Teacher’s experiences in character education for autistic children

Kistoro, Hanif Cahyo Adi; Setiawan, Caly; Latipah, Eva; Putranta, Himawan

doi:10.11591/ijere.v10i1.20743

Cited by 13 publications

(14 citation statements)

References 38 publications

(35 reference statements)

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“…Especially pedagogic and personality competencies for character education materials. This competency needs to be focused on because in online learning there will be many obstacles in character education (Kistoro, 2021). Besides that, there are also many psychological conditions, especially students in the face of learning.…”

Section: Discussionmentioning

confidence: 99%

Character Education Model for High School Students during the Pandemic in terms of Pedagogic Competence and Teacher Personality

Hasbiyallah¹,

Munadi²,

Nurulhaq³

2023

INT J INSTRUCTION

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There was a significant change in the educational process during the covid 19 pandemic. These changes had an impact on all aspects of education, including the operation of teaching student character. This study aims to reveal teacher readiness in terms of pedagogic and personality competencies, learning strategies, and challenges faced in the implementation of character education during the pandemic. This research is included in the category of qualitative research with a phenomenological approach. The main subjects of the study were fifteen people who were religious teachers in public and private high schools in Indonesia. Data was collected through in-depth interviews with interview guide instruments that had been prepared and designed based on theoretical analysis. The data analysis technique uses the stages of data classification, data presentation, and data interpretation. The results of the study indicate that in terms of pedagogical competence and personality, teachers already have clear standards. Based on sufficient work experience, development in the form of continuous training, as well as an educator certificate held in the pedagogical aspect. In addition, the environment can provide an influence as well as a learning context. Meanwhile, from personal competence, most teachers have a vital role in society as religious and community leaders. Another finding is that the character education model carried out by the teacher is divided into three, namely experiential learning, inquiry, and collaboration. The challenges that arise in the implementation of character education are the limitations in facilities, support, and motivation of parents at home and the ability of students to participate in learning.

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Section: Discussionmentioning

confidence: 99%

Character Education Model for High School Students during the Pandemic in terms of Pedagogic Competence and Teacher Personality

Hasbiyallah¹,

Munadi²,

Nurulhaq³

2023

INT J INSTRUCTION

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“…Improving the education system to better support the growth of its students, especially in the preschool environment, can be done, among other things, by encouraging students to develop their innate maritime curiosity [52], [53]. Not only can one acquire moral principles through formal education, but one's environment also plays a vital role in shaping one's outlook and, ultimately, one's character [54]- [56]. The relationship between a person's character and pre-existing thought patterns, attitudes, and behaviors [57]- [59].…”

Section: Improving Student's Character Value Through Using Character-...mentioning

confidence: 99%

The effect of character-charged maritime textbooks on increasing students’ character values

Nuraeni,

Sarilah,

Lestari

et al. 2024

IJERE

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<span lang="EN-US">Teaching and learning activities for early childhood students currently do not support increasing the character values of graduates, and the emphasis is still on learning whose output leads to competency according to standards. Using character-charged maritime textbooks is a solution to assist teachers in facilitating the application of character values in marine learning. The purpose of this research is to evaluate the impact of character-focused marine textbooks on students’ moral development. The method of research is quasi-experimental, with a pretest-posttest design. The sampling technique is convenience sampling. Two classes use the method, B1 for experimental purposes (with 80 students) and B2 for comparison (with 80 students). Independent T-tests were used in data analysis to compare differences in students’ average scores in the experimental and control groups before the intervention. N-Gain was used to compare the character growth of control and intervention students. The study’s findings indicate that students’ character values significantly influence adoption of morally edifying maritime textbooks. This shows increased student character values, namely responsibility, honesty, discipline, love and affection, caring, courage, independence, and hard work, after being taught using character-charged maritime textbooks. Thus, it can be concluded that character-charged maritime textbooks can significantly increase students’ character values.</span>

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“…Prayer is something that every human being must do (Kistoro et al, 2021). Every human being must have desires, hopes, or ideals (Legault, 2020).…”

Section: Non Physical Artifactsmentioning

confidence: 99%

Cultivating Religious Character through School Culture

Retnasari

Hakim

Hermawan

et al. 2023

IJE-QQR

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The foundation of manners and the factors determining character development are crucial for education. School culture is one way to cultivate moral qualities that assist the progress of character education. This study aims to describe and identify the supporting and inhibiting factors for implementing religious character education through school culture. This type of research is descriptive research using a qualitative approach. The object of this research is the whole process of implementing religious character planting through school culture. This research was conducted at SD Muhammadiyah Wirobrajan II Yogyakarta, Indonesia. The results of this study show that instilling religious character through school culture is carried out in three stages: planning, implementation, and evaluation. The supporting factors of religious character include religious programs, facilities, and infrastructure that have been fulfilled. The inhibiting factors for the implementation of religious character cultivation include environmental conditions. The contribution of this study provides information about supporting and inhibiting factors for the implementation of religious character education through school culture.

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Teacher’s experiences in character education for autistic children

Cited by 13 publications

References 38 publications

Character Education Model for High School Students during the Pandemic in terms of Pedagogic Competence and Teacher Personality

Character Education Model for High School Students during the Pandemic in terms of Pedagogic Competence and Teacher Personality

The effect of character-charged maritime textbooks on increasing students’ character values

Cultivating Religious Character through School Culture

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