Character Education And National Culture

Dosen Pengampu : Roza Elita, S.PD., M.PD

Disusun Oleh:

Nama : Ryan Pardomuan Napitupulu

Nim : 2262201089
Kelas : As-2-22

PROGRAM STUDI AKUNTANSI

FAKULTAS BISNIS
INSTITUT BISNIS DAN TEKNOLOGI
PELITA INDONESIA 2022

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 FOREWORD

We thank God for the presence of the one and only God because of His blessings, mercy,
and guidance, we are still able to complete this paper.
In this paper there is an explanation of the character education and national culture The
government has issued the National Character Development Policy for the Year 2010-2025
which aims to build and develop the character of the country's citizens to the point of creating a
society that has the Oneness of God, a just and civilized humanity, a spirit of Indonesian unity, a
spirit of citizenship led by the wisdom of wisdom in representative consultation, and social
justice for all Indonesian people (Government of the Republic of Indonesia, 2010:4).
We realize that in the preparation of this paper there are still many shortcomings and
errors, we apologize profusely and we ask for criticism and suggestions if there are errors. That's
all and thank you.

Pekanbaru, 27 Oktober 2022

Ryan Napitupulu

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 TABLE OF CONTENTS

FOREWORD .................................................................................................................... 2
TABLE OF CONTENTS .................................................................................................. 3
ABSTRACT...................................................................................................................... 3
BAB I PRELIMINARY .................................................................................................. 4
1.Preliminary..................................................................................................................... 5
A. BackGround .......................................................................................................... 5
B. Formulation of the problem .................................................................................. 5
C. Aims and Objectives ................................................................. 6

2.Review the library .......................................................................................................... 6

BAB II DISCUSSION .................................................................................................... 7
A. Definition of Character Education .............................................. 7
B. Definition of National Culture ................................................... 8
C. Relationship between Character Education and National Culture . . 9
D. Character Education Development Strategy ............................... 10
E. Principles of Character Education Development ......................... 11
F. Basic Values in Character Education ......................................... 12
G. Goals and Functions of National Character Education ................ 13

BAB III CLOSING ....................................................................................................... 18

A. Conclusion .......................................................................................................... 18
B. Suggestion ........................................................................................................... 18

BIBLIOGRAPHY ........................................................................... .19

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 ABSTRACT

Character education in schools is a necessity so that the next generation can

be equipped with basic abilities that are not only able to make them life-long
learners, which is one of the important characters to live in this global information
era, but also able to function in a role as well as positive ones both as individuals,
as family members, as citizens, and citizens of the world (Zuchdi, et al. 2013). In
addition, character education is one element of the means to help the growth and
development of the soul and personality of children so that their character is
formed. Efforts that must be made to empower character education can be done
through; (a) regulations concerning the integration of character learning in all
subjects, (b) increasing school capacity as a vehicle for character education
through teacher training, (c) providing learning resources related to student
character development efforts, and (d) awarding an educational unit that has
succeeded in developing a character culture (National Policy on National Character
Development 2010-2015).

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 BAB I
PRELIMINARY

1.1Background

The issue of culture and national character has recently attracted the
attention of various groups, both the government and the entire Indonesian people.
Highlights on issues of culture and the character of the Indonesian nation in
various aspects of life, which are contained in various writings in the print media,
the views of various community leaders, scientists, and clergy, illustrate the
concern for the recent development of culture and char acter of our nation.

In the past, our nation was known by other nations as being friendly, polite,
wise, and respectful of other people/ethnics/religions, now it's the other way
around. We see many horizontal conflicts and violence everywhere, whether in
the name of religion, ethnicity, or different interests. Not to mention the problem
of corruption, tax mafia, legal mafia has colored the news in our mass media.

To overcome the problem of the decline in the culture and character of the
nation, many parties believe that education still plays an important role.
Education is considered an alternative that is preventive in nature which is
expected to develop the culture and character of our nation's young generation in
various aspects of life, which can minimiz e or reduce the causes of various
problems of cultural decline and national character (Pratama, 2011).

1.2Formulation of the problem

From the background described above, several problems can be formulated,

namely:

1. What is the meaning of character education.

2. What is the meaning of national culture?

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 3. How is the relationship between character education and national
culture.
4. What is the strategy for developing character education.
5. How are the principles in the development of character education.
6. How are the basic values in character education.
7. What are the goals and functions of national character education?

1.3 Aims and Objectives

The purpose of writing this paper in detail is as follows:

1. Knowing the meaning of character education and national culture.
2. Knowing the relationship between character education and national
culture.
3. Knowing the strategies used in the development of character education
in the nation's culture.
4. Knowing the basic principles and values in character education.
5. Knowing the purpose and function of character education.

The purpose of writing this paper is so that readers can apply character
education starting from the personal environment, in order to instill character
education values in the nation's culture.

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 CHAPTER II

DISCUSSION

2.1 Definition of Character Education

Education is an effort that is carried out in a planned manner in developing

the potential of students, so that they have a system of thinking, value systems,
morals, and beliefs inherited by the community to develop according to life in the
present and the future. While character is a person's character, character, morals,
or personality that is formed from the results of internalizing various virtues that
are believed and used as a basis for perspective, thin k, behave, and act (Pratama,
2011).

Meanwhile, according to Setiawan (2010), character education is character

education plus, which involves aspects of knowledge (cognitive), feelings
(feeling), and action (action). Without these three aspects, character e ducation
will not be effective, and its implementation must be carried out systematically
and continuously. With character education, a child will become emotionally
intelligent. Emotional intelligence is the most important provision in preparing
children for the future, because with it a person will be able to succeed in facing
all kinds of challenges, including challenges to succeed academically.

According to Syahroni (2012), character education is a system of

inculcating character values to school memb ers which includes components of
knowledge, awareness or willingness, and actions to implement these values.
Character education can be interpreted as "the deliberate use of all dimensions of
school life to foster optimal character development". Character education is also
based on basic human characters, which are sourced from universal moral values
(absolute in nature) originating from religion which is also referred to as the
golden rule.

Character education has the same essence and meaning as moral education
and moral education. The goal is to shape the child's personality, so that he
becomes a good human being, a citizen, and a good citizen. The criteria are certain

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social values that are heavily influenced by the culture of the community an d
nation. Therefore, the essence of character education in the context of education
in Indonesia is value education, namely the education of noble values originating
from the culture of the Indonesian nation itself, in order to foster the personality
of the younger generation (Ramli, 2001 in Halomoan, 2012).

2.2 Definition of National Culture

According to Handayani (2013), culture isa way of life that is developed

and shared by a group of people that is passed down from generation to generation.
Culture is made up of many complex elements, including religious and political
systems, customs, languages, tools, clothing, buildings, and works of art. Culture
according to Selo Sumardjan and Soelaiman Soemardi is a means of the work,
taste and creativity of the community. The embodiment of culture are objects
created by humans as cultured beings in the form of behavior and objects that are
real, for example, patterns of language behavior, living equipment, social
organizations, religion, art, and others, all of which are shown to help humans in
their survival in society.

Culture is defined as the whole system of thinking, values, morals, norms,

and beliefs (beliefs) of humans produced by society. The system of thinking,
values, morals, norms, and beliefs is the result of human interaction with each
other and their natural environment. Systems of thinking, values, morals, norms
and beliefs are used in human life and produce social systems, economic systems,
belief systems, knowledge systems, technology, art, and s o on. Culture, which
causes students to grow and develop, starting from the culture in the immediate
environment (village, RT, RW, village) develops into a wider environment,
namely the nation's national culture and universal culture embraced by mankind
(Hasan; et al, 2010) .

According to Yuliana (2012), character education can be actualized to

educate the nation's life. The notion of intelligence must be interpreted, not only
as the ability and capacity to master science, culture and a strong personalityb ut
also has emotional intelligence which in common language is referred to as noble

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character or virtuous, noble character. While being cultured has the meaning as
the ability and capacity to capture and develop moral values and civilized
humanity in the attitudes and actions of the nation and state (national character)
with full responsibility.

2.3 Relationship between Character Education and National Culture

According to Tilaar (1999) in Rakhmat (2013), culture cannot be separated

from education, even culture is the foundation or basis of education. The culture
on which the education is based must be national. Thus the culture in question is
the real culture, namely the culture that lives in the Indonesian national
community. While education has a direction to realize the necessities of life from
all aspects of human life and the direction of educational goals is to elevate human
degrees and dignity. In culture -based character education, culture is defined as
something that is inherited o r learned, then continues what is learned and turns it
into something new, that is the essence of the educational process. So, the task of
education as a cultural mission must be able to carry out the process; firstly
cultural inheritance, secondly helping individuals choose social roles and
teaching them to perform these roles, thirdly integrating various individual
identities into a wider cultural scope, fourthly must be a source of social
innovation. The stages mentioned above reflect the functional rela tionship
between education and culture which contains two main things, namely: First, it
is reflective, education is a picture of ongoing culture. Second, it is progressive,
education seeks to reform, innovate so that the existing culture can achieve
progress. fourth must be a source of social innovation. The stages mentioned
above reflect the functional relationship between education and culture which
contains two main things, namely: First, it is reflective, education is a picture of
ongoing culture. Seco nd, it is progressive, education seeks to reform, innovate so
that the existing culture can achieve progress. fourth must be a source of social
innovation. The stages mentioned above reflect the functional relationship
between education and culture which c ontains two main things, namely: First, it
is reflective, education is a picture of ongoing culture. Second, it is progressive,

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education seeks to reform, innovate so that the existing culture can achieve
progress.

According to Marzuki (2013), culture and character cannot be formed and

built in a short time.Building culture and national character takes a long time and
must be done continuously. And the issuance of Law Number 20 of 2003
concerning the National Education System (UU Sisdiknas) reaffirms the f unction
and purpose of our national education. In Article 3 of this Law it is emphasized
that national education functions to develop capabilities and shape the character
and civilization of a dignified nation in the context of the intellectual life of the
nation, and aims to develop the potential of students to become human beings who
believe and fear God Almighty, have noble character, are healthy. ,
knowledgeable, capable, creative, independent, and become a democratic and
responsible citizen. So, nation al education is a planned effort to build the culture
and character of the Indonesian nation.

Yuliana (2012) also argues that character education absolutely must be

revitalized. This was stated considering the moral decadence in today's era of
globalization, is considered to have been very worrying. These are also forms of
cultural liberalization. Therefore, so that society can be protected from cultural
attacks that are not in accordance with the cultural norms of Pancasila as the
nation's morals, charact er education needs to be revitalized.

2.4 Character Education Development Strategy

According to Handayani (2013), character education can be carried out with

various approaches and can be in the form of various activities carried out
intracurricular and extracurricular.Intracurricular activities are integrated into
subjects, while extracurricular activities are carried out outside of class hours.
Strategies in character education can be done through the following attitudes:
a. Exemplary
b. Discipline
c. Habituation
d. Creating a conducive atmosphere

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 e. Integration and internalization

Meanwhile, according to Halomoan (2012), the strategy for developing

national character education in education units is as follows:
1. Self Development Program
This program can be integrated through the following:
a. School routine
Routine activities are activities that students carry out continuously and
consistently at all times. Examples of these activities are ceremonies on
state holidays, checking of body hygiene, praying at the s tart and end of
lessons, saying greetings when meeting teachers, education staff, or
friends.
b. Spontaneous activity
Spontaneous activities are activities that are carried out spontaneously
at that time. This activity is usually carried out when the teacher and
other education personnel find out that there is an unfavorable act from
the student that must be corrected at that time.
c. Exemplary
Exemplary is the behavior and attitude of teachers and other education
personnel in providing examples of good actions s o that they are
expected to be role models for students to emulate.
d. Conditioning
To support the implementation of cultural education and national
character, schools must be conditioned to support these activities.
Schools must reflect the life of the desir ed cultural values and character
of the nation. For example, toilets are always clean, trash cans are in
various places and are always cleaned, schools look neat and learning
tools are placed in an orderly manner.

2. Integration in Subjects

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 The development of the values of the nation's character education is
integrated in every Basic Competence (KD) of each subject. These values
are included in the syllabus and Learning Program Plan (RPP).

3. School Culture
School culture is the atmosphere of school life where students interact with
each other, teachers with teachers, counselors with each other,
administrative staff with each other, and between members of school
community groups. The development of values in cultural education and
national character in school culture includes activities carried out by
principals, teachers, counselors, administrative staff when communicating
with students and using school facilities.

According to Grace (2013), character education development strategy is

carried out with five approaches, namely: (1). Values planting approach
(inculcation approach), (2) Cognitive moral development approach (cognitive
moral development approach), (3) Values analysis approach, (4) Values
clarification approach, and (5) Approach to le arning to do (action learning
approach).

2.5 Principles of Character Education Development

According to Lickona (2007) inYuliana (2012), there are 11 principles so

that character education can run effectively: (1) develop core ethical values and
supporting performance values as the foundation of good character, (2) define
'character' comprehensively which includes thoughts, feelings , and behavior, (3)
use a comprehensive, intentional, and proactive approach to character
development, (4) create a caring school community, (5) give students the
opportunity to take moral action, (6) create a meaningful academic curriculum
and challenging students who respect all students, develop character, and help
students to succeed, (7) try to encourage students ' self-motivation,(8) engage
school staff as a learning and moral community that shares responsibility for

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character education and endeavors to adhere to the same core values that guide
student education, (9) foster togetherness in moral leadership and l ong-term
support for character education initiatives, (10) involve family and community
members as partners in character building efforts, (11) evaluate the school's
character, the function of school staff as character educators, and the extent to
which students manifest good character.the function of school staff as character
educators, and the extent to which students manifest good character.the function
of school staff as character educators, and the extent to which students manifest
good character.

Meanwhile, according to Hasan; et al. (2010), the principles used in the

development of cultural education and national character are as follows:
1. Sustainable; implies that the process of developing cultural values and
national character is a long process, s tarting from the beginning of students
entering until the completion of an educational unit.
2. Through all subjects, self -development, and school culture ; requires that
the process of developing cultural values and national character is carried
out through every subject, and in every curricular and extracurricular
activity.

Figure 1. Development of Cultural Education Values and National

Character
3. Values are not taught but developed ; implies that the material of cultural
values and national character is not an ordinary teaching material; that is,

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 these values are not used as the subject of discussion as is the case when
teaching a concept, theory, procedure, or fact.

Figure 2. Honesty Shop

4. The educational process is carried out by students activel y and fun; This
principle states that the process of educating cultural values and national
character is carried out by students, not by teachers. This principle also
states that the educational process is carried out in a learning atmosphere
that creates a sense of pleasure and is not indoctrinating.

2.6 Basic Values in Character Education

According to Marzuki (2012), the character values inspired by the Pancasila

precepts are as follows:
1. Characters that come from the heart include faith and piety, honesty,
trustworthiness, fairness, order, obeying the rules, being responsible,
empathetic, daring to take risks, never giving up, willing to sacrifice, and
having a patriotic spirit;
2. Characters that come from thinking include intelligent, critical , creative,
innovative, curious, productive, science and technology oriented, and
reflective;
3. Characters derived from sports/kinesthetics include clean and healthy,
sporty, tough, reliable, resilient, friendly, cooperative, determinative,
competitive, chee rful, and persistent; and

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 4. Characters that are sourced from taste and intention include humanity,
mutual respect, mutual cooperation, togetherness, friendly, respectful,
tolerant, nationalist, caring, cosmopolitan (worldwide), prioritizing the
public interest, love for the homeland (patriotic), proud to use language and
Indonesian product, dynamic, hard work, and work ethic.

Meanwhile, according to Hasan; et al. (2010), the values developed in

cultural education and national character are as follows:
1. Religious. Obedient attitudes and behavior in carrying out the teachings of
the religion they adhere to, being tolerant of the implementation of worship
of other religions, and living in harmony with adherents of other religions.
2. Honest. Behavior based on effor ts to make himself a person who can always
be trusted in words, actions, and work.
3. Tolerance. Attitudes and actions that respect differences in religion,
ethnicity, ethnicity, opinions, attitudes, and actions of others who are
different from themselves.
4. Discipline. Actions that show orderly behavior and comply with various
rules and regulations.
5. Hard work. Behavior that shows genuine efforts in overcoming various
learning and task barriers, as well as completing tasks as well as possible.
6. Creative. Thinking and doing something to produce a new way or result
from something you already have.
7. Independent. Attitudes and behaviors that are not easy to depend on others
in completing tasks.
8. Democratic. A way of thinking, behaving, and acting that evaluates the
rights and obligations of himself and others.
9. Curiosity. Attitudes and actions that are always trying to find out more
deeply and widely from something that is learned, seen, and heard.
10.Spirit of nationality . A way of thinking, acting, and having insight that
places the interests of the nation and state above the interests of themselves
and their groups.

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 11.Love the Motherland . A way of thinking, behaving, and acting that shows
loyalty, care, and high appreciation for the language, physical, social,
cultural, economic, and political environment of the nation.
12.Appreciating Achievements . Attitudes and actions that encourage him to
produce something useful for society, and recognize, and respect the
success of others.
13.Friendly / Communicative . Actions that show pleasure in talking,
socializing, and cooperating with others.
14.Love peace. Attitudes, words, and actions that cause others to feel happy
and secure in their presence.
15.Like to read. The habit of taking time to read various readings that provide
virtue for him.
16.Environmental care. Attitudes and actions that always try to prevent
damage to the surrounding natural environment, and develop efforts to
repair the natural damage that has occurred.
17.Social care. Attitudes and actions that always want to help other pe ople
and communities in need.
18.Responsibility . The attitude and behavior of a person to carry out his duties
and obligations, which he should do, towards himself, society, the
environment (nature, social and culture), the state and God Almighty.

2.7 Goals and Functions of National Character Education

According to Pratama (2011), the objectives of character education through

education in schools are:
a. Develop the potential of the heart/conscience/affective of students as
human beings and citizens who have cul tural values and national character.
b. Develop the habits and behavior of students who are commendable and in
line with universal values and religious cultural traditions of the nation.
c. Instilling the spirit of leadership and responsibility of students a s the next
generation of the nation.

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 d. Developing the ability of students to become independent, creative, and
national-minded human beings.
e. Develop a school life environment as a learning environment that is safe,
honest, full of creativity and friendship, as well as with a high sense of
nationality and full of strength.

Meanwhile, according to Halomoan (2012), in general the function of

national character education is to improve the quality of behavior, morals, and
character of every child of the nation in living life as members of society and
God's creatures, while academically it functions as:
1. Development: developing the potential of students to become well -behaved
individuals; this is for students who already have attitudes and behaviors
that reflect the culture and character of the nation;
2. Repair: strengthening the role of national education to be responsible for
developing the potential of students who are more dignified; and
3. Filter: to filter the culture of one's own nation and the culture of other
nations that are not in accordance with the cultural values and dignified
character of the nation.

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 CHAPTER III

CLOSING

3.1 Conclusion

From the discussion that has been explained, it can be concluded that
character education is education that is carried out in a planned manner in order
to develop a person's character so that he is moral and has character through
character education and values that have been born in the nation's culture.
Character education cannot be separated f rom the nation's culture. Culture is the
basis or basis of character education and education aims to inherit and develop
culture. The development of character education in the nation's culture has a
strategy through approaches and through self -development programs, integration
in subjects and through school culture.

And these character education development strategies have the principles

used so that character education can run effectively. The principles are
sustainable, through all subjects, self -development, and school culture and values
are not taught but developed. Character education that is developed comes from
the basic values contained in the Pancasila precepts and from everyday values
that grow in a cultured society. With character education , it can develop the spirit
of leadership, responsibility, honesty, creativity and culture in each student so
that the goals of character education can run perfectly.

3.2 Suggestions

To every family, school and community to apply correct and appropriate

character education and instill Pancasila values and pass on the existing culture.
To the government to apply more character education in every field of education,
such as schools so as to create students who are moral and cultured.

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 BIBLIOGRAPHY

Halomoan, M. 2012. STUDY ON THE DEVELOPMENT OF NATIONAL

CHARACTER EDUCATION VALUES IN EDUCATION UNITS.
Widyaiswara Madya BDK Medan.

Handayani, U. 2013. BUILDING THE NATION'S INDEPENDENT THROUGH

CULTURE, CHARACTER EDUCATION, AND SPEAKING LANGU AGE.
SMP Negeri 2 Sukoharjo.

Hasan, SH; et al. 2010. Training Materials for Strengthening Learning

Methodologies Based on Cultural Values to Shaping National
Competitiveness and Character: Developing National Culture and
Character Education. Ministry of National Education: Jakarta.

Marzuki. 2012. INTEGRATION OF CHARACTER EDUCATION IN LEARNING

IN SCHOOL. Yogyakarta State University FIS.

Marzuki. 2013. BUILDING THE CHARACTER OF THE FUTURE INDONESIAN

NATION THROUGH THE REVITALIZATION OF RELIGIOUS
EDUCATION IN SCHOOL. FIS -UNY.

Pratama, R. 2011. "CHARACTER EDUCATION AND NATION CULTURE:

STRATEGIES AND CHALLENGES". Accessed
fromhttp://www.academia.edu/310 3011/EDUCATION_KARAKTER_DA
N_BUDAYA_BANGSA_STRATEGIC_DAN_TANTANGANNYA on June
9, 2014 at 10:16 WIB.

Rakhmat, C. 2013. SEEDING CULTURE -BASED CHARACTER EDUCATION IN

FACING THE CHALLENGES OF MODERNITY. Hindu Dharma Negeri
Institute, Bali

Setiawan, D. 2010. CHARACTER EDUCATION AND ITS IMPLEMENTATION

IN EARLY CHILDHOOD EDUCATION. Open University.

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Syahroni. 2012. CONCEPTS OF CHARACTER EDUCATION. Ministry of
Religion Lampung.

Yuliana, ED 2012. THE IMPORTANCE OF NATION CHARACTER EDU CATION

TO REVITALIZE THE RESILIENCE OF THE NATION. UDAYANA
SERVE 9(2):92 -100.

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