The
as learning materials, the effectiveness of attractivene
Very Very
educational fairy tales in the formation of children's ss of the 91.50% 98.00%
Good Good
character values, and the usefulness of educational educative
tales
fairy tales in cognitive development of children. The use of
educational
Very Very
tale as a 92.50% 93.00%
2 RESEARCH METHOD Good Good
teaching
material
The research was a survey study, using cross- The use of
sectional survey design. The purpose of using this educational
design was to collect teacher and student tale
Very Very
towards the 97.75% 86.00%
perspectives about the benefits of educational tales. values of
Good Good
child
2.1 Research sampling character
The
The population of the research was teachers and benefits of
students of grade IV of an elementary school in educational
Yogyakarta Province. The research involved 20 tale Very Very
92.00% 88.75%
teachers and 400 students as sampling respondents. towards Good Good
The respondents were choosen by purposive child's
cognitive
sampling technique only involving students and ability
teachers in an Indonesian curriculum pilot project
school.
Based on Table 1 it can be seen that teachers and
2.2 Data collecting students have a positive perspective on the presence
of fairytale books that are educative as a supporting
The research was carried out from July to September material in learning. Some perspectives are among
2016 and collected data using two basic forms: others: The teacher gives a percentage of
questionnaire and interview. The data was attractiveness of educational fairy tale of 91.50%
completed in two ways with respondents (teachers and students 98.00%, with both of the categories as
and students) answering paper based questionnaires Very Good, while the utilization of educational fairy
and the researcher doing individual interviews (only tales in the learning of the teacher gives a percentage
for teachers). of 92.50% and students 93.00%, both included in the
Very Good category. Teachers and students also
2.3 Data analyze have a high perspective on the usefulness of
The data collecting was in quantitative type and educational fairy tales to inculcate the values of the
categorized in 3 (three) categories: Very Good, characters in children that is equal to 97.75% and
Good, Poor. In data processing, the researcher used 86.00% in the category of Very Good. Furthermore,
the technique of statistical analysis of descriptive the aspects of educational fairy tale on the cognitive
data. This technique was used because the data abilities of children also gets a positive response
collection was done by spreading questionnaires and both from teachers and students, the teacher gives a
the way of processing with percentage calculation. percentage of 92.00% and 88.75% for students, so
both are included in the Very Good category.
The results of the survey above show that when
3 RESULT AND DISCUSSION viewed from the point of view of teachers and
students, fairy tales have several benefits. In terms
Based on the results of questionnaires and interviews of attractiveness, fairy tales that are essentially
conducted by 20 teachers and 400 students, a large literary works are considered very interesting,
positive perspective from teachers and students to especially if it contains elements of education.
the presence of a book of fairy tales as a supporting

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 A clear description of the survey results can be
seen in the following Figure 2:
100,00%
98,00%
96,00%
94,00%
92,00%
90,00%
88,00%
86,00%
84,00%
82,00%
80,00%
Figure 2. Teacher and Student Perspective
The attractiveness of educational fairy tales in
this case are: (1) display and illustration of books,
(2) stories and figures presented, (3) communicative
language presentation. Saxby (1991) states that “a
good book will make the reader hear, feel, and see.”
Referring to this idea, it is well known that a good
book will make the reader able to hear, feel, and see.
Books of fairy tales, according to teacher and
student perspectives, are good books because they
can bring their readers to hear, feel, and see,
especially if they contain an educational element that
is more interesting. Students can not only be
entertained and imagined with the fantasy elements
presented in fairy tales, but also get the educational
values reflected in them. The emergence of a high
sense of interest from students to educational fairy
tales can be a trigger of meaningfulness of student
learning when using a book of fairy tales. A fairytale
book containing educational elements will also be
very useful as a supporting book of learning,
especially if the material presented in it is a subject
matter that is being studied by the students. Lesson
material brought through the fairy tale can provide a
sense of interest to students, providing convenience
to students to understand the material, and generate
meaningfulness of students in learning. Therefore,
based on the results of the survey, it is known that
teachers and students have a great perspective on the
presence of fairy tales that also present the subject
matter so that it can be used as a learning support
book. Not only can they entertain students but also
facilitate and generate meaningful learning to
students.
The presence of the fairy tale book as the delivery
of the subject matter has been researched earlier by
Andersone (2009). He states that "Fairy-tales
include a number of notions which help children get
mathematical notions about the surrounding world,
its variety and glory. Fairytales not only develop
children's imagination but also develop their skills to
use mathematical connections and basic notions in a
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
simple understandable language in primary and
preschools mathematics education, at the same time
putting stress on these connections and so on. Of the
systemic course of mathematics." The tale includes a
Teacher number of ideas that help children gain math
Perspective
knowledge about the world around them. The tale
Student not only develops children's imagination but also
Perspective
develops their skills to use these math connections.
Fairy tales as a medium for conferring subject matter
has also been studied previously by Ipriansyah
(2011), he proved that fairy tales can be used as a
means of entertainment and education. Through
fairy tales, children will get entertainment as well as
the educational values contained in it including as a
medium of conveyance of subject matter.
In the perspective of teachers and students, it is
also known that fairy tales containing educational
elements can have a positive impact on students'
cognitive abilities. Tales that contain adventure
elements can bring children new experiences in the
process of imagination. In the stage of development,
elementary school age children need more
imaginative books that have a story line, so when
reading the child feels to have an experience and
find knowledge through the process of a fun
imagination. “Fairy tales strengthen the power of
emotion, develop the power of imagination, train the
memory, and exercise the reason” (Kready 2004
p.11). A fairy tale strengthens the emotional power,
develops the power of the imagination, retains the
mind, and trains the students to be able to construct a
reason. This means that the children's fairy tales are
able to develop their thinking skills including
imagination, recall, to reason, thus directing the
child to have critical thinking skills.
Through a fairy tale, the child's critical thinking
ability can be stimulated when the fairy tale provides
opportunities for the child to help solve problems
and take decisions from the results of their series of
analysis of the story in the fairy tale, in this case. A
goal of using fairy tales as creative case examples is
to deepen students’ understanding of the often
complex nature of ethical decision making. Case
examples can be used as a vehicle to assist students
in developing problem-solving skills (Henderson &
Malone 2012). Through their experiences in the
fairy tale, the critical case presented can make it
easier for children to understand a complex problem
and become a consideration in making decisions, so
the story in the fairy tale can be used as a child's
vehicle to develop problem-solving skills. Therefore,
fairy tales can make children's mental processes
develop, as they will be facilitated to make judgment
in making decisions on the issue. Being skilled in
making rational, relevant, and logical decisions is
part of the critical thinking aspect, so it is implicitly
understood that the child's critical thinking ability
can be developed through fairy tales.
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 In addition, the fairy tale is also an action or a
wise and intelligent way to educate and advise the
child (Utomo 2013). Fairy tales can provide a
satisfying effect on the need for imagination and
child fantasies. Children will be more fun in
listening to fairy tales containing advice and
teachings or upbringing. These positive desires and
attitudes will certainly have an impact on the child's
personal development. Therefore, fairy tales can be a
medium to instill the values of characters in
students, as shown in the perceptive of teachers and
students. The meaning is that, in addition to
providing a strength, the fairy tale also gives
pleasure to the child, fairy tales bring joy into child
life. The mission of joy has not been fully preached,
but we know that joy works toward physical health,
mental brightness, and moral virtue (Kready 2004).
It appears that fairy tales can bring pleasure in a
child's life. The pleasure is not only to be felt, but to
have an effect on the physical health, mental
development, and moral of the child. Thus, fairy
tales provide an opportunity for children to build
their personality from the experiences they
experience through reading.
Students will understand the values or messages
conveyed in fairy tales through their emotional
experiences. “A critical consideration of the
messages that fairy tales and stories may carry”
(Tesar et al. 2016 p.1). The exemplary message
contained in fairy tales is usually hidden or implied,
for example in the form of images or persuasive
stories.
Thus, a fairy tale provides an opportunity for the
child to reflect on himself, making it seem to be part
of the fairy tale so as to stimulate the emotion to live
the example of the experience in the fairy tale.
Referring to this, it can be understood that as a
literary work, fairy tales are an effective medium for
inculcating various moral values, characters, social
norms, and ethics to children. Through the fairy tale
of empathy, an exemplary character can be grown
and hopefully, the value and the message can be
applied by the child in his daily life. Fairy tales
provide the context where the relationships between
people are very simple and depicted in a
comprehensible manner for young readers. The
children get the right and wrong poles clear and
since evil is always punished, it serves as a
distracting example for them
Almost every fairy tale carries moral messages. It
is a proof that fairy tales are not mere entertainment
but also educate (Mikešová 2006). Reflecting on that
opinion, fairy tales provide a context for the
relationships between figures that are described
simply to be understood by the child. The child will
gain an understanding that the guilty person will get
a result or punishment, while the good will get
happiness. This serves to give examples to the child
about positioning himself a good character. This
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
illustrates that almost all fairy tales carry a moral
message, and this is proof that the fairy tale is not
only entertainment but also educational.
The fairy tale as a medium to instill the child's
character values has been proven earlier that the
fairy tale has a good impact on the spiritual and
cognitive development of children, the fairy tales
provide opportunities for children to understand the
conflicts in the story that can enhance the spiritual
and intellectual experience they have. Based on the
results of this research, the next step that needs to be
done is to develop a book of fairy tales that can
empirically facilitate the cognitive, psychomotoric,
and affective aspects of children in an integrated
way through a science-based book that provides
opportunities for children to develop the three
aspects through various learning activities.
4 CONCLUSIONS
Based on the survey results, it can be seen that
teachers and students have a very positive
perspective on the presence of educational fairytale
books to be used as a supporting book in learning. It
is known that the teacher gives a percentage of
91.50% and students 98.00% in terms of
attractiveness of educational fairy tales. Teachers
and students also have the point of view that
educational fairy tales have enormous usefulness in
learning, one of which can be used as a supporting
book, so the teacher in this case provides a
percentage of 92.50% and students 93.00%. In
addition, teachers and students also have the view
that fairy tales can also be used as media to instill
the values of the characters, the teacher gives a
percentage of 97.75% and students 86.00% in the
category of Very Good, then on the usefulness of the
fairy tale of education to the childrens cognitive
abilities also got positive responses from both
teachers and students, the teacher gives a percentage
of 92.00% and students 88.75% included in the
category of Very Good. This means that teachers
and students have a high perspective that a fairy tale
containing educational elements can create a sense
of interest, usefulness in learning, can be a medium
of character values in children and can stimulate
children’s cognitive abilities.
Teachers can present fairytale books that contain
educational values in learning as instructional
learning materials to help students understand the
subject matter being studied, to give meaningfulness
to students, as a medium to instill character values
and to stimulate the development of students
cognitive abilities.
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5 REFERENCES
Andersone, R. 2009. Through fairy-tales to math in the lessons.
Acta Didactica Napocensia 2(2): 112-118.
Henderson, K.L. & Malone, S.L. 2012. Ethical fairy tales:
Using fairy tales as illustrative ethical dilemmas with
counseling students. Journal of Creativity in Mental 7(1):
64-82.
Ipriansyah, I. 2011. Peran dongeng bagi perkembangan dan
pembentukan kepribadian anak [The role of the tale for the
development and the formation of the child's personality].
TA’DIB 10(1): 23-37.
Kready, L.F. 2004. A study of fairy tales. Boston, MA: The
Riverside Press.
Mitchell, D. 2003. Children’s literature: An invitation to the
world. Boston, MA: Ablongman.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Pahl, K. & Rowsell, J. 2012. Literacy and education:
Understanding the new literacy studies in the classroom
2nd edtion. California, CA: Sage Publications Ltd.
Livo, N.J. 2003. Bringing out their best values education and
character development through traditional tales. Westport,
CT: A Division of Greenwood Publishing Group, Inc.
Saxby, M. 1991. Give them wings: The experience ofchildren’s
literature. Melbourne: Macmillan Company of Australia.
Tesar, M. et al. 2016. Forever young: Childhoods, fairy tales
and philosophy. Global Studies of Childhood 6(2): 1-12.
Utomo, S.B. 2013. Mendongeng dalam perspekif pendidikan
[Storytelling in educational perspective]. Jurnal Agastya
3(3): 12-24.
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Traditional game application in developing the value of child character

A. D.Gustiana, M. Agustin & H. Djoehaeni

Universitas Pendidikan Indonesia, Indonesia

ABSTRACT: This research is conducted for the most fundamental problem which are still found some
preschool teachers who are too academic oriented in learning process and tend to ignore the psychological
aspect also the character value. In fact, now a days the character value of the nation has become in critical
level. This phenomenon is seen from a lot of fight among student, fight averrel among villagers and the like.
Such problem needs an exact and integrative solution also useful for many parties. One of the solution is by
building the character value since early childhood. Dealing with the character value building, further more the
learning application by traditional game for preschool age is seemingly appropriate. The method applied in
this research is an experimental quasi where the subject of the research is about 36 participants. Based on the
result of both groups gain data analysis, it is reached sig. score (0.04) < (0.05), so Ho is rejected meaning
that there significant difference of character value between experimental and control group. Observed from
the everage gain, the experimental group who applies traditional game is more effective in developing the
character value of preschool age child.

teachers; and (8) hatred and suspicion towards

1 INTRODUCTION
1. 1 Research background
Developing the basic potential of children
especially in certain character values such as,
honest, tolerance, creativity, and responsibility
through appropriate and meaningful pedagogical
activity need to be conducted since childhood.
While ignoring the implementation of this
character values will greatly impact to the loss of
human generation. This could be systemic or even
fatal loss to a nation (Lickona 1992).
Moreover, Lickona revealed “terrifying” traits
when a nation loss these important character
values. Namely (1) the increasing of violence level
in society; (2) the viral of poor language,
swearwords, pornographic words and even leads to
“SARA” (offended the tribes, race and religion);
(3) a strong influence from their peer to perform
violence that leads to a crime; (4)the increasing of
self-destructive behavior such as, drugs, free sex,
and alcohol; (5) guidelines of a good and bad
morale is getting blur; (6) the deterioration of work
ethic; (7) decreases the respect towards parents and
other.
Those traits revealed by Lickona is fitted with
this country condition. Therefore, it is inevitable
that the implementation of character values in
education needs to be conducted. In line with this,
Tillar (2002) stated that the last defender to
conserve and also protect this nation as a whole is
education.
The character values stated are honest,
tolerance, discipline, friendly or hospital,
communicative, and hard-working. These values in
which this nation acquired is considered critical
that fights between students, fights among the
society and etc happens a lot. These issues required
a clear-cut solution, integrative, and gainful for
every aspect. One of the clear-cut solution this
study offers is to implement the character values
since childhood.
It is undeniable that the learning activities in
kindergarten supposed to be fun, meaningful, and
passionate to gain children’s full potential
optimally. Besides, based on PP no 58 2010 it is
clear that childhood pedagogical foundation is the
development of character values applied through
playing.

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 One of this answer is through children’s
traditional game for instance congklak, ular
tangga, galah asin and boy-boyan . These
traditional game is almost eradicated because of
the appearance of gadget. In fact, these traditional
game is very useful in supporting the development
of children’s character values such as honesty,
responsibility, and empathy (Herawati 2002). The
appearance of advance technology in human
lifestyle makes “manual” activity (traditional
game) being ignored by most of the people and
alternate to “automatic” activity (game/game
online) including the children’s lifestyle.
1.2 Research questions
The background stated above is focusing this
research to apply traditional game “kaulinan
budak” to develop character values in
kindergarten. In order to gain directive focus and
clear construct of this reseacrh, then the research
questions are as followed.
a. How is the profile of the character values in
kindergarten B group of TK La Tanza and TK
laboratorium UPI 2015-2016?
b. What kind of learning programs used with
traditional game in developing character values
toward TK laboratorium UPI 2015-2016
students?
2 IS THERE SIGNIFICANT DIFFERENCE OF
(GAIN) IMPROVEMENT BETWEEN
CONTROL AND EXPERIMENT GROUP’S
CHARACTER VALUES? LITERATURE
STUDIES
2.1 Childhood character education concept
2.1.1 Definition of character education
McCarrol (Megawangi 2004 p. 5) stated that
character is formed by regular drilling, this is in
accordance with the meaning of character which
means “engrave”. Engraving itself needs process,
skills and also precision from its sculptor to create
a solid engrave as well as creating character itself
so that it may attached strongly to the individuals.
Goleman (1995) said that character is emotional
intellectual, and Mulyana in Mubiar (2011)
reaffirms that character is “a pattern of thoughts,
attitude and behavior that strongly attached to a
person and difficult to eradicate”. Based on the
statements of experts above, it can be concluded
that character is a pattern of behavior of an
individual.
Thus, character education is an education which
applies principals and methodology to build life
skill towards the learners through curriculum
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developed by the school. As stated by Ramli
(2001) that character education has the same root
and meaning with moral education. Meanwhile
Kirschenbaum (1995) mentioned a traits of an
individual who has character values such as:
respectful, responsible, care, discipline, loyal,
encourage, and tolerance. Good character
individual has the knowledge to understand their
own potential which can be seen from their self-
confidence, rational, logic, critical, analytic,
creative and innovative, independent, healthy
lifestyle, responsible, patient, careful, forgoing,
encourage, trustworthy, can keep a promise, fair,
humble, hospital, aesthetic, sportsmanship, and
resolved. This individual can also have a full
consciousness to do the best and excel, and behave
based on their potential and consciousness.
2.1.2 The purpose of character education
The purpose of Character Education is (Kemdiknas
Balitbang Puskur, 2010) to develop the learners
potential as human being and citizenship who
acquired cultural values and national character
through pedagogical aspects, to develop a good
custom and behavior which are accordance to
universal values and religious, to implement
leadership and responsibility of a learners as youth
generation, to develop learners potential to become
independent, creative, national minded, and to
develop school environment as a safe, honest, full
of creativity and friendly environment, and even
patriotic and full of dignity.
2.1. 3 Method and character education principle
In order to reach its objective, the application the
character education method needs an appropriate
method such as teaching, exemplary, and reflection
(Megawangi 2004). Beside that the application
also require basic principles which can be
understood by every individuals who conduct the
character education. Those principals quoted from
based on Lickona (cited from Megawangi 2007,
pp. 145-147) with 11 principals that the character
education should contain values that can build
good character, defining this with comprehensive
aspect such as thinking, feeling, and acting,
requiring comprehensive approach and focus from
each component, requiring morale leadership from
every aspect, cooperating with parents and society,
and evaluating periodically.
2.1.4 Description of character education values
These are character values with the description
included which will be integrated through
character education (Kemendiknas, 2010: 10) are
as followed
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Table 2.1 Values and Description of Character Education
No Character values Description

Obedience attitude and behavior in performing religion teaching, tolerance and harmony
a Religious
towards other
a behavior as an effort to build individual to become a trustworthy individual in their
b Honesty
statement, attitude, and serices.
Attitude and behavior which is respectful towards other race, religion, ethnic, opinion,
c Tolerance
behavior and attitude.

d Discipline Attitude which shows order and obedient towards provision and regulation.

Attitude which shows earnest against learning and duty obstacles, and do the best in every
e Hard Working
task given.

f Creative Thinking and performing everything to produce innovative ways.

g Independent Attitude and behavior to complete the task independently.

A way of thinking, behaving, and acting which shows an equality between rights and
h Democratic
obligation towards themselves and others.

i Curiosity An effort to understand deeper and wider from something they learn, observe, and hear.

A way of thinking, behaving, and acting which puts national interest against the interest of
j Patriotic
individual and even group.

A way of thinking, behaving, and acting which shows loyalty, carefulness, and high
k Homeland Loyalty
appreciation towards language, physical environment, social, culture, and national politics.

Attitude and behavior to encourage themselves to produce useful means for the society, to
l Achievement Appreciation
admit and to respect other achievements.

m Friendly/Communicative Attitude which shows talkative, easy going, and cooperative individual.

n Peace Loving Attitude, statements, and measures of action which create safe and joy over the individual.

o Intensive Reading A custom to spend the time with a lot of reading activities.

Measures of action and attitude to prevent environmental damage and developing certain
p Environment Involvement
efforts to preserve environment.

Measures of action and attitude to provide aids towards the society and those who in
q Social Involvement
needs.

Attitude and behavior of individual to perform the task and mandatory who have been done
r Responsibility towards themselves, society, environment (nature, social, culture), nation, and the
Almighty God.

2.2 Traditional game concept certain areas, which contains cultural values and
society norms and passes from generation to
2.2.1 The definition of traditional game
generation. With traditional game, the
According to Kurniati (2016, p. 2) traditonal game development aspect will stimulate the children and
is a playing activity which grows and develops in also their feeling of joy while preserving national

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culture. Moreover Kurniati stated that generally Figure 3.1 Nonequivalent Control Groups Design
traditional game provide happines for those who (Sugiyono, 2008: 79)
perform it. 3.2 Location and participants
2.2.2 Kinds of traditional game This research was conducted in TK La Tanza
Kinds of traditional game accroding to Cultural which takes place in Sariwangi West Bandung
Values Directorat (Kurniati 2016, p. 3) explained District and TK Laboratorium UPI Bandung. The
that traditional society game divided into three participants of this research are B group consists of
gourps, (1) game of strategy such as, galah asin; 36 children ranging from 5-6 years. They are 20
(2) game of physical game bakiak for instance; (3) children from TK La Tanza and 16 children from
game of change such as oray-orayan. TK Laboratorium UPI. The author of this research
decided that TK La Tanza as control group and TK
2.2.3 The benefits of Traditional Game laboratorium UPI as experiment group.
Traditional game provides meaningful benefits
3.3 Research instruments
such as stimulating child’s development, arrange
a good peer social relationship, educate children The arrangement of this research Instrument is
against conflict management and learn to reveal based on variables and variables indicator. The
the solution, implementing cooperation aspect, instruments used in this research is direct
togetherness, discipline, and honesty (Kurniati observation to evaluate character values
2016, p. 3). objectively using Likert’s scale with 3 alternatives
in order to measure the children acquired abilities
such as (incapable), (less capable), (capable).
3 RESEARCH METHODOLOGY The Description of instruments to reveal
kindergarten character values are explained as
3.1 Research methodology
followed.
There are several Reseacrh methodology which are
oftenly used by researchers in conducting their Table 3.1 Instruments of kindergarten character
research to reveal the solution against its issues. values
They are historic, descriptive, and experiment Indicator Sub- Indicator
method. This research used experiment method Honesty Attitude based on effort to
which is quasi experiment method. The definition encourage the individual to
become trustwothy person .
of this is stated by Arikunto (1992,p. 31) that Tolerance Attitude and behavior which is
“experiment is a means to seek cause and effect respectful towards other race,
relationship between two variables emerged by the religion, ethnic, opinion,
researchers themselves with eliminating other behavior and attitude.
unimportant variables”. Meanwhile Sugiyono Disciplne Attitude which shows order and
obedient towards provision and
(2008,p. 4) stated “experiment is a research which regulation .
focuses to seek certain influence from variables Curiosity An effort to understand deeper
againts other variables in a firmly controlled and wider from something they
situation. From the two opinions above, it can be learn, observe, and hear.
concluded that experiment method is a series of Friendly/ Attitude which shows talkative,
Communicat easy going, and cooperative
experiment activity as a means to investigate issue ive individual
to acquire solution. Hard Attitude which shows
There are two designs of quasi experiment Working earnest against learning and
method, time series design and nonequivalent duty obstacles, and do the best
control group design (Sugiyono 2008, p. 73). This in every task given.
research used nonequivalent design. This research
conducted in two classes (a) experiment class and 3.4 Data Analyzing Technic
(b) control class. Both class treated differently,
control class used conventional learning The data analyzing technic uses independent t-test
meanwhile experiment class used educative game or mann-whitney depends on normality test. If the
method. data considered as normally distributed then t-test
The design of this research is as followed : will be used, otherwise mann-whitney will be used
𝑶𝟏 X 𝑶𝟑 if the data considered abnormal distributed. SPSS
17.0 will be used as data measurement.
𝑶𝟐 𝑶𝟒

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4 RESEARCH FINDINGS AND RESULT Table 4.3 Normality Test Result of control and
experiment group
4.1 Result
Tests of Normality
The result of this research will be explained Kolmogorov-
through collected data between control and Smirnova Shapiro-Wilk
experiment group. Moreover, the result can be seen Character Statisti Statisti
Values c Df Sig. c Df Sig.
on table 4.1 and 4.2. *
Gain Experime .113 20 .200 .962 20 .582
nt group
Table 4.1 The improvement of character values in Control .197 16 .099 .931 16 .253
every aspects of control group’s result group
Pretest Postest a. Lilliefors Significance Correction
Sub
No. Percent Perce *. This is a lower bound of the true significance.
Variable Total Total
age ntage
1 Honesty 143 59.6 % 183 76.2% Based on the data above, both data is confirmed
2 Tolerance 169 58.6 % 218 75.6% as normally distributed so that t-test can be
conducted. The t-test result will be shown in the
3 Discipline 143 59.5 % 182 75.8% table 4.4.
4 Curiosity 119 62 % 182 76%
Table 4.4 Gain Data of Experiment and Control
friendly/co
5 mmunicati 175 60.8 % 217 75.4% Group
ve Independent Samples Test
Hard Levene's Test
6 115 59.9 % 145 75.0%
working for Equality of t-test for Equality of
Variances Means
Meanwhile the improvement from every aspects Sig. (2-
of experiment group’s character values can be seen F Sig. t df tailed)
below Gain Equal 6.462 .016 2.131 34 .040
variances
assumed
Equal 2.025 23.846 .054
variances
Table 4.2 The improvement of character values in not
every aspects of experiment group’s result assumed
According to the data shown above, it shows
Pretest Postest that sig. 0.04 < 0.05 then h0 can be rejected which
No
Sub Variable Percen Tot Percenta
. Total means there is a significance improvement among
tage al ge
1 Honesty 179 59.7 % 255 85 % character values between two groups. Thus, it can
2 Tolerance 215 60 % 302 83.9 % be stated that traditional game is considered
3 Discipline 178 58.3 % 252 84 % effective in improving or developing the character
4 Curiosity 147 61.2 % 198 82.5 % values. The table below will describe clearly
Friendly/Comm regarded to the results
5 219 61 % 298 82.8 %
unicative
6 Hard Working 141 59% 197 82.1%
100

Based on table above, it can be seen that each

aspects of character values both in control and 50 Experiment
experiment group is improved. However, the group
improvement is slightly significant appeared in Control Group
experiment group than in control group. 0
Hard…
Friendly/…

The result of normality test from both group is

Honesty

Discipline
Curiosity
Tolerance

bigger than 0.05 which means both data are

distributed normally. It can be seen clearly in the
table below
Figure 4.1 Improvement chart (Gain) experiment and control
group in each dimensions

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4.2 Findings
4.2.1 Character values profile in control and
experiment group
Based on the pretest result, it is shown that the average
score of character values from control group is 54.
Meanwhile experiment is 53.95. This average score can
be categorized as (enough/less capable) towards both
kindergarten. Thus, a measure of action is needed to
improve childhood’s character values.
4.2.2 The application of traditional game in experiment
and control group in improving children’s character
values
The preparation started with planning the activity
itself, before the research is conducted, the author
prepared everything regarded to the needs of this
research. The preparation by the author such as weekly
learning program, daily learning program, and
determine the learning theme, learning media
(congklak, bakiak and other supportive source),
preparing the teacher.
Based on two weeks observation, starting from
preparation phase or pre-game, in the middle of playing
games, and also assessing the activity are considered
systemic and well prepared, adjusted from the
objectives which has been ruled by the teacher. The
traditional game used in this process to reveal the
character values towards the children are oray-orayan,
bakiak, bancakan, congklak, and galah asin.
4.2.3 The improvement of character values between
experiment and control group after the application of
traditional game
Based on posttest score, it is shown that the average
score of experiment group is 75,1 increases by 21.15
from 53.95 of pretest score. The improvement of
experiment group is bigger than control group that
acquire 14.19. The t-test is also shown that gain
between control and experiment is sig. (0.04) which is
6 REFERENCE
Arikunto, S. 1992. Prosedur penelitian [Research
procedure]. Jakarta: Rineka Cipta
Goleman, D. 1995. Emotional intelligence. New York, NY:
Bantam Book.
Herawati. 2002. Upaya meningkatkan kecerdasan
interpersonal anak usia dini melalui pemainan
tradisional [Efforts to increase early interpersonal
intelligence through traditional games]. Unpublished
thesis. Universitas Pendidikan Indonesia.
Kurniati, E. 2016. Permainan tradisional Jawa Barat [The
West Java’s traditional games]. Bandung: Prenada.
Lickona, T. 1992. Educating for character: how our schools
can teach respeect and responsibility. New York, NY:
Bantam Book.
Megawangi, R. 2004. Pendidikan karakter, solusi yang tepat
untuk membangun bangsa [Character education, the right
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
smaller than (0.05). This means that there is significant
different of character values between experiment and
control group. It can be concluded that traditional game
is effective in improving the character values. This is in
line with Kurniati (2016:3) that traditional game has
meaningful benefits such as stimulating children’s
development, creating social relationship, educating
children to deal with management conflict and learn to
solve the conflict, cooperative, togetherness, discipline,
and honesty. Besides, the traditional game itself
contains moral values which becomes the root of the
ancestors’ creation and preservation. This moral values
is in line with character education so it can be
concluded that traditional game is very suitable
methods to improve character values.
5 CONCLUSION
Based on the result of this research shown in the
findings, it can be concluded that:
a. The profile of character values in control group is
54 while experiment is 53.95 which is categorized
as “less capable/enough”.
b. The Application of traditional game in experiment
group performed systematically started with
planning to evaluating. In planning phase, the
teacher and students were informed by the
researchers. Creating the weekly program planning
(RPPM)and daily program planning(RPPH). In
whilst phase, the researchers is supported by the
teacher to hold 6 meetings. Pretest was conducted
to reveal the participants condition before
treatment. The last is evaluating through posttest to
reveal the influence of traditional game towards
children character values.
c. There is significant difference against the
improvement of tha character values between
control and experiment. Traditional game is
effective in imroving and developing childhood
character values.
solution for building a nation]. Jakarta: Indonesia
Heritage Foundation.
Megawangi, R. 2007. 9 pilar karakter [9 pillar of character].
Jakarta: Indonesia Heritage Foundation.
Kirschenbaum, H. 1995. 100 ways to enhance values and
morality in schools dan youth settings. Massachusetts,
MA: Allys & Bacon
Ramli, Z, T. 2001. Pendekatan-pendekatan pendidikan nilai
dan implementasi dalam pendidikan budi pekerti [Value
education approaches and implementation in character
Education]. Retrived from
(http://www.pdk.go.id/balitbang/Publikasi/Jurnal/No_02).
(Diunduh 27 November 2010)
Sugiyono. 2008. Metode penelitian kuantitatif kualitatif dan
R&D [qualitative quantitative research methods and R &
D]. Bandung: Alfabeta.
Tilaar, M. 2000. Budaya dan pendidikan nasional [Culture
and national education]. Bandung: Remaja Rosdakarya.
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Model of Pancasila education with feminis perspective
C. W. Murdiati, B.W. Suliantoro & M.D. Susilawati
Universitas Atma Jaya, Indonesia

ABSTRACT: Pancasila education is a medium of determining the character of students, but unfortunately the
teaching materials that have been used still contain gender bias. The value of womens struggle as well as na-
tional and international conventions that lead to gender equality awareness has not received reasonable atten-
tion. The learning process in the classroom is still less gender sensitive. This study aims to create new innova-
tions in the form of teaching materials and teaching methods of Pancasila Education that is fairer and
concerning more in gender equality, and further will be applied in Higher Education. The research model was
conducted by combining literature research with field research, collected data was analyzed using elements of
philosophical method in the form of: interpretation, internal coherence, holistic, historical continuity and heu-
ristic. The result of the research showed that the limitations of information, the reversal of historical facts, the
political struggle and the strength of the patriarchal culture are the root of the problems causing the substance
of Pancasila education becomes gender biased.

The substance contained in some teaching mate-

1 INTRODUCTION
Law of the Republic of Indonesia number 12 of
2012 on Higher Education explicitly mentions the
subject of Pancasila Education as a compulsory sub-
jects must be held in every college given all courses.
The government views the importance of students as
the future leaders of the nation given the values of
Pancasila so that attitudes, worldviews and behavior
of society, nation and state become increasingly hu-
manist. The government’s seriousness is visible
from the efforts undertaken, namely in 2012, the
Working Unit of the Directorate of Learning and
Student Affairs Directorate General of Higher Edu-
cation (Dikti) offers a grant of writing teaching ma-
terials that succeeded in generating e-books in the
subject of Pancasila that can be uploaded in Dikti
WEB. Some institutions and educational experts are
trying to support by publishing textbooks such as:
Pancasila Studies Center of Parahyangan Catholic
University "Pancasila Kekuatan Pembebas " (2012),
Armada Riyanto et al, "Kearifan Lokal Pancasila
Butir-Butir Filsafat Keindonesiaan" 2015, Pancasila
Lecturer Team of Higher Education Association
Catholic (APTIK) "Modul Pendidikan Pancasila
Untuk Perguruan Tinggi: Kearifan Lokal Menasion-
al” (2016).
rials is comprehensive enough, although unfortu-
nately the way of presentation is still one-sided. The
education of Pancasila is still gender biased, because
the participation of women from the struggling era
to post-independence did not receive a reasonable
appreciation. The Indonesian historians have not yet
clearly positioned women’s position and active role
in the nation's history. The contribution and struggle
of Indonesian women in achieving independence
and how their contributions to improve women's po-
sitions before and after the independence have never
been the focus of historian’s attention (Sadli 2010).
National and international conventions that lead to
gender equality and justice processes are not widely
disclosed. The nation’s policy making is sometimes
not gender-responsive to the detriment of women
(Kinnon 1987). Science that is included in the cur-
riculum on campus is often still absent from the
knowledge of women's lives (Amirudin 2008).
Among philosophers, scientists and academic ex-
perts have not yet discussed Pancasila systematical-
ly, comprehensively and deeply from a feminist per-
spective. This research tries to offer new vision,
model and module of Pancasila education from fem-
inist perspective. A study of a feminist perspective
of Pancasila education is needed, considering that

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 108
students who take courses are not only men but also
women. The application of a feminist perspective of
Pancasila education model is expected to produce
knowledge and learning process that is more gender
equitable. Problems: 1). How far feminist perspec-
tive urgency is included in Pancasila education ma-
terials and methods of learning? 2). What are the
constraints that inhibit women’s role are not includ-
ed in the learning substance of Pancasila education?
3). How is the learning strategy of Pancasila educa-
tion to be more gender equitable?
2 METHOD
This research tries to combine the literature research
model with field research. The material object of this
research is in the form of learning method and the
substance of teaching materials of Pancasila educa-
tion. The formal object (point of view) views from
the feminist side. Data analysis is using qualitative
approach by describing the data in the form of sen-
tences which are arranged systematically, logically,
comprehensively and detailed in accordance with the
subject to facilitate the interpretation and conclusion
making. The scientific data collected is analyzed
more deeply using the philosophical method ele-
ments such as: interpretation, internal coherence, ho-
listic, historical continuity and heuristic (Bakker &
Zubair 1990).
3 RESEARCH RESULT AND DISCUSSION
3.1 The urgency of feminist perspective of Pancasila
education
In 2016, the United Nations sets the theme of wom-
en's day in the form of equal access in the education
sector. Gender equality and women's empowerment
are positioned as global basic mission to realize
equality of rights, respect for dignity and welfare for
all humanity. This ideal is a reaffirmation of the Mil-
lennium Development Goals (MDGs) which one of
the 2015 targets is to eliminate the gender gap at all
levels of education (Sadli 2010). Education is ex-
pected to be the driving force to create a world order
that is more just, prosperous and dignified.
Pancasila education is given in college with the
aim to create a vehicle for students to study, analyze
and solve the state development problems in the per-
spective of Pancasila basic values as ideology and
basic state of the Republic of Indonesia academical-
ly (Directorate of Learning and Student Affairs
DIKTI 2013). Education is a fundamental act be-
cause it touches the roots of human life that can
change and determine the attitude of life direction
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
(Driyarkara 2006). The mistakes of the education
process can lead to mindset patterns, attitude pat-
terns, and destructive behavior that can harm nature,
neighborhood and country.
Education has a cultural responsibility. In the ed-
ucation world, human faced two existential choices
that is toward the process of barbarism or culturizm.
Education can be a barbaric process if the learning
substances and methods do not reflect a sense of jus-
tice for students. Education is part of the cultural
process when directed at the process of humanizing
young people so that the practice of humanization is
realized (Driyarkara 2006). The philosophical basic
of Pancasila education should be built on the values
of justice and civilization. Therefore all forms of
gender discrimination must be stopped.
Just and civilized humanity is the basic reference
for character formation of students. The values of
justice and the effort to uphold civilization should
not be abandoned in Pancasila discussion. Shiva and
Mies argues that justice towards neighborhood and
nature will not be realized without justice between
the sexes (Shiva & Mies 2005). Gender justice is the
basis for realizing social justice and ecological jus-
tice.
3.2 Some learning obstacles Pancasila education
perspective feminist
3.2.1 Material Limitations
The books of Pancasila education found in the li-
brary mostly reveal the values of the struggle made
by male characters, so that the knowledge product
tends to be patriarchal. The authors of Pancasila ed-
ucation and history books are mostly men so that
men's services in the course of history are more
highlighted, while the struggle of women is getting
less attention. Women’s roles in the Pancasila edu-
cation books are not deeply discussed only a bit.
Women as royal leaders in Aceh and Majapahit
kingdom are rarely discussed in depth (Astuti 2000).
Pancasila material in the historical dimension is pay-
ing less attention to the value of women's struggle so
that it can lead to female students to be less motivat-
ed to learn, because the highlight figures are men.
Campus environment, teaching techniques and
reference books sometimes still represent the stereo-
type of female and male based on patriarchy (Nurdi-
yansah 2008). Efriadi who conducting research at
STAIN Salatiga finds that feminist teaching in
Higher Education gets many challenges in the form
of prejudice and is considered something coming
from outside Islam, so it is only positioned as
knowledge but not to be trusted (Afriadi 2013). Ger-
ung claimed that the academic college attitude to-
ward "women's problems" has not yet become an
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"academic paradigm". Even in a serious academic
conversation, issue of feminism becomes a light-
weight banter among the academic community itself.
Women's perspective is considered negative be-
cause: 1). Women's perspectives are seen as "aca-
demic peculiarities" by those who are not strong
enough to think in terms of a new epistemology; 2)
feminist perspectives are considered "imported
goods from the West" especially among those who
are antipathy against global thought transmission; 3)
feminist perspectives are convicted of heresy by
those who think within the final religion framework
(Gerung 2006).
3.2.2 Patriarchal Culture Is Still Strong
The term of patriarchy according to Kamus Besar
Bahasa Indonesia is commonly grown with the word
"patriarchal" or "patriarcha" which means the family
order which emphasizes on father lineage. Fathers
figure (male) is placed as a central position in family
life. The scope of patriarchy governance is not only
in the core family environment (private), but extends
to various aspects of human life in society, nation
and state. Patriarchy is a system of male authority
that oppresses women through economic, political
and social institutions (Humm 2007).
The existence of patriarchal tradition that is still
strong in society becomes an obstacle during the
learning process of Pancasila education in class. The
Learning of Pancasila Education has difficulty when
the values contained in it is not in accordance with
the facts that occur in the community. The fifth prac-
tice, Social Justice for All Indonesians becomes dif-
ficult to explain to students when the practice of
gender discrimination is rampant. Syamsudin's re-
search found that empirical gender inequality still
occurs in the education, economic, political and pro-
fessional sectors (Syamsudin 2003). Women Na-
tional Commision (Komnas Perempuan) which
monitors the institutionalization of discrimination in
the state of the Indonesian Nation in 16 dis-
tricts/municipalities in 7 Provinces found 154 dis-
criminatory local regulations. Of the 164 Local Reg-
ulations there are 63 directly discriminative against
women through restrictions on the right to freedom
of expression (21 policies regulating dress), the re-
duction of the right to protection and the legal com-
mittee for criminalizing women (37 policies on the
eradication of prostitution), the elimination of the
right to protection and legal certainty (1 policy on
khalwat prohibition), and neglect of protection (4
policies on migrant workers). Moreover, 82 regional
policies are clothed in the name of religion which is
actually a central authority (Komnas Perempuan
2010).
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
3.2.3 Political Battle
The fall of the Old Order of Sukarno's leadership re-
placed by the New Order led by Soeharto influenced
the political life in Indonesia. The New Order posi-
tioned the main enemy of the Pancasila Ideology as
the Communist Party of Indonesia (PKI). The de-
struction of the militancy of the women's movement
by stigmatizing the Indonesian Women's Movement
(GERWANI) falls into the category of the PKI. The
process of women's domestication aimed at prevent-
ing women from being too active in practical politi-
cal life so as to re-manage domestic life with the es-
tablishment of the PKK organization. The
organizational structure is controlled and controlled
centrally by the central government. According to
Imma Idra Dewi and Subardi, there is little worried
felt by some of the teachers when promoting the
women's movement during the old order because be-
ing accused as a sympathizer of the PKI party.
3.3 learning strategy Pancasila education perspec-
tive feminist
The struggle to realize gender equality and justice
between men and women in the field of education
has been initiated since the time of R.A. Kartini, but
until now cannot be fully realized. Changing aca-
demic traditions in the field of social science that
have long lived in society cannot be as fast as in ex-
act science. In exact science, one can quickly move
away from the old theory to a new theory when new
evidence or theory is introduced which is believed to
be superior, more complete and more capable of
solving the existing problems. In the social sciences,
the struggle that requires a change in the values and
norms that have long been rooted cannot take place
quickly, because it does often not only involve ra-
tional considerations, but also involves bonding
emotional knowledge that has been embedded in
long time duration.
Education is an important component that can
help to change mindset patterns, attitude patterns
and human behavior. The learning reformation of
education in order to be more gender equitable and
justice can be done by improving the quality of
books and should also be supported by appropriate
targeted learning methodologies. Learning method-
ology is a way or technique of presenting materials
that have been prepared in the process of interaction
between lecturer and students. According to Paulo
Freire’s view, the learning process can be used as a
means of liberation when it begins with self-
awareness and awareness of his world. Society
needs to be made aware that the essence of
knowledge is a process of action and a reflection of
human beings against his world (Freire 2000).
| 110
 The students' critical attitude needs to be devel-
oped continuously through the following ways: 1).
Growing awareness that the oppression against
women is really exist and must be stopped because it
is not in accordance with humanity and justice 2).
Students are invited to disclose and understand the
root causes of oppression 3). Students are invited to-
gether to think of solutions to stop the practice of
oppression (Misiyah 2006), 4). Students are invited
to commit to not practice gender discrimination.
The measure of the success of the feminist per-
spective of Pancasila education is complex. There-
fore it is necessary to consider and pay attention to
various aspects of the development of human life.
Various strategies that utilize various sources of
learning (multimedia and resources), interdiscipli-
nary studies, involvement in social problem solving
and portfolio-based learning evaluations need to be
developed so that learning achievements can be real-
ized (Winataputra 2004; Mangkoesapoetro 2004).
Portfolio-based learning evaluation needs to be done
because the skills to be produced are complex in re-
lation to the development of cognitive, affective and
psychomotor aspects. Students are expected to have
a number of skills and life-skill insights in the form
of “civic life, civic skill and civic participation” after
studying a feminist perspective of Pancasila educa-
tion.
4 CONCLUSIONS
a. Education is the process of humanizing humans,
so that the substances and methods of learning
Pancasila education should positioning students
in a humane way. Discriminatory treatment to-
wards women is a contrary act to the principle of
humanity and justice that must be changed to-
wards a more egalitarian principle.
b. The factors causing Pancasila education in femi-
nist perspective cannot bematerialized yet are:
1). the limitations of historical literature that re-
veal women role, 2). a strong patriarchal culture,
3). politics in education is less gender respon-
sive.
c. Pancasila education in feminist perspective can
be materialized if there is improvement of book
quality and learning strategy. Learning strategies
need to be designed, so that students are able to
think critically and caringly with the result that
they can be more sensitive to gender inequalities
in the community, able to find root of problem
and solve it wisely, and commit not to do gender
discriminatory. The feminist perspective has a
comprehensive and appreciative nature of
thought, so that portfolio-based learning evalua-
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
tion is relevant to be used as a measurement for
the outcomes of learning process.
5 REFERENCES
Afriadi, Y. 2013. Tantangan pengajaran ekofeminisme dalam
mata kuliah ilmu kalam di Sekolah Tinggi Agama Is-
lam Negeri Salatiga in ekofeminisme dalam tafsir
agama, Pendidikan, ekonomi dan budaya [Challenge
of teaching of ecofeminism in kalam science Course at
Salatiga State Islamic High School in ecofeminism in
religious tafsir, education, economy and culture].
Yogyakarta: Penerbit Jalasutra.
Amirudin, M. 2008. Perjuangan hak-hak perempuan di univer-
sitas [The struggle of women's rights at the eniversi-
ty]. Jurnal Perempuan, 61.
Astuti, M. 2000. Pendidikan berperspektif gender [Education
with Gender Perspective]. Majalah Basis, (07-08).
Bakker, A. & Zubair, A.K. 1990. Metodologi penelitian
filsafat [Method of philosophy research]. Yogyakarta:
Kanisius.
Direktorat Pembelajaran dan K emahasiswaan DIKTI. (2013).
Materi ajar mata kuliah pendidikan pancasila
[Teaching material of pancasila education course]. Ja-
karta: Author.
Driyarkara. 2006. Karya lengkap driyarkara [Complete works
driyarkara]. Yogyakarta: Kanisius bekerja sama
dengan Kompas Gramedia.
Freire, P. 2000. Politik pendidikan [Educational politic]. Yog-
yakarta: Pustaka Pelajar.
Gerung, R. 2006. Feminisme dan universitas [Feminism and
the university]. Jurnal Perempuan, 48.
Humm, M. 2007. Ensiklopedia feminisme [Encyclopedia of
Feminism]. (M. Rahayu Transl.). Yogyakarta: Fajar
Pustaka Baru.
Kinnon, C.A. 1987. Feminism, marxism, method, and the state:
Feminism and methodology social science issues.
Bloomington: Indiana University Press.
Misiyah, M. 2006. Pengalaman pengetahuan perempuan sum-
ber pengetahuan membebaskan [Women's knowledge
of liberating knowledge]. Jurnal Perempuan, 48.
Nurdiyansah, N. 2008. Merintis lingkungan akademis berper-
spektif gender [Pioneering academic environments
with gender perspective]. Jurnal Perempuan, 61.
Sadli, S. 2010. Berbeda tetapi setara [Different but equal].
Jakarta: Kompas.
Shiva, V. & Mies, M. 2005. Ecofeminisme: Perspektif gerakan
perempaun dan lingkungan [Ekofeminisme:
Perspective of women and environment movement].
Yogyakarta: IRE Press.
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Preservation of educative traditional games in the development of cha-
racter education

I.M. Sutama, I.W.M. Wahjoedi, & I.P.P. Adi

Universitas Pendidikan Ganesha, Indonesia

ABSTRACT: This study aims atdescribing the ethnography of the form of Balinese traditional games in
Indonesia, the character values contained in the games, the contribution of the games to the development of
the characters of the young generation through sport lessons on the elementary school in Bali, Indonesia, and
constructing design model of teaching materials. To study them, qualitative research methods were applied.
The determination of the informants was conducted purposively by snow ball technique.The data were col-
lected by observation, interview, and document study, and analyzed by triangulation. Itrevealed that ethno-
graphically the traditional games in Bali have been an entertainment medium related to the use of leisure time
in the life of agriculture society. The makersof the games areanonymous. The Balinese have wealthy at tradi-
tional games, but it is only a few of them are still known by elementary school students.The games contain
some character values. These values can inspire and support the development of characters ofthe elementary
school students in the future. Based on the reason, the innovative sport teaching materials that provide space
for traditional games in the development of the character of students in elementary schools were developed.

1 INTRODUCTION cioculturaldevelopment. Realizing this, it is neces-

Balinese belong to an open society. Their openness
influences their sociocultural dynamics which not
only color the Balinese cultural community, but also
has created the erosion of Balinese traditional cul-
ture. The erosion is also related to the process of the
development that follow modern paradigms which
less accommodating traditional culture.Traditional
culture is declared as the fatalist (McClelland in Su-
warsono and So 1991p. 27). Such views result in the
eroding of traditional cultures such as local wisdom,
local languages, folklore, and traditional games
(Triguna 2008, Putra 2008, Swarsi 2008). This can
be seen from the decreasing popularity of folklore by
modern films from overseas, the displacement of
traditional games by various games based on modern
technology.
Such a development model would create local
residents' alienation of development processes and
outcomes that would lead to the destruction of local
culture, the decline of self-awareness, national iden-
tity and character. This is certainly a distortion of so-
sary to preserve traditional culture, especially tradi-
tional games. The preservation of traditional culture
is very important because it is a component of the
cultural capital of a society that contributes positive-
ly to the development of the character of future gen-
erations. This is in line with the ideology of charac-
ter education that has developed in recent times
(Khan 2010, Mustakim 2011, Zubaedi 2011, Raka,
et al 2011). Awareness of efforts to preserve tradi-
tional culture has indeed developed. This can be seen
from the existence of Deputy for Culture Preserva-
tion and Development. However, efforts made more
emphasis on the existence of culture as a product
that is ready to be packed and marketed to the tour-
ism market. Positioning such a culture certainly not
only provides less space for the exclusion of the val-
ues that lie behind the various forms of traditional
culture including traditional Balinese games, but also
in the process of socialization and development in
the formation of the personality and character of the
younger generation.

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 112
 In this regard, the academicians of development
theory offer a sustainable development paradigm that
is aligned with the local community and culture
(Dietz 1998).The thinking in this direction has long
been developed in various polemics of scientific
thinking maps from academicians of sociology, an-
thropology, cultural studies and development, as re-
vealed by Geertz (1976); Campbell (1994), and oral
tradition studies developed by Sedyawati (1998);
Danandjaja (1998); Pudentia MPSS (1998). Even
lately this kind of thinking has grown in the para-
digm of postmodernism (Lyotard 1984, Foucault
1997, Sugiharto 1996).
Such critical thinking strongly recognizes the cul-
tural pluralism of society, and its functions in vari-
ous aspects of life. In this regard, it is deemed neces-
sary to examine the Preservation of Traditional
Educational Games as a Cultural and Social Capital
in the Development of Character Education in Pri-
mary School Students throughout Bali, Indonesia.
Educative traditional game studies have been done
by oral tradition gameexperts, but the studies of tra-
ditional game of Balinese society in character educa-
tional perspective is still very limited. In fact, tradi-
tional games play an important role in the process of
character development in early childhood education
and basic education because educative traditional
games are very loaded with the ethical, moral, and
cultural values of the supporter community. In addi-
tion, educative traditional games are sociocultural
capital contributing to the development of young
generation characters, such as: cooperation, togeth-
erness, discipline, honesty, and consensus on mutu-
ally agreed values and rules of the game, as well as
the creativity of thinking (Raka, et al. 2011 p. 231;
Zubaedi 2011 p. 283 Lewis 2004 p. 18, Zuchdi, et
al 2013 p. 25). Park as quoted by Zubaedi (2011)
states that opportunities to teach ethical and moral
values that affect student behavior can be developed
through sports and games. In this regard, it is neces-
sary to develop a study on the preservation of educa-
tive traditional games as a sociocultural capital in the
development of character education in elementary
school students throughout Bali.
The problems to be raised in this research in-
clude:
1. How is the ethnography of traditional game
form owned by Balinese people?
2. What values are contained in various forms of
traditional Balinese games?
3. How does the contribution of traditional games
to the development of the character of the young
generation in character education in elementary
school students in Bali?
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
4. How is the design model of character develop-
ment material based on traditional games in
character education through sports lessons in
Primary School students in Bali?
2 RESEARCH METHOD
The research was conducted in each sub-district in
four districts in Bali, Indonesia: Banjar Sub-district,
Buleleng Regency, Klungkung Sub-district,
Klungkung Regency, Ubud Sub-district, Gianyar
Regency and Kerambitan Sub-district, Tabanan Dis-
trict. This research uses a qualitative approach. The
determination of informants is done purposively
snowball. Data collection is done by observation, in-
terview, and document study. Data analysis is done
descriptively qualitative.
3 RESULTS AND DISCUSSION
The ethnography of form of traditional games pos-
sessed by Balinese society is very difficult to trace
the origins of its creation. Based on the results of the
interviews it was known that the traditional games
are developed as entertainment in leisure time in the
agricultural community. Such a phenomenon is cer-
tainly related to the characteristics of Balinese peo-
ple who prioritize social collectivity and works as
offerings to the community. In addition it may also
be because the Balinese people put forward the con-
struction of togetherness or common property. Or
perhaps also because the traditional game that devel-
oped is indeed the work of some members of the
community. Apart from that, such a phenomenon
can also be viewed as a logical consequence of soci-
ety's consciousness in controlling its egoistic traits.
Such awareness is related to the efforts to socialize
and construct the social wisdom that controls the na-
ture of egoism and arrogance. This kind of phrase is
also contained in the song of Bali edengadenawak-
bise, depanganakengadanin (do not feel able, let
others who judge). The lyrics of the song contain
meaning that is loaded with the values of local wis-
dom in the formation of the ideal personality.
Through the reconstruction of the values contained
in the song each individual will always strive for
self-introspection, self-control and distance from so-
cial and intellectual hubris attitudes. The occurrence
of such a phenomenon is of course also contributed
by a deep awareness and understanding of the nature
of work as a moral obligation which is bolstered by
spiritual values, namely work as an offering.In that
context each individual is free from expectations of
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the product of work and prioritizes the meaningful-
ness of work for the process of being better, because
karma (work) is a spiritual moral process in the
framework of liberation.
Based on the results of the literature studies and
interviews with some figures revealed that the Bali-
nese people have a wealth of traditional games that
are quite adequate. This can be known from the ex-
istence of almost 80 traditional games ever known
by members of the community. However, lately, the
game is only a few that are still known by elemen-
tary school students. This occurs as a consequence of
the modern development paradigm that tends to
override traditional culture including traditional
games. Traditional culture, in this case traditional
games, is seen as a cultural component that does not
inspire and develop creativity, and even tends to be
seen as a burden of development, so it must be re-
moved.
In fact, traditional culture/traditional games are
loaded with ideal values that play a role in shaping
the character of young generations and at the same
time can contribute in supporting the achievement of
development goals. In relation to that traditional cul-
ture/traditional game by the figures of critical theory,
the theory of postmodernism is seen as a capital that
can be invested and empowered.
In the perspective of Bourdieu (Ritzer & Good-
man 2005 p. 518-523), it is clearly stated that every
society has community capital, namely political capi-
tal, economic capital, social capital, cultural capital,
and symbolic capital. Any such capital can be in-
vested, empowered, exchanged and constructed. The
development of traditional games in Balinese society
seems also in order to strengthen the various capital.
Traditional games of any kind will, of course,
strengthen the cultural capital both in relation to the
strengthening of various physical forms of the tradi-
tional games both existing and newly held, as well as
in strengthening the cultural values of the local peo-
ple, such as the value of honesty, togetherness, toler-
ance, sportiveness, deliberation and so forth.
Even after careful examination, traditional games
are full of ideal values such as aesthetics, coopera-
tion, honesty/sportsmanship, openness, and dexteri-
ty/critical which can contribute in shaping the char-
acter of young generation and at the same time can
support the achievement of development goals. In re-
lation to that traditional culture/traditional games by
the figures of critical theory and theory of postmod-
ernism is seen as a capital that can be invested and
empowered.In the perspective of Bourdieu (Ritzer &
Goodman 2005 p. 518-523), it is expressed as a cul-
tural capital.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Each capital can be invested, empowered, ex-
changed and constructed, as stated in the theory of
interpretive construction or structural construction.
Social construction is very important in the dynam-
ics of the lives of individuals and society because,
through the process of social construction, actors
feel, think, and build structure and then act on the
structure it builds. This is related to the thinking
about the dialectical relationship between objective
structure and subjective phenomena, the dialectic be-
tween structure and agency, and the dialectic be-
tween the structure and the way people construct so-
cial reality, as well as the dialectics between habitus
and the environment. Habitus is in the mind of the
actor, the environment is beyond the mind of the ac-
tor. In this dialectic, there is a social game. Social
play is the mechanism of reproduction of relation-
ships of dominance between individuals and groups.
The mechanism that is built is the effort to establish
the culture in order to distinguish itself from what
other people do. This is a strategy to maintain the lo-
cal culture as well as the character of the people of
the nation, even used as a means to accumulate the
types of capital, including socio-cultural capital
(Haryatmoko 2003 p. 4-23).
Thus, traditional games as a dialectic arena are
built by individuals and various social groups in or-
der to preserve local culture. In the context of human
resource development, defense and development of
sociocultural capital is a very important effort to
continue (Hasbullah 2006). Such efforts are im-
portant because every traditional culture including
traditional games has a positive contribution to de-
velopment, especially the development of young
generation characters.
Based on the contributions,it was developed a
model of innovative creative teaching materials
which provide traditional game space in the learning
of Physics, Sports, and Health Education to elemen-
tary school students. The model design of teaching
materialfor character development based on tradi-
tional game through Physics, Sports and Health Les-
sons is as follows. The name of game was Metabu-
an-Tabuanan (Destroying Bee’s Nest) on grade IV.
Where the core competence presenting factual
knowledge in clear, systematic and logical language,
in aesthetic work, in movements that reflect healthy
children, and in actions that reflect the faithful child
behavior and noble character, while basic competen-
cies are Practicing combinations of basic movement
for forming walk and run athletic basic motion based
on the concept of movement through games and or
traditional games/sports.
Indicator:
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 1. Demonstrate the motion of walk and run people in each group on a heterogeneous basis.
2. Demonstrate variation and combination of the After students can play well in small groups,
motion of walk and run teachers combine several groups into large groups
Material: that have more members in each group.
Variations and combinations of walk and run ath-
letic basic movements through a modified and / or
traditional game / sport.
Strategy:
Student Team Achievement Division (STAD) Type
Cooperative Learning Model
Implementation of learning in accordance with
the steps of learning model used:
1. Convey goals and motivate students: Teachers
convey the purpose of learning and motivate stu-
dents so that students can follow the learning with
passion.
2. Presenting/delivering material: The teacher deliv-
ered the material that is how to play along with Figure 1. Destroyer team (blue colored) try to approach bee’s
the rules of the game Metabuan-Tabuanan (De- nest surrounded by bee parents (red colored) who tried to catch
those who tried to damage their nest.
stroying Bee’s Nest), which is as follows:
A. Facilities and infrastructure
Information:
• Field: school yard
: Destroyer Team
• Bee’s nest is made from broken tiles formed in
such a way that amounts to 5 which are then-
: BeesTeam
stacked.
B. Rule:
: Bee’s Nest
1) Players
This game is played by 2 groups. One group be-
4. Guiding group of learning
comes the "bees team" and another group be-
After the group is formed, the teacher starts the
comes “destructive team", with the number of
game.Each team chooses one of its members as
members of each group equally.
the group leader. The head of each group made a
2) Game
"suit" to determine which group became the
• Bee parent keep the nest from destructive act.If
teamof beesand the team of destroyer. The win-
anyone wants to destroy the nest, then he will
ning team will be the destructive team and the
pursue it.
losing team will be the bee team. The master of
• The destroyer trying to destroy the bee’s nest,
the team will either send one of its members or be
with one turn to approach the nest and trying to
himself to be the parent of the bees and the other
scatter piles of fractions of tile.
members will cheer on his friend as the bee parent
• All players must alternate into vandals or bee
to catch the destroyer. All destructive teams will
parents.
attempt to destroy the bee nest guarded by the
• The winning and losing team in the game is de-
bees and their parent. If the bee parent succeeds in
termined by using a score, that is, the winning
capturing one of the destroyers before the house is
team is the team that scores the most. How to
destroyed then the bee team get the 1st point oth-
get a score that is as follows.
erwise, if the parent fails to keep the integrity of
• Score 1 is given if the bee parent successfully
the house where the destroyer can damage the
captured one of the destroyers or if the destroy-
house, then point 1 will be given to the destruc-
ers successfully damaged the bee’s nest.
tive team. Each one of the teams get a point the
• If one of the teams is first out of its members,
team position will be exchanged that had be-
the team whose members remain the same will
come the bees team will turn into a team of de-
get a score of 4. Score continues to be collected
stroyer and the former destroyer team will be a
until the game is declared over.
team of bees. So the game goes on until the refer-
3. Organize students into study groups
ee blows the long whistle as a markthat the game
Teacher form groups of students to learn to be-
is ended.
come small groups in advance, consisting of 4-6

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5. Evaluation
An attitude assessment is conducted during the
learning process. Assessment of knowledge is
done through a simple quiz after the game is over.
Students are gathered and randomly questioned
about their experiences during the game. Skill as-
sessment is done through observation of the game
process in small groups as well as large groups.
6. Give rewards
The group that came out as winners received ap-
preciation in the form of praise and applause from
other groups, as well as getting special treatment
from the losing groups. (Losing groups can sing,
dance, hold group winners, and or playfully).
Characters that are generated through Destroying
Bee’s Nest Game are as follows:
1. Responsibility
2. Discipline
3. Cooperation
4. Tolerance
5. Honesty
5 REFERENCES
Campbell, T. 1994. Tujuh teori Sosial, Sketsa, Penilaian, Per-
bandingan [Seven social theories, sketches, assessments,
comparison] (Budi Hardiman, Trans). Yogyakarta: Kanisi-
us.
Danandjaja, J. 1998. Pendekatan foklor dalam penelitian ba-
han-bahan tradisi lisan. In Pudentia MPSS (ed), Metodologi
Kajian Tradisi Lisan [Methodology of oral traditions re-
view]. Jakarta: Yayasan Obor Indonesia
Dietz, T. 1998. Hak atas sumber daya alam [Right to natural
resources]. Yogyakarta: Pustaka Pelajar.
Foucault, M. 1997. Disiplin tubuh, bengkel individu modern
[Body discipline, modern individual workshop]. Yogyakar-
ta: LKiS.
Geertz, C. 1976. Involusi pertanian proses perubahan ekologi
di indonesia [Agricultural involution: the ecological change
process in Indonesia]. Jakarta: Bhratara.
Haryatmoko, H. 2003, November - Desember. Menyingkap
kepalsuan budaya penguasa [Exposing the false culture of
controller]. Basis, 52(11-12).
Hasbullah, J. 2006. Social capital : menuju keunggulan budaya
manusia [Social capital towards the excellence of indone-
sian human culture]. Jakarta: MR-United Press.
Khan, D.Y. 2010. Pendidikan karakter berbasis potensi diri
mendongkrak kualitas penddikan [Self potential-based
character education]. Yogyakarta: Pelangi
Lewis,B.A. 2004. Character building untuk anaka-anak mem-
bangun karakter untuk anak-anak usia dini [Character
building for children: building character for early childhood
children]. Batam: Karisma.
Lyotard, J. 2004. Ziarah postmodernisme: hukum, kondisi, per-
istiwa [Pilgrimage of postmodernism: laws, conditions,
events]. Surabaya: Pustaka Eureka.
Mustakim, B. 2011. Pendidikan karakter membangun delapan
karakter emas menuju indonesia bermartabat [Character
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
4 CONCLUSION
Through this approach, ethnographic discovery of
educative traditional games in Bali is very difficult,
because, in general, the results of cultural creativity
including traditional games tend to be anonymous.
Whereas the Balinese people have a wealth of tradi-
tional games are quite adequate. This can be seen
from the existence of almost 80 traditional games
ever known by members of the community. Howev-
er, lately the game is only a few that are still known
by elementary school students. The traditional game
of Balinese society contains very adequate cultural
values, and can support the development of young
character, especially the students of elementary
school in the future. For that need it was developed
model design of teaching materials that provide
space for traditional games in the development of the
character of students in elementary schools, especial-
ly in the field of Physical, Sports and Health Educa-
tion.
education: building eight gold characters towards a digni-
fied Indonesia]. Yogyakarta: Samudra Biru
Putra, I.N.D. 2008. Sastra dan masyarakat multikultural: pen-
galaman bali. In Ida Bagus Gede Yudha Triguna (ed.). Ke-
budayaan dan modal budaya bali dalam teropong lokal,
nasional, global [Culture and balinese culture capital in lo-
cal, national, global]. Denpasar: Widya Dharma
Raka, G., et al. 2011. Pendidikan karakter di sekolah [Charac-
ter education in school]. Jakarta: Kompas Gramedia.
Ritzer, G. & Goodman, D.J. 2005. Teori sosiologi modern
[Theory of modern sociology]. Jakarta: Prenada Media.
Sedyawati, E. 1998. Sastra dalam kata, suara, gerak, dan rupa.
In Pudentia Maria Purenti Sri Sunarti (ed.). Metodologi
kajian tradisi lisan [Methodology of oral Traditions Re-
view]. Jakarta: Yayasan Obor Indonesia.
Sugiharto, B. 1996. Postmodernisme tantangan bagi fisafat.
[Postmodernism: challenges to philosophy]. Yogyakarta:
Kanisius.
Sugiono, M. 1999. Kritik antonio gramsci terhadap pem-
bangunan dunia ketiga [Antonio gramsci's critique of third
world development]. Yogyakarta: Pustaka Pelajar.
Sunarti, P.M.P.S. 1998. Metodologi kajian tradisi lisan [Meth-
odology of oral traditions review]. Jakarta: Yayasan Obor
Indonesia.
Suwarsono & So, A.Y. 1991. Perubahan sosial dan pem-
bangunan di indonesia [Social change and development in
Indonesia]. Jakarta: LP3ES.
Swarsi, S. 2008. Budaya unggul, basis nilai tradisional dan
strategi pengembangan. In Ida Bagus Gede Yudha Triguna
(ed.). Kebudayaan dan modal budaya bali dalam teropong
lokal, nasional, global [Culture and Balinese Culture Capi-
tal in Local, National, Global]. Denpasar: Widya Dharma
Triguna, I.B.G.Y. 2008. Modal budaya dalam perspektif teori
dan tera-pan. In Ida Bagus Gede Yudha Triguna (ed.). Ke-
budayaan dan Modal Budaya Bali dalam Teropong Lokal,
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 Nasional, Global [Culture and balinese culture capital in lo-
cal, national, global]. Denpasar: Widya Dharma.
Zubaedi, Z. 2011. Desain pendidikan karakter konsepsi dan
ap-likasinya dalam lembaga pendidikan [Character educa-
tion design: conception and application in educational insti-
tutions]. Jakarta: Kencana Prenada Media Group.
Zuchdi, D, et al. 2013. Model pendidikan karakter teintegrasi
dalam pembelajaran dan pengembangan kultur sekolah
[Model of character education in teaching and development
of school culture]. Yogyakarta: MP

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Nature-based learning as an effort in building students’ character education
values

I.Y. Rahmawati
Universitas Muhammadiyah Ponorogo, Indonesia

ABSTRACT: Nature-based learning is a conceptual framework, which basically describes a concrete structure of
learning experience by utilizing nature as the material, the media, and the learning environment. This learning
process is designed to promote the natural environment as natural environment preservation. The key of nature-
based learning approach is the material that is fascinated for children learning process. In addition, it is taken
from their surroundings. Therefore, promoting character-building values for children will be more effectively
delivered by a pleasure learning process. This article aims to describe nature-based learning as an approach to
promote character-building values for children. Based on this approach, proposed activities will also relate to
surroundings, the locals, and those are developed according to local wisdom. These activities are certainly
beneficial for daily life as well as local society characteristics. Character education value aims to develop national
character values, which are highly intelligent, well cultured, and able to contribute for human life development.
There are many education character values promoted to children such as values of environmental care, social,
brave, tolerance, religiosity, cooperation, love, curiosity, etc. Therefore, the nature-based approach can be
certainly used to embed character education value for children through an innovative and pleasant activity.

1 INTRODUCTION character education. It is expected that later, these

The development of science and technology are
becoming more advanced in this modern era. This is
something that is expected to be good, but in fact,
this rapid development may bring harms for human
itself. One of the most crucial problems concerning
human’s life is the problem of environment such as
global warming. The natural environment is
assumed to be exploited as maximal as possible
without considering the effects.
Children, in this case, are lack in knowledge and
do not have any idea about the concern of nature.
Therefore, teaching the children about environment
preservation can be used as an effort in preserving
the environment early. What students do at home is
basically influence by what is told by teachers at
school. In this case, school environment is the
representative place to teach and build the values of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
values can be implemented in daily and social life,
particularly in taking care of the environment.
Besides, the figures at schools are the third models
for children to build their good character after the
family members and the society.
The implementation of the values of environment
preservation for children should be conducted by
using attractive, fun model or media. By doing so,
the students will be more engaged to the material of
natural environment. Practically, this type of
learning is conducted outside the classroom.
Concerning this concept, (Sanjaya 2008) stated,
“according to the characteristic of student-centered
learning, the learning is possibly takes place
everywhere since classroom is not the only one place
students can learn”.
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 In accordance with the implementation of nature-
based learning, there is a significant point that
should be considered. That point is the
implementation of character education. According to
Kurniawan & Hendarsih (2013), it is stated that
nature-based learning has two main objectives; they
are character building and behavior building.
Moreover, the Ministry of Education and Culture
(Wibowo 2013) describes that character is the
combination of moral traits and qualities formed by
the internalization of several policies that is believed
and used as the basic in deciding perspective,
thought, and behavior. A person is claimed having
good character when he/she has adequate
understanding concerning his/her potentials and are
able to manifest concretely the potentials into
behavior.
It is explained by Zubaedi that character
education in Indonesia is implemented based on nine
basic principles of character that become the main
objective of character education. Those principles
are (1) love of God and the universe; (2)
responsibility, discipline, and independent; (3)
Honesty; (4) Respect and well-mannered; (5)
Affection, caring, and teamwork; (6) Self-esteem,
creativity, hard work, and passion; (7) Justice and
leadership; (8) Humble and gentle; (9) Peace-loving
attitude and unity. Meanwhile, Koesoema (2007)
stated that there are eight values in character
education such as value of significance, value of
work, value of loving the homeland, value of
democracy, and value of unity. Furthermore,
Hidayatullah (2010) believed that there are about
sixty nine values obtainable in character education.
Some of them are justice, trust, forgiveness,
expectation, wisdom, positive thought, virtue,
bravery, skillful, intelligent, smart, caring,
empowerment, democracy, generous, dynamism,
discipline, efficiency, self-awareness, empathy,
mutual cooperation, economy, and so on. Based on
those theories of character education, it can be
concluded that there are actually 18 values of
character education which represents the whole
process of character education that basically are
dozens in amounts. Those eighteen values are
religious, honesty, tolerance, discipline, hard work,
creativity, independent, democracy, curiosity, spirit
of nationality, loving home land attitude,
appreciation, communication, peace-loving attitude,
reading passion, caring of environment, caring of the
social, and responsibility (Rahmawati 2014).
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Muslich (2011) said that the objective of
character education is to improve the quality of
education implementation and to build complete,
good character-oriented education result. In
accordance to this objective, nature-based learning
emphasizes more on learning process underpinned
by the concepts of nature as the material, learning by
the nature, and learning in the natural environment.
It is done this way in order to make the students be
familiar with the nature, and finally, make them love
the nature and be able to preserve it. Nature school,
in this case, is a type of school that emphasizes the
learning more on the process instead of the result of
learning. The learning processes in this type of
school basically try to value any students’ activity
naturally. The paradigm of nature school is expected
to be able to offer a better problem solving way
concerning the problem of environment to face the
global competition and industry.
2 RESEARCH METHODOLOGY
Research approach that is used in this study is
qualitative descriptive research since this study aims
to describe verbally the information concerning the
study. The technique of analysis the data is
inductively done in which the analysis is not
conducted to test or prove a prediction or hypothesis,
but to describe the theory and conclusion based on
the data collected during the study. The data are
collected from various sources. The collected data
are completely used along with the underpin theories
in understanding and drawing conclusion (Sutopo
2006).
3 DISCUSSION
The implementation of nature-based learning in the
first stage is by mapping the theme for students. The
theme mapping is conducted by considering several
aspects such as (a) the themes are chosen from
students’ surrounding environment, (b) the themes is
gradually chosen from the simplest to the more
complex theme, (c) the themes are chosen based on
what students are interested to, (d) scope of the
themes should cover all aspects of students;
development, and (e) the themes are developed
based on the natural sources of learning.
Broadly speaking, there are six natural elements
of learning sources in nature-based learning. Those
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elements are earth, water, air, fire, space, and natural
phenomena. Learning sources about earth include
living things like human, animals, and plants and
also inanimate objects such as ground, sand, stone,
mud, and clay, in which those objects are supposed
to be dug, mixed, built, and carved. Meanwhile,
using the learning sources concerning the water is by
exploring puddles and creek, and by making use of
pump and waterwheel. For the concept of air-based
learning sources, it can be applied by using sound,
simple propeller, rainbow and bubble. The next
learning source is using fire. What are included in
this element are using the shadow during sunny day,
sundial, and mirror to reflect the light of fire. Space-
related elements in nature-based learning refer to the
naked eyes visible elements of space such as sun,
moon, stars, rainbow, and sky. Meanwhile, the last
learning source related to the nature is the natural
phenomena. It refers to natural phenomena that
happen in students’ surrounding area. For example,
dry season, rainy season, and natural disaster. In this
case, students are introduced to those several
phenomena so that they can identify what
phenomena happen or available in their
surroundings.
Media used are different, reviewed from
implemented nature-based learning media such as
humans, animals, plants, stones, soil, water, air, fire,
moon, stars, and clouds. It also includes natural
phenomena in Indonesia such as rain, hurricanes,
floods, etc.
According to Moore (2014), it is stated that
nature always offers educational context for
interdisciplinary approach using various subject
areas, including learning about nature. Based on the
use of student learning resources in natural-based
schools, the majority utilizing nature and its content
can be directly inserted values of character
education, essentially and naturally. Relevant
character education values implemented into natural-
based schools learning process are a strong belief in
Allah, loving environment, nationalistic, being
creative and independent, curious, cooperative, and
skillful.
By developing learning resources of nature-based
learning process and character education values in a
harmony, it will educate children who have real
experiences; good understanding to environment;
opportunities to learn according to their age
development; knowledge of nature sustainability;
interaction with adults and peers. It will also enrich
children's knowledge of religious, physical, motor,
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
language, social, emotional, and art values
development. The majority of mini-school-based
learning process is implemented with a variety of
fun activity innovations to attract students to learn.
In line with this, Jackman (2001) stated that playing
is the essence of developmentally appropriate
practice (DAP). DAP is a learning that is appropriate
with the stage of child development. Playing
basically provides opportunities for creative,
discovering, knowing, and learning about the world.
Playing in this case can also give children pleasure
and help them to know themselves and their
surroundings.
In the implementation of nature-based learning is
surely required a method of learning based on fun
nature-based learning method. It is a method to
construct the natural concept that is just discovered
by children from their natural learning sources.
Children are expected to be able to construct their
learning experiences in the neighborhood with the
help of adults or peers. In addition, certainly, it can
also use a nature-construction-playing method where
this method is a learning method with structured-
game, building stuff from natural materials such as
sticks and stones, which allows cost-saving because
the objects are arranged around the environment.
Furthermore, the principles of assessment in this
natural-based learning process, among others, are
comprehensive, in which assessments are conducted
on all aspects of child development such as religious
values, moral values, cognitive, language, social,
and physical motor. Further assessment is
continuous where the assessment process is carried
out continuously using appropriate methods and
tools or instruments. Objective, it means that
assessment is done in accordance with existing
conditions. Authentic, it means that this case is in
accordance with daily children condition and it is
integrated with the learning process.
Educative, it means that the assessment should
have educational values. Therefore, it can educate,
for children, educators, parents and the observers.
The last is meaningful. It should be useful, serious or
important.
Based on the results of the study on the
implementation of natural-based learning, there are
several findings that can be revealed based on
aspects of cognitive, psychomotor and affective.
Students enrolled in this natural-based school get
some advantages. In the cognitive domain, students'
cognitive abilities are developed significantly in
advance rather than their counterparts of
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conventional school. For the psychomotor domain,
students’ development is more advance because
students can explore many things when participating
in outdoor learning process. Of course, it is
supported by teacher’s guidance and adequate
facilities. This excellence of psychomotor aspect is
one of the best benefits of the implementation of a
natural-based school. In this case, children seem to
be more active when learning outside the classroom.
Furthermore, affective aspect of children is also
significantly developed because the children's
attitudes and its application in real life are
straightforwardly directed during the real activity of
outdoor learning.
Beside those three aspects mentioned above,
another advantage of natural-based learning is that
students are able to be autonomous learners with
good problem solving ability. It is shown by the
students’ attitude when they encounter problem or
difficulty. For example is when a student’s
handkerchief is wet due to water spillage. In this
case, a student with good problem solving ability
will solve this problem spontaneously by hanging
the handkerchief on stairs handle or on a bush to
make it dry quickly. This problem solving action is
performed by the student without asking or even
waiting for instruction from the teacher. Another
problem solving action mostly performed by
students during the outdoor learning process is their
initiative to put the scattered garbage to the trash bin.
This action is spontaneously performed without
asking or waiting for the teacher’s instruction. Thus,
it can be concluded that this nature-based learning
process may significantly develop children’s skills
and attitudes. Therefore, the character education
values contained in nature-based learning process
are value of loving the homeland, caring with the
environment, caring with others, caring with plants,
5 REFERENCES
Hidayatullah, F. 2010. Pendidikan karakter membangun
peradaban bangsa [The character education builds national
civilization]. Surakarta: Yuma Pustaka.
Jackman, H. L. (2001). Early education curriculum: A child’s
connection to the world. United State: Delmar-Thomson
Learning.
Kurniawan, Y. & Hindarsih, T.P. 2013. Character building.
Yogyakarta: Pro-U Media.
Koesoema, A. D. 2010. Pendidikan karakter strategi mendidik
anak di zaman global [Character education as a strategy to
educate children in globalization]. Jakarta: Grasindo.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
caring with animals, caring with the nature,
discipline, honesty, well-mannered attitude, and so
on.
Conversely, based on the results of this study, it is
found that the assessment aspect in the application of
natural-based learning for early childhood education
is not well-developed yet. Actually, the assessment
form is already formed as description, but on the
other hand, it is not representative enough since the
inputs are conducted manually. Simply, it can be
said that this matter becomes one of the limitations
in applying nature-based learning process. Another
findings found in the study is that the natural
learning model in the natural-based school can
positively improve the quality of early childhood
learning as it becomes more active learning. In
addition, students may have good social skills and
more developed cognitive abilities along with their
social awareness during the learning process. This is
certainly in sequence with the learning purpose of
early childhood education, which is to conduct a fun
learning process that full of enjoyment.
4 CONCLUSION
Based on described literatures regarding nature-
based learning as an effort to instill the value of
children character education, it can be concluded
that the use of student learning resources in natural-
based schools isthat the majority utilizes nature and
its contents.It naturally can be put into character
education. Relevant character education values
implemented into natural-based schools learning
process are a strong belief in Allah, loving
environment, nationalistic, being creative and
independent, curious, cooperative, and skillful.
Koesoema, A. D. 2012. Pendidikan karakter utuh dan
menyeluruh [Character education is intact and
comprehensive]. Yogyakarta: Kanisius.
Moore, R.C. 2014. Nature play and learning places: Creating
and managing places where children engage with nature.
New York, NY: Natural Learning Initiative.
Muslich, M. 2011. Pendidikan karakter menjawab tantangan
krisis multidimensional [Character education responds to
the multidimentional crisis challenges]. Jakarta: Bumi
Aksara.
Rahmawati, I. Y. 2014. Kualitas dan keterbacaan buku teks
bahasa Indonesia serta nilai pendidikan karakter (Studi
kasus buku “Ekspresi Diri Dan Akademik” untuk kelas X
SMA kurikulum 2013) [Quality and legibility of the
| 121
 Indonesian text-book and the value of character education:
A case study book of self-expression and academic for
senior high students on grade X 2013’s curriculum].
Unpublised Thesis, Universitas Sebelas Maret, Indonesia.
Sutopo, H.B. 1996. Metode penelitian kualitatif [Qualitative
research method]). Surakarta: UNS Press.
Wibowo, A. 2010. Pendidikan karakter berbasis sastra:
Internalisasi nilai-nilai karakter melalui pengajaran sastra
[Character building based on literary: Internalization of
character values by literature teaching]. Yogyakarta:
Pustaka Pelajar.

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The validity of interactive instructional media on electrical circuits at
vocational high school and technology
S. Sukardi, D. Puyada, R.E. Wulansari, & D.T.P Yanto
Universitas Negeri Padang, Indonesia

ABSTRACT: Media was everything about something that could be used to deliver a massage from sender to
receiver, so that it can stimulate mindset, treatment, feeling and the student interest that make the learning
process was happened. It can influence the aim of learning that will be achieved. Based on observation, the
researcher found that lack of innovative of instructional media, so that teacher had not found the way to teach
about material beside with lecture method and notes. These phenomena can bring negative effect for student,
so that the student must reply the material, and spend all time which should be used to discuss about next
material that be able to improve student’s knowledge. It makes students do not active in the learning process.
This research aimed at develop interactive instructional media on Electrical Circuits at Grade X of Electrical
Engineering. The model in this research was 4D (four-D) model that was developed by S. Thiagarajan et al.
There were four steps: define, design, develop, disseminate. Validity was used with instrument of validity that
had been validated. The result was obtained from this research are follows: (1) The validity of interactive
learning media that was expressed valid for the validation of the content with total value were 0,89 and 0,91
with category of valid was very high, and value of validation of the design were 0,90 and 0,88 with category
of valid was very high. So that, it was concluded that interactive instructional media for Electrical Circuits
was valid to be used as a learning media.

1 INTRODUCTION streamline the achievement of learning objectives in

The quality of education needs to be improved with
the renewal of education. One way is through
improving the quality of learning that is by updating
the approach or increasing the relevance of the
method of teaching, the selection of methods and the
appropriate learning media can support the material
delivered to the students well. The importance of
media that helps learning has begun to be felt by
teachers and students. The management of teaching
aids is much needed. One of the good learning
media that is using interactive media. Learning
media can be presented in textual, animation, video,
and images. The combination of the presentation is
expected to be more motivated students and feel not
quickly bored.
Learning media is one component of learning that
can help teachers in the learning process. The use of
media should be the part that should receive the
attention of the teacher/facilitator in every learning
activity. Therefore, teachers/ facilitators need to
learn how to establish learning media in order to
the learning process.
According to Sudjana (2008) learning methods
using the media in learning is crucial to get success
in the learning process. Selection of appropriate
media will affect to the changes in teaching and
learning orientation from teachers as a source of
information toward the orientation of learning
students actively seeking information from various
media.
According to Djamarah (1997) in the process of
teaching and learning media presence has a
significant meaning. The vagueness of the material
presented can be helped by presenting the media as
an intermediary. The complexity of materials to be
presented to the students can be simplified with the
assistance of the media. The media can represent
what the teacher has not submitted yet through
certain words or sentences. Even material abundance
can be concretized by the presence of media. Thus,
students easier to understand and master the material
than without the helping of media.
Media according to Ansyar (2011) is a tool or
device that serves as an intermediary or channel in

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the communication process between communicator
and communicant. According to Seokidjo (2009)
media also called props that help the process
demonstrate something. So that, from the definition
of media above, it can be said that the media as a
liaison between the source of information to the
recipient of information, the acceptance of such
information will be understood if the recipient and
the source is in the area of the same experience and
knowledge. Messages that exist in a media can be
understood by the recipient. Rusman (2011) argues
that the learning media is a messenger technology
that can be used for learning purposes, learning
media is a physical means to deliver learning
materials, learning media is a means of
communication in the form of print and view by
including hardware technology.
Computers are teaching aids that can provide
interesting illustrations, graphics and animations.
Computers are expected to be an alternative medium
for streamlining learning because applications in
computers are able to present a comfortable learning
environment and the possibility of getting a positive
response of students is large enough. In fact, the use
of computer-based instructional media in schools is
not in line with the development and advancement
of information technology that can be used to
support the delivery of instructional media.
Submission of materials that require media, if
delivered without the media will make students
quickly bored in the learning process.
Based on the observations at a vocational high
school in Lubuk Basung, Indonesia, among others;
Limitations in the procurement of instructional
media so that teachers have not found the right way
in the presentation of material that cannot be
presented with lecture and record methods. This
phenomenon brings negative impacts to the students,
so students have to repeat the material, also spend
the time that should be used for discussion of the
next material that can increase students' knowledge,
and cause the students not active in learning because
more activities to hear it.
Limitations of time in the delivery of the material
in more depth so that the material is not entirely can
be delivered to the students and the minimum means
of supporting learning such as not optimal use of
learning media causes less effective understanding
of students on learning materials. The use of
textbooks is limited due to the insufficient
availability of textbooks and old editions, so that
students do not have the latest books, especially in
the field of instructional media.
The use of media that has not been maximal in
learning, the use of existing learning media does not
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support teaching materials, media power point used
by teachers in the learning process as an additional
media in learning in the classroom and self-learning
of students. However, the media used has a
drawback that only contains learning materials
without supporting animation and exercises/quizzes
in it so that the lack of student interaction in
learning.
The learning process in the participated school is
still done conventionally, where the learning process
is still focused on the teacher, this is why the
students are less motivated to find their own new
things that can be used as experience in the learning
process. This is resulted in less interesting and less
optimal learning. Thus the learning process becomes
impeded and effect on the value of student learning
outcomes.
There are many basic competencies in electrical
circuit subjects, one of which is described as the
Concept of Electricity Circuits. Basic Competence
Describe the concept of Electricity Circuit is a basic
competence that must be understood by the students,
so that students can more easily understand the basic
competence then, then made an interactive learning
media that contains animations. Then on the basic
competence if only explained by the lecture method
alone, then the students will not easily understand
abstract concepts, for that it is necessary to made an
interactive learning media that contains abstract
animations from the basic competence.
There are so much instructional media that had
been developed, such as development of Computer
Assisted Instruction (CAI) for English (Keengwe
2012) and CAI for maths (Hawkins 2016). The
interactive instructional media have abstract
materials content that is animated, so that students
can understand the abstract materials easily with
interactive instructional media.
The use of Lectora software is expected to make
the media of this Research Development is to see the
validity of the interactive learning media in the
learning of Electric Circuits, which can support the
learning needs of students in improving the learning
outcomes. Interactive learning so that the material
can be responded positively responded by the
students. Aim.
2 METHOD
This research is a Research and Development. In
research aims to produce a product in the form of a
valid learning media using software Lectora Inspire.
According Sugiyono (2008 p. 297), "development
research is the research used to produce a specific
product and test the effectiveness of the product".
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According to Putra (2012), research and lo = the lowest validity score (e.g., 1)
development method is a deliberate, systematic c = highest validity score (e.g., 5)
research aimed at finding findings, formulating, r = number given by the assessor
improving, developing, producing, testing the
effectiveness of products, models,
methods/strategies/ Services, certain procedures that 3 RESULT AND DISCUSSION
are superior, new, effective, efficient, productive,
and meaningful. The interactive instructional media that developed is
This learning media development procedure uses the instructional media that change abstract
4-D (four-D) development model. The development materials become animation, because there are so
process consists of 4 stages: (1) define much abstract material concepts on Electrical
(determination of material); design; (3) develop; (4) Sircuits course, so that the interactive instructional
disseminate (Trianto 2009). media is hoped can help students to understand the
Test validity is in the third stage, namely the abstract materials.
stage of development. After the prototype is
finished, then the development stage is done. This
stage aims to produce products that are valid,
practical and effective test.
The validation process is accompanied by a
discussion or direct interview with the expert on the
improvement that must be done by the design of
interactive learning media Electrical Circuitsis
consulted first to the experts and supervisor, then the
design is assessed by the people who are competent
(validator) who has understood the principle module
development.
Figure 1. Animation of atom
2.1 Questionnaire validity
Stage of media validation test conducted for
The validation sheet contains some judgments and
interactive learning media developed can be known
responses to the materials in the Basic Competency
feasibility based on the assessment of material
of "Describing Electric Circuit Concepts" consisting
experts and media experts. The purpose of validation
of material conformity to interactive media with the
activities in this research is to obtain valid status
syllabus of the Grade X Electrical Circuit.
from the experts. Validation test data is obtained
The instrument is a validation sheet used to
through a validation instrument that is filled by
obtain data on the level of validity of learning media
several validators who are experts of instructional
developed. The questionnaire is submitted to a
media and learning material experts. The result of
material expert and media expert or validator after
input from the expert is made into revision material.
completion of the design. Questionnaire validation
Here is the questionnaire data analysis from the test
contains responses and assessments (by expert in
results of expert validation.
learning media) to the display interface, the
composition of the display color, clarity, animation,
video and sound effects of interactive learning 3.1 Material validation
media. Validation of the material is done by two experts in
the subject matter of Electricity Circuit. The purpose
2.2 Validity analysis of material expert validation is to know the accuracy
and conformity of the content aspects of the
The validator's assessment of each statement is
developed product whether it is in accordance with
analyzed using Aiken's V. So that for the range ≥0,6
the needs of learning. The validation assessment
can be interpreted as a fairly high coefficient, so it
data is obtained after the validator provides an
can be categorized that the category of validity is in
assessment of the learning materials present in the
"valid" category. If the validity value is less than 0,6
interactive media. After that, the data is calculated
then the media is declared invalid. The formula
validity value, the result of the validity of the
submitted by Aiken is as follows (Azwar 2014).
material can be seen in the table below.
V = Σ s / [n (c-1)]
Where, s = r - lo

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 Table 1. Result of Media Material Validation Based on the data in the table above, it can be
Aspects of Average of Cate Average of Cate concluded that the interactive learning media on the
Validation Aiken’s V I gory Aiken’s V II gory
Quality Content
subjects of Electric Circuits, especially on the basic
Quality of Learning competence describe the concept of electrical
0,83 Valid 0,89 Valid circuits is a "Valid" media.
Quality Interaction
Display Quality

4 CONCLUSION
3.2 Media validation
Media validation is a validation of the resulting The development result of this research is the
product design. Media validation is performed by product of interactive learning media on the subjects
two expert media validators. Media validation has of Electricity Circle on Basic Competence Describe
three aspects of requirements, namely didactic Electric Circuit Concept. The process of developing
requirements, construction requirements and the interactive learning media refers to the 4-D
technical requirements. Media validation is done development model of Define, Design, Develop, and
twice. Disseminate. The subject of this interactive media
After doing the first validation, the researcher development trials were the students of Grade X of
must revise this interactive learning media based on the participated school. After the development phase
the suggestion given by the media expert validator, is completed and the interactive learning media
after that the researcher can do the second validation developed has been declared valid, then the
to the validator of media expert. Then the validator interactive learning media is ready to be tested.
will re-assess the interactive learning media and
assessment of the validator. The result of the
validation of media validation by the validator can 5 REFERENCES
be seen in the table below.
Ansyar, R. 2011. Kreatif mengembangkan media pembelajaran
[Creative to develop instrcutional media]. Jakarta: Gaung
Table 2. Content Validation Validation Results Persada.
Aspect of Average of Cate- Average of Cate- Djamarah, S.B. 1997. Strategi belajar mengajar [Strategy of
No
Validation Aiken’s V I gory Aiken’s V II gory learn and teach]. Jakarta: Rineka Cipta.
Didactic Putra, N. 2012. Research & development, penelitian dan
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requirement pengembangan: suatu pengantar [Research &
Construction development: an introduction]. Jakarta: Raja Grafindo
2 0,84 Valid 0,89 Valid
requirement Persada.
Technical Rusman, R. 2011. Pembelajaran berbasis teknologi informasi
3 dan komunikasi [The learning based information and
requirement
communication technology]. Jakarta: Rajawali Pers.
Soekidjo, S. 2009. Media pendidikan, pengertian,
Before performing a second validation, the
pengembangan, dan pemanfaatannya [Education,
researcher must make a revision in accordance with definition, development, and utilization]. Jakarta:
the suggestions of improvements that have been Rajawali Press.
given by the expert media validator. The suggestions Sudjana, N. 2008. Penilaian hasil proses belajar mengajar
and feedback from the validators of interactive [The result assessment of learn and teach process].
Bandung: Remaja Rosdakarya.
learning media are presented in the table below.
Sugiyono, S. 2008. Metode penelitian pendekatan kualitatif,
kuantitatif dan R&D [Research method of qualitative,
Table 3. Revised Interactive Media Instruction List quantitative and R&D]. Bandung: Alfabeta.
by Media Experts Trianto, T. 2009. Mendesain model pembelajaran inovatif
No Before Revision After Revision progresif [Design of progressive innovative instructional
1. The use of buttons on the Function button on the model]. Jakarta: Kencana.
application must be clear application has been Hawkins, RO. 2016. Using computer-assisted instruction to
function clarified build math fact fluency: an implementation guide.
2. Evaluation must be The wrong answer has Intervention in School and Clinic 52(3): 141-147.
interactive (wrong answers been explained by the Keengwe, J. 2012. Using computer-assisted instruction to
can be explained by the system enhance achievement of English learners. Education
system) Information Technology 19(2): 295-306.
3. The problem should be The problem has been
randomized to the number of randomized by making
the problem and the option the problem in two types
answer must also be tracked.
4. Fixed the statement sentence The incorrect statement
sent sentence has been fixed

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Development of guided inquiry-based accounting learning module to
improve creative and disciplin character

A. Risman & S. Santoso

Universitas Sebelas Maret, Indonesia

ABSTRACT: This study aims at producing a guided inquiry-based accounting learning module to improve
students’ creative and discipline character and to know its effectiveness. This research belongs to research and
development which refers to Borg & Gall model. The subject of this research is the eleventh grade accounting
students at a public vocational school in Karanganyar, Indonesia. The subject is divided into three: subject for
preliminary test consisted 10 students, subject for field test consisted of 25 students who do not involve in the
initial test, and subject for operational field tests consisted of 36 students. The product of this study is a
guided inquiry-based accounting learning module. The results show that the developed accounting learning
modules is feasible according to material experts, media experts and learning experts with excellent rating
categories. Accounting learning module is considered effective because the results of t test on the creative
character for 4,854 and the discipline character of 1,926 greater than t table that is 1,999 so it shows there is a
significant difference of creative character and discipline between students who follow the learning with the
developed module of accounting learning and those who do not.
1 INTRODUCTION character and noble morals of the students as a
whole, integrated and balanced, in accordance with
Education is a conscious and planned effort the Graduate Competency Standards in each
undertaken by a person to develop his potential to be education unit (Mulyasa 2014).
beneficial to his life interests. Education is also one Furthermore, curriculum 2013 is expected to form
of the factors that affect the existence of a nation. By a strong character in students. Character is a
means of education, the next qualified generation particular characteristic of someone which
will be born to contribute to the development of the distinguishes him from others (Bohlin 2005). The
nation’s life. characters within a person can shape a person's
As one effort to improve the quality of education, morale, a good character will form a good moral as
the Indonesian government develops the Curriculum well as the opposite (Nucci & Narvaes 2008).
2013 which is expected to equip the nation's next However, in reality the character of students today is
generation to increasingly competitive competition. still very weak, especially in terms of creativity and
The objective of the development of Curriculum discipline. The students' creativity decline can be
2013 is to prepare the human resources of Indonesia observed from the learning process; they lack the
to be faithful, productive, creative and innovative initiative to ask questions and to generate new ideas.
individuals as well as citizens and to contribute in The students’ discipline is also fairly low; being late
the life of society, nation, state and civilization and undisciplined to the classroom order are the
(Permendikbud No. 67 Tahun 2013). The examples.
development of curriculum 2013 emphasizes The development of creative and disciplined
character-based education and competence. character can be started from the behavior of
Character education is expected to create students in schools that can be integrated to the
dignified nation, prestigious community and learning process in school. Therefore, it takes a
competitive people to compete in global competition. learning media to accommodate the application of
Character education in Curriculum 2013 aims at student character. Learning media will greatly assist
improving the quality of education processes and teachers in transfering knowledge to students.
outcomes, which lead to the formation of noble Furthermore, Chetty et al. (2003) state that module
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can act as an instructional aid and helps not only in
understanding the fundamental concepts but also in
providing a greater appreciation of the applications
of EM theory.
Based on an interview conducted to an
accounting teacher of the eleventh grade at the
participated public vocational school on June 7,
2016, it was found that the teacher did not develop
instructional media, such as guided inquiry-based
module, to build his students’ character. The current
learning process uses only teacher books and student
books distributed by the government. The result of
need analysis in the participated school, shows that
there is no teaching materials to be used to develop
students' skills in thinking critically and creatively,
thoroughly and integrated. Students' understanding
on a concept is merely to memorize the material
rather than integrate it to their own skill. A learning
process requires the integration of the three aspects
of skills, cognitive, affective and psycomotoric, in
order to achieve the purpose of learning. However,
the current learning process tends to only prioritize
students' cognitive aspect, while affective and
psychomotoric aspects that emphasize the formation
of student attitudes have not been maximized.
The low creative character and discipline of the
students at the participated school, especially the
eleventh grade accounting students, must be
addressed. Then it requires a learning media with
approach of character education-integrated learning
model. A suitable learning model to embed the
character's value is guided inquiry. Integrating
guided inquiry-based accounting module is expected
to improve students' understanding on learning
material and to increase their creativity and
discipline.
Guided inquiry learning is the use of the relevant
way to gather information and to use logical analysis
through some investigation as well as investigating
surrounding phenomena with guidance of guiding
questions, so that students solve problems based on
facts they find (Joyce & Weil 2011). Guided inquiry
is an inductive learning method. It presents the
surrounding phenomenon into the class, with the
result that students are encouraged to construct their
knowledge through an interaction between their
experiences and the surrounding phenomena
(Rusche & Jason 2011). Guided inquiry learning
enables students to build on their knowledge and
helps them develop their comprehension of a
concept (Pandey et al. 2011, Minner et al. 2010,
Wilson et. al. 2010).
Based on the problems found in the participated
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
school, it is necessary to develop an accounting
learning module to encourage students to think more
critically. The module should be based on one of the
active learning approach models which is suitable
for the material of career in finance and corporate,
that is guided inquiry integrated to character
education. The guided inquiry-based accounting
learning module has several advantages including:
1) Providing students a base to be actively learning
to build concepts, cooperate, understand and solve
problems; 2) Facilitating students to build skills
throughout their lives; 3) Training students’ critical
thinking skill; 4) Being useful for teachers in
delivering learning material to students; 5)
Encouraging students to be more creative to
establish more interesting learning activities; And 6)
Providing students opportunities to learn
independently.
2 METHOD
The development model in this research follows the
design of Borg & Gall (1983) consisting of 10 steps.
The steps are: (1) gathering information and
conducting preliminary form of product (4)
development and in- formation collecting; (2)
planning; (3) developing preliminary form of
product; ) Preliminary field testing, (5) revision to
main product re-vision, (6) main field test- ing, (7)
revision of test result product Operational field
revision, (8) operational field testing, (9) final
product revision, and (10) dissemination and
implementation (dissemination and implementation).
A guided inquiry-based accounting learning module
product first validated by media experts, material
experts, practitioners and linguists then revised.
The subjects of the experiment in this study are
the eleventh grader students accounting major at a
public vocational school. Preliminary test subjects
sebannyak 10 students and field trials as many as 25
students from one class. Subjects for testing
lapanagan operations in the experimental class as
many as 35 students, and control class as many as 36
students the other class.
Data collection in this research uses interview
technique and observation sheet for product
assessment guidance to get data about validity of
learning module from material expert and learning
media expert. The validation sheet is used to
determine the effectiveness of the resulting learning
module. In addition, rating scale is also used to
observe the creative and disciplinary characters that
appear in students in the learning process during
field trials and field tests based on direct
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observation. This rating scale uses Likert scale with
five scale criterion.
Data analysis technique used is quantitative
descriptive data analysis conducted to analyze data
of observation result. The quality of the draft
learning device was prepared and analyzed by the
materials experts, character experts and evaluation
experts prior to the initial test, field trials, and field
trials. Based on the three test results obtained a
number of quantitative data. The data is then
analyzed to obtain the final research product that is
expected, namely in the form of guided inquiry
learning accounting module to build creative
character and discipline.
Analysis of feasibility data of learning module is
done by changing the assessment in the form of
qualitative become quantitative with the provision of
score 5 for very good criterion, score. Analysis of
the improvement of creative and disciplinary
characters is done to determine the difference of the
use of learning modules viewed from the pre-test
and post-test results through student character
observation. The rating scale of creative and
disciplinary characters filled by the observer yields
the average score to be analyzed. The resulting
average score will be converted to scale four.
Analysis of differences in creative and
disciplinary characters was also done to determine
differences in the improvement of creative and
disciplinary characters in the experimental class and
control class. The prerequisite test that must be met
before t test is the normality test and homogeneity
test. Normality test was performed using
kolmogrorov-smirnov test and homogeneity test of
creative character and discipline was done using F
test with 5% significance level.
3 FINDINGS AND DISCUSSION
3.1 Validation of the final product
Based on interviews with the teachers, obtained
information includes still difficulties in improving
the student's character. At the time of the
observation, the students did not have their own
initiative to ask. In the literature study phase, the
researcher conducted a study on the theory of
learning module, guided inquiry learning, and
character education. The activities are to analyze the
books and journals. Study analyzed the book is
about learning module, guided inquiry learning
model and character education.
Based on the results of interviews to the teachers
of the eleventh grade accounting students at the
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
participated school, it was found that the teachers are
still difficult in improving the character of students.
At the time of the observation, the students did not
have their own initiative to ask. In the literature
study phase, the researcher conducted a study on the
theory of learning module, guided inquiry learning,
and character education. The activity is done by
analyzing the books and journals. The study of the
book analyzed is about learning module, guided
inquiry teaching model and character education.
Based on the preliminary study results, it can be
concluded that the teacher needs a guided inquiry
based learning module to improve the character of
the students, especially the creative character and
discipline. Improvement of creative character and
discipline begins with habituation in school which
can be done by integrating character values in every
learning activity. Therefore, this research is focused
on developing learning accounting module based on
guided inquiry to improve the creative character and
discipline of students of the participated school.
3.2 Expert validation
Data from the result of product assessment of
accounting learning module conducted by material
experts, media experts, practitioner experts can be
seen in Table 3, Table 4 and Table 5. Based on Table
3 it can be concluded that the accounting learning
module according to the expert material is very valid
or usable without revision. Based on Table 4, the
accounting learning module according to the learning
media expert is very valid or can be used without
revision. Learning module according to the learning
media expert is valid or can be used with small
revisions. According to Table 4, the learning
accounting module according to the learner
practitioner is very valid or can be used without
revision.
3.3 Analysis of preliminary test
The preliminary test was conducted in Accounting
Class XI with the subject number of 10 people.
Selection of this subject is done randomly with
attention to differences in students' abilities. The
results obtained in the initial trial in the form of
data effectiveness of learning modules.
Measurement of the effectiveness of learning
modules is done by giving the scale of teacher
response to the implementation of learning module
and the scale of student responses to the
implementation of learning, filling observation
sheet of student character by observer.
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 3.4 Analysis of Field test
Table 3. The Assessment of the Learning Module Field test was conducted in the XI SC classroom
by Expert with the number of subjects of 8 students who had
No Aspect Percentage Categories not been subjected to trials in the initial trial. The
1 Content 84,52 Extremely Valid purpose of field trials is to implement product
2 Presentatiom 75,00 Valid revisions and evaluations based on initial test results.
3 Language use 91,66 Extremely Valid The results of the assessment of the effectiveness of
4 Learning Assessment 75,00 Valid learning tools on field trials can be seen in Table 7.
5 Learning Approach 81,25 Valid The table shows that the accounting learning module
6 Guided inquiry learning activity 75,00 Valid has proved effective in developing creative and
7 Evaluation process 96,32 Extremely Valid disciplinary characters. This is evident from teacher
responses with good effectiveness categories,
student responses with good effectiveness
Table 4. The Assessment of the Learning Module categories, creative character appraisal results and
by Learning-Media Expert discipline characteristics with good effectiveness
No. Aspect Percentage Categories categories.
1 Module size 75,00 Valid
2 Cover design 86,11 Extremely Valid Table 7. The Assessment of the effectiveness of
3 Content layout 84,21 Extremely Valid Learning Module on Preliminary Test

Table 5. The Assessment of the Learning Module No. Aspect Average Percentage Categories
by Practical Expert 1 Teachers’ 29 82,85 Good
response
No. Aspect Percentage Categories 2 Students’ 31 88,57 Very Good
1. Extremely Valid Response
Language Assessment 88,46
3 Assessment of 30 85,71 Very Good
2. Content advisability 92,86 Valid
Creative
3. Presentation 96,67 Extremely Valid Character
4. advisability
Presentation of Inquiry learning97,92 Valid 4 Assessment of 28 80,00 Good
5. material Valid Disciplined
Language assessment 92,86 Character
6. Benefit 95,83 Valid

Table 6. The Assessment of the effectiveness of 3.5 Analysis of operational field test
Learning Module on Preliminary Test
Operational field trials were conducted in the XI A
No. Aspect Average Percentage Categories class of 20 students and XI C classes of 10 students
1 Teachers’ 29 82,85 Good
Response
as experimental class. There is a difference of
2 Students’ Response 28 80,00 Good
creative character and discipline of students before
3 Assessment of Creative 30 85,71 Very Good
and after learning by using guided inquiry based
Character accounting learning module. The data of character
4 Assessment of Disciplined 28 80,00 Good observation in operational field trials are as follows.
Character
The results of the assessment of the effectiveness of
Based on the results table assessment of the learning module on the operational field trials
effectiveness of accounting learning module in the can be seen in Table below.
initial test above shows that the accounting learning
module proved effective in developing creative Table 8. The Assessment of the effectiveness of
character and discipline. This is evident from the Learning Module on Preliminary Test
teacher's response to the category of good No. Aspect Average Percentage Categories
effectiveness, student responses with excellent 1 Teachers’ 29 82,85 Good
response
effectiveness categories, and the results of creative
2 Students’ 30 85,71 Very Good
and friendly character assessment with good Response
effectiveness categories. 3 Assessment of 28 80,00 Good
Creative Character
4 Assessment of 31 88,57 Very Good
Disciplined
Character

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Based on the above table shows that the learning
module proved effective in developing creative
character and discipline. This is evident from the
teacher's response to the category of excellent
effectiveness, student responses with excellent
categories of effectiveness, the results of the
assessment of creative characters and the character of
discipline with the category of good effectiveness.
3.6 Difference between character improvement
before and after experiment
The purpose of developing this learning module is to
improve the creative and disciplinary characters. In
this study also studied the difference of creative
character and discipline of students before and after
the implementation of learning by using guided
Inquiry learning Accounting module. To determine
whether or not there is an increase in creative and
disciplinary characters, a paired sample test is
performed as shown in Table 8.
Table 8 shows that the data of paired sample test
shows that the acquisition value of creative and
discipline character significance is less than 0.05 (p:
0,000 <sign 0.05) then based on the conclusion there
is a significant increase of creative character And
student discipline before and after attending learning
with guided inquiry based accounting learning
module.
3.7 Difference between Creative and Disciplined
Character Improvement on Experimental Class
and Control Class
In this study also studied about the difference of
creative character result and student discipline using
guided inquiry self-based instructional module. To
determine whether there is a difference between the
control class and the experimental class is an
independent sample t-test.
Table 9. Analysis of the achievement of Creative
and Disciplined Character in Experimental Class
(EC) and Control Class (CC)
N Creative Disciplined
CC EC CC
p (Condition) 0,05 0,05 0,05
p (Achievement) 0,000 0,000 0,000
Note Significant Significant
Based on the above table shows that the results of
independent t test (independent sample t-test)
acquisition value of creative character significance
and discipline less than 0.05 (p: 0,000 <sign 0.05).
So based on the conclusion there is a significant
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
difference of creative and disciplinary characters of
students who use learning with guided inquiry-based
learning module.
4 DISCUSSION OF FINAL PRODUCT
The final product of this development is a guided
inquiry-based accounting learning module to build
creative and disciplined characters for the eleventh
grade accounting students at the participated
school. This guided inquiry-based accounting
learning module is prepared by considering the
completeness of the components contained in the
education law (Permendikbud) No. 70 year 2013
on the basic framework and structure of the
vocational school curriculum.
The guided inquiry-based learning accounting
module is a systematically organized learning
material which contains a series of teaching and
learning activities in accounting subject that
emphasizes students’ activeness to solve problems
through inquiry based on the existing guidance.
Based on the observations of creative and
disciplined characters in the experimental and
control classes showed the increase of the higher
experimental than the control class. This shows that
there is a significant difference of the average
increase between the creative and disciplined
character of students who follow the learning
process using guided inquiry -based learning
accounting module that has been developed to the
students who do not. This shows that the use of
guided inquiry-based module brought positive
influence to the students' character improvement.
This is in line with the opinion Stedje (2010) that
character of students will be more developed and
formed in accordance to the frequency of students’
activities based on the character values.
Based on the results of operational field tests, the
guided inquiry-based learning module could
improve the creative character of the students. The
increase was caused of the design of learning
activities which support the learning environment
EC
that influence students to be more creative. This is in
0,05 accordance with the opinion Tan (2007) that one of
0,000 the factors that encourages students to be more
creative is environmental factors. Therefore, this
developed guided inquiry-based learning module
supports the appearance of environment to enhance
the creative character. This developed guided
inquiry-based learning module is established to
create a conducive learning environment for
improving the students’ character.
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 Furthermore, by means of guided inquiry-based
accounting learning module cause the improvement
of the student's creative character also supported.
Learning by applying guided inquiry-based
accounting learning module enables students to be
active in scientific activities so as to demand
students’ creativity in solving problems. This is in
line with the Development of Cultural Education and
National Character (Baitbang 2010a) which explains
that creative character is thinking and doing
something to produce new ways or results from the
existing ways or results.
Learning by applying guided inquiry model
trigger students to learn more independently and
more create to solve problems. The application of
guided inquiry-based learning accounting module
requires students to construct their knowledge
through conducting investigations individually or in
groups to find the answers to the problems
presented. Therefore, the developed guided inquiry-
based accounting learning module can enhance the
creative character of the students.
5 REFERENCE
Bohlin, K.E. 2005. Teaching character education through
literature awakening the moral imagination in secondary
classrooms. New York, NY: Routledge Falmer.
Borg, W.R., & Gall, M.D. 1983. Educational research: an
introduction. New York: Longman
Joyce, B & Weil, M. 2011. Model of teaching (edisi
kedelapan). Yogyakarta: Pustaka Pelajar.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Minner, D. et al. 2010. Inquiry based science instructions what
is it and does it matter? Result from a research synthesis
years 1984 to 202. Journal Research in Science Teaching
143(1): 527-553.
Mulyasa. 2014. Pengembangan dan implementasi Kurikulum
2013 [Development and implementation of Curriculum
2013]. Bandung: Remaja Rosdakarya.
Nucci, L. & Narvaez, D. 2008. Handbook of moral and
character education. New York, NY: Routedge.
Pandeley I. et al. 2011. Effectiveness of inquiry training model
over conventional teaching method on academic
achievment of science student in India. Journal of
Innovative Research in Education 3(2): 7-20.
Permendikbud No. 67 Tahun 2013 Tentang Kerangka Dasar
dan Struktur Kurikulum Sekolah Dasar/Madrasah
Ibtidaiyah [Permendikbud No. 67 Year 2013 About Basic
Framework and Structure of Elementary School Curriculum
/ Madrasah Ibtidaiyah]
Rusche, S.N., & Jason, K. 2011. You have to absorb yourself
in it: using inquiry and reflection to promote student
learning and self-knowledge. American Sociological
Association 39(4): 338-354.
Stedje, B. 2010. Nuts and bolts of character education.
Retrieved from: www.characterfirst.com/-asset/files
/character Education report.
Stricklyn, J. 2011. What effect will using inquiry methods of
teaching science have on sixth grade students? Montana
State: University Library.
Tan, A. 2007. Creativity a handbook for teachers. Singapura:
World Scientific Publishing
Wilson, C.D. et al. 2010. The relative effects and equity of
inquiry based and common place science teaching on
students, knowledge, reasoning, and argumentation.
Journal of Research in Science Teaching 47(5): 276-301.
Zion, M. & Sadeh, I. 2011. Which type of inquiry project do
high school biology students prefer. Open or Guided.
Research Science Education 42, 831.
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Study on the relationship between character and the improvement of
learning achievements of science-biology students
K. Arifin
Universitas Halu Oleo, Indonesia

ABSTRACT: Junior High School science-teachers in Kendari city, Indonesia were reportedlyfaced
difficulties in implementing the Indoensian 2013 curriculum because the attitudinal competence assessment
is considered too complicated and requires a lot of time to manage. This study aims at obtaining empirical
information about the relationship extent between the character-achievement with the increase of science-
biology learning outcomes of seventh graders in three categories. The character achievement is obtained by
the technique of attitude competence assessment. Learning is done through seven multi-model learning
variations throughout one semester (18 meetings) which have been developed through lesson study activity.
Improvements in learning outcomes were obtained by the gain formula using the pre-experimental One-
Group Pre-test - Post-test Design. The data analysis results show that, in general, there is a significant
relationship between the character aspects achievement obtained through observation, self-assessment and
peer assessment as well as the total average with improvements in student learning outcomes in each school
category. Exceptions were obtained on the specific character in medium-grade schools that did not correlate
significantly with improvements in student learning outcomes. In addition, there is no significant relationship
between the value of the portfolio with the improvement of student learning outcomes, both in each school
category as well as the overall analysis.
1 INTRODUCTION applying the 2013 curriculum the attainment of
attitudinal competence achievement was too
The Indonesian National Education System number complex and required a lot of time to manage.
20/2003 article 1 of paragraph 1 mandates that one Competence of attitude consists of spiritual attitudes
of the functions of national education is, "... to associated with the formation of students who
develop the potential of students to have believe, cautious and grateful to God Almighty, and
intelligence, personality, and noble character." This social attitudes associated with the formation of
implies that Indonesians must be intelligent, have a students who have the noble character, independent,
personality or character that will produce future democratic, and responsible (Kemendikbud). There
generations based on the noble values of the nation are four models of techniques and forms of attitude
and religion. assessment instruments that are recommended for
Realizing the current issues of community use in schools, namely; observation techniques,
character, the government of Indonesia takes the students' self-assessment, peer ratings and journal or
initiative to prioritize the nation's character building. portfolio (Kemendikbud 2014).
This is reflected in the 2005-2025 National Long The result of the observation showed that in
Term Development Plan, which places character general thejunior high school science-teachers in
education as the first mission to realize the vision of Kota Kendari, Indoensiahadnot used the technique
national development (Kemendiknas 2010). This is of achieving the achievement of attitude
increasingly apparent with the existence of Core competence, but only doing the assessment of
Competence (KI) characters in the Curriculum 2013 knowledge competency achievement. However, the
in addition to the Process Competencies and KI- techniques of attitude competence assessment have
content areas of study (Kemdikbud 2013). their own advantages and limitations.This study
The results of interviews with science teachers of aims to obtain empirical information about the
MGMP-based lesson study participants in Kota extent of the relationship between the achievement
Kendari (2015) showed that out of 22 participant of character with the improvement of science-
teachers, there were 20 (90.91%) stated that in biology learning outcomes of students in grade

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sevenin three categories (high, medium and low)
public junior high school in Kendari city, Indonesia.
The achievement of character is recorded through
the technique of attainment of attitudinal
competency; Observation, self-assessment, peer
assessment, and portfolio as well as through
multimodel learning. Schwartz (2008) emphasizes
that one of the effective educational programs of
characters that have a significant and lasting impact
is the use of multiple strategies, the multi-strategy
learning approach. Arends (2007) explains that
applying two main strategies to meet the needs of all
students means applying multimodel (multiple
models of instruction) teaching.
2.3 Location, Population and Research Sample
This research was conducted at a public junior
high school in Kota Kendari of Southeast Sulawesi,
Indonesia.The study population is all year seven
students in18 schools. The sample was determined
using stratified purposive random sampling
technique.
2.4 Data Analysis Technique
To analyze the data obtained in this study, then the
analysis is done in two stages, namely descriptive
analysis and inferential analysis..

3 RESULTS
2 RESEARCH METHOD
The analysis results of the character achievement
Research method employed in this study formulated relationship in the learning process with the
as follows: improvement of student learning outcomes include:
character aspect relationships on each attainment of
2.1 Types of Research competency assessment techniques, both in whole
school and in each school category, the average
This study is a type of experimental research achievement of each character aspect in both the
through pre-experimental treatment conducted in 3 school category and between the school categories
(three) group of school categories (high, medium and the improvement of student learning outcomes.
and low).

3.1 Relationship Analysis between Average

2.2 Research Procedures
This research was conducted by involving lesson
study teacher group based on the science teacher
association in the city with the following procedure:
1) Preparation and 2) Implementation Phase in Class
(Preliminary and Research).
Total Achievement of characters on Each
Assessment Techniques Achievement
Competence Attitudes with Improved Learning
Outcomes.
The result of the analysis of the relationship
between the mean total attainment of the characters
in each assessment technique of attainment of
attitudinal competence with improvement of
learning outcomes is listed in Table 1; as follows:

Table 1.
Result of Calculation p-value Value Relationship Total Achievement of character Each Technique of
Assessment of Achievement Competence Achievement with Improved Learning Outcomes (p-value <of α =
0,05; no significant relationship).

p-value
Assessment Technique
1 2 3 4 5 6 7 8 9

Observation 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

Self-assessment 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

0,751
Peer-assessment 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

Combination(GAK) 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

Description: 1. Gratitude; 2.Honesty; 3. Responsibility; 4. Curiosity; 5. Creative Thinking and Innovative; 6. Hard
work; 7. Cooperation; 8. Communication; 9. Portfolio; * = sig. <α = 0,05

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 Based on Table 1; It appears that except for the
portfolio, the p-value value of each character aspect
in each component is <less thanα = 0.05. This
means that except for the portfolio, there is a
significant correlation between the attainment of all
aspects of the character in each assessment
technique of attainment of attitudinal competence
and its combination (GAK) with the improvement of
student learning outcomes.
3.2 Analysis of Relationship between
Achievement of Character with Increased
Student Learning Results on each technique of
attainment achievement attitudinal attitudes In
Each Category School.
The result of the analysis of the relationship
between the achievement of the character and the
improvement of student learning outcomes in each
assessment technique of attitudinal competency
achievement in each school category is listed in
Table 2; as follows,

Table 2.Result of Calculation of p-value Value Relationship between Achievement Aspect Character Each
Technique Assessment Achievement of Attitudinal Competence with Improved Student Results in Each
Category School (value p-value is less than α = 0.05; there is a significant relationship)

School p-valueforevery Aspect of Character

Assessment Technique
Category 1 2 3 4 5 6 7 8 9

Observation 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

High

Self-assessment 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,004* 0,00* 0,251

Peer-assessment 0,001* 0,00* 0,00* 0,00* 0,00* 0,039* 0,00*

Observation 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

Medium

Self-assessment 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,011* 0,00* 0,869

Peer-assessment 0,049* 0,007* 0,44 0,091 0,044* 0,193 0,02*

Observation 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00*

Low

Self-assessment 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,00* 0,677

Peer-assessment 0,001* 0,044* 0,001* 0,00* 0,01* 0,022* 0,00*

Description: 1. Gratitude; 2.Honesty; 3. Responsibility; 4. Curiosity; 5. Creative Thinking and Innovative; 6. Hard work; 7.
Cooperation; 8. Communication; 9. Portfolio; * = sig. <α = 0,05

Based on Table 2; It appears that generally the p-

value <from the significant level α = 0, 05, except 3.3 Analysis of Relationship between
the portfolio in all school categories, the curiosity Combined Aspects of the Same Character
character, creative-innovative thinking and (GAKS) of Each Technical Assessment of Social
cooperation in the medium category schools. This Competence with Improved Learning Outcomes
means that unless portfolio assessment in all school in Each School Category
categories, curiosity, creative-innovative thinking
The result of the analysis of the relationship
and collaboration in medium-grade schools, there is
between the combined aspects of the same character
a significant correlation between the attainment of
of each attainment of attitudinal competency
the character aspect of each attribute competency
assessment techniques with the improvement of
assessment technique in each school category with
learning outcomes in each school category is listed
improved student learning outcomes.
in Table 3; as follows:

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Table 3. Result of Calculation of p-value Value Relationship between Combined Aspects of the same
Character (GAKS) with Improved Student Results in Each School Category (p-value <of α = 0.05; there is a
significant relationship).
School GAKS1 GAKS2 GAKS3
Categories
High 0,00* 0,00* 0,00*
Medium 0,00* 0,00* 0,00*
Low 0,00* 0,00* 0,00*
Description: 1. Gratitude; 2.Honesty; 3. Responsibility; 4. Curiosity; 5. Creative Thinking and Innovative; 6. Hard work; 7.
Cooperation; 8. Communication; * = sig. <α = 0,05
Based on Table 3; It appears that all p-value
values <of significance level α = 0,05. This means
that there is a significant relationship between all the
combined aspects of the same character of each
attainment of attainment competency assessment
techniques with the improvement of student learning
outcomes in each category of school.
4 DISCUSSION
The results of inferential analysis both in whole and
in every school category show that except the
portfolio, in general, the character aspects of
students obtained through observation assessment
techniques, self-assessment, and peer-to-peer
assessment indicate a significant relationship with
the improvement of learning outcomes. Exceptions
also occur in peer ratings in medium and low school
categories. In the medium category schools, the
character aspect of peer assessment is not
significantly related to the improvement of student
learning outcomes, gratitude, responsibility,
curiosity, hard work, and communication, while in
the low-grade category aspects of gratitude and hard
work.
The positive impact of character education on
academic success has been reported by many
researchers, such as Berkowitz (2002), Benninga et.
al. (2003), Richard (2002), and Crider (2012), and
has been described in the literature review section.
In addition, Olowookere et al. (2015) reported that
over time students develop performance characters
involved in time management practices to achieve
academic excellence, there is a significant positive
relationship between character building and
academic achievement. The results of this research
indicate that the dimension of the persistence of
character development predicts the academic
performance, while the dimension of discipline and
responsibility has no significant relationship with
student achievement. Thompson (2010) states the
need for students to learn how to be good,
respectful, and responsible is always there and is
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GAKS4 GAKS5 GAKS6 GAKS7 GAKS8
0,00* 0,00* 0,00* 0,00* 0,00*
0,00* 0,00* 0,00* 0,00* 0,00*
0,00* 0,00* 0,00* 0,00* 0,00*
human nature. What matters is the promotion,
passion, and execution of a good character
education, which results in the most positive
experience for all students. This needs to be done at
all levels; whether at home, school, college, or
government. If someone wants to know how
students feel about school, then ask students.
Students will reveal what is needed, and then
become the duty of educators, parents, volunteers,
and government officials to then do something about
it.
Seideret (2013) research shows the role of moral
character and performance in predicting student
success. As noted in the results, the percentage of
variance in academic achievement and school-
behaviour predicted by student character strength is
relatively small. Therefore, teachers should utilize
every means they have to support student success.
This study shows that the strength of moral
character and character of student performance is an
important tool in an effort to support its success. In
recent years, a number of organizations have
identified a characteristic culture of student
performance as a key lever (lever) in promoting its
success. Tough The school even started issuing
"character card reports" of students who provided
feedback on eight character strengths including
performance patience, courage, self-control,
optimism, and passion (Seideret 2013).
In addition, Chamundeswari et al. (2014) states,
in each individual has a relatively unlimited
potential to develop a positive self-concept and
realistic. The potential can be realized by people,
places, policies, programs, and processes
deliberately designed to realize that potential. One
of the factors that contribute to the achievement of
learning achievement is the variation of the students'
ability to organize the work to learn efficiently.
Therefore, it is suggested the importance of special
guidance and training so that students know how to
learn and work efficiently. The number and type of
the subject differ in terms of age and grade level.
Techniques and learning habits tailored to changes
in learning materials, objectives and desired results.
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Anwar's (2013) research results show that there is a
significant relationship between learning habits and
student achievement in high school. The academic
achievement of students who have good study habits
is higher compared to students who have poor study
habits. Various controlled factors such as learning
methods, family background, socio-economic status
and student environment are the determinants of
study habits.
The results of Kumari's (2014) study indicate an
important role of personality to academic
performance that provides answers to the question
of why some students are academically inclined to
increase, while the other students are not at the level
of the same intelligence. The results showed that
personality has a relationship with academic
achievement, not just intelligence that determines
academic performance. The factor of desire (factor
W); The willingness of the students to do, and the
general factor (factor G) is just as important in
determining academic achievement as compared to
intelligence. It is further explained that personality
traits conscientiousness (self-awareness and
thoroughness) are the most important key factors for
predicting student performance.
Ibrahim et al. (2014) in his research to examine
the relationship between the five dimensions of the
high personality traits or the Big Five (neuroticism,
Extraversion, openness to experience, friendliness
and self-awareness) with student academic
achievement. The research data is based on the latest
empirical literature relationship between Big Five
personality traits with student academic
achievement. The study found that among the five
dimensions of personality, consciousness is the best
dimension highly correlated with student academic
achievement.
Portfolio in this research is one component of
character assessment. The result of data analysis
shows that there is no significant
relationship/difference with the achievement of
student learning outcomes, either in interaction
analysis with learning style, overall or analysis in
every school category. The results of this analysis
become interesting to be studied further considering
the portfolio is one of the main techniques of
assessment in determining the achievement of
character and achievement of student cognitive
learning outcomes.
The portfolio results achieved by each student in
this study is a collection of works of each student,
whether generated through individual or group work
done in the classroom during the learning process
and also as a result of homework. The achievement
of each student's portfolio during this study
unrelated to the improvement of his learning
outcomes indicates the need for better planning in
assigning tasks to the students so that the results
obtained can give a clear picture of each student's
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performance. Kemendikbud (2014) suggests that
observations on the strengths and weaknesses of
students attending to attitudes and behaviors are
recorded immediately so that the portfolio/journal is
original and objective that can be used to understand
students more precisely. In addition, observation
aspects are determined first by the teacher according
to the characteristics of the subject matter. Aspects
of observations that have been determined are then
communicated with the learners early in the
semester.
Susan & Maureen's (2014) study shows that
positive attitudes about work have a positive effect
on homework scores, which means that students
who do well on the job receive positive
reinforcement of good grades, thus affecting their
opinions about homework. Collaboration offers
students the opportunity to be examined for their
work by others, learn from others, and perhaps to
get answers from others, seek help, use books and
other resources, and share answers that are not
normally available. It was found that, to the extent
that homework prepares students for the exam, the
effect on test scores can be substantial but indirect.
Working with others positively affects homework
scores but negatively affects the test scores.
Moreover working with others seems to be most
beneficial for homework for middle motivation
student groups. Motivation from middle group
students can be enhanced by the social effect of
working with others. Homework has a stronger
effect on test scores for less motivated students,
however, working with others on homework has a
stronger negative impact on test scores for students
who are less motivated. Susan and Maureen's (2014)
study concludes that there is a significant positive
correlation between study habit skill, homework and
assignment can predict good academic performance,
so homework is recommended and tasks should
continue to be provided and a major component of
the final assessment of students. Felder et al. (2002)
reported that the application of active group
exercises in the classroom and cooperative learning
groups for homework will help overcome the
difficulties of extrovert students and feelers.
The results of the Gudaganavar and
Halayannavar (2014) study show that the
establishment of effective learning habits in students
is a result of the home environment and work
planning, reading and recording of habits and
preparation for results-oriented examinations to
perform well in tests and exams. The findings
indicate that the better the study habits, the higher
the academic performance of the students. Bad
study habits will result in poor academic
performance, while good learning habits will
produce a good academic performance. Establishing
effective learning habits creates awareness for
regular and stable learning. Correspondingly,
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Mashayekhi et al. (2014) report on the results of
their studies, study habits have a significant impact
on academic achievement, important for academic
performance and educational progress that
ultimately affects the academic future and career of
students. It is therefore advisable to consider and
plan for improving methods and learning the habits
of students.
The results of Kumar's research (2015) show that
most students do not follow effective study habits.
The average time spent by the majority of students
studying per week is less. The majority of students
do not revise lessons on the same day. Students
sometimes collaborate in assignments although
assessed individually. Environmental changes affect
the value of students which causes the majority of
students in the first semester to have a low
percentage score achievement. Thus, teachers need
to motivate students to adapt themselves to effective
learning habits. In addition, students with low
percentage scores need to be given more motivation
than students with a higher percentage score. Survey
data show that students who earn lower percentage
scores because of insufficient independent study
time, do not revise lessons, do not follow learning,
and do not consult with teachers.
5 CONCLUSION
In general, there is a significant relationship
between the achievement of aspects of the character
of gratitude, honesty, responsibility, curiosity,
creative-innovative thinking, hard work, cooperation
and communication obtained through observation,
self-assessment, and peer assessment and average
Total with improvements in student learning
outcomes in each school category. Exceptions were
obtained on the character of curiosity, creative-
innovative, collaboration in medium-grade schools
that did not correlate significantly with
improvements in student learning outcomes. In
addition, there is no significant relationship between
the value of the portfolio with the improvement of
student learning outcomes, both in the analysis in
each school category as well as the overall analysis.
To obtain maximum portfolio activity result as
one of the achievement technique of attitude
competence, the portfolio is not only a collection of
works of each student, either generated through
individual or group tasks done in the classroom
during the learning process and also as result
Homework assessed at the end of the program
activity.However, the portfolio should be an
observation of the strengths and weaknesses of
students who are attached to attitudes and behaviors
recorded immediately, so that the portfolio is
original and objective that can be used to understand
students more precisely. In addition, observation
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
aspects are determined first by the teacher according
to the characteristics of the subject matter. Aspects
of observations that have been determined are then
communicated with the learners early in the
semester.
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peserta didik SMP [Assessment Model of competencies
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Seideret, S. 2013. The role of moral and performance
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Study on Early Childhood Discipline in Majalengka-Indonesia
E. Hartiani., A. Listiana., Y. Rachmawati & A.I. Pratiwi
Universitas Pendidikan Indonesia, Indonesia

ABSTRACT: Being disciplined is an important quality that children should possess because it is very useful
for their life, their daily activities and their future. However, discipline education carried out by teachers and
parents nowadays, especially in early childhood, seems to be insufficient. As a pilot study, the researcher
wasinterested to discover how disciplined are the children in Majalengka city, Indonesia. The population of
this study was 9,545 playgroup students in the Majalengka city, West Java, Indonesia, with the sample of
1,506 children spread in from 26 sub-districts and 412 institutions; the sample was chosen using random sam-
pling; the data was analyzed using descriptive analysis to identify the mean and standard deviation on each
measured discipline method; and questionnaire was used to measure the children’s discipline and independ-
ence level, consisting of 35 items, but only 22 items to measure the categorized discipline were used (Listiana
& Amanah 2017). Based on the result of data analysis, the children’s level of discipline are as follows: (1)
Students in very high category were 7.30%, (2) Students in high category were 49.80%, (3) Students in mod-
erate category were 30.428%, (4) Students in low category were11.29%; and (5) Students in very low catego-
ry were 1.13%.

1. INTRODUCTION ters and vice versa. Early childhood is the perfect

Young children are in a socially, emotionally, cogni-
tively and spiritually period of rapid development,
and specifically the development of their mental and
physical abilities progress very rapidly from birth to
the age of six years old (2013 PAUD Indonesian
Childhood Education Curriculum, 2015). According
to research results in the field of neurology conduct-
ed by Bloom (2004), an educational expert from the
University of Chicago, USA, the development of
brain tissue cells in children aged 0-4 years reaches
50%; then 80% at the age of 4-8 years, and 100% at
the age of 8-18 years. The results of Cropley’s study
show that a child born with 100 billion brain cells
and, upon entering early childhood age, the connec-
tion multiplies several times started from 20,000
prior connections (Permono 1994).
This is what causes children to be able to learn
everything from their surroundings naturally. Chil-
dren always have the desire to understand their envi-
ronment, to be in control of their own experiences
and to make relationships with other children and
adults, leads to the child amassing a bank of
knowledge about the causes and effects of what they
perceive around them within the first 4-5 years of
life (Whitebread & Bringham 2013).
What they learn in their surrounding can however
be positive or negative. If children live in a positive
environment, then they will develop positive charac-
time to instill characters in children (Jalongo 2007),
so it is easy for them to develop creativity, capabil-
ity, behavior and skill. One of the characters that
needs to be instilled early on is discipline attitude.
Being disciplined is a very important life lesson
for children, because by being accustomed to being
disciplined, they will naturally instill positive values
and will be accepted by many people. It is in line to
Syauqi who states that a nation can only survive
when it still has good morality or character, when
there is no morality in a nation, which includes be-
ing disciplined, the nation will no longer survive
(Yatmi 2016). Therefore, the implementation of dis-
cipline practices is also important to help and keep
children from behavioral problems, criminality, de-
pression and alcoholic problems during adulthood
(Socolar et al. 2007).
Disciplining is a process of teaching children
normative values and behaviors prevailing in the so-
cial environment/society (Wissow 2002). It is in ac-
cordance with Smith (2004) who affirms that disci-
pline is the process of teaching children the values
and normative behaviors of their society; and it is
the guidance of children’s moral, emotional and
physical development that enabling them to take re-
sponsibility for themselves when they are older. As
stated by Max (2011), disciplining is an act of shap-
ing and changing behavior, not punishing people. It

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emphasizes on the lessons and consequences of an
action (Holden 2002).
In order to instill discipline attitude to children,
every early childhood education teacher has to de-
velop classroom routines or habit. Wood & Neal
(Neal et al. 2015) define habit as:
“A learned, reflex-like behavior that is trig-
gered unconsciously by familiar cues in a person’s
context (physical setting, other actions in se-
quence, time of day). Once formed, a habit may
substitute for, or override, conscious decision
making in a relevant situation. A habit also blocks
conscious awareness and exploration of behavioral
choices and triggers rapid relapse to an old way of
acting even when a person wants and intends to do
something new.”
The prefrontal cortex in people’s brain is heavily
engaged in the conscious, effortful learning of new
behaviors. Therefore, the classroom routine/habit
developed by early childhood education teacher has
to have clear goals in order to help children experi-
ence discipline habit as a rewarding thing.
Furthermore, Salmon (2010) affirms that teach-
ers’ use of routines is important, not only to give
children a sense of security and confidence, but also
to create habits of mind as they develop a culture of
thinking. Similarly, Salmon (2010) acknowledges
that when thinking routines become part of the class-
room culture through repeated practice, they create
patterns of thinking and learning that become part of
the child’s intellectual character.
The form of disciplining children in their early
childhood education includes requiring them to
come on time for a class; not to get their food or toys
while studying; to put their shoes and bags properly;
and do the activities in their environment including
activities before playing, during play and after play-
ing in accordance with applicable rules that have
been agreed in advance. When the above rules have
been implemented in a longer period, it is expected
that the children will instill their discipline attitude
as they grow older.
Furthermore, the rules are also made to develop
children’s critical thinking, in order to help them dis-
tinguish the good and bad habit. Hence, when the
teacher has developed this habit, the children will
create their patterns of thinking and learning that be-
come part of their intellectual character (Salmon
2010). Besides, thinking can include many different
mental processes, such as compare, infer, explain,
and analyze (Salmon 2010).
This can also be successful with teacher’s will-
ingness to be consistent in building the habit in a
positive manner. It is in accordance with White
bread & Bringham (2013) who affirm that teachers’
warm and positive relationships with their pupils en-
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
courage and reinforce appropriate self-regulatory
behaviors that are important for learning.
However, according to field studies and inter-
views with some early childhood education teachers
in Majalengka’s sub-districts and some research
conducted in several places in Indonesia, there are
still some children who have not shown the expected
disciplined behavior. Therefore, the researcher is in-
terested in conducting a further study to find out the
discipline level of young children aged four to five
year old in the playgroups in the Majalengka city.
2. RESEARCH METHOD
The approach used in this study is descriptive
quantitative with survey method to collect the data
on children’s discipline level. The survey was
conducted to collect the data through questionnaires
by taking samples from a population. The population
of this study were 9,545 playgroup students in
Majalengka city, with of 1,506 samples taken from
412 play group institutions from 26 sub-districts.
The sampling technique used was random sampling.
The measuring instrument used in this study was
Young Children’s Disciplined and Independent Be-
haviors Measuring Instrument developed by Listiana
& Amanah (2017). This measuring instrument is
specifically designed to measure the development of
the disciplined and independent behaviors of young
children, which consists of 35 items, but only 22
items to measure the disciplined behavior were used.
The system of this measuring tool includes calculat-
ing the score of each item in the scale that has been
filled by the respondents to obtain a total score that
shows the disciplined behavior score of each as-
sessed child. The score of each question ranges from
1 to 5 with the answer choices including: very often
have positive value (5 points), often have positive
value (4 points), sometimes have positive value (3
points), rarely have positive value (2 points), and
never have positive value (1 point). This instrument
has passed validity and reliability tests and resulted
in high scores, which indicates that this instrument is
appropriate to be used for a study. The data were an-
alyzed using descriptive analysis by looking at the
mean and standard deviation of every measured dis-
cipline method.
3. RESULTS
Observation activities were conducted to identify the
discipline level of young children in Majalengka
city. From 1,506 young children, consisting of 760
data from female children and 746 male children, the
following general picture was obtained.
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Table 1. Data Analysis Results
Category Score Range Number of Children
Very high x ≥ 90.14 110
High 8.38 ≤ x7 < 90.14 750
Moderate 66.62 ≤ x < 78.38 459
Low 54.86 ≤ 66.62 170
Very low x < 54.86 17
Total 1,506
It can be concluded that the young children disci-
pline level in Majalengka city is categorized as high.
High discipline is a condition when a child obeys
and follows the instructions school. For instance,
they do the daily routines in the classroom - they
make a line when the activities occurred, they keep
clean themselves and look after the environment
clean. This is allegedly caused by the way of instil-
ling discipline to children and the understanding of
teachers on early childhood discipline are sufficient-
ly high. Nowadays in the Majalengka city, early
childhood teachers have begun to understand the
importance of discipline on young children, so they
emphasize the process of instilling discipline to
young children.
4.DISCUSSION
Being disciplined is one of the important behaviors
to be instilled in children from their early age and to
be developed in everyday life aspects through the in-
teraction and communication between adults and
children. Basically, being disciplined is a necessity
in early childhood age and it is needed for the sake
of progress and changes towards the better (Aulina
2013). Similarly, Lipoff (2011) affirms that young
child’s brain is ready for positive reinforcement.
Communication between adults and children is done
to provide instruction, guidance or encouragement
that aims at helping children learn to live as social
beings and achieve optimal growth and development
(Schaefer 1996). As White bread and Bringham
(2013) believe that the modeling of behaviors by
adults is a powerful means of supporting learning in
children. As a result of good communication be-
tween children and adult, their relationship will con-
tinue and their lives improve.
In relation to aforementioned issue, children
should feel secure and valued. In communicating
with children, adult should maintain eye contact and
interest, respond to what children are saying, and
treat them with courtesy and respect (Burnham &
Baker 2010).
Discipline attitude in young children is a self-
control attitude of children aged 0-6 years in com-
plying with the rules applicable in the children’s en-
vironment both at home and at school. This is in ac-
cordance with Lipoff’s (2011) theory that children
should be instilled with knowledge and understand-
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
ing of self-discipline and that certain behaviors are
% unacceptable. Discipline in young children is neces-
7.30 sary to shape their personality. Through discipline,
49.80 children are introduced to things that are appropriate
30.48 and inappropriate behaviors.
11.29 In addition, discipline also introduces children to
1.13 their rights and responsibilities; children learn to
100
control them self and realize that social life comes
with rules that must be followed, in orderto create-
conducive environment and to form a solid personal-
ity (Saputri 2016). This also helps children to devel-
op their thinking ability as they construct knowledge
from their prior experience.
For children, the short-term goal of being disci-
plined is none other than to make them have skill
and control. It is done by introducing children to ap-
propriate and inappropriate behaviors. Furthermore,
the long-term goal of being discipline for children is
for the development of self-control without self-
influence and self-direction, in which children can
direct themselves without external influence and
control (Schaefer 1996).
The purpose of the children’s self-control is to
lead them to learn the skills and values that will pre-
pare them for adulthood when they will ultimately
depend entirely on self-discipline (Rohmaniah et al.
2016). This is crucial as Tarullo et al. (2009) define
self-control is a skill that children need to succeed
academically, socially, and emotionally.
There are two ways in disciplining children; posi-
tive discipline and negative discipline (Hurlock
1990). Positive discipline is an overarching philoso-
phy that helps a child develops a conscience guided
by his own internal discipline and compassion for
others (Attachment Parenting International n.d.) It
includes giving children an understanding of why
they should behave so that there is no pressure or
coercion to obey the rules.
Positive discipline in reinforcement can be given
in the form of persistent persuasion. It can be done
by teacher through giving commands with a reason-
able tone of voice and without threat, as well as not
giving the "if not" expression on the given com-
mands. Rationalization and respond to the negotia-
tion can also be incorporated in each command but
with a controlled tone, clear reasons and friendliness
(Berginet et al. 1999). In addition, positive rein-
forcement through giving children an understanding
about the rules and reminding them to follow the
rules have been showing good results in disciplining
them and making them independent. According to
Bergin et al. (1999), effective disciplining involves
rational understanding, in which the process requires
the understanding of why children should not behave
a certain way. If there is a clear reason, children will
process the rationale so as to have a behavior stand-
ard. Children will also be able to know how to be-
have later in life and abandon their old behavior that
| 142
they consider to be less appropriate (Bergin et al.
1999).
Meanwhile, negative discipline takes place when
children are attempting to avoid punishments so that
children follow the rules because they do not want to
be punished (Smith 2004). Negative discipline in re-
inforcement given by teachers in this study is in the
form of a threat. Smith (2004) describes negative
discipline as discipline that “focuses on obedience
and the avoidance of punishment. Power assertive
disciplinary methods involve application of aversive
consequences such as physical punishment, threats
or withdrawal of privileges with little justification.”
Although reinforcement in the form of threat may
make children to behave better, this should be
avoided. This is because threat is not the right way
to discipline children. According to UNICEF (2008),
negative discipline causes physical and psychologi-
cal pains to the child on the receiving end, as well as
other child who witness it.
In regard to this, Innes, Max (2011) stated that the
concept of discipline in children is about shaping
and changing their behavior, not punishing the chil-
dren. In addition, according to Yaumi (2014), psy-
chological violence takes place in the form of shout-
ing, talking harshly, tearing students’ paper work,
bringing students into conflict, and giving threats.
Therefore, this kind of reinforcement should not be
done, as it will destroy children’s sense of being
loved and wanted.
By knowing and being aware of the differences in
disciplinary methods, teachers of early childhood
educations are expected to select betters ways of
dealing with problems to discipline attitude issues.
5.CONCLUSION
Based on the analysis, it can be concluded that the
discipline level of young children in Majalengka city
is high. This is allegedly because the teacher's un-
derstanding of early childhood discipline is suffi-
ciently high, which means that the teachers under-
stand that discipline for children is something
important to be instilled in kindergarten.
In addition, discipline is a guide for the moral,
emotional, and physical development of children
that enables children to be accountable to themselves
when they grow up. Being disciplined also makes
children aware of the limits in terms of what behav-
iors are accepted and not accepted in the society,
what is right and wrong and how to socialize to their
surroundings.
This study recommends early childhood educa-
tion teacher to instill discipline values in the class-
room through series of good habit, like coming on
time for, not having their food or toys while study-
ing, putting their shoes and bags properly, in order to
help children become adult who is responsible of
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
their of own attitude. As Canadian Paediatric Socie-
ty (2004) emphasizes that the goal of effective disci-
pline is to foster acceptable and appropriate behavior
in the child and to raise emotionally mature adults.
6.ACKNOWLEDGEMENT
Gratitude is extended to the Directorate of Research
and Community Service, General Directorate for
Research Reinforcement and Development of the
Ministry of Research, Technology and Higher Edu-
cation who have funded this study in accordance
with the Decree of General Director of Research Re-
inforcement and Development No. 30/EKTP/2017
of April 3, 2017 on "Higher Education Research
Funding Receiver of State Owned University in Fis-
cal Year 2017”.
7.REFERENCES
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Aulina, C.N. 2013. Penanaman disiplin pada anak usia dini
[Planting discipline in early childhood]. Jurnal Pedagogia
2(1): 36-49.
Bergin, C. & Bergin, D. A. 1999. Classroom discipline that
promotes self-control. Journal of Applied Developmental
Psychology 20(2): 189–206
Burnham, L. &Baker, B. 2010. Supporting teaching &learning
in schools (Primary): Level 3 - Diploma. Heinemann: Pear-
son Education Limited.
Canadian Paediatric Society 2004. Effective discipline for chil-
dren. Paediatric Child Health 9(1): 37–41.
Holden, G.W. 2002. Perspectives on the effects of corporal
punishment: Comment on Gershoff. Psychological Bulletin
128(4): 590-595.
Hurlock, B.E. 1990. Psikologi perkembangan [Developmental
Psychology]. Jakarta: Erlangga.
Jalongo, M.R. 2007. Early children language art. New York,
NY: Person Education.
Lipoff, S. 2011. The child’s brain, behavior, and discipline.
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development/the-childs-brain-behavior-and-discipline/
Listiana, A. & Amanah, M. 2017. Instrumen alat ukur perilaku
disiplin dan mandiri anak usia dini [Instrument for as-
sessing discipline and self-regulation for early year
children]. Bandung: Universitas Pendidikan Indonesia.
Max. 2011. The role of discipline in the effective parenting of
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Neal, D. et al. 2015. The science of habit: Creating disruptive
and sticky behavior change in handwashing behavior’.
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ilaku token economy untuk meningkatkan kedisiplinan
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ing. Young Children 65(5): 26-31.
Saputri, A.T. 2016. Penanaman nilai kemandirian dan kedi-
siplinan bagi anak usia dini siswa TK B di kelompok ber-
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Schaefer, C. 1996. Cara efektif mendidik dan mendisiplinkan
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Smith, A.B. 2004. How do infants and toddlers learn the rules?
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Suminah, E. et al. 2015. Kurikulum pendidikan anak usia dini:
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Environment supported to develop young child discipline
Y. Rachmawati & A. Listiana
Universitas Pendidikan Indonesia, Indonesia

ABSTRACT: Teaching discipline of young children is not only independent, but also requires others support
which are physical and psychological environment. However, many parents and educators tend to train
discipline with hard training and punishment. Eventually, firm training and punishment were being
ineffective. Even, this pattern leads to the new negative behavior in children. Discipline is an abstract issue on
young children, then the environmental support is needed to facilitate children easier to follow the norm of
discipline. The purpose of this paper is to explain the importance of psychological environment and physical
environment to build discipline in early childhood.

1 BACKGROUND behavior problems arise. In some researches, there

Discipline education means a teaching individual to
do orderly, organized steady and neatly. In addition,
discipline also teaches a person to have
responsibility to his/her own self and its
environment, dealing something into position,
equitable to his/ her self and others. Discipline
behavior is conducted to obey the rules and laws
governing public. A discipline behavior is not only
related to the comfort and safety of his own life but
also connected to other's people in society. That is
what makes a person must be disciplined as a form
of responsibility and care for the community.
Actually, dealing with taking the rules and
discipline is not only related to the social life, but
also the universe in nature is highly disciplined. In
nature, people can watch the return of the day and
night. Then, it had seen the rotation of the earth, the
planets, the moon and the sun. They are discipline
circulating in their orbit. Each of them is following
the rules. The Nature is arranged neatly and orderly.
They performed a high-level discipline and
organized.
Discipline is very important behavior for
everyone. It’s needed to be thought since he or she
was a young child. However, the problem is how to
teach discipline in children? Discipline behavior is
not limited only related to the rules and laws. If
parents or educators only focus on "following the
rules" it is not surprising that some parents use
punishment to discipline children. When violence is
done then the result is not being discipline, but other
are cases when parents trying to teach discipline
with harshness and punishment to children, so they
got the opposite effect of discipline, it’s created a
negative behavior on their children (Slade &
Wissow 2004, Manuel et al. 2010, Sobita 2014, Hart
et al. 1992, Smith 2004).
The discipline formation in early childhood
requires appropriate strategies and approaches to
their development (Socolar 2007). Discipline
education is not just teach a child following the rules
without awareness and sense of social responsibility.
This paper was created to answer questions; What
and how exactly takes an early child before trained
to follow the rules? What do the children need to be
disciplined? What support does the child need to
enforce discipline?
2 THE GOAL OF DISCIPLINE
The purpose of discipline is to live orderly, safe,
peaceful, and comfortable for all parties. Each
individual contributes to the order of society.
Teaching discipline implemented since on early-
childhood education. In addition, discipline also
helps children to have good self-esteem, self-esteem,
avoid children from misconduct, and avoid
aggression, criminal behavior in adulthood,
depression, and alcohol addiction (Socolar 2007).

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3 SELF AWARENESS
If the goal of discipline is well organized in personal
life and society, it means that the discipline needed
self-awareness. More over the prime focus is how
develop discipline base on internal recognition not
only following the rules. Following the rules is more
external motivation than internal awareness. So,
talking about internal recognition was needed
understanding, willingness and making decision to
choose discipline behavior. The real discipline is not
only following the rules without any motif and
awareness. The main awareness is internal
recognition.
Figure 1. Elements supported on discipline
This following will present the discipline
mechanism as shown on figure 1. Before teaching
discipline, it necessary the factors of mental health,
psychological and physical environmental
supported, then modeling, drilling and teaching
discipline.
4 MENTAL HEALTH SUPPORTED
Positive behavior, social care and responsibility to
society are influenced by mental health. People with
mental illness may have difficulties to do stable and
positive behavior. The first condition to develop
discipline is both of an educator, and student must
have mental health. The awareness to do positive
behavior and adjustment in society for people with
mental health is much easier to develop (Hastuti
2008).
Talking about mental health, there are many
theorists have argued that “accurate perceptions of
the self, the world, and the future are essential for
mental health” (Taylor & Brown 1988). Regarding
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
to Maslow (Pujiatni & Lestari 2010) mental health
related to realism, acceptance, autonomy, capacity
for intimacy and creativity. Furthermore, Taylor &
Brown (1988) emphasized criteria of mental health
including “the ability to care about others, the ability
to be happy or contented, and the ability to engage in
productive and creative work”. Adjustment, positive
emotion, and mental health is foundation to
discipline (Bronfenbrenner 1979, Smith 2004,
Hastuti 2008).
Gail & Seehy described that there are ten happy
and mental health characteristics; (1). Have a goal
and direction in life, (2). Have important transition
in adult period, and handle it with creative, (3).
Rarely feel disappointed and treat unfair in life, (4).
Achieving some important goals in life, (5). Caring
with personal growth and development, (6). Having
good loving relationship and mutualism, (7). Have a
lot of friends, (8). A fun and excited person, (9).
Criticism is not seen as a personal attack that lowers
self-esteem, (10). Do not have the fears that others
generally have (Hastuti 2008).
Related to the influenced of parent mental illness
in children “There is significant relationship
between social relation and psychological
adjustment among the children of depressed and
anxious parents” (Mahmood et al. 2015). Some
researcher described that people with
maladjustment, unhappy, under pressure, tend to do
harsh and rude to teach child discipline.
Consequences it tends to build negative behavior. In
contrast, happy mothers teach discipline her child
warmer and more democratic. Devandra (2013) said
that “prohibited physical punishment will have an
impact on the good mental health children and good
quality basic education”.
Discipline with internal motivation and
awareness, only can be developed on foundation of
mental health. Parents with stress, depression and
aggression cannot handle education in good
manners, including implemented discipline to their
children. According to Mahmood et al. (2015)
mental illness in parents such as depressed and
anxious can cause social relationship and
psychological issues in children.
5 ENVIRONMENT SUPPORTED
During the process of establishing discipline in early
childhood, it is also required the concrete media to
help process of implementation. According to Piaget
theory, the stage of early childhood cognitive
development is on pre-operational and concrete
operations. To understand something abstract, they
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need media assistance. The issue of discipline is
something abstract for early childhood. Some forms
of environment support in discipline include
psychological and physical environment supported
Something can be done to organize the
psychological environment such as creating a
physical and social environment that seeks to
prevent children from doing the unexpected. For
example: provide enough room to play, close the
flow of electricity. (Smith 2004). In addition
prohibited physical punishment will have an impact
on the good mental health and good quality basic
education.
The physical environment supported will help
them easier to understand rules. “The media as a tool
can make the learning process runs effectively,
understandable, concrete more in explaining an
abstract image so as to reduce the occurrence of
verbalism” (Nurseto 2011). Teaching discipline in
young children, educators can use posters, manual
and film. Devandra (2013) said that using posters,
manual and film, should be developed to advocate
for a ban a punishment. Poster is one of the media
in supporting character education. Posters that
contain motivations can improve student discipline
whenever reading the poster. In addition, a
conducive and comfortable environment will make
students able to improve their discipline (Trisnawati
& Roesminingsih 2017). “Using posters to train
children discipline are very helpful. It was help
children orderly, obey the rules, understand the
instruction and easier to follow the role” (Listiana &
8 REFERENCE
Devandra, K. 2013. Save our children let’s ban corporal
punishment: treat children with love, respect and dignity.
New Delhi: Department of Elementary Education National
Council of Education Research and Training Sri Aurobindo
Marg.
Devi, K. S. 2014. Parental disciplining and children behaviors:
A review. IOSR Journal of Humanities and Social Science
19 (2)
Manuel, G. et al. 2010. Corporal punishment and long-term
behavior problems: The moderating role of positive
parenting and psychological aggression. Psicothema 22 (4):
529-536
Hastuti, W. 2008. Penyesuaian diri [Adjustment]. Profesi
(Profesional Islam): Media Publikasi Penelitian 3
(February - August): 66-70.
Hawkins & Clayton. 2011. Using visual cues to improve
classroom instruction for young children with
developmental delays. Atlanta: Assistive Technology Dept.
Fulton Country School.
Listiana, A & Rachmawati, Y. 2017. The teacher’s perception
on TPM-Kurtilas implementation in Amal Keluarga
Kindergarten-Bandung. Advances in Social Science,
Education and Humanities Research (ASSEHR) 58: 1-6.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
Rachmawati 2016). In addition, this poster could
help children improving organizational skills,
academic learning, communication, socialization,
and self-control (Hawkins & Clayton 2011, Listiana
& Rachmawati 2016). Furthermore,” Posters and
manual can be used as a method of disciplining
children without using corporal punishment. Posters
can be used in training sensitization and advocacy.
This manual will help in taking the initiative and a
strong step towards banning of corporal
punishment” (Devandra 2013)
6 CONCLUSSION
Discipline is an abstract issue on young children.
Teaching discipline on young children is not only
independent, but also requires others support to
build it. Both are mental health condition and
physical environmental. Mental health is giving the
strong foundation to develop self-awareness in
following the roles. While the environmental support
is needed to facilitate children easier to follow and
understand the roles.
7 ACKNOWLEDGEMENT
Special thanks to RISTEKDIKTI for financial
supported to TPM-KURTILAS research in three
years study.
Mahmood, K. et al. 2015. Social relations & psychological
adjustment among adult children of parents with depression
and anxiety. Journal of Pharmacy and Alternative Medicine
6: 1-5
Nurseto, T. (2011). Membuat media pembelajaran yang
menarik [Produce an interesting learning media]. Jurnal
Ekonomi & Pendidikan, 8(1): 19-35.
Pujiatni, K. & Lestari, L. 2010. Studi kualitatif pengalaman
menyontek pada mahasiswa [Qualitative study of cheating
experiences on students]. Jurnal Penelitian Humaniora
11(2): 103-110
Rachmawati, Y & Listiana, A. 2017. Teacher’s response on
the teaching pyramid model-curriculum 2013
implementation in kindergarten, Bandung-Indonesia.
Advances in Social Science, Education and Humanities
Research (ASSEHR) 58: 1-6.
Socolar, R R. S. et al. 2007. A longitudinal study of parental
discipline of young children. Southern Medical Journal
100(5): 473-477. doi: 10.1097/SMJ.0b013e318038fb1c
Slade, E. P. & Wissow, L. S. 2004. Spanking in early
childhood and later behavior problems: a prospective study
of infants and young toddlers. Pediatrics 113(5): 1321-
1330
Smith, A. B. 2004. How do infants and toddlers learn the rules?
Family discipline and young children. International Journal
of Early Childhood 36 (2): 27-41
| 147
Taylor, S. E. & Brown, J. D. 1988. Illusion and well-being: a di SD Muhammadiyah 15 Surabaya [Principal strategy in
social psychological perspective on mental improving character education discipline in Elementary
health. Psychological Bulletin 103(2): 193-210. School in Surabaya]. Jurnal Manajemen Pendidikan 1(1):
Trisnawati, E. & Roesminingsih, E. 2017. Strategi kepala 0-9.
sekolah dalam meningkatkan pendidikan karakter disiplin

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The analysis of father’s perspectives on child with speech delay

I. Gunawan & A. J. Nurihsan

Universitas Pendidikan Indonesia, Indonesia

ABSTRACT: This research aims to understand father’s perspective in children with speech delay problem.
Many research claim that father has crucial roles in early young learners’ development socially and cognitive-
ly. Thus, this research is trying to explore fathers’ perception on their child who has speech delay problem.
Qualitative approach research was employed in this research and Interpretative Phenomenological Analysis
(IPA) is used to analyze the data. Three respondents are involved in this research; two are based in Bandung
and one respondent is based in Jakarta, Indonesia. In-depth interview is chosen to collect the data which then
being transcribed and analyzed. The results show that first; all respondents have inadequate knowledge of
speech delay problem. Second, the respondents thought that their child interaction with gadget is detected as
the cause of speech delay. To conclude, there is a need to improve fathers’ understanding both on the speech
delay issue and their roles in parenting.

1 FATHERHOOD AND LANGUAGE
DEVELOPMENT
A study conducted by Sumargi, et al. (2013) says
that the parenting practice in developing countries,
especially in Indonesia, still shows low levels.
Agreed with the study, another report on research
about fatherhood in Indonesia conducted by Levtov,
Van der Gaag et al. (2015) says that fathers in Indo-
nesia are still experiencing the difficulties to get in-
volved in parenting.
The research report above inspires that research on
father involvement (fatherhood) is visible to be con-
ducted. As we know, parenting is the interaction be-
tween parent (father or mother) and their child, while
the father's role and the mother's role have contribut-
ed complementarity to the child's development.
Without having any intention to make a wide di-
chotomy between them, this study intends to see and
conduct a deeper investigation on fatherhood. A
study has shown that father involvement in parenting
helps children to grow and develop better. As stated
by Stockall & Dennis (2012, p. 299), "... fathers and
paternal role models make a unique contribution to
children development".
Meanwhile, speech delay in early childhood as a
common disorder that we can observe Indonesian
society (Tabloid Nova 2014) is an impairment that
might be trigger by many things. Language ability is
the ability to communicate. The ability to communi-
cate in children can be seen from the ability of the
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
child mumbling until they are able to say the word
and form a sentence. Children experience a signifi-
cant phase of language development in their early
development period. Otto (2015) said that, the com-
munication skills of children include receptive lan-
guage and expressive language. While, according to
Harris in Oates & Grayson (2006) the development
of children's language can be divided into two name-
ly the understanding of the word (comprehension)
and the use of words in speech (production)
When children are unable to produce speech or
words, we can understand their needs through their
gesture, facial expression or even their cry. This is
what so-called by pre-verbal communication (Bruner
1983). According to Bruner (1983 p. 39-42), to func-
tion Language Acquisition Device (LAD), there is a
system called as Language Acquisition Support Sys-
tem (LASS) where in LASS there is an interaction
between parent and child which will function LAD.
Thus we can understand that the interaction between
parent and child also determines the ability of chil-
dren in acquiring language. Another study says that
good attachment is also a determinant factor in child
language skills (Murray & Yingling 2000)
Specific language disorder represents a language
disorder focusing on the inability of the children to
produce words without any co-morbid with other
disorder. Parents need to give attention to their kids
especially in certain period of development, when
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the children have not shown the development that
match with developmental milestones.
Noticing to the attachment perspective in social-
interaction context, language development also re-
lated to child-parent interaction. Thus, there is a pos-
sibility that language delay in children also caused
by “unfinished business” in attachment between par-
ents and the kids. Meanwhile a good attachment be-
tween parents and the kids is represented in a good
mental condition both in parents and the kids. Urwin
(2002 p 75) states
“Delays or difficulties in language development
would then emerge as part of a broader problem
in thinking unthinkable thoughts and in repre-
senting emotional experience symbolically. This
puts the emphasis on the increasing fullness of
mental life, which accrues from becoming a lan-
guage user, rather than on what is given up. Ra-
ther than language development distancing us
from internal objects, it is part of the process
through which we acquire them, and build an in-
ternal word”.
Meanwhile as stated by Jones (2007), language
delay or speech delay might be caused of the lack of
attachment between father and the kids or the father
did not showed up as a figure that helps separation-
individuation process. The separation-individuation
helps the kids to the develop their self-object, the
phase that needed in very young age to know that
their self is an individual that able to do many thing
to include produce a word or start to communicate.
Another fact that supports this statement is a re-
search conducted by Klaniczay (2000), which states
that stuttering in kids might be caused by the diffi-
culties of the kids to separate from specific object, or
the anxiety faced by the parents that influence child
anxiety which happened causing the stutter in the
kids.
2 RESEARCH METHODOLOGY
The methodology used in this study is Phenomenol-
ogy study since the study tries to capture the experi-
ences of father and also father role in parenting.
Three respondents were involved in this research.
Two respondents were live in Bandung, while one
respondent lives in Jakarta. In-depth interview with
semi-structured interview principle were using as da-
ta collection technique. Respondent validation or
member checking was conducted to validate and ask
whether there is any objection from the respondent
before displaying the data.
To keep the privacy of the respondent, anonymity
or pseudonym principles were also used in this re-
search. Thus all the names that mention in this arti-
cle are not their real names. After all data gathered,
then Interpretative Phenomenology Analysis (IPA)
was employed to analyze the data. The IPA steps
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are: 1) Reading and re-reading; 2) Initial noting; 3)
Developing Emergent themes; 4) Searching for con-
nections across emergent themes; 5) Moving the next
cases; and 6) Looking for patterns across case
(Smith 2009). The themes emerged after the analysis
is; father perception, gadget and speech delays and
plays as the core activities with children.
3 FINDINGS AND DISCUSSION
3.1 Gadget and Father Perception
As stated by the respondents, the child experience
speech delay shows almost similar symptoms. Mr.
Wahyu and Mr. Yayan say that their children show
normal speech development until their child is about
one year old. But in its development there was an
impasse if we do not want to mention the decline in
the development of their children speech acts.
I am confused, when he was 9 months old, he was
able to say “papa”,”mama”. Even though he was
say as “papem” “mamem”… After 1 year old, eve-
rything that he was able to speak was gone. He only
shouts meaningless”. (Mr. Yayan, Bandung)
Another statement also given by the respondent.
Mr. Wahyu says that at the beginning his son was
just like normal baby, but then there is a decline
compared to the previous month.
“We realize, there is a decline compared to the pre-
vious month. So he was not able to communicate,
mostly he only pointing out and dragging to convey
what he wants”. (Mr.Wahyu, Jakarta)
What is meant by the similar symptoms is the child's
early ability to communicate. The respondents’ chil-
dren are starting to produce babble or chattering and
then stagnated when the child progresses in the next
stage of speech development that is producing
words. Instead of producing words or utterances,
their child experiences setbacks with loss of speech
or their verbal skills.
Furthermore, another interesting point from the fa-
ther perception of the speech delay that happened to
the children is their perception on the cause of
speech delay. Directly, there are respondents who
believe that television becomes an instrument that
causes the child having speech delay
”Coincidentally, it was our fault. When my son is
one year old, my wife was pregnant. She wasn’t al-
lowed to carry my son. While at that time my son
was very attach to his mom. I start to turn on TV for
my son. So it was start everything. From that mo-
ment, my son always asks to watch TV”. (Mr. Yayan
in Bandung).
By saying, “From that moment, my son always ask
to watch TV”, we can understand that TV was origi-
nally a tool for temporary compensation to entertain
and in the end, it become a necessity for the child.
Here, Mr. Yayan tries to say that in the end his son
asks to regularly turn on the television as part of the
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child's life, and sees that television is the cause of
the speech delay experienced by his son.
In addition to television, one of the other respond-
ents indirectly said that the gadgets in this case the
mobile phone also turned out to have influenced the
child's behavior. “If he sees my phone, he always
grabs my phone”. (Mr. Yayan, Bandung). The pur-
pose of the above sentence, of course, is when the
father holds the cell phone, and then the child will
come to pick up and play the phone. From the above
statement, we can analyze that his son is familiar
with the gadget.
In a study of the relation between the duration of
watching television and the speech delay in children,
it was conveyed that there is a positive correlation
between the duration of the watching television and
the speech delay experienced by children (Safitri
2013). On top of that, in an informal conversation
with two other respondents, who were not recorded
during the interviews during the data collection pro-
cess, they also acknowledged the influence of tech-
nological devices on their children's speech.
From the respondent statement above, we can in-
fer that the interaction between father and their kids
are using technological device or gadget. The social
interaction between them; then rely on the device.
While in a study, it is stated that games, interaction
and social games are having positive effect to child
vocalization (Hsu et al. 2014). Furthermore Hsu, Iyer
& Fogel (2014, p. 135) says that child vocalization
area related to social context social“…infant vocali-
zations highlight the role of social contexts, in which
the functions of infant vocalization can be under-
stood only within its context of production…”Then,
we understand that interaction between father and
children when there is social context when they are
interact each other, likelihood helping children to
vocalize better.
Referring to language development theory, par-
ents’ respond to child pre verbal communication will
determine child ability on the next developmental
phase. Thus in social interaction theory, Locke states
that response from parents or other adults will help
children to vocalize“...This cooperative breeding
practice, which presumably grew in response to in-
creased care needs, may have added to infants' mo-
tivation to vocalize more effectively…”(Locke 2006
p. 157).
3.2 Lack of information on speech delay
The issue of television and gadget actually indicates
that fathers are aware of the role they really need to
take. Father need to do various activities with closer
interactions that emotionally engaged with their
children. The activity that fathers did with the chil-
dren also showed up in the data we can also see from
the data the way the respondents engage in stimulat-
ing the improvement of children's speaking skills.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
“I play with my son like others generally, playing to
the field. Stimulating his motoric and sensory. We
start to interact with my son”. (Mr. Wahyu, Jakarta).
Playing with a focus on motor and sensory activity
becomes a prominent issue in the respondent's
statement above. The statement when the respondent
says "like others generally", indicates the activity
given may look the same as the child in general. The
effort undertaken indeed needs to be appreciated, but
children who experience speech delays need activi-
ties that are more than just playing like other chil-
dren generally. Another respondent also has tried
another effort; which can we read from the data be-
low. Nevertheless the children with speech delay
need activities that more than the activity that nor-
mal kids did,
“I usually ask my son to play ball, chit-chat. If I
need to watch TV, I am asking “what’s that my
son?” I play quite often (Bapak Yayan, di Bandung).
Taking notes at the transcription of the interview,
it is no wonder the parents are still doing the stimu-
lation that only touches the "surface" only, not on the
deeper involvement either emotionally or the activi-
ties where the father enjoys his existence with the
child. The stimulation provides by the father in help-
ing children with speech delay not really help the
child. This may be because of father does not have
adequate on what speech delay is, why and how to
help child with speech delay.
Respondents’ inadequate information about
speech delay disorder is very clear, as we can see in
the answers of the respondents
“In my family, there’s something like that. So, when
my uncle got married, his son also diagnosed speech
delay .It might be genetics factor or what, the thera-
pist also said it might be genetics.”(Mr. Yayan di
Bandung)
Knowing that there is an inappropriate develop-
ment of verbal skills in their child seems not to make
the respondent find out more about the speech delay.
Thus, respondents emphasize the possibility of ge-
netic factors as the cause of speech delay.
“But, it can’t be standard I am asking to many peo-
ple. It might because I am asking to many relatives, I
don’t know about speech delay, because I myself
hasn’t emmmhh”. “Ya ok”. “I try”. (Mr. Yayan)
Somewhat surprising because it appears from
what was said by the respondents above, the re-
spondent has not understood the cause of the speech
delay. The phrase, “because I myself hasn’t
emmmhh”. “Ya ok”. “I try”, implying that the re-
spondent has not known the problems related to the
speech delay and ultimately trying to accept and en-
trust the therapeutic process as a solution to the ex-
isting problems.
“I am personally ya.. I don’t have any knowledge. I
am afraid my son needs something” (Mr Wahyu).
Information about what happens to their child will
actually determine what the father needs to do. How
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dad will play his role better is of course determined
by how much information they have about what his
child is going through. Harrison et al. (2007) says
that what fathers feel about having children with
special needs is that accurate and precise information
about what happens to their child becomes the most
important need. So it becomes understandable when
the lack of information also affects how the father
plays a role in parenting in children with speech de-
lay, in the case of this study and also affects how the
feelings of the father experienced this incident.
4 CONCLUSION
The interesting part from this study is that father role
in parenting is only on stimulation and play activi-
ties, so that from the side of emotional closeness and
caring activities in nature of everyday domestic ac-
tivities father still need to do a lot of effort. This is
also corroborated by research conducted by Machin
(2015) who says that between the perceptions that
father has about the role of father in parenting and
the reality that occurs in real life there is still a
"gap".
The “gap” between reality and perception on fa-
ther role that happened in our society that represents
in this research generally might be because of father
didn’t have many accesses to the information that
they need. From the data, it is clear that father had
involved in the activity with their children, and they
also eager to do many things with their children.
Since it was a bit hard for father to get the access to
the information on what is speech delay because of
social structure and also the patriarchal aspect in our
society that put father as a “breadwinner”, so involv-
ing father in the activity with the children would also
give some benefit to this issue.
Referring to the father role theory presented by
Paul & Palkovitz, then on this theme the role of fa-
ther as "the shared caregiver role" is clearly visible.
The respondents played their role as secondary care-
givers or caregivers with their spouses. As Miller
(2011) points out, some studies suggest there are dif-
ficulties faced by adult males who have become fa-
thers of "being both provider and supportive partners
and home builders at the same time."
One thing that needs to be appreciated from the
perspective of the respondents in this study is their
considerable involvement and sense of responsibility
towards the condition of the family and the condition
of their children who experience speech delay. An-
other thing that may still be the question of father
role is that, as Dermott in Miller (2011) says, is am-
biguity and lacks the specific terminology of "in-
volvement" itself. So when the involvement and role
of the father of the care and stimulation activities
that need to be given is not maximally likely to be
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
influenced by many things, it is rather difficult to say
or define that a father has not been fully involved.
From the relation between fatherhood and child
development, we can figure out that many benefits
that we can get from a very good attachment and in-
teraction between father and children. Children lan-
guage ability will rise significantly as well as their
psychological and emotional aspects. While here in
this study, we can conclude that father involvement
and activity with children limited to play activities.
Additionally children with speech delay, needs activ-
ity more than just play together with father. Father
social interaction, attachment and involvement in
domestic activity still needed. One of the reason of
the uninvolved father in parenting might be as stated
by Warin in Williams (2008) that culture paradigm
which says that father as “breadwinner” can cause
father withdraw their self and uninvolved in “tradi-
tional” parenting which mainly mother did.
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Harrison, J. 2007. Different dads-fanthers’ stories of parenting
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doi: 10.1017/S0305000912000608
Jones, K. A. 2007. Assessing the impact of father-absence from
a psychoanalytic perspective assessing the impact of father-
absence from a psychoanalytic perspective. Psychoanalytic
Social Work 14(1): 43–58. doi:10.1300/J032v14n01_03
Klaniczay, S. 2000. On childhood stuttering and the theory of
clinging. Journal of Child Psychotherapy 26(1): 97–115.
doi: 10.1080/007541700362186
Levtov, R., et al. 2015. State of the world ’ s fathers country
report : Indonesia 2015. Jakarta: Rutgers WPF Indonesia.
Locke, J.L. 2006. Parental selection of vocal behavior. Human
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Machin, A. J. 2015. Mind the gap : the expectation and reality
of involved fatherhood. Fathering 13: 36–59. doi:
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Miller, T. 2011. Making sense of fatherhood. Cambridge:
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Murray, A. D. & Yingling, J. L. 2000. Competence in language
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stimulation. The Journal of Genetic Psychology 161(2):
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Oates, J. & Grayson, A. 2006. Cognitive & language develop-
ment in children. Oxford: Blackwell Publishing Ltd.
Otto, B.. 2015. Perkembangan bahasa pada anak usia dini
[Language development on early children]. Jakarta:
Kencana.
Safitri, A. 2013. Hubungan pola menonton televisi dengan
keterlambatan bicara [The relationship of television view-
ing patterns with speech delays]. Unpublished thesis,
Unversitas Dipenogoro, Indonesia.
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The values of character education in the tale of Maling Kenthiri in the
kentrung performance in Blora, Indonesia
S. Sutiyono
Universitas Negeri Yogyakarta, Indonesia

ABSTRACT: This paper is about to reveal the character education value of the Maling Kenthiri fairy tale in
Blora Regency, Central Java, Indonesia. The Maling Kenthiri fairy tale, was originally spoken by parents to
children and grandchildren. In the development of the Maling Kenthiri fairy tale, it was staged in the art of
kentrung. In the story, it is mentioned that Maling Kenthiri committed theft in the house of rich people, but the
stolen goods were not for himself, but were used to help the poor. In the course of his life, he stopped to plun-
der other people's property, and become a devout human worshiping God. To reveal the value of character ed-
ucation is used in the interpretation of the tale text of Maling Kenthiri’s life, especially the interaction with the
poor in the rural areas of Blora, Central Java, Indonesia. Since the fairy tale of Maling Kenthiri is always read
in the kentrung performance, the kentrung performance is also described in this paper. The results of this pa-
per show that in the Maling Kenthiri fairy tale there are values of character education. These values are re-
vealed in the course of Maling Kenthiri's life, which is social care for the poor, and contains a religious mes-
sage that is to realize repentance.

literature, various kinds of fairy tales can be found.

1 INTRODUCTION
Blora Regency has a very diverse culture, which is
the result of community life activities from the past
until now. As explained in Article 32 of the 1945
Constitution, national culture is a culture that arises
as the result of the cultivation efforts of allpeople in
Indonesia. The cultivation of people is a manifesta-
tion of the four cultural elements that are initiative,
creation, feeling, and human works in community
life. The manifestation of initiative, creation, feeling,
and the work of the nation has the effort to form
human beings to develop the prestige and dignity as
a nation, and is directed to provide insight and mean-
ing to national development in all sectors of life in
the nation.
For outsiders, the Blora area is a barren and re-
mote area, and not touched by industrialization. In
addition, people of Blora are considered to love to
talk loudly, be rough, have unruly behavior and other
unpleasant stigma. It is reflected in daily behavior.
All that stigma was denied by Suripan Sadi Hutomo,
a humanistic folklore expert, who is also a Blora-
born person. According to him, Blora as a sub-
culture area keeps various potential human resources
that deserve to be developed, ranging from the leg-
endary characters (such as Samin Surosentika, Naya
Gimbal, Maling Kenthiri), folklore performing arts
(tayub, barongan, reyog, orek-orek, kethoprak,
Wayang kulit, wayang krucil, and kentrung) to fairy
tales (Hutomo 1996).In the case of archipelago oral
Starting from the folks that tell about the origin of
the name of a region, the occurrence of an area (lake,
mountain, crater, river), rebellions and heroism, to
social bandit stories. Blora, as an area that is far
from the center of Mataram culture (Kraton Yogya-
karta and Surakarta), turned out to save a variety of
fairy tales attached to the villagers. Those tales have
influenced the life of Blora society.
Based on this, the content of fairy tales is the re-
sult of cultivation of villagers in the Blora area that
also contains the four elements of that culture that
reflects the noble values of the nation, which must
be maintained, nurtured, and developed, in order to
strengthen the personality. The four elements of cul-
ture that are reflected in the first and foremost fairy
tale is the existence of good desire and will, then the
desire is manifested by creating something that is
followed by human feeling, and realized in the form
of art work. In accordance with what is said by
Hartoko (1991), culture is a cultural activity that has
the spirit to develop the degree of humanity, then the
cultural result in the form of art works has a very re-
liable and positive role and can form attitudes and
behavior of the community.
Each fairy tale actualizes the concept of life pre-
sented as a moral teaching. In addition, there are also
teachings or values such as aesthetic, ethical, di-
dactic, mystical, educational, and religious. All of
these are noble values that are priceless. The values
mentioned above can actually be summarized into

Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4 | 154
aesthetic, moral, and conceptual values. These val-
ues are a content value that serves as a message from
a fairy tale. Among aesthetic, moral, and conceptual
values, they are difficult to separate. Something aes-
thetic is something that has a moral value. There is
no beauty without morals. Morals are not just polite-
ness or etiquette, but a stem from the values of hu-
manity, as well as good and badin common.
Aesthetic value in a fairy tale is not only found in
the structure of its work alone, but can be found in
its contents, which consists of themes and mandates.
Moral values will be seen in attitudes toward what is
expressed, while the conceptual value will be seen in
society's view roundly toward the issues expressed in
the fairy tales being presented. The presentation of
fairy tales can be done verbally, and also can be pre-
sented through the performing arts, such as ketho-
prak, wayang krucil, and kentrung.
The treasury of traditional performing arts in
Blora district is diverse, but the performing art that
recently got the spotlight from the society, the gov-
ernment and the mass media, is the kentrung art.
This art is speech or oral art performances of stories
containing life and moral advice. The stories are
sung in Blora's typical language while accompanied
by tambourine. Art kentrung is not only in Blora, but
also in Rembang, Jepara, Demak, Tuban, Lamongan,
Malang, and Blitar.
In the show, the art of kentrung uses music to ac-
company the story told by the puppeteer. Kentrung
in its form is included in the area of folklore art,
which laid a power base on the spiritual, where myth
and belief become the buffer element. In Jepara,
kentrung is one form of folklore art that still survives
in public life. (Wrahatnala 2015). But in Blora, kent-
rung needs to get special handling, because people
have rarely called kentrung necessary like in the
1970's.
There are several studies that have been conduct-
ed regarding this research topic, for example Huto-
mo (1993) on Kentrung Sarahwulan Story in Tuban.
He describes the development of kentrung art in Tu-
ban, but has not discussed his development efforts to
instill a moral education to the younger generation.
His writing on the parikan text kentrung has been a
lot, but it still needs to be followed up with the effort
of utilization or relevance of the parikan-parikan
with the level of young generation soul development.
Similarly, Sugiarto et al. (1998) on the description of
kentrung art in Blora, has described the development
of kentrung art and the need of help from the gov-
ernment. This research has described the develop-
ment and history of the birth of art kentrung in
Blora, but this research has not linked the develop-
ment of art kentrung, especially the development re-
lated to the effort to cultivate character education for
the young generation, whereas the ethical value can
be known from the message contained in the story
that was delivered. In the art of kentrung there are
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
various values such as the value of character educa-
tion of Java culture, the value of pantun literature
(parikan), the value of religion (Islam), and other
value which is very high.
Connecting from these kentrung researches,
whose results have described history, form of per-
formance, fairy texts in kentrung performances and
the one that has not been revealed are the values of
character education. Therefore, in this paper, the
values of character education is expressed in a fairy
tale that is performed through the art of kentrung.
The fairy tale that is told is the fairy tale of Maling
Kenthiri.
2 DISCUSSION
2. 1 The form of kentrung show
2.1.1 Performer and musical instrument
The player of kentrung amounts to one person. In the
show, one player is acting as a puppeteer, story bear-
er, and as well as a drummer and tambourine player.
The religion that is followed by kentrung players is
Islam. Musical instruments used for kentrung per-
formances are: (a) terbang cilik 30 cm skin in diame-
ter, (b) terbang tanggung 40 skin diameter cm, (c)
terbang gedhe 50 cm skin in diameter. In short, the
puppeteer of kentrung should be able to act double,
that is to tell stories, sing songs, and play a musical
instrument.
2.1.2 Kentrung Guidebook
Kentrung handbook is a script of the story that is
used as a guide for the kentrung puppeteer to tell in
kentrung performances. The script of the story is
written by Sutrisno (late), a kentrung puppeteer who
come from Blora. The script is written in Javanese
Ngoko language with Latin script, Javanese Kromo
language with Latin script, and Java language with
Javanese script. The manuscript contains the story of
the prophet, history, chronicle, and fairy tales. One
of the fairy tales that is often presented is the original
fairy tale of Blora Regency, the fairy tale of Maling
Kenthiri. In kentrung performances, this manuscript
is developed by a kentrung puppeteer in the form of
antawacana (dialogue), janturan (story), pocapan,
and rhyme which is expressed in the form of Java-
nese song with the tones of slendro, pelog, and dia-
tonic.
2.1.3 Dress and stage show
The clothes worn by the kentrung player are: black
cap, shirt / muslim dress, sarong and slippers / san-
dals. But in other occasions, the kentrung player is
wearing traditional clothes, namely surjan, tensile
fabric, blankon (Javanesse traditional cap), and slip-
pers. The performing stage is about 3 m² or 1.5m x
2m in size. The location of this stage can be in front
| 155
of a house or inside a resident's home. If it is located
in front of the house, the stage is set as high as 60
cm. But if it is in the house, the performing stage is
on a couch, bench, or even just on the floor covered
by mats or carpet.
2.1.4 Time and form of show
Kentrung performances are usually performed at
night. The duration of the show is one hour, two
hours, three hours, and even up to seven hours or all
night. A kentrung performance that lasts only one or
two hours is usually for ceremonial removal of nadar
or kaulan. But, it is not infrequent that the kentrung
performance lasts all night from 21.00 until 04.00. It
really depends on the intentions and interests of peo-
ple who invite kentrung performances. The form of
kentrung performances consists of two parts. First,
Pambuka (introductory song), without accompani-
ment by rebana instrument, sung by a kentrung pup-
peteer. Second, songs and stories, accompanied by
musical instruments expressed by the kentrung pup-
peteer.
2. 2 Maling Kenthiri tale
In the performance of kentrung in Blora Regency,
there is one story repertoire staged, taken from one
of the fairy tales in the Blora area, the fairy tale of
Maling Kenthiri (Maling Genthiri). The life story of
Maling Kenthiri is very popular among people in
Blora Regency, especially rural communities. It is
because in his life, Maling Kenthiri helped poor
people in rural areas of Blora district. The fairy tale
of Maling Kenthiri itself comes from several areas,
including Blora, Kudus, and Kediri with different
versions. Particularly the Maling Kenthiri fairy tale
originating from the Blora region mentions that
Kenthiri is considered as a hero or Ratu Adil. This
cannot be separated from his role which is very im-
portant and vital enough in helping the poor in the
Blora area, especially in the Sub-district Jepon. He is
the son of Kiai Ageng Pancuran who during his life
used his high knowledge of science to steal treasures
from the rich man's house. The stolen property was
then distributed to poor people and people in dis-
tress, similar to the story of Robin Hood.
Kenthiri is known by Blora society as someone
who has high knowledge. Maling Kenthiri has a
Ajian Pancasona power (similar to the Rahwana sto-
ry and Angling Darma story in the version of private
television). This is the power of kadigdayan that al-
lows the owner to live again despite being repeatedly
killed, as long as the body remains united and his
blood does not touch the ground. Ajian Pancasona is
a safety power as well as a nutritious protection to
protect the body from any injuries. As a term, aji
means knowledge while pancasona consists of two
words, namely panca which means five and sona
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
means place. Thus, Aji Pancasona is a power of
kanuragan whose power is formed from the com-
bined elements of the power of five places, namely
the sky, earth, mountains, oceans and heaven.
As a power of safety and self-protection, Aji Pan-
casona is efficacious to reduce or even eliminate the
danger of attacks on a person's body. When he or she
is beaten or struck, for example, the owner of Aji
Pancasona will not be severely injured. It could be
just a minor injury or not even hurt at all. Ever since,
Aji Pancasona has been very famous in the commu-
nity. In the puppet story, this power is owned by
Prabu Rahwana. A person who has Aji Pancasona
will not die, even though he was shot by the enemy.
When he is shot or hit by a sword and his body is de-
stroyed, his scar will disappear and he will live again
as before.
In addition, Maling Kenthiri can enter the victim's
house by passing the spotlight or the light of the
lamp coming out of the wall of the house. In general,
the walls of rich people’s house in the Blora area are
made of teak wood, so there is a gap that allows the
light from the inside to come out. In the dark night,
because there was no electricity then, Maling
Kenthiri walked to the houses of the rich. Thus, the
lights that were coming out of the houses of the rich
can be seen from the distance, penetrating the dark-
ness of night. Through the lights of the night, Maling
Kenthiri entered the house of the rich, and took pos-
sessions as much as possible. In carrying out his ac-
tion, he was never caught because of his incredible
power.
Nevertheless, Kenthiri actually utilized his power
to steal the treasures of the dukes and the rich. This
is evidenced by his efforts to help the poor who live
in Kawengan to get out of the distress in their lives.
Then, he submitted the stolen treasure to the poor
who live alone. This is the reason Kawengan people
call him by the nickname, “Maling Kenthiri”, be-
cause during his lifetime, he saw the distress of the
poor. Then he used his magical powers to steal
treasures from the houses of the rich. However, he
did not use the loot for his own sake, but was dis-
tributed to poor people who had difficultly meeting
the needs of his / her life, and people who were ex-
periencing distress. The story of Maling Kenthiri is
similar to what Sunan Kalijaga and Robin Hood did.
In addition to the community who call him Maling
Kenthiri, he also earned the nickname as Ratu Adil
for he tried to divide the properties in a more justly
way and help the poor out of the difficulties they
faced.
Along with the passage of time, Kenthiri was
aware that his actions (read: stealing) were a mis-
conduct and violated the law. Kenthiri stopped steal-
ing and no longer took other people's possessions.
Kenthiri and his uncle Jaruman went to meet with
Sunan Ngerang in Semarang. Kenthiri studied reli-
gion diligently and became the student of Sunan
| 156
Ngerang. Eventually he became a devout Muslim in
the Blora area. In the end, he died and was buried in
the Kawengan village, Jepon, Blora (Hutomo, 1996:
78-79).
2. 3 The values of character education in the tale of
Maling Kenthiri
This section discusses the disclosure of character ed-
ucation values that exist in a fairy tale. The messages
that are delivered to the public are not distinguished
between implied and explicit. The important thing
here is, these messages illustrate the values of char-
acter education. Due to the many types of character
education value, the ones discussed in this oppor-
tunity are not all values, but only character education
played by Maling Kenthiri. This tale is presented to
be discussed because up to now it is still staged by
the supporting community, both held on open and
closed stages or through electronic media such as ra-
dio, tape recorder and television in the form of de-
velopment of performances art packaging.
People who see traditional performing arts such
as kethoprak, wayang krucil, and kentrung that pre-
sent the fairy tales of Maling Kenthiri, surely want to
get a satisfying aesthetic, ethical, and logical experi-
ence beside the entertainment. The performance of
traditional performing arts does not only emphasize
technical matters, but Maling Kenthiri's play and its
content should get an adequate portion. The play of
the fairy tale is the story of Maling Kenthiri describ-
ing the human life in his work as a wealthy property
thief, his concern for helping the poor, and ending as
a convert to repentance. It can be pointed out that the
contents of the Maling Kenthiri fairy tale itself is
something that concerns and touches the values of
human life, such as the moral value, the religious
value, and so on. Each play and its contents are not
delivered in form of scientific formulation, but is a
message that invites and teaches character education
to the community (Ward 2013). The message on the
presentation of Maling Kenthiri fairy tales is a mes-
sage that is recommended or prohibited to the pub-
lic. These messages will affect the attitudes and be-
havior of the community. As said by Arifin, if
character education is given in performing arts, it
will have an impact on the audience consisting of
various circles, not only in a particular institution or
agency (Arifin 2013).
Through Maling Kenthiri's activities of stealing
and the loot being used to help the poor, he can be
viewed as a social bandit. In other places in the
world, crime like Maling Kenthiri’s also exists. E.J.
Hobsbawn in his writings “Social Bandits” con-
tained in the book Kepemimpinan dalam Dimensi
Sosial (Hobsbawn 1994), revealed the figures of
bandits in various countries in the world. For exam-
ple Robin Hood in England, Diego Corrientes in
Andalusia (Spain), Janosik in Poland and Slovakia.
Many of the bandits (thieves) have become the peo-
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
ple's legend, because they helped the poor a lot
(Hutomo 1996).
Similarly, the legend contained in the village
community in Blora district, which is called Maling
Kenthiri legend. Maling Kenthiri is also powerful as
a Robin Hood. Due to his power the villagers called
him as a aguna thief, meaning a powerful thief
(thieves who have extraordinary powers). The word
aguna thief also has the meaning as a useful thief,
that is to alleviate the people from poverty or can see
the condition of the deficient people so he tries to
help to overcome poverty. Villagers of Blora district
call Maling Kenthiri as the savior or Ratu Adil, be-
cause of his vital role in helping to eradicate poverty
in the city of Blora. Some even call him as a hero,
because he fights for the plight of the poor.
A social bandit,as a type of structure of social
leadership naturally arises in the gaps of social space
in which the official ruler cannot supervise
(Kartodirdjo 1984). The role of social bandit groups
is “counter-elite” that moves underground so that it
is a “latent” threat to those in power. A person be-
comes a bandit because he does something that the
customs in his area does not regard as a crime, but
the state or local ruler who thinks it against the law.
(Hobsbawn 1994). Thus, the status of a bandit in the
perspective of his society is considered as a hero,
while in the perspective of the ruler, it is considered
as a dissident.
In addition to the educational value of a social car-
ing character, the story of Maling Kenthiri also
found the value of religious character education
(Gbaden 2014). In the story, it is mentioned that
over the course of time, Kenthiri felt that exploiting
his power to steal the rich man's possessions would
not be for long. Kenthiri realized that the act of steal-
ing was wrong and illegal. Kenthiri converted and no
longer took other people's possessions. Kenthiri
complained to his uncle, Jaruman, that his behavior
had not been good. Every time he stole the rich’s
possessions, he was being chased by the soldiers. He
felt it was time to convert. Kenthiri and his uncle
Jaruman went to meet with Sunan Ngerang in Sema-
rang. After becoming the student (santri) of Sunan
Ngerang, Kenthiri studied the religion diligently. In a
short time, he could master the science of religion.
He said goodbye to Sunan Ngerang to return to
Blora. Kenthiri became a devout Muslim in his vil-
lage. He died and was buried in the village of
Kawengan, Jepon, Blora.
The fairy tale Maling Kenthiri is often spoken
orally, but also performed in traditional art perfor-
mances such as kethoprak, wayang krucil, kentrung,
and not to forget the values of character education as
the spotlight (Mahgoub 2015). The values of charac-
ter education can be interpreted as a social aid so
that the individual can change in living his freedom
in living with others. As in character education
which aims to form a person into a personal who has
| 157
virtue, in this scope, it does not only deal with the
inculcation of character education values alone but it
is also a joint venture to create an environment of
society that puts every individual into his freedom as
a precondition for mature moral life. Thus, character
education can be seen as a human effort to create a
culture of life that supports individual growth au-
thentically (Koesoema 2007).
Character development is a holistic approach that
links the moral dimension to the social realm of the
learner's life. The basic attitudes and values of the
community are identified and strengthened within
the scope of schools and communities. Character ed-
ucation is full of values, because society determines
what will and will not be emulated. Moral is cap-
tured not taught and classroom life is in sync with
the moral meaning that forms the learner's character
and moral development (Ryan 1996).
3 CONCLUSION
The work of fairy tales is one of the ancestral herit-
ages whose existence is still maintained until now
and evolved along with the changing times. All fairy
tales performed through kentrung art performances,
such as the Maling Kenthiri fairy tales, can give a
message to the Blora community and its surround-
ings. The storytelling tradition is also a method to
deliver the effective moral messages to the Blora
community and its surroundings. In addition, it can
also be a bridge of effective communication in de-
livering character education to the community. The
tradition of the Maling Kenthiri fairy tale that is told
by our ancestors passed down through generations
can have a tremendous impact on the character de-
velopment of society.
The values of character education played by Maling
Kenthiri are diligent in learning kanuragan power.
Unfortunately, he used the kanuragan power to ran-
sack and plunder the wealthy property of the rich.
The possessions he had earned were not for the
pomp or for himself. This is evidenced by his efforts
to help the poor and handed it over to people who
live alone. Over the course of time, Maling Kenthiri
realized that the act of stealing was wrong, so that he
converted and no longer took the rights of others. To
apply his convictions, he commited repentance and
became a devout believer.
Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4
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