character education

  • Integrated Character Education in Social Sciences with Contextual Teaching and Learning Approach

    Author: Hardianto Rahman
    E-mail: syamsult@yahoo.com
    Institution: Universitas Negeri Makassar
    Author: Syamsul Bachri Thalib
    E-mail: antols.hr@gmail.com
    Institution: Universitas Negeri Makassar
    Author: Alimuddin Mahmud
    E-mail: ali_abkin@yahoo.co.id
    Institution: Universitas Negeri Makassar
    Year of publication: 2017
    Source: Show
    Pages: 53-64
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.04
    PDF: tner/201702/tner20170204.pdf

    The presented study aims at increasing positive attitude of students as good citizens through the integration of character education in social studies with CTL approach. This research was classroom action research and the subjects of this research were 38 fifth-grade pupils of Elementary School SD Negeri 07 Panreng Sinjai. The study involved collaborators that were fifth-grade teachers who acted as the implementing action. Data were obtained through a test scale of attitude as the main data and supporting data were collected through observation and self-report. The research showed some findings. First, the integration of character education in teaching social studies is conducted by instilling the values of character education in learning with the social studies content and applying some of the components in the CTL. Second, there is continuous improvement of the integration of character education in social studies with the CTL approach from the first cycle to the third cycle. Based on the results of attitude tests on the citizenship subject in the first cycle, there was no student classified as very positive (0%), 44.73% of students were classified as positive, 39.47% negative, and 15.76% very negative. In the second cycle, there were 23.68% of students classified as very positive, 44.73% positive, 26.31% negative, and 5.26% very negative. In the third cycle, there were 18.42% of students classified as very positive, 78.94% positive, 2.63% negative and 0% very negative. Thus, the integrated character education in social studies can improve the attitude of a good citizen in fifth-grade pupils of SD Negeri 07 Panreng Sinjai.

  • The Development of Character Education Model to Improve Students’ Academic Independence in Islamic Boarding School in Sinjai District, Indonesia

    Author: Ismail
    Author: Syamsul Bachri Thalib
    Author: Sulaiman Samad
    Author: Ramlan Mahmud
    Year of publication: 2016
    Source: Show
    Pages: 29-39
    DOI Address: https://doi.org/10.15804/tner.2016.46.4.02
    PDF: tner/201604/tner20160402.pdf

    The objective of this research and development is to create a description of the operational model of character education and to determine the effectiveness of a character education model in enhancing students’ academic independence. There are some results of this research. First, the description of the prototype model of character education to enhance students’ academic independence consists of five parts, namely rationalization of character education model; supporting theories of character education model; components of character education model; instructions for using character education model; and development of character education model. Second, the operational model of character education is supported by development tools and developed at five stages, namely analysis, design, development, implementation, and evaluation. Third, the character education model is effective to enhance students’ academic independence in Islamic Boarding School, Sinjai.

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