Character Education at School
Eureka Education . According Suyanto (2015), presented the PowerPoint at a meeting of teachers SMA / SMK on February 18, 2015, stated that the problems of young people today is the drugs and reproductive health problems. Therefore it is very necessary, character development, so experienced youth problems can be solved.
school as a system that the essential aspects that are closely linked to the quality, school, ie teaching and learning, leadership and management of schools and school culture (Subiyantoro, 2013). Character education in the educational unit should classroom learning, daily activities in school (school culture) include, curricular and extracurricular activities. Character education in the formal education unit should be supported by the daily activities at home (family culture) and the community culture of the society. Built by partnerships with school, family and community. Expected character education to be effective, so that the goal of a nation of noble character to create, can be achieved primarily through formal education (Zuchdi, et al. 2013).
of research had done Zuchdi, et al, 2010 states that the formation of the character alone on a single strategy relies is not sufficient to make able learners have good morals. Therefore, a comprehensive approach is needed. With a comprehensive approach is expected to provide solutions that are relatively more thorough than the only approach. Comprehensive term in the value of education covers various aspects :. Content, methods, processes, threads, review (Rukiyati, 2013)
character education should be included in every aspect of teaching and learning activities in the classroom, in the school daily practice and integrated with all extra-curricular activities such as scouts, nature lovers, sports, red cross and scientific papers. Then, each participant will be able, should they apply in the house and the surrounding area. All aspects of the formation of the classroom to the living environment should in maintaining the values of character education (Directorate General of Basic Education, 2011).
remain sustainable if Education are characters integrated in the subject line, then they should put the subject to standards or values accompanied are that need to be explicitly designed and connected to the context of everyday life. To learn the signs not only on the cognitive level, but to the internalisation can touch, and real experience in the everyday life of students (Zuchdi, 2014). While the components is required, a school culture by the Directorate General of Primary and Secondary Education, Ministry of Education (02) to implement the development of (1) and the values of school life in a democratic, (2) create a culture of cooperation ( school corporate culture), (3) promote a culture of professionalism develop school community, (4) to create a school environment that is conducive academic, (5) develop cultural diversity in the school.
is basically every school had properties different priorities and different characteristics in terms of both the environment of the school and its students, but all schools must have similarities, namely how character education through habituation everyday at school with the teachers and with exemplary character to plant values. What certainly requires exemplary character training of executives and teachers, back values glory of life as a character reference, consistent implementation and does not require special means (Directorate General of Basic Education, 2011). Therefore, through the activities of the school environment (school culture) and by planting Character Stats are implanted through learning in class is expected that students produce, having the benefit of strong character applied be in everyday life, but also, there constraints on the implementation of the daily activities in the school environment are not exposed to Ajad Sudrajat existing school culture by after school environment diharpkan students.
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