Character Development from African-American Perspectives: Toward a Counternarrative Approach

Gallien, Louis B.; Jackson, LaTrelle

doi:10.1177/205699710601000207

Cited by 7 publications

(10 citation statements)

References 16 publications

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“…This indicates that integrating character values in learning can increase students' learning interests. Therefore, it takes a school environment that can shape the positive character of students so that it can form a well-behaved generation (Romanowski, 2005;Gallien & Jackson, 2006). This statement is in accordance with the findings of Aisyah (2014) which states that character education is important to be applied in the learning process so that character education is formed in the perspective of academic culture in schools.…”

Section: Discussionsupporting

confidence: 60%

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Syamsuddin¹,

Babo²,

Sulfasyah³

et al. 2021

EUROPEAN J ED RES

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The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.

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Section: Discussionsupporting

confidence: 60%

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Syamsuddin¹,

Babo²,

Sulfasyah³

et al. 2021

EUROPEAN J ED RES

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“…This means that the social conditions outside of the educational regulation plays a major role in the student's character building (Agboola & Tsai, 2012;Romanowski, 2005). Thus it can be justified that character development is the creation of a dynamic relationship between influential internal and external factors to realize positive character growth (Gallien & Jackson, 2006).…”

Section: Why Does Character Development Need?mentioning

confidence: 99%

Development of Learning Design for Mathematics Manipulatives Learning based on E-learning and Character Building

Sulistyaningsih

Purnomo

Aziz

2018

Int Elect J Math Ed

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Many types of e-learning are currently available for use in the education sector. E-learning can provide training and education to a large number of students with diverse cultural backgrounds and educational levels. However, e-learning can fail if forced to provide teaching material that exceeds what can be achieved by e-learning. Some people usually do not understand the weaknesses and limitations of e-learning and some of them might expect too much. Social conditions outside the educational regulations play an important role in the formation of student character. Thus the development of positive character can be created through a dynamic relationship between internal and external factors. This study aims to develop the learning design (LD) using mathematics manipulative based on e-learning and character building. The development of LD is carried out in five stages including the initial investigation phase, design, realization, a series of actions consisting of tests followed by evaluation and revision, and field trials of the product. The results show that the completeness of 89% can be achieved by both individuals and classical after learning using designs that have been developed. The high level of completeness is due to students being able to study independently through material that has been uploaded by the lecturer and if students are not clear they can directly ask the lecturer through the chat facilities provided without waiting for the next meeting. There is a significant difference between the learning outcomes of the experimental class and the control class. The learning outcomes of experimental class students have higher independence and responsibility. Students in the experimental class are able to produce more manipulatives and have better quality.

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“…Additionally, some issues of character education are lack of reliable and valid evaluation to justify its effect; therefore, it will be beneficial for future research that puts more weights on the assessment (Romanowski, 2005). Further, an inter-disciplinary approach form different perspectives could facilitate a better understanding of character education, especially on specific cultural groups (Gallien & Jackson, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…With regards to egalitarian frame for character education, Cooley (2008) pointed out the discourse of character should be located in democratic agreement instead of proclaiming universal values that are in the textbook. For example, Gallien and Jackson (2006) asserted that character curricular should take context into consideration with culturally responsive manner. Different group has specific value and needs.…”

Section: Constraints and Controversies With Implementation Of Charactmentioning

confidence: 99%

Bring Character Education into Classroom

Agboola¹,

Tsai²

2012

EUROPEAN J ED RES

128

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Character education is a growing discipline with the deliberate attempt to optimize students' ethical behavior. The outcome of character education has always been encouraging, solidly, and continually preparing the leaders of tomorrow. The promotion of character education should not just a leap service but has an action plan for practice. In order words, education policy should take the lead to actualize moral education. Taken together, parents, teachers, and administrators as stakeholders, should join this camp to encourage students to manifest those good values in their lives. The outline of this paper is that first the definition of character education is provided. Then, the historical perspective of character education is reviewed. Third, the issue of context in character education is disclosed. The challenge and controversy of implementation of character education is also presented. Finally, the implication and further research are discussed.

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Character Development from African-American Perspectives: Toward a Counternarrative Approach

Cited by 7 publications

References 16 publications

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Development of Learning Design for Mathematics Manipulatives Learning based on E-learning and Character Building

Bring Character Education into Classroom

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