The implementation of character education for a nation is an absolute thing that must be realized, including in Indonesia. This is because the purpose of education is to form the character of the noble human being. A nation that has qualified generation supported with their good morals will be a great nation, be upheld by other nations, and become a prosperous nation. Character development was nationally declared by Susilo Bambang Yudhoyono in 2010 with the hope that the quality of Indonesian human character would increase. Over time, however, it turns out that the reality is far from the hope. Many immoral conducts are conducted by students. This indicates that the implementation of character education in Indonesia has not been entirely successful. The problem is actually not on the values of the characters that are offered, but it is on the process of conveying and transferring the character that needs to be repaired and upgraded in order to be more effective. In addition, all educators and people in general need to understand the urgency and the concept of character education in order to have clear and definite direction when implementing this character education. Therefore, there should be an effective character education as an alternative solution in dealing with problems of character education in this country. This is really needed to achieve its goal to create a good quality young people both in moral and intellectual and to achieve nation dignity. Pelaksanaan pendidikan karakter bagi suatu bangsa merupakan hal mutlak yang harus diwujudkan termasuk Indonesia, karena tujuan dari pendidikan karakter adalah untuk membentuk insan yang berakhlak mulia. Ketika suatu bangsa memiliki generasi yang berkualitas yakni dengan akhlak mereka yang baik, maka bangsa tersebut akan menjadi bangsa yang besar, dijunjung tinggi oleh bangsa lain, dan menjadi bangsa yang sejahtera. Pembangunan Karakter secara nasional dideklarasikan oleh Susilo Bambang Yudhoyono pada tahun 2010 dengan harapan kualitas karakter manusia Indonesia semakin meningkat. Namun seiring berjalannya waktu ternyata realita berbicara lain. Justru kini banyak terjadi tindakan amoral yang pelakunya berasal dari kalangan pelajar. Hal ini mengindikasikan bahwa pelaksanaan pendidikan karakter di Indonesia belum sepenuhnya berhasil. Permasalahannya bukan pada nilai-nilai karakter yang ditawarkan, akan tetapi proses menyampaikan dan mentransfer karakter itulah yang perlu diperbaiki dan ditingkatkan agar dapat berjalan dengan efektif. Selain itu, setiap pendidik atau masyarakat pada umumnya perlu untuk memahami urgensi dan konsep pendidikan karakter agar pada saat mentransfer karakter tersebut telah memiliki arah yang jelas dan pasti. Oleh karena itu, perlu dilakukan pendidikan karakter yang efektif sebagai solusi alternatif dalam menghadapi permasalahan pendidikan karakter di negeri ini sehingga tujuan pendidikan karakter yang diharapkan yakni demi tercipta generasi muda yang berkualitas baik secara moral maupun intelektual serta bisa menjadi bangsa yang bermartabat dapat tercapai.
An educational institution should try to create an positive image in the heart of the people, so that people are able to make the decision to enroll their children and participate actively in the institution development. Positive image can be realized by developing quality and organizing some productive activities that have public relation with clear vision and mision. This paper offers an alternative for implementation and development of the vision and mision of public relation based on customer satisfaction in order to realize institution positive image. Customer satisfaction can be realized by the commitment in understanding the customer expectation, so education institution need to identify “the needs and pretentions” of customer expectations. Some things need to be done in improving customer satisfaction related to the development of the vision and mission of public relations, namely: Compiling identification program of costumer expectation, measuring customer satisfaction consistently, designing services based on costumer expectations, communicating effectively, building proactive, friendly, anthusiastic and trust of personal profile, building anorganizational structure that accommodates customer service, and developing participative management.
The study aims to describe a value education model in teaching the integration of science and religion and to find out the values generated in the learning process of the integration of science and religion. Education is a major factor in shaping the human personality through the learning process that takes place in schools and in society. These educational goals can be done by providing scientific and religious materials to create the potential of students. Indeed, religious values will guide science and technology that are increasingly developing in the world. Therefore, the integration of science and religion in schools is very important to be taught, so that both of sciences and religions balance each other. This qualitative-naturalistic research used interview, observation, and documentation as the data collection techniques. The results of this study show that (1) the integrative model will facilitate and make learning more meaningful and efficient, so that the teaching and learning process will produce integrated knowledge; (2) through the integration of science and religion, the learning process is more directed which can sharpen the mind; (3) the learning material combining science and religion is the main instrument for realizing learning objectives; (4) the learning strategy integrating science and religion has a good effect on student and teacher interactions during the learning process; (5) the values developed in the integration of science and religion are the value of belief in Allah, being religious, and intelligent.
This article describes the development of madrasah through trust-building at MI Ma'arif NU Teluk Purwokerto Selatan. Like one of the Islamic educational institutions in Indonesia, Madrasah has a strategic role in achieving national education goals. In its development, especially Madrasah Ibtidaiyyah, the quantity of private madrasah is higher than that of the public madrasah. It impacts the madrasah's existence, which will depend heavily on the community as the primary stakeholder and madrasah as a concrete form of community-based education. For this reason, it is necessary to have active community participation in developing competitive and quality madrasah, among others, through building trust. This research is qualitative-descriptive with a case study approach—data collection techniques using interviews, observation, and documentation. The results indicated that the development of MI Ma'arif NU Teluk through trust-building was used in several stages, namely through the development of the character of figures who were able to become role models for the community. The belief formed by these figures will stick in a person's memory and become a role model in his life. Trust building is also built through improving the quality of the madrasah, namely the madrasah program. The madrasah program is an effective means of creating external trust in madrasah. The madrasah program is in the national curriculum and the local content curriculum, simultaneously implemented at MI Ma'arif NU Teluk.
Ada sekelompok anak jalanan yang tinggal di sebuah perkampungan yang bernama Kampung Dayak di mana mereka berada di jalanan bertujuan untuk mencari uang dengan cara mengamen demi membantu perekonomian orang tua mereka. Mereka pun berbeda dan cenderung memiliki akhlak yang lebih baik dibandingkan anak jalanan pada umumnya. Hal ini bisa diketahui di antaranya ketika waktu salat Magrib tiba, mereka berduyun-duyun pergi ke musala setempat untuk melaksanakan salat Magrib berjama’ah dan setelah selesai salat mereka pun mengaji di TPQ Tombo Ati Kampung Dayak Purwokerto Selatan. Hasil dari penelitian ini menunjukan dan menggambarkan bahwa akhlak yang ditanamkan oleh TPQ Tombo Ati kepada para anak jalanan meliputi akhlak kepada Allah, akhlak kepada sesama manusia, dan akhlak kepada alam/lingkungan. Untuk menanamkan akhlak tersebut digunakan metode keteladanan, pembiasaan, pemberian nasihat, dan pemberian perhatian/pengawasan. Dari keempat metode tersebut, metode pembiasaan mendominasi untuk digunakan dan pemberian nasihat mendapat perhatian lebih. Karena, hal dasar yang lebih dibutuhkan bagi anak-anak jalanan tersebut ialah pembangunan mental dan hal ini dapat dicapai di antaranya melalui pemberian nasihat secara intensif.
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