Permasalahan pendidikan karakter di Indonesia dewasa ini semakin memprihatinkan. Tindakan bullying, perkelahian antar pelajar, tindakan asusila, bahkan sikap siswa terhadap guru seakan tiada batasan dalam melakukan tindakan-tindakan yang tidak sopan dan santun. Oleh sebab itu, dalam artikel ini dijelaskan keterkaitan antara pendidikan karakter dan pendidikan bahasa Indonesia. Pendidikan karakter merupakan solusi penting untuk mengatasi kemerosotan moral di kalangan generasi muda, khususnya peserta didik. Pendidikan bahasa Indonesia menjadi salah satu media untuk membentuk dan menguatkan karakter peserta didik karena beberapa nilai karakter terkandung dalamnya. Penelitian ini bertujuan mendeskripsikan bagaimana peran bahasa Indonesia dalam pembangunan karakter; dan bagaimana bentuk pembelajaran bahasa Indonesia berbasis karakter. Penelitian ini menggunakan metode studi pustaka. Hasil kajian menunjukkan bahwa bahasa Indonesia menjadi salah satu media untuk membentuk dan menguatkan karakter peserta didik karena beberapa nilai karakter terkandung dalamnya dan bentuk pembelajaran bahasa Indonesia berbasis karakter dapat dilakukan dengan mengintegrasikan melalui beberapa dimensi karakter, yakni: kedisiplinan, tanggung jawab, toleransi, kasih sayang, sopan santun, kejujuran, saling menghormati, kesetiakawanan, keteladanan. Dapat disimpulkan bahwa pentingnya peranan bahasa Indonesia dapat terlihat dari bunyi ikrar sumpah pemuda ketiga. Bunyi ikrar tersebut membuktikan bahwa pengakuan menjunjung tinggi bahasa persatuan, bahasa Indonesia, yang memiliki fungsi yang luar biasa dalam mengembangkan kepribadian dan karakter bangsa. Selain itu, pembentukan dan penguatan tersebut dapat dilakukan dengan mengintegrasikan melalui beberapa dimensi karakter.
Learning Indonesian language at Al-Syifa Boarding School by Indonesian Students who have been lived and studied abroad, (Indonesian Back Home Students) IBHSs, is a crucial problem. The purpose of this study was a threefold: (a) to explore difficulties in learning Indonesian language by students in the classroom focusing on linguistic challenges, (b) to determine and classify these challenges to help teachers tackle the problem, and (c) to come up with critical suggestions for the school to overcome the problem. The participants in this study are of two sources: (1) all the Indonesian students who have been lived and studied abroad who are currently studying at Al-Syifa Boarding School in the seventh and tenth grades; (2) teachers and staff at the school. The results showed that there are different linguistic challenges in learning Indonesian language by IBHSs that can only be solved through intensive courses of BIBA.
The quality of people's literacy is the main requirement needed in facing the Industrial Revolution 4.0. For this reason, a literacy tradition needs to be developed since early age through educational instruments. Currently, the efforts to increase literacy among students are ongoing, one of which is through the School Literacy Movement Program initiated by the government since 2016. However, the program implementation still needs to be monitored and evaluated periodically by involving all existing stakeholders. This research is aimed to conduct evaluative study to School Literacy Movement program that has been implemented by schools using a qualitative approach. The analysis unit of this study is Junior High Schools located at Cimahi City, West Java Province. By using CIPP (Context-Input-Process-Product) method, this research is conducted to describe and evaluate the School Literacy Movement program including 5 indicators needed to face the challenges of the Industrial Revolution 4.0, namely information literacy, multiliteracy, new literacy, digital literacy and web literacy. This research will hopefully be able to identify and assess various aspects of literacy activities implemented in schools systematically and comprehensively, so that the results can be used as valuable inputs for all education stakeholders to improve the quality of the existing literacy program. Further research to strengthen the existing school literacy movement program is focused on intensive and long-term programs that will improve student literacy skills throughout Indonesia.
This study aims to determine the problem of evaluating Arabic learning. This research used a qualitative descriptive and subjects were Arabic language teachers and grade IX students at SMPIT Insan Rabbani, Bekasi Barat. The data collection technique used observation, interview, and documentation techniques, while the data validation technique used triangulation techniques, namely triangulation of data sources and methods. data analysis. The results showed that: (1) the planning of the evaluation of Arabic learning at SMPIT Insan Rabbani is quite good; (2) the implementation of the evaluation of Arabic learning is carried out using the google form media; (3) the problem is that it is difficult to know the students’ Arabic skills and the character or behavior of the students are difficult to monitor. The location of the house is not covered by the internet network, including minimalist student internet quotas, or an unstable internet network. Efforts made by teachers in dealing with these problems by temporarily asking students to move locations that are accessible to the internet network.
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