CHAPTER I
Preliminary
A. Background
Learning is a
teacher's conscious effort to help students , so they can learn according to
their needs and interests. Where the characteristics of learning is the
existence of interaction between teachers and students as one of the learning
resources, where learning activities are conducted to achieve learning
objectives so that learning is focused on how membelajarkan students and not on
what students learn.
Various learning
characteristics are Collaborative Learning, Quantum Learning, Cooperative
Learning, and Thematic Learning. Learning has the essence of planning or design
in an effort to membelajarkan students. That is why in learning, students not
only interact with teachers as one source of learning, but may interact with
the overall learning resources used to achieve the desired learning objectives.
Learning emphasizes more on how to achieve learning objectives. Learning
objectives are one of the aspects that need to be considered in planning the
lesson. Because all learning activities estuary on the achievement of these
goals.
Learning is a
system of learning environment consisting of component objectives, lesson
materials, strategies, tools, students, and teachers. As a system, these
components are closely related, mutually influencing. Therefore, teachers are required
to have a special ability that can know the characteristics of learning. As has
been known that the purpose of learning concerns three groups of behaviors,
namely knowledge, skills, and attitudes. The grouping of learning goals that we
have often heard is the taxonomy of goals proposed by Bloom, which classifies
the learning objectives in three domains, namely the cognitive, affective, and
psychomotor domains.
B. formulation of the problem
1.
What is the definition of characteristic learning in school?
2.
How the positive and
negative impact about characteristic learning in school?
3.
how the application of learning characteristics in schools?
C. Purpose
1.
to know the definition of learning characteristics in school
2.
to know the positive and negative impacts on learning characteristics in
schools
3.
to know how to apply the characteristics of learning in school
CHAPTER II
Discussion
A. definition of characteristic learning in school
According to
Hamzah B Uno (2012: 134)[1]
learning or teaching is an effort to membelajarkan students. in this sense
implicitly in learning there are activities of choosing, establishing, and
developing methods to achieve desired learning outcomes.
Characteristic
learning of school is character, moral or personality formed from result of
internalization of varioul virtues which are believed and used as base for way
of view, thinking, attitude and act.
Education
is the process of cultural internalization into a person and society that makes
people and society so civilized. Education is not a means of transfer of
knowledge alone, but more broadly as a means of culture and value distribution
(enculturization and socialization). The child must get an education that
touches the basic dimensions of humanity. The dimension of humanity includes at
least three most basic things, namely:
1) Affective which is reflected in the quality of faith,
piety, noble character including noble character and superior personality, and
aesthetic competence.
2) Cognitive is reflected in the capacity of thought and
intellectual power to explore and develop and master science and technology.
3) Psychomotor is reflected in the ability to develop
technical skills, practical skills, and kinesthetic competence
The
definition of character according to MoNE Language Center is "innate,
heart, soul, personality, character, behavior, personality, nature,
temperament, temperament". The character is personality, behavior, nature,
character, and character. " According to Tadkiroatun Musfiroh (UNY, 2008),
character refers to a series of attitudes, behaviors, motivations, and skills.
The character comes from the Greek word "to mark" or marks and
focuses how to apply the value of goodness in the form of action or behavior,
so that people who are dishonest, cruel, greedy and other ugly behaviors are
said to be ugly characters. Conversely,
people whose behavior is in accordance with moral rules is called with noble
character.
Character
education is a system of inculcating character values to schoolchildren that
include the components of knowledge, awareness or willingness, and actions to
implement those values. In character education in schools, all components
(education stakeholders) should be involved, including the components of the
education itself, ie curriculum content, learning and assessment processes,
handling or management of subjects, school management, implementation of
activities or co-curricular activities, empowerment infrastructure, financing,
and work ethic of all school / neighborhood residents. In addition, character
education is interpreted as a behavior of school residents who in carrying out
education must be characterized.
Character
education is character education plus, which involves aspects of knowledge
(cognitive), feeling (feeling), and action (action). According to Thomas
Lickona, without these three aspects, then character education will not be
effective. With a systematic and sustained character education, a child will be
emotionally intelligent. This emotional intelligence is an important provision
in preparing children for the future, because one will find it easier and more
successful to face all kinds of life challenges, including the challenge of
academically successful.[2]
B.
positive
and negative impact about characteristic learning in school
According to
Endang Mulyatiningsih (in Hamza B.
Uno : Google Scholar) Character
education is a shared responsibility for all educators, both at home and at
school. Character education must begin with the educator itself. However, at
this time many negative characters are found that actually comes from the
educator itself. Although not based on accurate research data, but never found
cases / events that tarnished the name of educators such as: (1) educators are
not honest in making scientific work; (2) the educator who is studying is not
honest in doing the test by copying the answer of his friend; (3) the educator
helps the student to pass the national exam; (4) educators are less
disciplined; (5) educators cheat in preparing promotional files and portfolio
assessments, etc.
1.
negative impact
If
the educators only have shown a lot of negative characters, what about the
character of the students in the future? The phenomenon of the negative
character of adolescents who often become a source of news in the mass media,
among others, is the act of violence, brawl, mischief, cheating on the exam and
so on. Mazzola (2003) conducted a survey of bullying in schools. The survey
results obtained the following findings: (1) daily about 160,000 students were
bullied in school, 1 out of 3 respondents ages (students at age 18) had been
subjected to violence, 75-80% of students had observed violence, 15-35% of
students are victims of violence from cyber-bullying.
Negative
characters in adults are often hidden so that only certain circles know it.
With the current information technology and computer upgrades, there are many
negative characters among students, among others: (1) writing paper assignments
just downloading from the internet; (2) replicating thesis of the work of
others; (3) answering test questions with the help of HP that can connect to
the internet. If this negative character is left unchecked, the student is
feared will decrease his creativity. Students like this will be lazy, like to
take shortcuts, do not like challenges and love to look for something instant.
Whereas on the other hand, students are required to have a strong person
because of increasingly tight job competition.
Character
building must be continuously done holistically from all educational
environment ie family, school, and society. According to Miftahudin (2010)
character education at an early age in the family aims for formation, in
adolescence in school aimed for development while in adulthood in college aims
for consolidation. The educator's job is to provide a good learning environment
to shape, develop and solidify the character of the learners.
2.
positive impact
Character
education is done by habituation to behave positively and avoid negative
behavior. The Character Education Partnership comprises 11 principles of
effective character education: (1) promoting the values of ethical codes
based on positive characters; (2) defining characters comprehensively for
thinking, feeling and behaving; (3) using an effective, comprehensive,
intensive and proactive approach; (4) creating a caring school community; (5)
provide opportunities for students to conduct and develop moral acts; (6)
developing a challenging and meaningful curriculum to help all students achieve
success; (7) awaken students' intrinsic motivation to learn and be good people
in their environment; (8) encourage all teachers as professional and moral
communities in the learning process; (9) stimulate the growth of transformational
leadership to develop a lifelong character education; (10) involving family and
community members as partners in character education; (11) evaluates the
character of the schoolchildren to obtain information and shape the subsequent
character education efforts (Lickona, Schaps, & Lewis: 2003).
Implementation
of 11 principles of character education becomes part of the school program, not
the responsibility of one subject, one teacher or one activity only.
Implementation of character education is integrated through rules and school
rules, the process of teaching and learning in the classroom and
extracurricular activities. Educators are required to model good behavior /
characters in their students. The Character Education, Guidance, Lifeskills
from (www.livewiremedia.com) identifies human beings with good character are
humans who have the following characteristics:
1) Trustworthiness: trustworthy;
2) Respect: respect, courtesy
3) Responsibility: have responsibility on the task given
4) Fairness: be fair and wise in making decisions
5) Caring: showing concern for others, helpfulness
6) Citizenship: showing a national attitude, love of the
state / institution, loyal, discipline to obey the rules
7) Honesty: have an honest, open and candid attitude
8) Courage: have a bold or challenging attitude
9) Diligence: has a diligent attitude, tenacious, never
give up and hard work
10) Integrity: have integrity or words and actions are
always consistent.[3]
C.
application of learning
characteristics in schools
According to Anik Gufron ( in Hamza B. Uno : google scholar)
Integrating the values of the nation's character
into learning activities means integrating, incorporating, and applying the
values believed to be good and right in order to form, develop, and nurture
the character or personality of learners according to the identity of the
nation when the learning activities take place. The values of national
character, among others (1) love to God and the universe and its contents; (2)
responsibility, discipline and independence; (3) honest; (4) respect and
courtesy; (5) affection, care, and cooperation; (6) confident, creative, hard
work and never give up; (7) justice and leadership, good and humble; and (9)
tolerance, love of peace and unity. Therefore, the integration of the values
contained in the nation's character into the learning activities of each
subject in the context of character formation of the nation, in fact the
activity wants to realize what is contained in the curriculum applicable in
schools, through the assessment and application values which is contained in
the character of the nation on learning activities at school.
Integration
of the nation's character values on learning activities can be done through the
stages of planning, implementation, and evaluation. The three stages of
learning are described as follows:
1.
PLANNING
Integration
of the nation's character values requires adequate planning activities, both in
the form of learning implementation planning and the arrangement of learning
environment. Lesson planning relates to "what and how" learning takes
place inside and outside the classroom. The product of this activity is the
design of learning implementation. Structuring the learning environment aims to
regulate the various situations and conditions (physical and non physical) that
can develop a sense of sensitivity, flexibility, democratization, and the sense
of responsiveness of learners to various needs.
a. Preparation
of the Implementation Plan Learning
The
design of learning implementation needs to be made as a teacher reference
activity or implementation of learning. The design of learning implementation
is developed based on the applicable syllabus and developed continuously.
The
design of learning implementation contains stages of learning activities from
meeting to meeting. Stages of learning activities are developed with the aim of
providing opportunities for learners to learn to master a number of
competencies while still promoting the actualization of the values of national
character, both inside and outside the classroom.
The
design of integration of character values of the nation is prepared by first
reviewing the formulation of competencies that will be mastered by learners.
The teachers when preparing the design of learning is recommended to understand
in advance the values of national character associated with the formulation of
competencies that are expected to be mastered by learners. Furthermore, based
on the results of the identification of the nation's character values developed
the design of learning implementation as a reference in serving and fascilitating
them in learning.
b. Setting and
Structuring Learning Environment
The
integration of national character values into classroom learning activities
requires the support of an adequate learning environment. Sufficient learning
environment for successful integration of values of national character into
learning activities requires arrangement and arrangement so that learners can
learn according to their needs and interests.
The
successful integration of the nation's character values into learning, among
others (a) preparing the means of learning needed for the integration of the
values of the nation's character into learning; (b) organize the available
learning infrastructure, and (c) arrange the classroom environment
(circumstances) for the interest of mastering the competence and values of the
nation's character contained in it.
2.
LEARNING IMPLEMENTATION
a.
Stages of Implementation of Learning
The integration
of national character values into learning activities is conducted for all
subjects available in the school curriculum, which are expected to be at the
preliminary, core, and closing stages. Thus, at each stage of learning will be
filled or included moral messages or values of national character relevant to
the subject matter of the subject being discussed. Furthermore, in order to
obtain accuracy, accuracy, and suitability between the values of national
character that will be developed with the main material then the teachers can
use the help table (row - column) on the following learning scenarios.
Table 1. How to Integrate Nation Character Values at
Learning Stages
Stage
|
Description
of activities
|
Subject
matter
|
Nation
Character Values
|
Time
|
preliminary
|
10%
|
|||
Core
|
80%
|
|||
Cover
|
10%
|
Using
the help of the table above, teachers have a careful and extensive opportunity
about what activities are being undertaken to create learning that facilitates
learners to master the things contained in the competence formulas and values
of the nation's character contained in them.
The
lesson that emphasizes the integration of the values of the nation's expected
character is a model of learning that has characteristics (1) using methods
that can realize the competence formulas and values of the nation's character
contained in the formulation of competence by empowering multiple intelligence;
(2) is contextual; (3) learning takes place interactively, inspiration, fun,
motivating, challenging, and in a conducive climate; (4) student-centered; (5)
allocate time relevant to competency understanding needs; (6) using various
learning settings for the realization of the nation's character values
contained in the formulation of competence; and (7) implementing remedial and
enrichment programs in accordance with the results of the formative review.
b. Classroom
management
Classroom
management is an essential part of learning activities that emphasize the
integration of national character values. Classroom management aims to create
and / or maintain a situation and condition of learning that still allows
learners to master competence, as well as practice the values of the nation's
character.
Creating
learning conditions means organizing classes (physical and non physical) that
enable learners to learn adequately. Some activities that can be done, such as
arranging classrooms according to the interests of learning activities of
learners, make the rules that regulate learning activities learners competence,
provide exemplary training and feedback, and create a learning culture that
among learners.
Maintaining
the dynamics of the classroom is a process of activities that aims to keep
learning activities nuanced moral values. Forms of activity to maintain class
dynamics, such as disciplining learners in learning, applying the school order
consistently, and apply punishment and rewards.
c. Academic
Guidance
Academic
guidance has a strategic position for the success of learners in the
integration of the nation's character values. Academic guidance is a form of
learning services that teachers do to help learners who are in solving learning
problems. Here that needs to be emphasized is that students need to get
academic guidance in accordance with the needs of learning.
Some
learning guidance activities that can be done, among others; provide enrichment
and remedial programs for learners in need, tutoring for learners with special
learning problems.
3.
ASSESSMENT
The
final stage of integration activities of the nation's character values in
learning activities is to conduct an assessment. Assessment can be done to
determine the success of learners in completing the learning tasks, which is
done during the process and the end of learning.
Components
to determine the final score, including face-to-face attendance, success in
completing learning tasks, midterm exam scores, and semester final grades. All
of these components are then packed in the form of reports of learners'
learning outcomes given to parents at the end of each semester. The form of the
learning result report can be a recap of the value that the learner has
achieved or in the form of a value report.
4.
IMPLICATIONS
What
are the implications of the application of learning that integrates the values
of the nation's character for schools, teachers, learners, and parents? To
answer this question, it is necessary to know and understand the position and
role of the three parties in the context of the implementation of learning that
integrates the values of the nation's character in all subjects. Starting
from the position and role of each party is then formulated about what they
should try so that the implementation of learning can take place and work
optimally.
When
viewed from the level of implementation of education, schools are institutions
that are at the lowest level as a place for the process of transmission and
transformation of learning experiences to learners. With such a position, it is
not excessive when the school is said to be an essential institution for the
sustainability and success of programs that have been formulated in the
school's strategic plan, especially with the adoption of a school-based
management approach.[4]
CHAPTER III
FINAL
A.
Conclusion
Characteristic
learning of school is character, moral or personality formed from result of
internalization of varioul virtues which are believed and used as base for way
of view, thinking, attitude and act.
In applying and
implementing thematic learning, there are some basic principles that need to be
considered are the principle of excavating the theme, the principle of learning
management, the principle of evaluation and the principle of reaction.
Besides In the
implementation of thematic learning, there are several principles that must be
done is the planning that includes: Basic Competence Mapping, setting the theme
network, the preparation of syllabus, and preparation of lesson plans
In the
implementation of thematic learning in primary schools has a variety that
includes: Implications for teachers, implications for students, implications
for facilities, infrastructure, learning resources and media, the implications
for spatial arrangements, and the implications for method election.
The steps taken
in thematic learning are: Phase of activities and setting of lesson schedule.
The stages of activities that include initial activities, core activities and
end activities.
[1]Hamzah B. Uno, Orientasi
dalam Psikologi Pembelajaran,(Jakarta: PT. Bumi Aksara,2012),hlm 134
[2] Dwi Antoro 2013 (http://atariuz.blogspot.co.id/2013/03/pendidikan-karakter-di-sekolah-dasar.html) di akses pada tanggal 21 okteber 2017 pukul
19 : 57
[3] Hamza B. Uno (https://scholar.google.co.id/scholar?cites=983987805809902465&as_sdt=2005&sciodt=0,5&hl=id) di akses pada tanggal 21
oktober 2017 pukul 20:21
[4] Hamza B. Uno (https://scholar.google.co.id/scholar?cites=3912523657417291468&as_sdt=2005&sciodt=0,5&hl=id) di akses pada tanggal 21 oktober 2017 pukul
21 :25
Tidak ada komentar:
Posting Komentar