Pendidikan Budi Pekerti
Budi Character Education
Character education . The importance of moral values, morals and nobility for all citizens would not have to be denied. State or a nation could collapse because officials and some unscrupulous people behave.
Immoral behavior will bring unrest, confusion, and other irregularities that led to the destruction of a nation. They do not have a handle on life and the nation. Therefore, the value needs to be taught to
generations present and future are able to behave in accordance with the
expected moral.
Indonesian human realization moral, character,
morality and noble character is the goal of human development in
Indonesia which is then implemented into national education goals .
Definition of moral education
In essence, character education has the same substance and meaning to the moral education and educational character.
Definition of moral education
according to Haidar (2004) is a conscious effort made in order to
embed or internalize moral values into the attitudes and behavior of
students to have the attitude and behavior of the sublime (berakhlakul
karimah) in everyday life, both in interacting with God, with others and
with nature / environment.
Objective moral education is to develop values, attitudes and behaviors of students who exudes a noble character / noble character (Haidar, 2004). This implies that the moral education, the values
to be formed are the values of a noble character, the embedded
values of a noble character in the self-learners are then manifested
in behavior.
The implementation of character education in schools
Technically, the application of moral education in
schools at least four alternatives can be reached through an integrated
strategy.
The first strategy is to integrate character
education curriculum content that has been formulated into all relevant
subjects, especially religious subjects, community-acquired acute, and
language (both Indonesian and regional languages).
The second strategy is to integrate character education into daily activities at school.
The third strategy is to integrate character education into the activities programmed or planned.
The fourth strategy is to build communication and cooperation between the school and parents of students.
In connection with the implementation of character education strategies in daily activities, technically can be done through:
a. Modeling
In the daily activities of teachers, principals,
administrators, and even supervisors should be able to be a good role
model or models for the students in the school. For example, if a teacher wants to teach patience to
students, the first teacher to be able to be a figure of a patient
before his students.
Likewise, when the teacher wanted to teach about the
importance of discipline to his students, the teacher must be able to
provide the first example of a teacher who disciplined in performing job
duties.
Without ideals, students will only be considered
moral invitation delivered as something that nonsense, which ultimately
moral values taught will only be stopped as knowledge without meaning.
b. Spontaneous activity.
Spontaneous activity that is undertaken in spontaneously at that time. This activity is usually done when the teacher knows
the attitude / behavior of learners who are less well, like a fight with
his friend, asking for something to shout, crossed the wall, take the
property of another, roughly speaking, and so on.
In any event the spontaneous, the teacher can instill
moral values or good manners to students, for example, when the
teacher saw two students were arguing / fighting in class because the
fight over something, the teacher can enter values about the
importance of the attitude of forgiveness -memaafkan, mutual respect,
and mutual love in the context of religion and culture.
c. Reprimand.
Teachers need to reprimand students who do bad
behavior and reminded him to practice good values so that the teacher
can help to change their behavior.
d. Environmental conditioning.
School atmosphere is conditioned in such a way
through the provision of physical facilities that can support the
achievement of moral education.
An example is the provision of bins, wall clock,
slogans about manners readable by students, and the rules / school rules
embedded in strategic places so easy to read by every student.
e. Routine activities.
Routine activity is an activity that learners continuously and consistently every time.
Examples of these activities are filed in the
classroom to teach culture queue, pray before and after activity,
greeting when meeting with other people, and cleaning the classroom
where learning.
Barriers to implementation of character education in schools
In reality between what teachers are taught to
students in schools with what is taught by parents at home, often
counter-productive, or a clash of values.
For that to the moral education in schools can be run
optimally and effectively, the school needs to establish communication
and collaboration with parents regarding the various activities and
character education programs that have been formulated or planned by the
school. The aim is to enable the synchronization values of character education are taught in school with what parents teach at home.
Moreover, in order that moral education
in school and at home can be run in the same direction, should whenever
possible parents should also be involved in the process of identifying
the needs of character education programs in schools.
With the involvement of parents in planning educational programs manners at school, it is expected that parents do not just hand over the education of character children to the school they are, but can also take the responsibility to participate in the process of moral education of children them in the family.
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