Character education

This presentation is presented by inayati and naufal.

1. Character Education By: Inayati Fitriyah Asrimawati Ahmad Naufal

2. Definition The word “character” in ancient Greek means “to engrave,” which emphasizes the engraved traits/ charactres will affect us to behave in certain manners (O'Sullivan, 2004). Character is a set of personal traits or dispositions that produce specific moral emotions, inform motivation and guide conduct. (The Jubilee Centre, 2017) Character is a way of thinking and behaving that characterizes each individual to live and work, both within the family, community, nationa and state (ministry of education)

3. What is Character Education?

4. Pendidikan Nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab

5. Character Values

6. Six types of core character value Trustworthiness Fairness Caring Respect Citizenship. Responsibility

7. The function of character education D eveloping basic potential to be good-hearted, good-minded, and well-behaved. S trengthen and build the behavior of a multicultural nation. I ncreasing competitive national civilization in world relations.

8. Challenges and Opportunity Teachers Competence The rapid growth of Information Technology Lack of Community support Multiethnic and multi religions The commitment of all component

9. Supporting factor in CE

10. The Role of Teachers in Character Education The teacher is an educator who has the main task: educate, teach, guide, direct, train, assess, and evaluate students. The teacher, as a figure that imitated by the student, has important role applying character education in the school or outside school. The teacher must be positioned or positioned himself in the true essence Teachers should be given full authority (absolute authority) in conducting an evaluation (evaluation) of the learning process

11. The teacher as caregiver, moral model, and moral Creating a caring classroom community Moral discipline Creating a democratic classroom environment Teaching values through the curriculum Cooperative The conscience of craft Ethical reflection Teaching conflict resolution

12. References Depdiknas, 2003, Undang-Undang No. 20 Th 2003, Sistem Pendidikan Nasional, retrieved from www.depdiknas.go.id Jubilee Centre for Character and Virtues ( 201 7 ) A Framework for Character Education in Schools . Birmingham: University of Birmingham. Lickona , Thomas. (1997). THE TEACHER’S ROLE IN CHARACTER EDUCATION. Boston University, The Journal of Education, Vol. 179, No. 2, Fulfilling the Promise of CharacterEducation in the Classroom, Part I (1997), pp. 63-80 Lickona , T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam. Marshall, J. C., Caldwell, S. D., & Foster, J. (2011). Moral education the character plus way. Journal of Moral Education , 40 (1), 51-72. doi:10.1080/03057240.2011.541770

13. Discussion Is character education really impotant to be implemented in the teaching learning process? Why/Why not? How to implement character education in the classroom?