Proposal of Character and Moral Education for Gifted Young Scientists in Indonesia

Abstract

Character education is aimed at achieving the five goals. Firstly, it is to develop affective potency of the students in their context as human and citizen inheriting their nation character values. Secondly, it is to develop the noble habit and behavior which are in line with the universal values and the nation religious tradition. Thirdly, it is to strengthen the students' leadership and their sense of responsibility as to the next generation of the nation. Fourthly, it is to develop the students' competency so that they could be autonomous, creative, and possess nationality insight. Finally, it is to develop the school as a good learning environment so that it could support the growth of honesty, creativity, and friendship with the pride of nationality and dignity. The morality education, in turn, lead to a holistic personality possessing a high moral standard in speech, action, attitude, thought, feeling, work, and output which are in line with the religious values, norms, and the noble moral of the nation.

Text and Context: Exploring Values of Character in "Al-Qiro'ah Al-Rosyidah" Text

“…In any case the inculcation of these character values only reaches standard concepts without social procedures and practices, the results will be far from expectations because one will not get the experience and opportunity to adopt the character values. (Abdullah et al, 2019;Umami, Gani, & Waskito, 2019) In the above case, significant potential development needs to be applied to individuals as citizens who have the position of inheriting the nation's character values. (Umami et al, 2019) This character value is closely related to noble habits and behavior, which, according to Umami et al (2019), align with universal values and religious traditions of the nation.…”

“…(Abdullah et al, 2019;Umami, Gani, & Waskito, 2019) In the above case, significant potential development needs to be applied to individuals as citizens who have the position of inheriting the nation's character values. (Umami et al, 2019) This character value is closely related to noble habits and behavior, which, according to Umami et al (2019), align with universal values and religious traditions of the nation. Character is a personal quality that shapes a person's life.…”

The Moral Education and Internalization of Humanitarian Values in Pesantren: A Case Study from Indonesia

“…Eleven of the above principle are the fundamental aspects in building the learning patterns of characters in the environment of Islamic education, such as pesantren in Indonesia, as well as developed by Lickona earlier in his journal article (Lickona, 1996). In addition to using the above principles, in various educational institutions of Islam in Indonesia applying the values of characters developed by the Indonesian government through the ministry of national education, where the character values oriented towards the strengthening of the nation (Umami, Gani, & Waskito, 2019), the developed values can be seen in the table 1: (Gunawan, 2012; Ministry of Education and Culture, 2010). The character values in relation to the environment.…”

The effect of integrated flipped classroom with local cultural values on character building in higher education

“…Character problems and crises are caused by several factors, such as using inappropriate models and strategies in learning, the lack of attention of educators to character building, and the ignorance of the importance of embedding cultural values in learning. They were also caused by the misuse of technology that widen the gap between the desired and achieved results in character building (Christen, 2018;Silay, 2013;Umami, Gani, & Waskito, 2019). Character crises can also result from a decline in ethics and changes in how Indonesian students live their lives, which are likely to resemble foreign lifestyles contrary to the local values.…”