This study aims to develop and examine a civic education textbook model based on living values education in order to foster the development of junior high school students' characters. This research employs Research and Development approach with an explorative method being used at model development stage and experiment method at model testing stage. Research subjects are teachers of Civics Education and junior high school students in Bandung, West Java, Indonesia. Data were gathered through observation, interview, focus group discussion, and attitude scale. Qualitative data analysis includes interactive analysis and quantitative data analysis uses a paired sample T-test. The results of the research are: 1) at a conceptual level, a living values education-based textbook is the integration of living values and the principles of living values education into textbooks by taking into account the principles of scientific learning, core competencies and basic competencies in accordance with the national curriculum, and the principles of textbook writing (content feasibility, presentation, language and readability, and graphics); and 2) the use of living values education-based Civic Education textbook significantly impacts the development of junior high school students' character.
Th is study describes the model of living values education (LVE) in school habituation activities and its impact on character development. It employs the design of research and development in junior and senior high-schools in Bandung. Th e model of LVE in school habituation is carried out by clearly defi ning the values of life and expected behaviors, learning of values in the real life contexts, regular awards for expected behaviors, proactive correction of deviant behaviors through clear procedures, and by using the principle of example, correction, awards, and enforcement. Th e application of the model of LVE in school habituation signifi cantly aff ects the student's character development by 42.1%. Th us, the model of LVE in habituation program can be implemented in schools.
Changes in values of life have caused decline in the quality of global society character, including the character of Indonesian young generation, so it is of necessity to optimize character education through various learning media. This study seeks to develop a value-based digital storytelling media in social studies learning for the formation of student characters. A Research and Development approach was employed with an explorative method used at the model development stage and an experiment method at the model testing stage. Data were collected through observations, interviews, questionnaires, documentation study, and focus group discussions. Qualitative data analysis includes interactive analysis and quantitative data analysis uses a paired sample T-test. Research subject are students of Department of Social Studies at Universitas Pendidikan Indonesia in the ICT Literacy and Learning Media of Social Studies courses. Results reveal that: 1) the concept of value-based digital story telling is a learning medium that exhibits the following characteristics: student engagement through a series of value activities, reflection for deep learning, project-based learning, technology integration into the classroom, and developing values character in action; 2) the making of value-based digital storytelling is carried out through 8 stages: start with an idea, research/explore/learn, write script, storyboard/plan, gather and create images, audio and video, put it all together, share, and reflection and feedback.; 3) the use of of value-based digital storytelling media in social studies learning significantly impacts the development of student's character.
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