An Idea on

Character Education Model

Development
SMEC Doctoral Colloquium
9th August 2011

Mangaratua M. Simanjorang
Background FUTUR
E

PRESENT
PAST

EDUCATION

Education is like a crossroad which connect the past and

present for the better future.
 Lovat and Clement (2008: p.13):
“values education (should) be at the heart of all pedagogical
and curricular ventures ...”

VALUES

EDUCATIO
If excluded N
INTELLECTUAL

Weakening
• potential effects on all learning
• academic learning
 
VALUES

in accordance with

ACTION/


JUDGEMENT

contrary
Free choice

CHARACTER
Some definitions on character
(Allport, 1921: p.443) considers character, along with intelligence and
temperament, to be inborn, though susceptible to alteration by the
environment.

McDougall (2001: p.179)

the organization of the sentiments in some harmonious system or
hierarchy. … the innate tendencies of human nature and of their
organization under the touch of individual experience form the
characters

Davis (2003:33)
a relatively settled general disposition of a person to do what is morally
good.
Hunter (2000: p.16)
character is the embodiment of the ideals of a moral
order.

character is related to three terms about moral:

moral discipline,  yes or no (moral consideration)
moral attachment, commitments to larger community
moral autonomy  making an ethical decision
 CHARACTER
sentiments organized values
by

system

a set of sentiments and values with a unique system,

that organize those sentiments and values, which
inspires and motivates an individual in deciding and
behaving consciously.
CERTAIN SUBJECTS Approach
memorize the content.
• Pendidikan Budi
Pekerti character became a deposit
• Pendidikan Moral on students’ knowledge.
Pancasila (Moral of
Pancasila)
• Pendidikan
Kewarganegaraan
(Civics)
• Pendidikan Agama
(Religion)
never absorb and internalized
become more a storage of values
than an individual with values
Mathematics and Values
(absolutist perspective)
Mathematics is neutral and value-free

Value
“Rules” Thinking Mathematically/
on
Considering the rules
Deductive
System
An example on “universe”
2  Real Numbers
1+1=…
10  Binary Numbers

> 1800  Eliptic

a
a+b+g=… = 1800  Euclid

b g < 1800  Hiperbolic

Truth is relative to the universe
 democratic environment
(willing to listen to other people since there are
may be truth on other perspective)

 consciousness of limitations
(culture, environment, context)
Sam and Ernest (1997:p.39)
grouped value in mathematics into three
Epistemological values - values involved with the acquisition,
assessment and characteristics of mathematical knowledge and in
epistemological aspects of the processes of teaching and learning
mathematics, such as accuracy, systematicity and rationality.
Social and cultural values- values which favour or support the
social group or society and which concern the individual's duty to
society as related to mathematics education. Examples from this
category are co-operation, justice and appreciation of the beauty
of mathematics.
Personal values - values affecting the individual as a learner and
as a person, such as patience, confidence and creativity.
PMRI
PMRI – Pembelajaran Matematika Realistik Indonesia
(Realistic Mathematics Education in Indonesia)

adopted from Realistic Mathematics Education

cultural differences in education  PMRI ≠ RME

Philosophy of RME
Freudenthal said:
(1973)“mathematics as a human activity”
students should be given the opportunity to reinvent
mathematics.
The challenge then is: How to make students invent
what you want them to invent?

(1991) mathematics education should start and

stay within reality.
reality ≠ applied problems in practical, or authentic,
situations.
reality as, “What common sense experiences as real.”
PRINCIPLE OF RME:
• Guided reinvention through progressive mathematizing
• Didactical phenomenology
• Self developed models

CHARACTERISTIC OF RME:
1 the use of context;
2 the use of models;
3 student contribution;
4 interactivity;
5 intertwining
Value in PMRI
VALUES PMRI
Epistemological values thinking mathematically – guided
reinvention through progressive
mathematization principle
Social and Cultural Meaningful problem – Didactical
Values phenomenology
socialize with their environment
trough interactivity characteristic

Personal Values Creativity, self-confidence – self-

developed models
Methodology
Main goal is developing character education model
Phase 1: determining the difference between PMRI – non
PMRI students on values
6 person each of year 4th,5th, 6th of PMRI & non PMRI students
Questionnaire, interview
Phase 2: investigating how PMRI can help in cultivating
students’ character
observation
Phase 3: developing the model
Action research