Journal articles: 'Moral education. Character. Character tests'

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Wiratini, Ni Made, Ni Komang Sutriyanti, and I. Gusti Ngurah Sudiana. "Kajian Pendidikan Karakter Dalam Cerita Sundara Kanda." Cetta: Jurnal Ilmu Pendidikan 3, no. 2 (June 25, 2020): 155–72. http://dx.doi.org/10.37329/cetta.v3i2.447.

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Hindu teachings contain a lot about character education, morals, ethics and manners. Moral education can be seen in the story of Sundara Kanda, which is a sub of Itihasa in the Ramayana epic that tells the journey of life with various obstacles and tests that must be faced with full fortitude, strength and determination. Every event that occurs in the Sundara Kanda story is a unified narrative unit in resolving the conflict of every event. The setting in this story uses the setting of Mount Mainaka, Alengka Palace, Taman Angsoka, Kiskinda kingdom. The character is Hanuman who becomes a central figure, then there are goddesses Sitā and Ravana. The accompanying figures are Trijata, Wibisana, Anggada, Jembawan, Sugriwa, Laksmana and Rama. Rahwana as the Antagonist, then there are also giants. His mandate is loyalty and determination in carrying out dharma. Character characters contained in the Sundara Kanda story include characterization displayed through the use of the character's name, through the appearance of the character, and characterization through the author's speech. In accordance with the characters contained in Hindu teachings, namely in the book of Bhagawadgita, the characters in the Sundara Kanda story can be grouped into two characters namely daivi sampad and asuri sampad. The values contained in the character of the Sundara Kanda story include religious, honesty, responsibility, tolerance, discipline, and hard work. As a whole, the character's character value is a national character that should be inculcated and developed to the wider community, in order to shape the attitudes and behavior of a person in carrying out the duties and obligations that should be carried out both towards oneself, the family environment, society, nation and state.

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Nurpratiwi, Hany. "Membangun karakter mahasiswa Indonesia melalui pendidikan moral." JIPSINDO 8, no. 1 (March 25, 2021): 29–43. http://dx.doi.org/10.21831/jipsindo.v8i1.38954.

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Karakter dan moral mahasiswa perlu ditumbuhkan dengan maksimal, sehingga mahasiswa tidak hanya unggul dibidang akademik, tapi juga unggul dibidang non akademik untuk menunjang identitas diri ditengah globalisasi. Oleh karenanya bagaimana menumbuhkan karakter yang mulia bagi mahasiswa Indonesia merupakan hal terpenting yang harus segera dilakukan. Melalui penelitian ini diharapkan diperoleh gagasan atau strategi menumbuhkan karakter mulia di kalangan mahasiswa Indonesia. Penelitian dilakukan dengan menggunakan kajian pustaka yaitu mengumpulkan dan menganalisis sumber dan fakta dari literature seperti buku, jurnal, makalah dan tesis. Pengumpulan data dilaksanakan dengan Teknik membaca baik membaca semantic maupun simbolik. Hasil penelitian menemukan bahwa pendidikan karakter di lingkungan pendidikan tinggi tetap harus dilaksanakan untuk memperkuat dan menyemaikan karakter mulia di kalangan mahasiswa. Dosen memiliki peran dalam pengembangan karakter dan moral mahasiswa. Melalui keteladanan yang diajarkan dosen di lingkungan akademik, mahasiswa akan melakukan proses imitasi dan cenderung menjadikan dosen sebagai role model dalam bertindak.Building the character of Indonesian students through moral educationThe character and morals of students need to be developed to the maximum so that students are not only superior in academics, but also in non-academic fields to support their identity in the midst of globalization. Therefore, how to cultivate noble character for Indonesian students is the most important thing that must be done immediately. Through this research, it is hoped that ideas or strategies will be obtained to foster noble character among Indonesian students. The research was conducted using a literature review, namely collecting and analyzing sources and facts from literature such as books, journals, papers, and theses. Data collection was carried out with reading techniques both semantic and symbolic reading. The results of the study found that character education in the higher education environment must still be carried out to strengthen and nurture noble character among students. Lecturers have a role in developing student character and morale. Through exemplary teachings by lecturers in an academic environment, students will carry out an imitation process and tend to make lecturers role models in acting.

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Abdullah, Muhammad Luthfi. "Efektivitas Penerapan Metode Qişşatu Al-Qur`Ānī Untuk Meningkatkan Akhlak Mulia Siswa Kelas IV SD Cirebon Islamic School (CIS) Full Day." Al-Tadzkiyyah: Jurnal Pendidikan Islam 9, no. 1 (May 28, 2018): 153. http://dx.doi.org/10.24042/atjpi.v9i1.2829.

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Islamic vision of education is to promote the formation of a noble character of students. In fact, it has not been fully achieved. As evidenced by the mass media that include many adolescents who engage in premarital sex. Beyond the researchers conducted a preliminary study in CIS Elementary School Cirebon. The result is there are still many elementary school fourth graders CIS obligation unworked prayers. It is closely related to a noble character against God. One cause of the lack of success of Islamic Education in schools for vision is the problem of learning methods are monotonous and not touching the psychological aspects of students. As one alternative in solving these problems is the presence of a method that can instill high moral values in students. Quran story method is considered effective in instilling noble moral values to students. Methods story Qur'an have characteristics that are different from other methods. This study aims to determine whether the method Qur'an story has a significant influence on the development of a noble character. Taken population Elementary School fourth grade students of the CIS, with a cluster sampling technique that is in class IV Roudhoh and class IV Multazam. The design was experimental design really. There are two classes, namely the control class and experimental class. Grade control using conventional methods, while the experimental group was treated using the method Qur`an story. Do pretest and posttest for both classes to assess the noble character of students. The hypothesis is that the Quran story method significantly influences the development of the noble character of students. Tests conducted by the independent samples t-test to compute t and t see table at the significance level of 0.05 with NU = 26. The result t is greater than t table (2.18> 1.71). This indicates that the hypothesis is accepted. Thus, the method Qur`an story significant influence on the development of a noble character of students.

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Chandler, Michael, and Thomas Moran. "Psychopathy and moral development: A comparative study of delinquent and nondelinquent youth." Development and Psychopathology 2, no. 3 (July 1990): 227–46. http://dx.doi.org/10.1017/s0954579400000742.

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AbstractSixty male adjudicated juvenile delinquents between the ages 14–17, and 20 nondelinquent controls were administered measures of moral reasoning, social convention understanding, interpersonal awareness, socialization, empathy, autonomy, and psychopathy in an effort to explore the relations between moral reasoning, moral sentiment, and antisocial behavior. Not only did the delinquent group evidence developmental delays on all of these direct and indirect tests of morality functioning, but their performance on certain of these measures also differentiated those offenders who were more or less psychopathic. By demonstrating the special contribution of measures of moral will or sentiment to the study of antisocial behavior, these findings serve to underscore the multidimensional character of moral development, and the complexity of the relations between thought and action.

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Tanti, Tanti, Dwi Agus Kurniawan, Rahmi Putri Wirman, Rini Siski Fitriani, Nur Ika Sandi Pratiwi, and Eva Yuhanis. "Relationship Attitude Natural Sciences To Responsibility In Junior High School." Jurnal Pendidikan Sains Indonesia 8, no. 2 (October 12, 2020): 306–18. http://dx.doi.org/10.24815/jpsi.v8i2.17117.

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Education has a very important role in educating the life of the nation. Education should not only give birth to someone who is an expert in a particular field, but also includes how someone is able to bring themselves in a community, nation and state environment in accordance with applicable norms and rules. Therefore, the character of responsibility and attitude towards subjects is very important for every individual. However, education that is happening at this time still does not provide space for students to behave honestly because the learning process tends to teach moral education and character limited to the knowledge written in the text. Therefore this study was designed to see how the relationship between attitude and student responsibility towards science subjects especially junior high students. This study is a mix of correlational type associative method research. The procedure of this study began by following the procedure in stages. In the preparation stage, it is done by formulating the problem and its variables. Then a literature review is conducted, looking for supporting theories and deepening the discussion of the problem under study in order to obtain an overview of the research to be carried out as well as the instruments needed. At the stage of questionnaire data questionnaire data collection was given to 136 students in Adhyaksa 1 Junior High School, Jambi City. From the data, data analysis is then carried out, namely data coding, proper data collection and analysis of the data. The data analysis technique uses correlational tests to find out whether there is a relationship between attitude and responsibility. The results of this study indicate a relationship between attitude and responsibility with a Pearson Correlation value of 0.000 0.05 so that it can be concluded that there is a relationship between attitude and responsibility in Adhyaksa 1 Junior High School, Jambi City

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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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Sichel, Betty A. "Virtue and Character: Moral Languages and Moral Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 5 (June 1991): 297–300. http://dx.doi.org/10.1080/00098655.1991.9955874.

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Lapsley, Daniel, and Ryan Woodbury. "Moral-Character Development for Teacher Education." Action in Teacher Education 38, no. 3 (July 2, 2016): 194–206. http://dx.doi.org/10.1080/01626620.2016.1194785.

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Joo, Yun-Soo. "Moral Imagination and Christian Character Education." Theology and Praxis 63 (February 28, 2019): 419–54. http://dx.doi.org/10.14387/jkspth.2019.63.419.

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Vadrevu, Shobha. "Character and moral education: A reader." Asia Pacific Journal of Education 32, no. 4 (December 2012): 518–19. http://dx.doi.org/10.1080/02188791.2012.738874.

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Cruz, Marlon Messias Santana, Nadson Santana Reis, Sebastião Carlos Dos Santos Carvalho, and Ana Gabriela Alves Medeiros. "Formação profissional em educação física: história, avanços, limites e desafios." Caderno de Educação Física e Esporte 17, no. 1 (January 22, 2019): 227–35. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p227.

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Introdução: A Educação Física no Brasil tem sua história entrelaçada ao contexto sócio-político. Por longos anos, a disciplina escolar esteve entendida como mera atividade prática, cujo objetivo estava circunscrito ao desenvolvimento físico e moral dos brasileiros. O referencial que sustentava seu conteúdo de ensino era oriundo, portanto, das ciências biológicas que, não obstante, reforçava o seu caráter higiênico e eugênico. Assim, o presente artigo, partindo da análise da literatura especializada no assunto, apresenta e problematiza os caminhos percorridos pela Formação Docente em Educação Física ao longo de sua história. Objetivo: analisar a evolução teórico/metodológica e epistemológica do ensino e da Formação Docente em Educação Física no Brasil. Métodos: Utilizou-se de um conjunto de artigos científicos, livros, dissertações, teses e documentos a fim de viabilizar as análises acerca do processo histórico da área da Educação Física. Resultados: A análise dos dados sugere que os objetivos e as propostas educacionais da Educação Física foram se modificando ao longo dos anos e, apesar disso, todas estas tendências ainda hoje influenciam, de algum modo, a formação do profissional e a prática pedagógica do professor de Educação Física. Conclusão: Faz-se necessário construir projetos de formação que contribuam para o desenvolvimento de profissionais críticos e atuantes diante da realidade do seu tempo, capazes de enriquecer e melhorar a sociedade.ABSTRACT. Professional education in physical education: history, advances, limits and challenges. Background: Physical Education in Brazil has its history intertwined with the socio-political context. For many years, this school subject was understood as a mere practical activity, whose purpose was limited to the physical and moral development of Brazilian population. The frame of reference that supported its teaching content came from the biological sciences that reinforced its hygienic and eugenic character. Thus, this article, based on specialized literature analysis on this subject, exposes and problematizes the teacher education in Physical Education throughout its history. Objective: to analyze the theoretical, methodological and epistemological development of teaching and teacher education in Physical Education in Brazil. Methods: It was used a set of scientific articles, books, dissertations, theses and documents to facilitate the analysis of the historical process in the area of Physical Education. Results: The data analysis suggests that the aims and educational proposals of Physical Education have been changing over the years, however, each references that formed it still influences in some way the professional formation and pedagogical practice of the Physical Education teacher. Conclusion: It is necessary to develop formation programs that contribute to the development of critical and active professionals to face the reality of their time, capable of enriching and improving the society.

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조강모. "Character Education and Moral Subject Education -Their Relationship-." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 33 (August 2010): 5–32. http://dx.doi.org/10.17282/ethics.2010..33.5.

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Efron, Sara G. "Jewish Moral Education and Character Education: A Comparison." Journal of Jewish Education 62, no. 1 (January 1996): 4–13. http://dx.doi.org/10.1080/15244119608548993.

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Yilmaz, Ferat, and Elcin Ayaz. "STEM education practices and moral character education: McSTEM?" Research in Pedagogy 11, no. 1 (2021): 45–62. http://dx.doi.org/10.5937/istrped2101045y.

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The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.

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유병열. "A Study on Performance Character and Moral Character as the Key Competencies of Moral Education." Korean Journal of Elementary Education 25, no. 1 (March 2014): 165–88. http://dx.doi.org/10.20972/kjee.25.1.201403.165.

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Rosadi, Dede, Ulil Amri Syafri, Didin Hafidhuddin, and Irfan Syauqi Beik. "Model Internalisasi Nilai Anti-Korupsi Melalui Pengajaran di Perguruan Tinggi (Studi Kasus Fakultas Pendidikan Agama Islam Universitas Singgaperbangsa Karawang)." Ta'dibuna: Jurnal Pendidikan Islam 4, no. 2 (September 6, 2015): 103. http://dx.doi.org/10.32832/tadibuna.v4i2.576.

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Corruption in Indonesia is very worrying. On the other hand, the efforts to combat corruption have not shown optimal results. On one side, there is the law on corruption, but on the other hand corruption persists. One of the efforts taken is through education that is considered strategic for prevention. Based on the decision letter of Kopertais Region II of West Java and BantenNo.002/Kep.II/SK-1/IX/2011, the Facultyof Islamic Studies of Singaperbangsa State University of Karawang taken anti-corruption education courses as a compulsory subject. The focus of the problem in this study is internalization modelof Anti-corruption value in Faculty of Islamic Studies of Singaperbangsa State University of Karawang. The specific aim of this study is to have a concept of internalization model of anti-corruption value through teaching in Islamic Higher Education properly and appropriately. The general aim of this study is to have a concept of internalization model of anti-corruption with Islamic worldview basic which can be implemented in Islamic Higher Education. The method used in this research is to use the mixed method, a combination of qualitative and quantitative approaches. The firstmethod is qualitative descriptive approach, it was taken because this study used interviews, observation, and documentation as the primary data source. The quantitative data was analyzedusing descriptive statistic with the technique of SEM (Structural Equation Modelling) application and validity test. Results of research on the anti-corruption lessons in Faculty of Islamic Studies shows that learning activities are held is limited to the transfer of the knowledge (cognitive). It yet emphasis on character formation (affective) and the moral consciousness in the resistance (psychomotor) against corruption. Model internalization of effective Anti-Corruption will appear if the learning patterns lead to pattern formation of student habits (habit formation) and modelling (role model). In addition, the model also should include learning objectives aimed at the establishment of Anti-corruption personality on students' personal and the applicationofAnti-corruption values in daily activities of life. The subject matter of the Anti-corruption education directed at theori of Hubud Hazards associated with the world, ascetic morality and honest or trustworthy. Methods and techniques used Qudwah learning and habituation. Evaluation of learning techniques directed at non-verbal and writing of the absorption of the material (matter avoid memorizing concepts or more materials are digging of opinion) and affective tests. Tests were carried out on a model of internalization of Anti-corruption shows the evidence of the questionnaire with an average positive impact and significance of 75% and 25% are influenced by other variables. Therefore, based on the research that the model can be used with various limitationsKeyword: Anti korupsi, internalisasi nilai, perguruan tinggi

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Mohd Yusoff, Mohd Zailani, and Aswati Hamzah. "DIRECTION OF MORAL EDUCATION TEACHER TO ENRICH CHARACTER EDUCATION." Jurnal Ilmiah Peuradeun 3, no. 1 (January 28, 2015): 119. http://dx.doi.org/10.26811/peuradeun.v3i1.58.

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This paper discusses moral education which should begin by focussing on what exactly is meant by the term “moral human being” in Character Education. This is because whatever approach is used has to be based on the exact and clear understanding of the moral human being himself. A moral human being should posses the components categorised as concept, that is, the rules and principles which are deemed necessary to be used in actions and feelings or emotions which support the belief that a concept or action should be carried out. Apart from that, a moral human being should have the moral knowledge of the surroundings, know how to interact and act according to the decisions made. Character education will enable one to be a moral human being who should know the good, desire the good and do good.

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Whitman, Jeffrey P. "Exploring Moral Character in Philosophy Class." Teaching Philosophy 21, no. 2 (1998): 171–82. http://dx.doi.org/10.5840/teachphil199821217.

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Pritchard, Michael S. "Moral Philosophy for Children and Character Education." International Journal of Applied Philosophy 14, no. 1 (2000): 13–26. http://dx.doi.org/10.5840/ijap200014111.

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Kim, Duk-Soo. "Character Education Based on a Moral Catechism." Journal of the Daedong Philosophical Association 93 (December 31, 2020): 1–19. http://dx.doi.org/10.20539/deadong.2020.93.01.

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Baharun, Hasan. "Total Moral Quality: A New Approach for Character Education in Pesantren." Ulumuna 21, no. 1 (June 30, 2017): 57–80. http://dx.doi.org/10.20414/ujis.v21i1.1167.

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This paper presents the concept of character education in pesantren which gives valuable contributions to the success of moral development for students. It also offers a different paradigm in developing the concept of character building in educational institution. This article is inspired by the lack of effective character learning in a variety of formal educational institutions. Hence, the schools which succeed in instilling character education can be used as a reference to develop character education. This study focuses on character education model developed by pesantren and offers an alternative perspective of the development of character education in Indonesia. This study adopts a qualitative research approach and uses a case study design. The study shows that the model of character education in pesantren is carried out through a multi-disciplinary approach so as to provide maximum results for the development of character education. This study suggests that the Total Moral Quality (TMQ) is the further development of Thomas Lickona’s concept of character education of moral modeling, moral knowing, moral feeling and moral habituation and is applicable in the school.

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Mulyadi, Budi. "Early Childhood Character Education in Japan." E3S Web of Conferences 202 (2020): 07063. http://dx.doi.org/10.1051/e3sconf/202020207063.

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Character education has a very important role in shaping the superior character of Japanese society. Compared to Indonesia, Japan has long designed and implemented character education for all levels of education. Since 1970 Japan has begun to develop a character-based curriculum that has begun to be applied at the kindergarten and elementary school level. Japan recognizes the importance of character education starting at the age of children because educating characters in children will be easier to do than educating teenage or adult characters. Implementation of character education in early childhood in Japan prioritizes character education that can bring out superior characters such as courage, independence, discipline, responsibility, cooperation, and socializing. To bring out these characters, the application of early childhood character education in Japan places great importance on moral and personality education. Through moral education and personality, the characters are brave, independent, disciplined, responsible, cooperating, and socializing. Moral and personality education is not taught through special subjects but is applied in everyday life. And this is characteristic of the application of early childhood character education in Japan

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Bennett, William J. "Moral Literacy and the Formation of Character." NASSP Bulletin 72, no. 512 (December 1988): 29–34. http://dx.doi.org/10.1177/019263658807251208.

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Bello, M. B., A. Yusuf, and I. O. O. Amali. "Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria." New Educational Review 47, no. 1 (March 31, 2017): 211–22. http://dx.doi.org/10.15804/tner.2017.47.1.17.

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Buchori Muslim, Ahmad. "Character Education Curriculum in the Government of Indonesia Strengthening Character Education Program." JIEBAR : Journal of Islamic Education: Basic and Applied Research 1, no. 2 (December 30, 2020): 137–53. http://dx.doi.org/10.33853/jiebar.v1i1.101.

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Character education is ethics education, character education, moral education, and value education which aims to shape each individual into a human with character, namely by planting positive character values so that they can be internalized in oneself and manifest in real action. Character education plays an important role in aspects of human life because being a human being with character will be able to live in a wider community dimension with a firm life principle. The Indonesian government has designed a program aimed at shaping cultured, quality, and character Indonesian people. In Presidential Regulation Number 87 of 2017 concerning strengthening character education, the government requires every educational institution in Indonesia both formal, informal, and non-formal to carry out the “Penguatan Pendidikan Karakter” (PPK) movement. The values that need to be instilled in character education include aspects of religion, humanity, and citizenship. In implementing character education, the principal must also involve all elements of the family, community, and school, and this education must be carried out continuously because character education is an education that will never end.

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Nurhisam, Luqman. "IMPLEMENTING CHARACTER EDUCATION AS SOLUTION OF CHILDREN MORAL DECADENCE." ELEMENTARY: Islamic Teacher Journal 5, no. 1 (February 7, 2018): 110. http://dx.doi.org/10.21043/elementary.v5i1.2983.

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Character education is an important issue in the world of late-adult education. This is related to the phenomenon of moral decadence that occurs in the midst of society as well as in an increasingly diverse government environment. Among others include crime, injustice, corruption, violence in children, to the violation of human rights. This proves that there is indeed a crisis of identity and characteristics of the Indonesian nation. The existence of character education becomes an appropriate answer to the various problems that have been mentioned previously. It is known that character education is defined as education which develops character values in children so that they have values and character as their character, apply those values in their life, as members of society and religious, nationalist, productive and creative citizens. School as a place of education providers is expected to be a place capable of realizing the mission of character education.

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Hafizallah, Yandi. "THE CRITICS OF THOMAS LICKONA’S CHARACTER EDUCATION: ISLAMIC PSYCHOLOGY PERSPECTIVE." Psychosophia: Journal of Psychology, Religion, and Humanity 2, no. 2 (December 31, 2020): 142–56. http://dx.doi.org/10.32923/psc.v2i2.1414.

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This paper aims to explain the concept of Thomas Lickona's character education based on the study of Islamic psychology. Thomas character education is an educational design oriented to moral knowledge, moral feelings, and moral action. Overall character education can be defined as a way of thinking and behaving based on aspects of knowledge (cognitive), feelings (feeling), and action (action). Islamic psychology is considered relevant in examining aspects of psychology contained in Thomas Lickona's character education. Islamic psychology is literally a science that discusses human behavior and soul based on an Islamic perspective. The existence of a paradigm similarity in the character education of Thomas Lickona and Islamic Psychology is in terms of moral values in Islam called morality. Islamic psychology has three concepts on how to implement a value, namely, aspects of Jismiah, Nafsiyah, and Ruhaniah are concepts in character building, which means there will be integrated structures in realizing the ideal character shape in the scientific frame of Islamic psychology

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Hollingshead, Barbara, Christi Crump, Rochelle Eddy, and Dina Rowe. "Rachel's Challenge: A Moral Compass for Character Education." Kappa Delta Pi Record 45, no. 3 (April 2009): 111–15. http://dx.doi.org/10.1080/00228958.2009.10517299.

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Etherington, Matthew. "Book Review: Character and Moral Education: A Reader." Journal of Education and Christian Belief 18, no. 1 (March 2014): 96–98. http://dx.doi.org/10.1177/205699711401800115.

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Narvaez, Darcia, and Daniel K. Lapsley. "TEACHING MORAL CHARACTER: TWO ALTERNATIVES FOR TEACHER EDUCATION." Teacher Educator 43, no. 2 (March 19, 2008): 156–72. http://dx.doi.org/10.1080/08878730701838983.

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Rohana, Etep. "Character Education Relation with Spiritual Intelligence in Islamic Education Perspective." International Journal of Nusantara Islam 6, no. 2 (June 1, 2019): 165–74. http://dx.doi.org/10.15575/ijni.v6i2.4803.

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This article tries to discuss about character education building in an Islamic education perspective. It is education that forms superior character and human character in terms of intellectual, emotional, and spiritual intelligence. The totality of these three bits of intelligence will shape humans. This article is written using a sociological approach with a descriptive type. The method used is library research. The findings obtained indicate that the concept of character education in Indonesia is education that emphasizes great values originating from Indonesian national culture in the context of fostering the personality of the young generation which includes three aspects, namely moral knowledge, moral attitude, and ethical behavior (decent acting). It is following the objectives of Islamic education, which provides for three physical, spiritual, and reason aspects. Therefore, building complete human resources, in essence, is the development of character and superior human character from the intellectual, emotional, and spiritual side that can actualize the dimensions of intellectual, emotional, and spiritual intelligence holistically in the life.

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Lickona, Thomas. "The Teacher's Role in Character Education." Journal of Education 179, no. 2 (April 1997): 63–80. http://dx.doi.org/10.1177/002205749717900206.

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A comprehensive model of classroom character education is described in terms of nine components: the teacher as caregiver, model, and mentor; creating a caring classroom environment; moral discipline; creating a democratic classroom environment; teaching values through the curriculum; cooperative learning; the conscience of the craft; ethical reflection; and teaching conflict resolution. The article concludes with a critical examination of three different approaches for dealing with controversial issues such as abortion.

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Prasetiawati, Prasetiawati. "INTEGRATED CHARACTER EDUCATION MODEL SEBAGAI ALTERNATIF SOLUSI MENGATASI DEGRADASI MORAL PELAJAR INDONESIA." Jurnal Ilmiah Dikdaya 8, no. 1 (May 7, 2018): 177. http://dx.doi.org/10.33087/dikdaya.v8i1.99.

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Abstract: In the middle of globalization era and today’s modernization, the nation character and moral is one of the main many problems are facing by developing countries included Indonesia. Base on this, today’s social fact showed thadt the moral degradation has happened among Indonesian students. It became irony or our country continuation in the future and made writer interested in constructing all the integrated character education models and their relevance toward the effort that overcome moral degradation of Indonesian students. At the end of this writing is concluded that Integrated Character Education Models become important and relevant to be determined to overcome student moral degradation, it also the effort in creating strong student character to face life cgallenge in the future.Keywords: Integrated Character Education Model, Moral Degradation, Students

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Chen, Yi-Lin. "A Missing Piece of the Contemporary Character Education Puzzle: The Individualisation of Moral Character." Studies in Philosophy and Education 32, no. 4 (October 30, 2012): 345–60. http://dx.doi.org/10.1007/s11217-012-9331-6.

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Delattre, Edwin J., and William E. Russell. "Schooling, Moral Principles, and the Formation of Character." Journal of Education 175, no. 2 (April 1993): 23–44. http://dx.doi.org/10.1177/002205749317500203.

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Lie, Anita. "Religious Education and Character Formation." Journal of Interdisciplinary Studies 26, no. 1 (2014): 73–94. http://dx.doi.org/10.5840/jis2014261/24.

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The Second Vatican Council cautioned regarding the increasing secularization of Westem societies that the greatest error of our age is the separation between faith and life. Through its history of the kingdoms of Buddhism and Hinduism, 350 years of Westem colonization and growth of Islam, Indonesia claims to place religion in high regard. Citizens are obligated to proclaim one ofthe six recognized religions. All schools allocate four hours of religious teaching weekly. Critics doubt that the teaching of religion in schools will help solve problems. Corruption is rampant and ethnic-reliigious conflicts are increasing despite the people's claim as a religious nation. The challenge, then, is to integrate religious and character education into the core as well as hidden curriculum and teach students to nurture their faith and moral sense throughout their schooling. This essay explores how religious and character education in the school curriculum endeavors to prepare young people to enhance their intellectual capabilities and form them to be people of faith and character.

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Glanzer, Perry L. "Did the moral education establishment kill character? An autopsy of the death of character." Journal of Moral Education 32, no. 3 (September 2003): 291–306. http://dx.doi.org/10.1080/0305724032000136716.

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Dishon, Gideon, and Joan F. Goodman. "No-excuses for character: A critique of character education in no-excuses charter schools." Theory and Research in Education 15, no. 2 (July 2017): 182–201. http://dx.doi.org/10.1177/1477878517720162.

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The ‘no-excuses’ model of education has become one of the most prominent educational alternatives for urban youth. Recently, notable no-excuses charter schools have begun a concerted effort to develop students’ character strengths, striving to increase their chances of future success. In this article, we situate the no-excuses approach in the context of two prototypical positions in the history of character education: the ‘Traditional’ approach, stressing habit formation and the inculcation of virtuous character traits, and the ‘Progressive’ approach, dedicated to autonomous reasoning in determining moral codes. We identify two central limitations of the no-excuses approach. First, it combines incompatible components from both positions: the Traditional emphasis on a meticulous management of student conduct, together with the Progressive aspiration to cultivate autonomous decision-making. Second, while both Traditionalists and Progressives strive to develop character in light of moral values or principles, the no-excuses model is characterized by an instrumentalist conceptualization of character strengths as means towards achieving the goal of college completion. Consequently, this approach compromises the two central mechanisms that support the internalization of character strengths – practice in autonomous decision-making, and habituation in the service of principles. These shortcomings are further accentuated by the vast divergences between the no-excuses setting and future contexts in which character strengths are to be applied.

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Agung, Leo. "CHARACTER EDUCATION INTEGRATION IN SOCIAL STUDIES LEARNING." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (July 23, 2018): 392. http://dx.doi.org/10.17509/historia.v12i2.12111.

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Recently many violent and moral degradations occurred in Indonesia have affected most of the youth. The moral degradation symptoms are indicated by the increase of drug abuse, free sex, crime, violent act, and many other disrespectful behaviors. The source of this multidimensional crisis and the nation’s downturn is the identity crisis and the failure in developing the nation’s character education. The IPS (the social studies) lesson is, in fact, aimed at improving the personal, social, and intellectual competences. Therefore, it is the time to integrate the character education with the school’s lessons, particularly in the social studies or IPS in the level of junior high school. In this case, the lesson is expected to be a tool and opportunity for students to develop various good characteristics such as religious, honest, integrited, tolerant, discipline, independent, hard worker, creative, patriotic, and friendly qualities.

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Cheremoshkina, Liubov Valerevna. "Russian character as a subject of education." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2015): 39–47. http://dx.doi.org/10.51314/2073-2635-2015-2-39-47.

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The article reveals the idea that in order to preserve the sovereignty of modern Russian education system needs to focus on the education of the Russian character. Presents the results of several studies of moral guidelines for students.

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Syarnubi, Syarnubi, Firman Mansir, Mulyadi Eko Purnomo, Kasinyo Harto, and Akmal Hawi. "Implementing Character Education in Madrasah." Jurnal Pendidikan Islam 7, no. 1 (June 30, 2021): 77–94. http://dx.doi.org/10.15575/jpi.v7i1.8449.

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This study investigated the application model of character education in Islamic Religious Education learning and spiritual extracurricular activities in Madrasah Aliyah Negeri 3 Palembang. Data were collected using participatory observation, in-depth interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusions. The results show that the implementation model of character education is a collaboration between the integration model and the supplement. Character education is collaborated through learning Islamic Religious Education and spiritual extracurricular activities. These two activities produce knowledge, attitudes, and moral actions on the part of students. The success of character education can be seen from the behavior of students who have religious behavior, honest, disciplined, responsible, caring, polite, cooperative, creative, hard-working, curious, friendly, and social care. There were some factors that supported the success of character education and they include religious programs, dormitories, and facilities. Meanwhile, the inhibiting factors for the success of character education were the negative influence of technology, limited supervision by madrasa institutions, and weak cooperation between madrasas and parents of students.

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Rahman, Malvinas, and Aliman Aliman. "Model Analysis of Religious Character Education in State-owned Islamic School." Journal of Educational Management and Leadership 1, no. 1 (June 29, 2020): 14–21. http://dx.doi.org/10.33369/jeml.1.1.14-21.

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Increasing the phenomenon of juvenile delinquency and the deterioration of the quality of learners' character, the strengthening of the function of education as a character shaper re-emerges and becomes an urgent demand for the implementation of the Character Building Strengthening program through the implementation of the main values (religious, nationalist, independent, mutual cooperation and integration), and in this study the most fundamental value is the value of religious character. Therefore, as an effort to build a superior generation of national civilization in terms of intellectual, spiritual, emotional balanced with human nature, it is necessary to have religious character education for students with the achievements of Moral Knowing, Moral Feeling and Moral Doing. This study aims to analyze the model of religious character education in MAN 1 Lebong, a state-owned aliyah madrasa or Islamic school. This study uses qualitative methods conducted in the 2019/2020 Academic Year. Done by describing what programs, how they are implemented and how the model of religious character education in MAN 1 Lebong. Sources of data are Madrasah Heads, Teachers (both those who get additional assignments as Deputy Heads, Subject Teachers, and Counseling Guidance Teachers) and students. Data collection uses observation, interviews, and documentation. Data analysis methods consist of data reduction, data presentation, conclusion and verification. The results showed that the religious character education model in MAN 1 Lebong had not been effective, most students were at the stages of moral knowing and moral feeling, but the achievement of moral doing was not fully implemented by students.

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Aboluwodi, Ph.D, Akinjide, and Kehinde E. Akinsanoye. "Character Education and Virtue Ethics in Nigerian Schools." Journal of Education, Teaching and Social Studies 1, no. 1 (May 7, 2019): 1. http://dx.doi.org/10.22158/jetss.v1n1p1.

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The development of character in young people is an obligation that requires the efforts of parents, teachers and the community in a society with a decline moral tone. The involvement in immoral acts by some youths and elders in the contemporary Nigerian society may be traced to inordinate ambition of these youths and elders to accumulate material wealth. The young people engage in what is generally referred to as yahoo and yahoo plus, and elders engage in corrupt acts. Yahoo describes the act of defrauding people through the cyber connection, whereas yahoo plus involves the use of rituals to make financial and material gains. The paper examined how young people could be educated to cultivate the virtues of self-control, contentment, caring for others and self-discipline. It drew inspirations from virtue ethical theories to ground moral virtues in character education, and discussed some intervention programmes that could strengthen character development in young people. It examined the effectiveness of cultural dimension in character development, and argued that a healthy society might be vitiated by the absence of moral virtues, which is the core feature of character development, and concluded that young people develop positive self-efficacy when they are exposed to moral virtues such as trustworthiness, self-control, honesty, self-discipline, tolerance, and so on.

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Sipahutar, Silvania Sefaca, Raees Narhan, Ratna Paramita, and Yenita Br Sembiring. "MORAL VALUE AND CHARACTER BUILDING EDUCATION IN FOLKLORE: LUBUK EMAS." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 148. http://dx.doi.org/10.22460/project.v4i1.p148-155.

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The folklore entitled Lubuk Emas is one of the stories that come from North Sumatra, Indone-sia. The aim of this study is the researcher wants to show the importance of moral value and character-building education through the Lubuk Emas folklore. This research used the library research method, where the researcher will gathering information about the moral value and character-building education through Lubuk Emas folklore. The results of this study are to show that the character has a different characterization and also give the reader a different mo-rality include individual morality and social morality. Which later can be applied in everyday life through studying the characters so that the children will grow with a commendable person-ality and character. Keywords: Character Building, Education, Folklore, Lubuk Emas, Moral Value

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Kanji, Hasnah, Nursalam Nursalam, Muhammad Nawir, and Suardi Suardi. "INTEGRATION OF SOCIAL CARE CHARACTERS AND MORAL INTEGRATIF ON SOCIAL SCIENCE LESSONS IN ELEMENTARY SCHOOL." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 413–27. http://dx.doi.org/10.35445/alishlah.v12i2.260.

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The purpose of this study was to find an integrative model of social care character in social science subjects in elementary schools using integrative moral knowledge, moral feelings, moral sinverbals, moral action, moral habitus and moral culture. The reality that happens is that students experience moral degradation so that they need the integration of character education in the learning process. The formulation of the research problem is how to model the integration of national character education in social science learning. The research method used qualitative methods with 10 informants consisting of the principal, teachers, students, parents. The data technique used interview, observation and documentation instruments, then the data were analyzed through data reduction, data display and verification. The paradigm used in the research is the moral education paradigm. The results of the research model of the integration of social caring character education consist of six moral levels, namely moral knowledge, moral feelings, moral synergy, moral action, moral habits and moral culture which are integrated with the values of social caring character in the learning process of social science.

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Anam, Much Arif Saiful. "PENDIDIKAN KARAKTER: UPAYA MEMBENTUK GENERASI BERKESADARAN MORAL." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 2, no. 2 (February 4, 2016): 388. http://dx.doi.org/10.15642/jpai.2014.2.2.388-426.

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The post-reform moral crisis shows that the achievement of moral competence processed at school has not been able to result the optimal output to the moral awareness generation development of nation. This condition such that begun from verbalistic growth culture from the learning process which inclines to only teach moral education as the textual limitation. That phenomenon and fact cause many sides conclude that the importance of character education implementation intensively as the essence of moral awareness generation development. This perspective places moral as the main environment aspect which decides generation characterization. Therefore, moral awareness should be learned intently and progressed or developed by character education applicatively. When the first time of implementation of character education in the school environment, it needs to do by the moral conditioning then continue to the moral training. The Design Character education like this has a function as systemic moral ideas in progressing the generation moral awareness which is able to supply young generation with moral intelligence competence and character.

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Anam, Much Arif Saiful. "PENDIDIKAN KARAKTER: UPAYA MEMBENTUK GENERASI BERKESADARAN MORAL." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 2, no. 2 (February 4, 2016): 388. http://dx.doi.org/10.15642/pai.2014.2.2.388-426.

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The post-reform moral crisis shows that the achievement of moral competence processed at school has not been able to result the optimal output to the moral awareness generation development of nation. This condition such that begun from verbalistic growth culture from the learning process which inclines to only teach moral education as the textual limitation. That phenomenon and fact cause many sides conclude that the importance of character education implementation intensively as the essence of moral awareness generation development. This perspective places moral as the main environment aspect which decides generation characterization. Therefore, moral awareness should be learned intently and progressed or developed by character education applicatively. When the first time of implementation of character education in the school environment, it needs to do by the moral conditioning then continue to the moral training. The Design Character education like this has a function as systemic moral ideas in progressing the generation moral awareness which is able to supply young generation with moral intelligence competence and character.

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Croce, Michel, and Maria Silvia Vaccarezza. "Educating through exemplars: Alternative paths to virtue." Theory and Research in Education 15, no. 1 (March 2017): 5–19. http://dx.doi.org/10.1177/1477878517695903.

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This article confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity–disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to character education. This pluralistic exemplar-based approach to character education is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of pluralistic exemplar-based approach to character education, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) satisfy Blum’s definitions of ‘moral hero’ and ‘moral saint’. Then we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from our pluralistic exemplar-based approach to character education: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero’s superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education.

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Kurniawan, Syamsul. "PENDIDIKAN KARAKTER DALAM ISLAM Pemikiran Al-Ghazali tentang Pendidikan Karakter Anak Berbasis Akhlaq al-Karimah." Tadrib: Jurnal Pendidikan Agama Islam 3, no. 2 (February 15, 2018): 197. http://dx.doi.org/10.19109/tadrib.v3i2.1792.

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It is the study on Al-Ghazali views of education about character education of children based moral character. According to the view, the character must be built since they were in early age. Hopefully, they know the difference between good and bad manners, and can determine their character (whether it is good or bad). The character education based moral character is aimed to form the positive character which leads to self-approach to God, in order to gain the happiness in the world and the hereafter.

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Wartini, Atik. "EDUCATION CHARACTER IN VIEW OF AL-GHAZALI AND ITS RELEVANCE WITH THE EDUCATION CHARACTER IN INDONESIA." Ta'dib 20, no. 2 (January 2, 2016): 293. http://dx.doi.org/10.19109/td.v20i2.222.

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This research is based on research library, the background of this research concerns with the deterioration of morals or character education in children and adolescents. Foreign cultures that are not properly filtered is the result of deterioration of education and children‘s akhlak. Imam al-Ghazali, one of the leaders of Islamic thinker that has miraculous works, one of the famous works is the book of al-walad ayyuha, described the mechanism in the moral education of children and adolescents. Education behavior is defined by al-Ghazali in this book are relevant with the character education for children and adolescents.

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Journal articles on the topic 'Moral education. Character. Character tests'

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