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Journal articles on the topic 'Character development'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Rachman, Maman, Aris Munandar, and Andi Suhardiyanto. "Padepokan Karakter: Model of Character Development." KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE 7, no. 2 (December 31, 2015): 176. http://dx.doi.org/10.15294/komunitas.v7i2.4460.

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<p>This study was aimed at describing the portraits of the factual management model of character reinforcement applied nowadays, developing the hypothetical management model of character reinforcement in Padepokan Karakter or a character hermitage. This research was conducted under research and development approaches. The subjects of this research were the informants (students, lecturers, teachers, school principals), documents, and events. The data were collected through interviews, observations, documentations, considerations of specialists and practitioners, focused group discussions, and questionnaires. The results indicated that the factual model of character reinforcement was done by integrating characters on subjects described in the functions of planning, implementation, and evaluation. The development of management models of character reinforcement recommended in this research was managed through the function of planning, organizing, implementing and controlling the characters in the character hermitage. The device of character reinforcement available in the character hermitage was effective and influential to reinforce the students ‘ character.</p>

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2

Offord, Adam. "Assessing character development." Children and Young People Now 2016, no. 22 (October 25, 2016): 12. http://dx.doi.org/10.12968/cypn.2016.22.12.

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3

Imam Tabroni and Lani Rahmawati. "ISLAMIC EDUCATION AND CHARACTER DEVELOPMENT: CHARACTER CRISIS ANALYSIS." Education : Jurnal Sosial Humaniora dan Pendidikan 1, no. 3 (November 1, 2021): 5–7. http://dx.doi.org/10.51903/education.v1i3.95.

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Islamic Religious Education is a subject that is considered effective in shaping the character of students. Character education will grow well if it starts from the embedded religious spirit in children, therefore PAI material in schools is one of the supports for character education. Through PAI learning students are taught aqidah as their religious basis, taught the Koran and hadith as a guide for their lives, taught fiqh as legal signs in worship, teaches Islamic history as an example of life, and teaches morals as a guide for human behavior whether in the good or bad category. bad . Therefore, the main goal of PAI learning is the formation of personality in students which is reflected in their behavior and mindset in everyday life.

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Widyatmoko, Widi Fajar, Mustaqim Pabbajah, and Ratri Nurina Widyanti. "THE CHARACTER OF LEADERSHIP IN HUMAN RESOURCES DEVELOPMENT: A CRITICAL REVIEW." International Journal of Management, Innovation & Entrepreneurial Research 6, no. 2 (July 27, 2020): 01–09. http://dx.doi.org/10.18510/ijmier.2020.621.

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Purpose of the study: This study aims at describing the concept of leadership, exploring the relationship between leadership and characters in human resource management, and analyzing critically how the character in leadership becomes an essential factor in developing the quality of human resources in an organization or in an institution. Methodology: This article is descriptive qualitative research using observational data supported by literature studies. The data were collected by observing cases related to leadership character in human resources. Besides, online literature studies were also conducted to map supporting data related to leadership character in human resources. Data were analyzed using a descriptive critical review. Main findings: This study showed three tendencies on the character of leadership in an organization. Those are, (a) Character understanding and implementation in leadership practice to manage human resources. The leader character becomes exemplary in managing the human resources in an organization. (b) A leader character is manifested in his leadership characters to manage the human resources of the organization. A leader's individual character has the potential to influence his employee’s characters. (c) Character in leadership becomes the main factor in affecting the development of human resources quality in a certain organization. Implications: The development of human resources quality in an organization or in an institution could be well-established through the implementation of the three lead characters as found in this study, i.e., exemplary, spirituality, and ethics. Novelty/Originality of this study: In fact, the three characters of the leadership; exemplary, spirituality, and ethics are not only becoming the major instruments in developing the quality of the human resources in an organization or in an institution and but also being the basic and the fundamental needs that a leader must have in organizing and leading an organization or an institution.

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Lerner, Richard M. "Character development among youth." International Journal of Behavioral Development 42, no. 2 (May 29, 2017): 267–77. http://dx.doi.org/10.1177/0165025417711057.

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This article embeds the study of character development within the two-decades-long research program framed by the Lerner and Lerner model of positive youth development. Character development involves attaining the feelings, thoughts, and skills needed to act coherently across time and place to serve self and others in mutually beneficial, positive ways. Research in the U.S. and other nations suggests that there are three key features of successful character development initiatives for children and adolescents: Mentors and models, skill-building opportunities, and opportunities to participate in and to take a leadership role in valued family, school, and community activities. Implications of this research include the idea that character development can be the foundation on which other key facets of a person’s thriving can be built (e.g., competence, confidence, connection, and caring), and can provide a key basis for enabling every young person to contribute positively to their own lives and to the enhancement of their families, schools, and communities.

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Bredemeier, Brenda Light, and David Light Shields. "Sports and Character Development." Journal of Physical Activity and Health 3, no. 2 (April 2006): 255–56. http://dx.doi.org/10.1123/jpah.3.2.255.

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7

Henderson, Luke. "Character-development and heaven." International Journal for Philosophy of Religion 76, no. 3 (July 25, 2014): 319–30. http://dx.doi.org/10.1007/s11153-014-9468-z.

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8

Zarawaki, Nisa Meisa, Andang Saehu, Nurholis Nurholis, and Toneng Listiani. "Character Development of Estella/Cruella in Cruella (2021) Movie." J-Lalite: Journal of English Studies 3, no. 2 (December 31, 2022): 99. http://dx.doi.org/10.20884/1.jes.2022.3.2.5966.

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This research focuses on process of identifying the main character’s character development starts by unravelling (1) the characterizations of the main character; (2) the conflicts experienced by the main character; and (3) the character development of main character. The researcher uses the theory of Petrie & Boggs to define character, conflict, and character development. Qualitative descriptive methods and analysis content are used to analyze deep problems to find the answers. The result showed that the conflicts happened to the main character are coming from internal conflict between Cruella and herself and external conflicts between Cruella and Catherine, Baroness, and the society. Also, the development of Cruella character is triggered by conflict, it is shown by the character's development constantly grew when enter the new act/story

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9

Rahmawati, Devi, Nyoman Dantes, and Ni Ketut Suarni. "Development of Innovative Creative Character instruments for students in Denpasar." Bisma The Journal of Counseling 5, no. 2 (October 7, 2021): 99. http://dx.doi.org/10.23887/bisma.v5i2.38025.

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The purpose of this study is to develop and test the feasibility of innovative creative instruments, so as to produce valid and reliable data in measuring innovative creative characters. The innovative creative character instrument is a measuring tool for counseling teachers to determine the level of innovative creative character in students. This study uses themethod Research and Development. Based on the validity test using the product moment formula and reliability using the Cronbach alpha formula, this innovative creative character instrument that has been developed has met the validity and reliaility criteria which can be classified as high. It can be concluded that the development of creative and innovative character instruments for high school/vocational high school students meets the validity standard for measuring innovative creative characters in high school/vocational high school students.

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10

Omar Ali, Salam. "Character education's impact on students' morality and character development." QScience Proceedings 2015, no. 3 (April 29, 2015): 14. http://dx.doi.org/10.5339/qproc.2015.coe.14.

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11

OYENIRAN, OLUWASHINA O., JOSHUA O. OYENIYI, LAWRENCE O. OMOTOSHO, and IBRAHIM K. OGUNDOYIN. "DEVELOPMENT OF AN IMPROVED DATABASE FOR YORUBA HANDWRITTEN CHARACTER." Journal of Engineering Studies and Research 27, no. 4 (December 15, 2021): 84–89. http://dx.doi.org/10.29081/jesr.v27i4.302.

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For improved human comprehension and autonomous machine perception, optical character recognition has been saddled with the task of translating printed or hand-written materials into digital text files. Many works have been proposed and implemented in the computerization of different human languages in the global community, but microscopic attempts have also been made to place Yoruba Handwritten Character on the board of Optical Character Recognition. This study developed a novel available dataset for research on offline Yoruba handwritten character recognition so as to fill the gaps in the existing knowledge. The developed database contains a total of 12,600 characters being made up of 70 classes from a total number of 200 writers, in which 80 % (10,500) is regarded as the training and validation dataset while the remaining 20 % (2,100) is regarded as testing dataset. The dataset is available on https://github.com/oluwashina90/Yoruba-handwritten-character-database. Hence, it is the complete and largest dataset available for Yoruba Handwritten character research.

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12

Susandari, Susandari. "Development Of Character Strength Training Module For Satpol Pp Bandung." MIMBAR, Jurnal Sosial dan Pembangunan 33, no. 2 (December 23, 2017): 236. http://dx.doi.org/10.29313/mimbar.v33i2.2150.

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SATPOL PP Bandung have big challenges in doing their job. The challenges come not only from external factors, such as the resistance of the street vendors but also from internal factors such as conflicts within the member themselves. It requires character support for achieving success in performing their duties. The previous research found that the SATPOL PP Bandung members have five dominant characters, those are Keberagamaan (Spirituality), Kebersyukuran (Gratitude), Motivation (Hope), Teamwork and Justice (Justice). To achieve well-being condition and doing job effectively, a module was constructed that consist of those five characters. The purpose of this study was to compare the comprehension of SATPOL PP Bandung about those characters, between before and after the of Character Strength training. The method used was Comparative and the results of the module test showed significant differences in comprehension for character Keberagamaan, Kebersyukuran, Motivation, and Teamwork. While the character of Justice did not show any significant differences in comprehension between before and after training. This is because SATPOL PP Bandung in doing their job only follow the procedures and directions from their Superiors and was not allowed to take other actions beside the policy.

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13

Rohmah, Umi. "Pengembangan Karakter Pada Anak Usia Dini (AUD)." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 4, no. 1 (December 28, 2018): 85–102. http://dx.doi.org/10.14421/al-athfal.2018.41-06.

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Abstract Qualified characters need to be established and nurtured from an early age. Early age is a critical period for the formation of one's character. The character of early childhood is influenced by two factors, namely internal and external. Early childhood has distinctive characteristics, physically, psychologically, socially, morally, and so on. Character development in school will be done smoothly, if the teacher in its implementation pay attention to some principles of character development. Character is developed through stages: knowledge (knowing), execution (acting), and habit (habit). There are several challenges that become the main problem in character development in the global era. There are some effective tips on developing early childhood characters in the school that can be offered, including: 1) involving the moral aspects of knowing, moral feeling, and moral action, 2) reviving sunnah Dhuha prayers together, 3) kissing the hands of teachers, 4) tell the biography of the characters (5) holding regular prayers and istighosah, 6) teachers, staff, and principals should be role models for children, 7) working with parents, 8) providing rewards and sanctions, etc. The successful development of character in early childhood education can be known from everyday behaviors that appear in every child's activity. Keywords: character development, early childhood

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14

Nilawati Rohaenah, Ike, Sahudi, and Aan Hasanah. "DEVELOPMENT OF CHARACTER EDUCATION MODELS." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (February 26, 2021): 22–39. http://dx.doi.org/10.37567/ijgie.v2i1.336.

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The research method used was qualitative. The research site of Mutiara Bangsa Health Vocational School, Purwakarta, West Java. The number of respondents was 38 grade X students. The results of the study were as follows: 1) The character education curriculum at Mutiara Bangsa Health Vocational School was arranged perfectly. 70% of the subject matter is in the form of practice and 30% is theory. 2). The character education model has been used by using the "Qishah or Story Model, Uswah or Exemplary Model, Habitual Model, Teaching Model, Priority Determination Model. Practical Model Priority Habitual Reflection Model". 3) Character education program. has been done . The achievement is at a good stage. 4) The implementation of the character education model has been carried out well. 5) Facing obstacles and strengthening the implementation of the character education model are carried out mutually and continuously work hand in hand to overcome obstacles. but only achieved good not yet perfect 6) The results of the implementation of the character education model have been good. Weight of Perfect Points A = 85-100. Good 76-84. Enough 66- 75. Less 50-65. The results of character education grow attitudes: 1). Religious. 2) Honest 3) Tolerance 4) Discipline 5) Hard work 6) Creative, 7) Independent, 8) Democratic 9) Curiosity Keywords: Model Development, Character Education Curriculum, Model. Program, Implementation, Overcoming obstacles, Result of implementation.

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15

Boyd, Dwight. "The Character of Moral Development." Paideusis 2, no. 2 (November 16, 2020): 21–48. http://dx.doi.org/10.7202/1073416ar.

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This paper analyzes the character implications of Kohlberg's conception of moral development combined with our current understanding of the moral point of view inherent in the most mature level of that development. The problem is first framed within an articulation of the most fundamental philosophical assumptions underlying Kohlberg's theory. Then the argument proceeds dialectically from correcting some of the common but mistaken character implications of the notion of principled morality to showing what positive picture of moral character emerges from an appreciation of recent elaborations of the nature of Stage Six. It is argued that certain dimensions of moral character are required by the performative sense of objectivity which operationalizes the notion of respect for persons forming the heart of Stage Six.

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16

Mayer, Christopher. "The Possibility of Character Development." Teaching Ethics 13, no. 1 (2012): 55–69. http://dx.doi.org/10.5840/tej201213130.

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17

Gough, Russell. "Character Development and Physical Activity." Journal of the Philosophy of Sport 24, no. 1 (May 1997): 124–28. http://dx.doi.org/10.1080/00948705.1997.9714544.

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18

Entin, Mark. "Unalternative Character of EU Development." Contemporary Europe 97, no. 4 (August 1, 2020): 25–36. http://dx.doi.org/10.15211/soveurope420202536.

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19

Wagner, Matthew C., Judy R. Sandlin, and Rosanne S. Keathley. "Sports Participation and Character Development." Medicine & Science in Sports & Exercise 46 (May 2014): 461. http://dx.doi.org/10.1249/01.mss.0000494844.67231.2b.

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20

Sweeney, Patrick J., and Louis W. Fry. "Character development through spiritual leadership." Consulting Psychology Journal: Practice and Research 64, no. 2 (2012): 89–107. http://dx.doi.org/10.1037/a0028966.

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21

Wiley, Janis. "Linking Character Development with Academics." Kappa Delta Pi Record 36, no. 4 (July 2000): 163–67. http://dx.doi.org/10.1080/00228958.2000.10518778.

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Richardson, Rita C., and Katherine I. Norman. "Intrinsic Goodness: Facilitating Character Development." Kappa Delta Pi Record 36, no. 4 (July 2000): 168–72. http://dx.doi.org/10.1080/00228958.2000.10518779.

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23

Clark Power, F., and Vladimir T. Khmelkov. "Character development and self-esteem." International Journal of Educational Research 27, no. 7 (February 1998): 539–51. http://dx.doi.org/10.1016/s0883-0355(97)00053-0.

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24

Clement, Sarah, and Richard Bollinger. "Perspectives on Character Virtue Development." Research in Human Development 13, no. 2 (April 2, 2016): 174–81. http://dx.doi.org/10.1080/15427609.2016.1172445.

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25

Berkowitz, Marvin W., and John H. Grych. "Early Character Development and Education." Early Education & Development 11, no. 1 (February 2000): 55–72. http://dx.doi.org/10.1207/s15566935eed1101_4.

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26

Supriana, Iping, and Albadr Nasution. "Arabic Character Recognition System Development." Procedia Technology 11 (2013): 334–41. http://dx.doi.org/10.1016/j.protcy.2013.12.199.

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27

Thow, Morag. "Character Development and Physical Activity." Physiotherapy 84, no. 6 (June 1998): 289. http://dx.doi.org/10.1016/s0031-9406(05)65533-2.

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Moberg, Dennis J. "Mentoring for protégé character development." Mentoring & Tutoring: Partnership in Learning 16, no. 1 (February 2008): 91–103. http://dx.doi.org/10.1080/13611260701801056.

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29

Hellison, Don. "Character Development and Physical Activity." Journal of Teaching in Physical Education 14, no. 3 (April 1995): 355–56. http://dx.doi.org/10.1123/jtpe.14.3.355.

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Morrey, Michael A. "Character Development and Physical Activity." Sport Psychologist 10, no. 3 (September 1996): 296–97. http://dx.doi.org/10.1123/tsp.10.3.296.

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SHAKHOVSKA, Nataliya, and Andrii SHEBEKO. "DEVELOPMENT OF THE ARCHITECTURE OF DOCUMENT OPTICAL CHARACTER RECOGNITION SYSTEM." Herald of Khmelnytskyi National University. Technical sciences 309, no. 3 (May 26, 2022): 50–54. http://dx.doi.org/10.31891/2307-5732-2022-309-3-50-54.

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This paper aims to develop information technology for document optical character recognition systems. The difficulty of processing images, which are a set of pixels, causes inconvenience in working with such data. This problem can be solved in different ways: usual mathematical approaches, a single complicated neural network, and a set of problem-specific deep neural networks. Usual mathematical approaches perform poor with unstructured data like images. A single neural network is like a swiss knife: it can do many tasks, but none with the best quality. So we will use two different deep neural networks, each for the appropriate part of the problem. The critical elements of this technology are the module for text detection and segmentation of the image, the module for text recognition in Ukrainian and English languages, the module for parsing multiple keywords, and the module for searching for the final data. The first and second modules consist of several machine learning models with specific architecture, depending on their task. All trained models are tested for accuracy and noise resistance and will be used in the future for searching required data from different document images. Output data of the developed system provide speedup, automation processing images and scans of the documents, reduce the number of mistakes caused by human factor. All data is converted from image pixels into a structured text set represented in the document, which the machine can easily use. We can use such technology in banking and insurance, where we can send images of documents and they will be automatically processed and converted into user name, surname, date of birth, serial number, and required fields for specific services.

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Huang, Danqing, Dirk Geeraerts, and Weiwei Zhang. "A diachronic analysis of the FIRE character." Chinese Semiotic Studies 17, no. 1 (January 14, 2021): 1–44. http://dx.doi.org/10.1515/css-2021-0001.

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Abstract Chinese radicals are the semantic components of Chinese characters that generally indicate major concepts and categories. Characters that share the same radical may be semantically linked in various ways to the broad semantic category that the radical represents, and radicals may thus be considered a categorization mechanism to distinguish lexical meanings. Given the fact that FIRE is an independent character that can also be used as a radical in composite characters, the question arises as to what extent the semantic developments of the FIRE character and the FIRE radical are similar, i.e. does the FIRE radical develop independently of the FIRE character? Against the background of this question, this paper studies the diachronic semantic structure of the FIRE character, which will be compared to the FIRE radical in composite characters in follow-up studies. The analysis shows that the overall diachronic development of the FIRE character exhibits prototypical characteristics and a radial network structure.

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Abdurrauf, Ahmad Nawawi, Iim Wasliman, M. Andriana Gaffar, and Mustatul Anwar. "Religious Development Management in Forming the Character of Criminers." International Journal of Nusantara Islam 7, no. 2 (December 15, 2019): 346–52. http://dx.doi.org/10.15575/ijni.v7i2.12585.

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Management of religious guidance in shaping the character of prisoners is a renewal, refinement or effort of action or activity carried out in an integrated, efficient and effective manner to obtain better results. If this guidance activity is carried out on prisoners, then religious guidance will give meaning to the prisoner to be faithful, knowledgeable and have a noble character in life and life. The process of forming good characters must be in accordance with the basis for the formation of good characters itself, namely the Al-Qur'an and the life and life examples of the Prophet Muhammad SAW. Al-Qur'an is the Word of Allah SWT in which it provides guidance for humans in various aspects, one of which is about guidelines for behavior so that humans can distinguish between good and bad.

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Damana, I. Ketut. "Potential Character Development of Students in Karuna Jala Tangerang Banten Sunday School." International Journal of Educational Management and Innovation 3, no. 2 (May 31, 2022): 138–48. http://dx.doi.org/10.12928/ijemi.v3i2.5791.

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Objectives The potential for character development in Sunday school is motivated by changes in student behavior. The study tries to examine the results of the potential development of students' character. This study uses a qualitative method with a pragmatic approach. The data collection of this study wasdone through documentation and interviews with Miles andHuberman models. This study showed that, Appreciating theteacher's attitude toward the potential of character building of Buddhist Sunday school in Karuna Jala in Tangerang Banten. Supporting factors in applying the potential of character building. Challenges of the potential character building of Buddhist Sunday school. They were organizing the potential formation of the character of Buddhist Sunday school in Tangerang Jala sack monastery. Therefore, learners andteachers should be able to use the character's potential.

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Ishak, Muhamad Jasri. "CHARACTER DEVELOPMENT STRATEGIES AMONG INDIGENOUS PEOPLE IN MALAYSIA." Journal of Tourism, Hospitality and Environment Management 6, no. 25 (October 31, 2021): 28–35. http://dx.doi.org/10.35631/jthem.625003.

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The indigenous people (orang asli) in Malaysia are one of the Bumiputera groups that are left behind in the development of the country. Various efforts and allocations from government and non-government have been channelled to them, yet orang asli are still unable to stand on their own. This study describes the attitudes and characters that exist in indigenous communities and proposes strategies to develop character so that all development programs designed can lead to success. This study uses a qualitative method through descriptive document analysis. The results of this study show that the negative character of orang asli can be overcome by triggering self-efficacy in themselves. Their character development strategies need to start from education at the school level. Orang asli who are successful in their life must act as role models and participate in every program to be implemented. In addition, the strategy should also involve family and chief of village as a motivator towards good character. This study can contribute to the foundation in implementing orang asli development programs in Malaysia.

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Amirrudin, Muhammad, Harun Harun, Muhammad Yasid, Surur Roiqoh, and Fatkhul Sani Rohana. "The Development of Education Character Policy and Programs in Information Society of Kampung Cyber Yogyakarta." Jurnal Iqra' : Kajian Ilmu Pendidikan 6, no. 2 (July 18, 2021): 71–82. http://dx.doi.org/10.25217/ji.v6i2.1326.

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This ariticle presents studies about the Strengthening Character Education policy and practised in Kampung Cyber Yogyakarta's information society. The aim of this research was to describe how character education policy materializes in Kampung Cyber community's efforts in developing character education programs. The research was a qualitative research with a case study approach. The data were obtained through interviews, observation and documentation in the field directly. The results were divided into two things according to the main study. First, related to the dimensions and second related to the results of character education development in Kampung Cyber. The results show that the development of character education in Kampung Cyber covered five primary characters and targeted three fundamental problems: foundational problems, structural problems and operational problems. In general, the product of character education in Kampung Cyber was positive, because they can increase social-communal awareness, improve religious practice, and the synergy of character education and its natural habituation. Keywords: Education Character Policy, Strengthening Education Character

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KARAALİOĞLU, SEVİM, and ZÜLFİKAR SAYIN. "INVESTIGATION OF CHARACTER DESIGNS IN CONTEXT OF VISUAL IMPACT ITEM." TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION 12, no. 3 (July 1, 2022): 856–69. http://dx.doi.org/10.7456/11203100/020.

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Character designs can be used in animated cinema, comics, graphic novels, animation, advertisements, book illustrations, mascots, game graphics, toys, etc. It is one of the important graphic design applications encountered in many visual fields. Therefore, the designed characters must be visual indicators that are qualified, original, memorable, impressive and compatible with the content they reflect. In character development studies, the designed character's colors, anatomical features, gestures, facial expressions, clothes, characteristic qualities that distinguish him from those around him, etc. features are the influencing elements and principles that must be taken into account for the design to be distinctive. One of the important principles and elements of visual communication design, “impact” is one of the main guides used to strengthen the expression and make it distinctive, especially in character designs. It is very important to apply visual effects "effects" that will attract attention based on the prominent features of the characters, to create impacts on the audience and / or receptive masses. In this study, which was prepared with qualitative research methods, it is aimed to examine the visual character applications in the context of "effect", one of the graphic design principles and elements, to identify the problems and to develop suggestions for the solution of these problems. Therefore, following the use of the visual effect principle and element, which has an important place in the graphical character development process; The subject is defined and its importance is revealed, descriptive problems based on the form-content relationship encountered in design and practice are determined based on the applied characters, the causes of the identified problems are examined and suggestions are made for their solution. The analyzed characters consist of various animated movie images (figures) and concept designs. The investigations made, based on semiotic approaches such as "semantic", "syntactic" and "pragmatic" is carried out for visual effect applications in applied character descriptions.

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Bae, Youngju, and Younkyoung Kwag. "Importance of Character, Level of Character Development and Demand of Character Education among Nursing Students." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 2 (February 28, 2017): 845–53. http://dx.doi.org/10.14257/ajmahs.2017.02.34.

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39

Neupane, Aadesh. "Development of Nepali Character Database for Character Recognition based on Clustering." International Journal of Computer Applications 107, no. 11 (December 18, 2014): 42–46. http://dx.doi.org/10.5120/18799-0315.

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40

Park, Jong-Jin, and Robert W. Cobb. "A Character Development Program in University based on 49 Character Qualities." International Journal of Advanced Culture Technology 4, no. 4 (December 30, 2016): 51–56. http://dx.doi.org/10.17703/ijact.2016.4.4.51.

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Faujiah, Ajri, Ahmad Tafsir, and Sumadi Sumadi. "Pengembangan Karakter Anak di Indonesia Heritage Foundation (IHF) Depok." Jurnal Penelitian Pendidikan Islam 6, no. 2 (November 15, 2018): 163. http://dx.doi.org/10.36667/jppi.v6i2.294.

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Character is something that is reflected in human beings through their words, actions and movements in daily life. Good characters are expected by everyone. Indonesia has sparked 18 national character values that must be owned by its citizens. Characters will be formed through daily habituation that is done consistently, exemplary and repetitive. One environment that helps the development of children's character is the school environment, where habituation in the school environment must be in line with habituation in the home environment and community environment. This article was written to look at how the school environment can help in character development, by taking one of the schools that focuses on students' character education, namely the character school in the Indonesia Heritage Foundation (IHF) Depok, in terms of its education management and education model.

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Minas, Avetisyan, and Aleksanyan Charles. "Character Schools in Supporting Character Education in Students." Journal Educational Verkenning 1, no. 2 (December 24, 2020): 1–7. http://dx.doi.org/10.48173/jev.v1i2.52.

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Character education is stated as value education, character education, moral education, character education which aims to develop the ability of all school members to make good and bad decisions, exemplify, maintain what is good & realize that good in everyday life wholeheartedly.Character education is placed as the foundation for realizing the vision of national development, namely realizing a society with noble, moral, ethical, cultured, and civilized characters based on the philosophy. This is at the same time an effort to support the realization of the ideals as mandated in the Pancasila and the Preamble to the 1945 Constitution. In addition, the various problems faced by our nation today have increasingly encouraged the enthusiasm and efforts of the government to prioritize character education as the basis for educational development.

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Maspaitella, Martha, Betsi Rooroh, and Adisti Primi Wulan. "LOCAL LITERATURE AND CHILD CHARACTER DEVELOPMENT." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 2, no. 2 (December 4, 2018): 70–75. http://dx.doi.org/10.17977/um006v2i22018p070.

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Bleich, Michael R. "Defining Moments in Leadership Character Development." Journal of Continuing Education in Nursing 46, no. 6 (June 1, 2015): 247–49. http://dx.doi.org/10.3928/00220124-20150518-14.

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Ham, Woo-Bong. "Development and Character of Honam Silhak." Korean Silhak Review 36 (December 31, 2018): 385–445. http://dx.doi.org/10.23945/kss.36.385.445.

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Lee, Cheol. "Korean Local Government Character Development Strategy." Journal of The Korean Society of Illustration Research 54 (March 30, 2018): 39–48. http://dx.doi.org/10.37379/jksir.2018.54.4.

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Romance, Thomas J. "Promoting Character Development in Physical Education." Strategies 1, no. 5 (April 1988): 16–17. http://dx.doi.org/10.1080/08924562.1988.10591625.

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Lerner, Richard M. "Character Development: Four Facets of Virtues." Child Development Perspectives 13, no. 2 (November 19, 2018): 79–84. http://dx.doi.org/10.1111/cdep.12315.

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Park, Nansook. "Character Strengths and Positive Youth Development." ANNALS of the American Academy of Political and Social Science 591, no. 1 (January 2004): 40–54. http://dx.doi.org/10.1177/0002716203260079.

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Fuhrer, Therese. "Aeneas: A Study in Character Development." Greece and Rome 36, no. 1 (April 1989): 63–72. http://dx.doi.org/10.1017/s001738350002934x.

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Within the last fifty years, there has been a dispute among scholars as t whether or not Aeneas' character undergoes development. Did Aeneas learn anything during his trip to Italy and then change his attitude and behaviour or did he already have, from the beginning of the Aeneid, the same character and personality as he has at the end?

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