A PAPER ASSIGNMENT

INTEGRATING CHARACTER BUILDING IN THE CURRICULUM

OF KTSP, 2013, NATIONAL, KKNI AND MBKM CURRICULUM
To Fulfill The Requirement of the Group Assignment of
Subject: Curriculum and Material Development
The Lecturer: Dr. Aria Septa Anggaira, M.Pd

Presented by Fifth Group:

1. Karin Febrianti (2101050014)
2. Mutiara Ramadahani K. (2101050018)
3. Oktafiana Aisyah (2101052014)

CLASS D
ENGLISH EDUCATION STUDY PROGRAM
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUTE OF METRO
1445H/2023M
 PREFACE

Assalamualaikum Warahmatullahi Wabarakatuh

Alhamdulillah, thank God Almighty, because with His grace, we were able to finish
the paper assignment entitled " Integrating Character Building in The Curriculum of KTSP,
2013, National, KKNI And MBKM Curriculum" be on time. This paper was prepared in
order to complete the task of lecturer Dr. Aria Septa Aggaira, M.Pd in the English for
Curriculum and Material Development course.
In addition, this paper also aims to add insight into how to building the students’
character. We also thank all those who have supported and assisted in the process of
completing this paper.
We realize that this paper we write is still far from perfect. Therefore, we need the
constructive criticism and suggestions for the perfection of this paper.
Wassalamu’alaikum Warahmatullahi Wabarakatauh

Metro, 21 November 2023

Fifth Group

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 TABLE OF CONTENTS

COVER...............................................................................................................................
PREFACE ......................................................................................................................... ii
TABLE OF CONTENTS.................................................................................................. iii
CHAPTER I INTRODUCTION...................................................................................... 1
A. Issue Backgorund.................................................................................................... 1
B. Question .................................................................................................................. 1
C. Goals ....................................................................................................................... 2
CHAPTER II DISCUSSION............................................................................................ 3
A. Character Building................................................................................................... 3
B. The Aim, Function and Benefit of Character Education......................................... 4
C. Integration of Character Building Through KTSP Curriculum............................... 4
D. Integration of Character Building Through 2013 Curriculum................................. 5
E. Integration of Character Building Through National Curriculum........................... 6
F. Integration of Character Building Through KKNI Curriculum............................... 7
G. Integration of Character Building Through MBKM Curriculum............................ 8
CHAPTER III CLOSING................................................................................................. 11
A. Conclusion............................................................................................................... 11
B. Suggestion .............................................................................................................. 11
BIBLIOGRAPHY.............................................................................................................. 12

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 CHAPTER I
INTRODUCTION
A. Issue Background
Character education is currently an important aspect in improving human
resources. By implementing character education continuously, of course we will be able to
create a quality young generation. However, to form a quality character of the younger
generation, it certainly takes a long time, continuously and in stages. 1 The implementation
of character education in learning often ignores character formation, not to mention that its
implementation is only completely handed over and only integrated into certain subjects,
such as religion, and Pancasila and citizenship education in schools, so it is natural that up
to now character education has not shown optimal results.
Social phenomena have shown the impact of character education that is not
running optimally. Brawls between pupils and students, promiscuity which refers to free
sex and drugs, a culture of mutual suspicion and dishonesty, lower respect for parents and
teachers, a decline in work ethic, corruption, collusion and nepotism are some of the
impacts of inadequate character education.
A superior generation Is a generation that is reliable, characterful, intelligent and
competitive in facing the global world. Character formation that is integrated into the
learning process is the most appropriate effort to make this happen. Undang-Undang
number 20 of 2003 concerning the National Education System states that the curriculum is
a set of plans and arrangements regarding objectives, content and learning materials as
well as methods used as guidelines for implementing learning activities to achieve certain
educational goals.
B. Questions
1. What is the character building mean?
2. What are the aim, function and benefit of character education?
3. What is the integration of character building through KTSP curriculum?
4. What is the integration of character building through 2013 curriculum?
5. What is the integration of character building through national curriculum?
6. What is the integration of character building through KKNI curriculum?
7. What is the integration of character building through MBKM curriculum?

1
Robert Keith Johnson and Swain, Immersion Education: International Perspective, Cambridge:
Cambridge Universuty Press, 1997, 7.

1
C. Goals
1. To know the character building mean.
2. To know the aim, function and benefit of character education.
3. To know character building through KTSP curriculum.
4. To know character building through 2013 curriculum.
5. To know character building through national curriculum.
6. To know character building through KKNI curriculum.
7. To know character building through MBKM curriculum.
8.

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 CHAPTER II
DISCUSSION
A. Character Building
Before discussing character education, of course we have to know what character
is. Character is a real and distinct trait that is demonstrated by each individual. Character
is a characteristic of each individual that describes himself. Becoming an individual with
character is not instant because character is formed from habits and environmental
influences. Forming quality character certainly requires good character education.
Education in this modern era is really needed by the nation. There are 7 reasons
why character education needs to be delivered, namely:
1. It is the best way to ensure that children (students) have a good life in their lives.
2. It is a way to improve academic achievement.
3. Some students cannot form a strong character for themselves elsewhere.
4. Prepare students to respect other parties or people and be able to live in a diverse
society.
5. Starting from the root of the problem related to social moral problems, such as
impoliteness, dishonesty, violence, violations of social activities and low work (study)
ethics.
6. It is the best preparation for facing workplace behaviors.
7. Teaching cultural values.
Character education is education to shape a person’s personality through character
education, the results of which can be seen in real actions. This means that character
education is a conscious and planned effort by educators to instill national character
values, namely religious, honest, tolerant, disciplined, hard work, creative, independent,
democratic, curiosity, national spirit, love of the country, respect for achievement,
friendly, peace-loving, fond of reading, environmentally conscious, socially conscious,
and responsible to students.
Character education is a term that is increasingly gaining recognition from
Indonesian society today. Moreover, various disparities in educational outcomes are felt,
seen from the behavior of current formal education graduates, such as corruption, the
development of free sex among teenagers, brawls, robbery, as well as unemployment of
middle and high school graduates. Everything felt stronger when this country was hit by a

3
 crisis which until now has not been able to move on from the crisis it is experiencing.2
B. The Aim, Function and Benefit of Character Education
1. The Aim
The aim of character education is to form a national generation that is tough,
competitive, has noble character, is tolerant, works together, has a patriotic spirit, is
oriented towards science and technology, all of whom are imbued with faith and
devotion to God Almighty based on Pancasila.
2. The Function
Meanwhile, the function of character education is to develop basic potential so
that students have good hearts, good thoughts and good behavior, strengthen and build
the behavior of a multicultural nation, improve the civilization of a nation that is
competitive in world relations. Character education is carried out through various
media including families, educational units, civil society, political society,
government, the business world and mass media.
3. The Benefit
The benefits of character education are forming quality generational characters,
students have good social relationships, both with family and the wider community.
C. Integration of Character Building through KTSP Curriculum
The integration of character education in the KTSP curriculum learning process in
schools is carried out starting from the following stages:
1. Planning stage.
2. Implementation of learning.
3. Learning evaluation.
4. Integrating character.3
Education in learning can be done by including character values in all subjects
taught at school and in the implementation of learning activities. For this reason, teachers
must prepare character education starting from planning, implementation, to evaluation.
Whether teachers can teach moral messages, in this case character education, based
on the themes of writing studied in class. The pillars of honesty and responsibility can be
embedded in every learning material both in the Education Unit Level Curriculum (KTSP)
and the 2013 Curriculum at both middle and high school levels. This is because

2
Sofyan Tsauri, Pendidikan Karakter: Peluang dalam Membangun Karakter Bangsa, Jember: IAIN
Jember Press, 2015, 40.
3
Marzuki, “Pengintegrasian Pendidikan Karakter dalam Pembelajaran di Sekolah”, Jurnal Pendidikan
Karakter 2(1), 2012, 40-42.

4
 assignments in the learning process of all material will always train students in the process
of obtaining data and facts. There is also a pillar of responsibility that trains students to
have the courage to take responsibility (both in writing and verbally) for the data they
obtain. Based on the dominance of indicators of the availability of reading material
themes, aspects of environmental care and social care are very influential in learning.
Writing themes with environmental and social themes are suitable for various types of
texts. This can indicate learning to cultivate environmental and social care. Meanwhile,
the aspect of responsibility is an aspect that really depends on the way the teacher provides
opportunities to be accountable for the results of his students’ work.4
D. Integration of Character Building through 2013 Curriculum
The concepts of character building through 2013 curriculum education are as
follows:
1. Strategy for Strengthening Class-based Character Education
The strategy to strengthen class-based character education is carried out through the
Teaching and Learning Activities process in the classroom. Strengthening character
education in learning activities in the classroom can take the form of selecting
thematic learning models (there is a special allocation of time to teach certain values),
non-thematic (integrated with learning material in the curriculum), and non-
instructional (classroom management and physical organization of the classroom
environment). So this can integrate curriculum content to strengthen character
formation through learning that appears in the RPP, emphasize core values in subjects,
invite students to explore, discuss and respond to moral issues contained in the
teaching material, use learning methods that strengthen character building, using
classroom management moments to train students to practice good values.
2. Strategy for Strengthening Character Education Based on School Culture
The strategy to strengthen character education based on school culture is carried out
through co-curricular, extra-curricular activities and management development
educational institutions (school governance, school regulations, norms, educational
regulations) that support the formation of students’ character as learners. For example,
holding familiarization programs, including morning apples, shaking hands with the
teacher before entering class, praying together before and after learning, reading
Asmaul Husna, singing the song Indonesia Raya, reading Pancasila texts, and literacy
4
Dede Heri Pramono dan Esa Khoiruni Abdiyah, “Konsep Pendidikan Karakter dalam Kurikulum
Tingkat Satuan Pendidikan (KTSP) dan Kurikulum 2013 pada Materi Bahasa Indonesia Tingkat SMP dan
SMA”, Jurnal Pendidikan Bahasa dan Sastra Indonesia 1(2), 2018, 155-156.

5
 for 15 minutes. The school invites students to empathize with people who are sick and
in trouble through a spirit of mutual cooperation in the form of voluntary contributions
and donations. The school trains students to pay attention to disadvantaged community
groups affected by disasters in the form of raising funds for victims of natural
disasters. Therefore education is possible provide a moral example in words and deeds.
3. Strategy to Strengthen Community-Based Character Education
The strategy to strengthen community-based character education is carried out by
collaborating with communities outside educational institutions as learning sources,
places to share experiences and skills strengthen the character development of
students. In strengthening character education above, the role of the teacher is very
important. Teacher must pay attention to the character values that are to be instilled in
every learning activity and ensure that the character values are applied in every
learning activity. Apart from that, teachers must also be role models or examples of
something good human character and a culture of peace and morals that can
accountable before humans.5
E. Integration of Character Building through National Curriculum
Curriculum development in schools is regulated in Law No. 20 of 2003 articles 36,
37 and 38 (Sisdiknas, 2013). In article 36 paragraph 3 it is stated that the curriculum is
prepared in accordance with the level of education within the framework of the Unitary
State of the Republic of Indonesia by taking into account; increasing faith and piety,
increasing noble character, increasing the potential, intelligence and interests of students,
diversity of regional and environmental potential, demands for national and national
development, demands of the world of work, developments in science, technology and
arts, religion, dynamics of global development, and national unity and national values.
Meanwhile, number 37 states that the primary and secondary education
curriculum. Must include religious education; Civic education; Language; Mathematics;
Natural science; Social science; Art and culture; Physical education and sports;
Skills/vocational; and Local content.
The curriculum structure describes the conceptualization of curriculum content in
the form of subjects, the position of content/subjects in the curriculum, the distribution of
content/subjects in semesters or years, the learning load for the Basic Competency
subjects for Junior High Schools (SMP)/Madrasah Tsanawiyah (MTs) 2 subjects and

5
Malka Nofianti Heryanto, “Integrasi Pendidikan Karakter dalam Pembelajaran Kurikulum 2013 di
Sekolah Dasar”, Program Studi Pendidikan Guru Sekolah Dasar STKIP Bina Mutiara Sukabumi.

6
 study load per week for each student. The curriculum structure is also an application of the
concept of organizing content in the learning system and organizing the learning load in
the learning system.
The study load at SMP/MTs for classes VII, VIII, and IX is 38 hours per week
each. SMP/MTs study hours are 40 minutes. In the SMP/MTs curriculum structure there is
an increase in study hours per week from the original 32, 32, and 32 to 38, 38 and 38 for
classes VII, VIII, and IX respectively.
Meanwhile, the length of study for each hour of study at SMP/MTs remains 40
minutes. With these additional study hours and a reduction in the number of Basic
Competencies, teachers have the freedom of time to develop a learning process that is
oriented towards active student learning. The learning process of active students requires a
longer time than the learning process of conveying information because students need
practice in observing, asking questions, associating, presenting and communicating. The
learning process developed by the teacher requires patience in waiting for students’
responses because they are not used to it. In addition, increasing study hours allow
teachers to assess learning processes and outcomes.6
F. Integration of Character Building through KKNI Curriculum
Kerangka Kualifikasi Nasional Indonesia (KKNI) is a framework for grading the
qualifications of Indonesian human resources that juxtaposes, equalizes and integrates the
education sector with the training and work experience sectors in a work ability
recognition scheme that is adapted to the structure in various employment sectors.
In the Presidential Regulation of the Republic of Indonesia Number 8 of 2012
concerning the Indonesian National Qualifications Framework (KKNI) it is stated that,
The Indonesian National Qualifications Framework, hereinafter abbreviated to KKNI, is a
framework for grading competency qualifications that can compare, equalize and integrate
the fields of education and the field of training. Work and work experience in order to
provide recognition of work competency in accordance with the work structure in various
sectors. Then, KKNI-based learning outcomes are abilities obtained through
internalization of knowledge, attitudes, skills, competencies, funds accumulated work
experience.
The qualification framework is an instrument for determining qualification levels
based on the description of Learning Outcomes. This description is a tool for mapping a
6
Darul Qutni’, “Efektivitas Integrasi Kurikulum dalam Pembentukan Karakter Peserta Didik: (Studi di
SMP Daarul Qur’an Internasional Tangerang Internasional Pesantren Tahfizh Daarul Qur’an)”, Jurnal Tahdzibi:
Manajemen Pendidikan Islam 3(2), 2018, 106.

7
 person’s skills and career, as well as developing an educational curriculum. CP is a
statement about what someone knows, understands and can do after completing the
learning process. The Indonesian National Qualifications Framework is a competency
qualification grading framework that can compare, equalize and integrate the fields of
education and the fields of job training and work experience. The Learning Outcomes
formulation is structured into 4 elements, namely attitudes and values, work ability,
mastery of knowledge, and authority and responsibility. The attitudes and values referred
to here are behavior and values which constitute the character or identity of the Indonesian
nation and state. These attitudes and values are internalized during the learning process,
whether structured or not.
By referring to the description of the KKNI CP above, the formulation of graduate
CP in the SKL is stated into three elements, namely attitudes, knowledge and skills which
are divided into general and specific skills, which are adapted for college graduates:
1. The attitude element in Learning Outcomes (SKL) is the attitude held by higher
education graduates.
2. The knowledge element has an equivalent meaning to the ‘knowledge mastery’
element of the KKNI CP, which must be mastered by graduates of certain study
programs.
3. The "skills" element Is a combination of the ‘work ability’ element and the ‘authority
and responsibility’ element from the KKNI CP description.
4. The specific skills element characterizes the abilities of study program graduates
according to a particular scientific/expertise field, while general skills characterize the
abilities of graduates according to the level and type of educational program regardless
of their field of study.7
G. Integration of Character Building through MBKM Curriculum
Merdeka Belajar – Kampus Merdeka (MBKM) is a program launched by the
Minister of Education and Culture which aims to encourage students to master various
sciences to prepare them for entering the world of work. The independent curriculum is a
curriculum with a variety of intracurricular learning, so that students have enough time to
explore concepts and strengthen competencies.
Previously there were five character values in the 2013 curriculum, namely
religious, nationalist, integrity, independence, mutual cooperation. In this independent

7
Nuryanto, “Integrasi Nilai Pendidikan Karakter dalam Pengembangan Kurikulum Berbasis KKNI
untuk Perguruan Tinggi”, Jurnal Edukasi 4(2), 2016, 149-150.

8
curriculum, it has changed to six character values in accordance with Profil Pelajar
Pancasila.
The Pancasila Student Profile is an embodiment of Indonesian students as lifelong
learners and behaving in accordance with Pancasila values with six characteristics: faith,
devotion to Almighty God and noble character, global diversity, critical reasoning, mutual
cooperation, independence and creativity. The Pancasila Student Profile is equivalent to
20-30 percent of learning hours in the form of the Pancasila Student Profile Strengthening
Project (P5), with seven themes during high school and must be completed to completion.
In the independent curriculum there is an implementation of strengthening student
character. The process of strengthening character is carried out through the
implementation of project-based learning in accordance with strengthening the Pancasila
student profile. Students are encouraged to have good character. All lessons are expected
to shape student character. The output of this curriculum will form superior and
characterful human resources. All learning processes are carried out in a fun way, based
on potential in accordance with existing characteristics. We carry out various activities
and stages which ultimately result in students having character.
There are 11 basic principles of effective character education, namely:
1. Character education promotes core ethical values as the basis of good character such
as caring, honesty, responsibility, justice, and respect for oneself and others.
2. Character must be defined comprehensively to include effective thoughts, feelings and
behavior, broadly covering cognitive, emotional and moral aspects of life.
3. Effective character education requires a deliberate, proactive, and comprehensive
approach that promotes core values in all phases of school life.
4. Schools must become communities that care about realizing good character through
the internalization of moral values.
5. To develop character, students need opportunities for moral action in intellectual
ethical domains. Students are constructive learners. They learn best by doing.
6. Effective character education includes a meaningful and challenging academic
curriculum that values all students and helps them succeed.
7. Character Education must strive to develop students’ intrinsic motivation. Interest in
the subject, desire to work together with other students, and the fulfillment of
accepting differences positively in the lives of others or in school or society.
8. The school staff must be a learning and moral community, where all share
responsibility for character education and strive to adhere to the same core values,
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 which guide the education of students to the desire to develop a caring school
community.
9. Character education requires moral leadership from both staff and students.
10. Schools, parents and communities as full partners in character development.
11. Evaluation of character education must assess the character of the school, the function
of school staff as character educators, and the extent to which students embody good
character.
The policies implemented in the Merdeka Belajar curriculum in elementary
schools aim to provide adequate facilities for innovative learning for students. This policy
can encourage the learning process in elementary schools to become more flexible or
organized, because the principles of the Merdeka Belajar curriculum itself require students
to master skills in the fields they want in terms of soft skills and hard skills.8

8
Nina Indriani, Indrianis Suryani dan Lu’lu’ul Mukaromah, “Implementasi Kurikulum Merdeka Belajar
dalam Pembentukan Karakter Disiplin Peserta Didik di Sekolah Dasar”, Jurnal Ilmiah Kependidikan 17(1),
2023, 249.

10
 CHAPTER III
CLOSING
A. Conclusion
Character-Based Curriculum is a curriculum in which students are shaped to
achieve their learning goals according to the character of the field of expertise they are
involved in. The competencies possessed by students are implemented into a habit so that
students are expected to be able to carry out the required competencies.
B. Suggestion
Each curriculum has its own character development concept. Therefore, as
teachers, you should develop creativity to build students’ character so that they grow into
people who are able to take the country in a more advanced direction.

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 BIBLIOGRAPHY

Heryanto, Malka Nofianti. “Integrasi Pendidikan Karakter dalam Pembelajaran Kurikulum

2013 di Sekolah Dasar”. Program Studi Pendidikan Guru Sekolah Dasar STKIP Bina
Mutiara Sukabumi.
Johnson, Robert Keith and Swain. Immersion Education: International Perspective.
Cambridge: Cambridge Universuty Press. 1997.
Marzuki. “Pengintegrasian Pendidikan Karakter dalam Pembelajaran di Sekolah”. Jurnal
Pendidikan Karakter 2(1), 2012.
Nuryanto. “Integrasi Nilai Pendidikan Karakter dalam Pengembangan Kurikulum Berbasis
KKNI untuk Perguruan Tinggi”. Jurnal Edukasi 4(2), 2016.
Pramono, Dede Heri dan Esa Khoiruni Abdiyah. “Konsep Pendidikan Karakter dalam
Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Kurikulum 2013 pada Materi
Bahasa Indonesia Tingkat SMP dan SMA”. Jurnal Pendidikan Bahasa dan Sastra
Indonesia 1(2), 2018.
Qutni, Darul. “Efektivitas Integrasi Kurikulum dalam Pembentukan Karakter Peserta Didik:
(Studi di SMP Daarul Qur’an Internasional Tangerang Internasional Pesantren Tahfizh
Daarul Qur’an)”. Jurnal Tahdzibi: Manajemen Pendidikan Islam 3(2), 2018.
Suryani, Nina Indriani, Indrianis dan Lu’lu’ul Mukaromah. “Implementasi Kurikulum
Merdeka Belajar dalam Pembentukan Karakter Disiplin Peserta Didik di Sekolah
Dasar”. Jurnal Ilmiah Kependidikan 17(1), 2023.
Tsauri, Sofyan. Pendidikan Karakter: Peluang dalam Membangun Karakter Bangsa. Jember:
IAIN Jember Press, 2015.

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