From Values Clarification to Character Education: A Personal Journey

Kirschenbaum, Howard

doi:10.1002/j.2164-490x.2000.tb00088.x

Cited by 41 publications

(28 citation statements)

References 2 publications

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“…TPM-Kurtilas also contained the teaching's oriented to character's values basis (Social spiritual) and life skill (Harjusola, et.al.,(2012);Landy, 2002;Listiana, et.al., 2015;Kirschenbaum, 2000;Golemen, 2001;Permendikbud, 2014). Moreover, TPM-Kurtilas also related to children's learning principles and components of character education implementation.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of TPM-Kurtilas in Improving The Basic Character of Children in TK Tunas Harapan

Pratiwi

Listiana

Rachmawati

et al. 2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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This study aimed to test the effectiveness of children's basic character development program through the Teaching Pyramid Modelbased on 2013 curriculum (TPM-Kurtilas). This research is part of a series research trials on TPM-Kurtilas which was implemented in Bandung. This research used quantitative approach with pre-experimental design in One-Group pretest-posttest design. The research conducted in Tunas Harapan Kindergarten, Bandung in 2015-2016 academic year with 16 children total samples. The instrument of data collection used questionare of spiritual and social assessment scale with 50 items. Statistical analysis used is paired sample t-test. The analysis result showed that t-count is -5.575 at significance level 0.000 (p < 0.05). Besides that, the average of post test score (159,44) is higher than pretest (171,44) score. The findings from the research yielded that TPM-Kurtilas is effective in improving children basic character in Tunas Harapan Kindergarten.

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of TPM-Kurtilas in Improving The Basic Character of Children in TK Tunas Harapan

Pratiwi

Listiana

Rachmawati

et al. 2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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“…Deny Setiawan mengutip pendapat Kirschenbaum (2000) dan Goleman (2001) menjelaskan bahwa pendidikan karakter pada hakikatnya adalah pendidikan nilai yang melibatkan aspek pengetahuan (cognitive), perasaan (feeling), dan tindakan (action). Senada dengan hal itu, Lickona (2008) mengemukakan bahwa pendidikan nilai/moral yang menghasilkan karakter, didalamnya mengandung tiga komponen karakter yang baik, yakni : pengetahuan tentang moral (moral knowing), perasaan tentang moral (moral feeling) dan perbuatan moral (moral action).…”

Section: Konsep Pendidikan Karakterunclassified

Model pendidikan karakter pada madrasah ibtidaiyah

Miskiah

2019

jppfa

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Artikel ini bertujuan untuk mengetahui: (1)konsep pendidikan karakter di Madrasah Ibtidaiyah, dan (2) model pengembangan pendidikan karakter di Madrasah Ibtidaiyah. Penelitian ini menggunakan metode kualitatif deskriptif. Pengumpulan data dilakukan dengan teknik wawancara, observasi, dan dokumentasi terhadap kegiatan pembelajaran di Madrasah Ibtidaiyah. Penelitian ini berhasil menemukan bahwa: (1) konsep pendidikan karakter di Madrasah Ibtidaiyah merupakan bentuk pendidikan yang memuat materi-materi pendidikan karakter yang diperuntukkan bagi pembelajaran anak sejak dini dalam rangka mengenalkan dan menanamkan karakter-karakter baik pada diri anak. (2) model pengembangan pendidikan karakter di Madrasah Ibtidaiyah dilakukan dengan menggunakan empat model pendekatan penyampaian, yaitu model sebagai mata pelajaran tersendiri (monolitik), model terintegrasi dalam semua bidang studi, model di luar pengajaran dan model gabungan. Dari keempat pendekatan tersebut yang cocok diterapkan di Madrasah Ibtidaiyah hanya dua, yakni: model terintegrasi pada semua bidang studi dan model gabungan.Kata kunci: pendidikan karakter, madrasah ibtidaiyah THE MODEL OF CHARACTERISTIC EDUCATION IN MADRASAH IBTIDAIYAHAbstractThe purpose of this article is: (1) to describe the concept of character education in Madrasah Ibtidaiyah, (2) to describe the development of character education model in Madrasah Ibtidaiyah. This study was a descriptive qualitative method. The data were collected through interviews, observation and documentation. The results of this study are: (1) the concept of character education in Madrasah Ibtidaiyah is a form of education that contains the materials of character education which given to the teaching and learning of the children.(2) There are several models of implementation of character education in Madrasah Ibtidaiyah, a) Model as an individual subject (monolithic), b) Integrated model in all field of study, c) Model outside of teaching, d) Combined model. There only two approaches that can be applied in Madrasah Ibtidaiyah: integrated model in all field of study and combined model.Keywords: character education, madrasah ibtidaiyah

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“…In other words, teachers should help students develop their own values (Kirschenbaum, 2000). The following methods and techniques can be used in the implementation of this approach: Value voting, ordering of values (if it were you…), making choices (which one is you…), sharing views (I totally agree, I somewhat agree, I totally disagree etc.…”

Section: Introductionmentioning

confidence: 99%

A Study of Religious Education Course Books in Terms of Values Education: The Case of Turkey

Izgar

2019

Journal of Education and e-Learning Research

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The purpose of this study is to investigate Elementary and Middle School Religious Culture and Ethics Coursebooks in terms of approaches, methods and techniques used in values education. The data of this study were obtained using the document review technique, which is one of the qualitative research data collection methods. The data in this study were obtained from the 4th, 5th, 6th, 7th and 8th grade Religious Culture and Ethics Course books that were chosen to be teaching materials by decisions of The Turkish Republic Ministry of National Education, Board of Education and Morality. The data that were obtained as a result of document review were analyzed using the "Content Analysis" technique. According to the findings of the study, it is seen that values were attempted to be given to the students in Religious Culture and Ethics Course Books predominantly on the basis of direct training approach. In addition, value clarification approach, which allows students to explore and choose values of their own choice, was also tried to be utilized. Attempts were made to teach the values predominantly through reading passages based on knowledge and limited number of activities.

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From Values Clarification to Character Education: A Personal Journey

Cited by 41 publications

References 2 publications

The Effectiveness of TPM-Kurtilas in Improving The Basic Character of Children in TK Tunas Harapan

The Effectiveness of TPM-Kurtilas in Improving The Basic Character of Children in TK Tunas Harapan

Model pendidikan karakter pada madrasah ibtidaiyah

A Study of Religious Education Course Books in Terms of Values Education: The Case of Turkey

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