Secondary School Teachers’ Beliefs on Character Education Competency

Ülger, Mehmet; Yiğittir, Süleyman; Ercan, Orhan

doi:10.1016/j.sbspro.2014.04.145

Cited by 54 publications

(49 citation statements)

References 3 publications

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“…High criteria for preparing school staffs, specific curricullum, and among system (character values). Competent school staffs are determinant for successfull character education (Ulger, Yigittir, & Ercan, 2014). Meanwhile, specific curricullum setled by the school for successfull character education (Duman, 2014;Fahmy, Bachtiar, Rahim, & Malik, 2015;Barghi, Zakaria, Aswati, & Hashim, 2017).…”

Section: Discussionmentioning

confidence: 99%

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Sukendar¹,

Usman

Jabar

2019

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Character education for students is important for their future because personal character traits determine the quality of human life. This qualitative study aims to analyze the planning and implementation of character education at Taruna Nusantara Senior High School (SHS), Magelang - a boarding senior high school that combines teaching-loving-caring (asah-asih-asuh) and semi-military education. The unit of analysis consists of individuals and group of subjects directly or indirectly involved in the education process at the researched school and the surrounding, as well as the artifacts. The data are collected through interview, observation, and documentation, and are subsequently analyzed using Huberman and Saldana’s interactive model. The results indicate that, in the planning, the school put more emphasis on three characteristics in character education that characterizes the school: religiosity, morality and leadership. The planning of character education is participatory and integrated. It is implemented in and around the boarding school learning environment. The activities include teaching, training, parenting, and student development.

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Section: Discussionmentioning

confidence: 99%

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Sukendar¹,

Usman

Jabar

2019

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“…Karakter adalah aspek dari kepribadian. Karakter guru sangat penting dalam pencapaian tujuan pendidikan di samping pengetahuan lapangannya, pengetahuan umumnya, dan pengetahuan pedagogisnya (Ülger, Yiğittir, & Ercan, 2014).…”

Section: Pendahuluanunclassified

Persepsi Guru Bahasa Indonesia tentang Hubungan antara Penerapan Full Day School dengan Penguatan Karakter Siswa

Safi’i

Warni²,

Yanti³

2019

JPK

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Penelitian ini bertujuan untuk mendeskripsikan persepsi para guru bahasa Indonesia SMA di Wilayah Provinsi DKI Jakarta, Indonesia tentang hubungan antara penerapan full day school dan penguatan pendidikan karakter bagi siswa. Data penelitian ini diperoleh melalaui survei secara online kepada sejumlah guru bahasa Indonesia. Sampel yang digunakan dalam penelitian adalah bersifat purposive sehingga tidak dapat dijadikan sebagai landasan untuk menggeneralkan persepsi dari sejumlah populasi. Data yang dideskripsikan dalam penelitian ini mencakup dua hal, yaitu berupa hubungan antara status kepegawaian dan pengalaman kerja dengan persepsi tentang full day school sebagai penguatan pendidikan karakter bagi siswa. Hasil penelitian menunjuukan, bahwa terdapat hubungan status kepegawaian dan pengalaman dengan persepsi terhadap sistem full day school sebagai penguatan pendidikan karakter siswa, yaitu 1) hubungan antara pengalaman dan persepsi terhadap full day school sebagai wahana penguatan karakter siswa sebesar 0.161, dan 2) hubungan antara status kepegawaian dan persepsi terhadap full day school sebagai wahana penguatan pendidikan karakter siswa sebesar 0.033. Hasil Penelitian ini dapat dimanfaatkan sebagai salah satu evaluasi mengenai efektivitas penerapan full day school dalam sistem persekolahan di Indonesia. Kata kunci: Persepsi, pengalaman, status kepegawaian, full day school. Abstract: This study aims to describe the perceptions of high school Indonesian language teachers in the DKI Jakarta Province, Indonesia about the relationship between implementing full day school and strengthening character education of student. The research data was obtained through an online survey of a number of Indonesian Language Teachers. The sample used in the study is purposive so that it cannot be used as a basis for generalizing the perception of a number of populations. The data described in this study includes two things, namely in the form of a relationship between staffing status and work experience with perceptions about full day school as a reinforcement of character education of student. The results show that there is a relationship between staffing status and experience with the perception of the full day school system as a reinforcement of student character education, namely 1) the relationship between experience with the perception of full day school as a vehicle for strengthening the character of students is equal to 0.161, and 2) the relationship between employment status with the perception of full day school vehicle for strengthening student character education is 0.033. The results of this study can be used as an evaluation of the effectiveness of implementing Full Day School in the school system in Indonesia. Keywords: Perception, experience, employment status, full day school

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“…The advice always is given with the expectation that the students of SDN Kleco 1 good character and personality. The principal can do something to develop the character of students through school culture, one of which is the flag ceremony, which is always held on Monday morning [14].…”

Section: The Principal Gives the Advice Of Building Character For Thementioning

confidence: 99%

“…Principals and teachers must have good competence in their fields. This can be demonstrated through the application of applied learning models or media or learning tools ( [14]. The innovative learning model will develop students' independence [1].…”

Section: The Headmaster Teachers and School Committee Overcomingmentioning

confidence: 99%

Principal’s Leadership In Developing Primary School Students Character

Mahfud¹

2019

IJEAT

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This study aims to analyze the principal's efforts in building student character, the role of the teacher to assist the principal in building the character of students, and the efforts of principals, teachers, and committees to overcome obstacles in building student character. The study used a qualitative approach. Data was gathered through interviews, observation, documentation, and questionnaire. Data were analyzed by reducing the data, presenting data, and inferring data. The findings obtained in this research cover a wide range of topics: (1) the principals are directly involved in building the students’ character through a variety of school activities; (2) the principals oversee the development of student character directly; (3) principals and teachers work together to build the character of students through the integration of the character values with the teaching material; and (4) lack of supporting infrastructure and the teachers who are not cooperative become the obstacles faced by a principal in building the student’s character. Based on the results, the researcher recommends that school can collaborate with school committees, and other school residents to develop students character and integrate character building with subjects taught at the time of teaching and other activities.

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Secondary School Teachers’ Beliefs on Character Education Competency

Cited by 54 publications

References 3 publications

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Persepsi Guru Bahasa Indonesia tentang Hubungan antara Penerapan Full Day School dengan Penguatan Karakter Siswa

Principal’s Leadership In Developing Primary School Students Character

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