CHARACTER EDUCATION

CHAPTER I INTRODUCTION
A. Background
Science and technology advancement and globalization bring both positive and negative impacts of changes in society, which so problems are directly or indirectly is the negative impact that may cause problems in society, such as moral shift, the erosion of cultural and national character that became the hallmark of the Indonesian nation . Issues of culture and national character into sharp focus the public now. Spotlight on various aspects of life, embodied in the writings in print media, interviews, dialogues, and his speech in electronic media. In addition to the mass media, community leaders, experts, and observers of education, and social observers talked about the issues of culture and national character in a variety of seminars, both at the local, national, or international. Problems that arise in society such as corruption, violence, sexual crimes, vandalism, fights mass, consumptive economic life, political kehidupn unproductive, and so become hot topic of discussion in the media, seminars, and on various occasions. Various alternatives such proposed settlement regulations, legislation, increased efforts to the implementation and application of law is stronger.
Another alternative put forward that much to overcome, at least reducing, the problem of culture and national character in question is education. Education is considered as an alternative to preventive education to build a new generation for a better nation. As an alternative to preventive education is expected to develop the quality of the nation's youth in various aspects that can minimize and reduce the causes of various problems of cultural and national character. Admittedly, the results of the impact of education will look in the not immediate, but it has staying power and a strong impact on society.
Curriculum is the heart of education (curriculum is the heart of education). Therefore, it should be a curriculum, at this time, giving greater attention to culture and national character education curriculum than ever before. The opinions expressed community leaders, educational experts, observers and members of other community education in various mass media, seminars, and gatherings organized by the Ministry of National Education in early 2010 illustrates the need for a strong community will be the nation's culture and character education. Moreover, if assessed, that needs it, imperatively, Indonesia is a human quality that is encapsulated in the National Educational Objectives.
Public awareness about culture and national character education has become a government concern. Various efforts to develop culture and national character education has been conducted in various directorates and sections in various government agencies, especially in the various units of the Ministry of National Education. That development efforts with respect to various levels and educational pathways, although not comprehensive in nature. Public interest and government concern about the educational culture and national character, eventually accumulating in the government's policy on culture and national character education and became one of the government's flagship program, at least for a period of 5 (five) years. Guidelines for the design of the operationalization of this school is government policy in education culture and national character.
Formation of character is one of the national education goals. Article I of the National Education Law of 2003 states that among the national education goals is to develop the potential of learners to have the intelligence, personality and noble character. Amanah is intended that education is not just Indonesia that intelligent human form, but also personality or character, so that later generations will be born a nation that grew up with characters that breathe the noble values ​​of nation and religion.
Depart from the mandate, the Ministry of National Education (Kemdiknas), began the new academic year 2011/2012 will begin to implement the Character Education Early Childhood Education, Elementary Education, Secondary Education and Higher Education.
How implemented Character Education in Elementary Education? As far as what the arrangements? Who are the spearhead of character education? National commitment on the need for character education, imperatively stated in Law Number 20 Year 2003 on National Education System. In Article 3 of the Act stated that "the national education serves to develop skills and character forming as well as the civilization of the nation's dignity in the framework of the intellectual life of the nation, aimed at developing the potential of learners in order to become a man of faith and piety to God Almighty, noble, healthy , knowledgeable, capable, creative, independent, and become citizens of a democratic and accountable. "When examined 5 (five) of 8 (eight) potential learners who want to develop a very closely related to the character.
The concept of character education has been translated, which produces human conscience, scholars, and independent. Translation of character education in teaching and learning is further elaborated in implementations by integrating the charge that the nuances of character education in teaching and learning. One of the most effective approach to character education menerjamahkannya charged it is through learning in the classroom. In its implementation in the preparation of syllabi and lesson plans, the charge character is included as an integral part of the overall learning process.
The learning process is basically giving stimuli to the students, so that the occurrence of a positive response to the students themselves. Willingness and readiness to follow them in the learning process for the process be able to lead a good response to the stimulus they receive in the learning process. The response will be stronger if the stimulus is too strong. Deuteronomy-repetition of a stimulus can facilitate the relationship between stimulus and response, so the response generated will be strong. This will also give a strong impression on the students themselves, so they will be able to maintain these responses in its memory. The relationship between stimulus and response would be better if you can produce things that are fun. Looking at the above basis, the writer tries mengakaji deeper understanding of Culture and Character Education Implementation in Teaching and Learning.

B. Problem formulation
To limit the problem, the authors limit the problem, including:
1. Definition of Character Education Culture and Nation
2. Function and Character Education Culture Nation
3. Purpose of Education Culture and National Character
4. Cultural Values ​​and Character Education Nation
5. Implementation of Character Education Culture and Nation

C. Purpose
The purpose of writing papers:
1. Describe and assess the culture and character education around the nation
2. Provide information on how the implementation of character education culture in teaching and learning

D. Systematics Writing
Systematics of writing papers, as follows:
CHAPTER I INTRODUCTION, including Background, Problem Formulation, Purpose, and Systematics Writing
CHAPTER II ISI, Understanding Cultural and National Character, Function and Character Education Culture Nation, Culture and Character Education Objectives Nation, Culture and Character Education Values ​​Nation, and Implementation of Character Education Culture and Nation
CHAPTER III CLOSING, includes Conclusions and Suggestions

CHAPTER II OF CONTENTS
A. Definition of Character Education Culture and Nation
Law of the Republic of Indonesia number 20 year 2003 on National Education System (National Education Law) defines the function and purpose of national education which should be used in developing educational efforts in Indonesia. Article 3 of the National Education Law states, "National Education functions to develop and establish the character as well as the civilization of the nation's dignity in the framework of the intellectual life of the nation, aimed at developing the potential of learners in order to become a man of faith and piety to God Almighty, noble, healthy, knowledgeable , capable, creative, independent, and become citizens of a democratic and accountable ". National education goal that's a formula about the quality of Indonesia's human to be developed by each educational unit. Therefore, the formulation of national education goals into basic education in the development of culture and national character.
To gain insight into the meaning of culture and national character education should be mentioned sense of the term culture, national character, and education. Understanding presented here is technically presented and used in developing these guidelines. Teachers of Anthropology, Citizenship Education, and other subjects, that these terms be the subject of related subjects, still have full freedom to discuss and argue about these terms academically.
Culture is defined as the whole system of thinking, values, morals, norms, and beliefs (belief) that produced human society. Systems thinking, values, morals, norms, and beliefs that are the result of human interaction with each other and the natural environment. Systems thinking, values, morals, norms and beliefs that are used in human life and result in social systems, economic systems, belief systems, knowledge systems, technology, art, and so on. Humans as social beings into producing systems thinking, values, morals, norms, and beliefs; but also in interaction with fellow human beings and nature, man is governed by systems thinking, values, morals, norms, and beliefs that have been produced. When human life is continually evolving, it is true that developed social system, economic system, belief system, science, technology, and art. Education is a deliberate effort in developing the potential of learners, so they have a system of thought, values, morals, and beliefs of society and develop a legacy bequeathed to the direction corresponding to the life of the present and future.
Character is character, character, morals, or personality is formed from the internalization of various virtues (virtues) which is believed and used as a basis for perspective, think, act, and act. Virtue consists of a number of values, morals, and norms, such as honest, courageous act, trustworthy, and respectful to others. Interaction with others cultivate one's community character and national character. Therefore, the development of national character can only be done through the development of one's individual character. However, because humans live in social and cultural ligkungan particular, the development of individual character of a person can only be done in the social and cultural environment that berangkutan. That is, the development of culture and national character can only be done in an educational process which does not release students from the social environment, culture, and national culture. Social and cultural environment is a Pancasila nation, so the culture and national character education should be based on the values ​​of Pancasila. In other words, educating the nation's culture and character is to develop the values ​​of Pancasila in self-education students through the liver, brain, and physically.
Education is a conscious and systematic effort in developing the potential of learners. Education is also a business community and the nation in preparing young people for the continuity of community life and nation a better future. Sustainability is characterized by the inheritance of culture and character that has been owned by the community and nation. Therefore, education is the process of inheritance of culture and national character for the younger generation and also the process of developing the culture and character of the nation to increase the quality of life of communities and nations in the future. In the process of cultural and national character education, active learners develop their own potentials, the process of internalization, and appreciation of values ​​into their personalities in the mix in the community, develop a more prosperous society, and to develop a dignified life of the nation.
On the basis of thought, cultural education and character development is very strategic for the nation's sustainability and excellence in the future. The development must be done through good planning, appropriate approaches, and methods of effective learning and teaching. In accordance with the nature of the values, culture and national character education is a joint venture schools; should therefore be carried out jointly by all the teachers and school leaders, through all subjects, and became an integral part of school culture.
B. Pedagogical foundation Character Education Culture and Nation
Education is a conscious effort to develop the potential of learners optimally. Conscious effort should not be removed from the environment to be learners, especially from the cultural environment, because students do not live terpishkan in its environment and act in accordance with the rules of its culture. Education is not based on principles that will lead students uprooted from their cultural roots. When this happens, then they will not know the culture so well that he became a "foreigner" in a cultural environment. In addition to being a stranger, which is more worrying is that she be the one who does not like its culture.
Culture, which causes students to grow and evolve, starting from the culture in the immediate neighborhood (village, RT, RW, village) evolved into a broader environment of nation and national culture of universal culture embraced by mankind. If foreign students into the culture of nearby so he is not familiar with the culture of the nation and he did not know him as a member of the national culture. In such a situation, he is very vulnerable to outside cultural influences, and even tends to accept foreign cultures without due process considerations (valueing). The trend has occurred because he did not have a national cultural norms and values ​​that can be used as a basis for consideration (valueing).
The stronger a person has a basic consideration, the more powerful tendency to grow and develop into good citizens. At the point of culmination, norms and cultural values ​​collectively at the macro level will become the nation's cultural norms and values. Thus, learners will be Indonesian citizens who have insight, way of thinking, how to act, and how to resolve problems in accordance with the norms and values ​​characteristic of the Indonesiaannya. This is consistent with the primary function of education is mandated in the National Education Law, "developed the ability and character forming as well as the civilization of the nation's dignity in the framework of the intellectual life of the nation". Therefore, the basic rules governing the national education (UUD 1945 and the National Education Law) already provide a solid foundation for developing the overall potential of oneself as a member of the society and nation.
Education is a process of enculturation, serves bequeath values ​​and achievements of the past to the future generations. Values ​​and achievements that is the pride of the nation and the nation make it known to other nations. In addition to bequeath, education also has a function to develop the cultural values ​​and achievements of the past become the nation's cultural values ​​are in accordance with the present life and the future, as well as develop new performance that became the new nation's character. Therefore, education, culture and national character is at the core of an educational process.
The process of developing the values ​​that form the basis of the character that requires a continuing process, conducted through a variety of subjects in the curriculum (citizenship, history, geography, economics, sociology, anthropology, the Indonesian language, social studies, science, mathematics, religion, physical education and sports, arts, and skills). In developing the character of the nation's education, awareness of who he and his people is an extremely important part. Consciousness can only be developed well through history that provides insight and explanations of who people in the past that produced him and his nation in the present. In addition, education must build the awareness, knowledge, insights, and values ​​regarding the self and the environment in which people live (geography), the value of living in society (anthropology), the prevailing social system and developing (sociology), the state system, government, and political (constitutional / political / civic), the Indonesian language by way of thinking, economic life, science, technology, and art. That is, there needs to be a breakthrough effort in the form of curriculum development of the values ​​that form the basis for culture and national character education. With such groundbreaking curriculum, values ​​and character are developed in learners will be very sturdy and have a real impact in the life of self, community, nation and even humankind. Culture and national character education through educational values ​​or virtues that became the basis of cultural values ​​and national character. Virtue which is the attribute of a character is basically a value. Therefore, culture and national character education is essentially a development of the values ​​derived from the worldview or ideology of the Indonesian nation, religion, culture, and values ​​that are formulated in the national education goals.

C. Function and Character Education Culture Nation
The function of culture and national character education are:
1. development: the development potential of individual learners to be well behaved; is for students who already have the attitude and behavior that reflects the culture and character of the nation;
2. improvement: strengthening the national education gait to be responsible in the development of potential learners a more dignified, and
3. filter: to filter the nation's own culture and cultures of other nations that do not correspond with cultural values ​​and character of the nation's dignity.

D. Purpose of Education Culture and National Character
The purpose of education is the nation's culture and character:
1. develop the potential of the heart / conscience / affective learners as human beings and citizens who have cultural values ​​and national character;
2. develop habits and attitudes of learners who commendable and in line with universal values ​​and cultural traditions of a religious nation;
3. instill leadership and responsibilities of learners as the future generation;
4. learners develop the ability to become a man of independent, creative, resourceful nation, and
5. develop the life of the school environment as a learning environment that is safe, honest, full of creativity and friendship, and with a high sense of nationality and full strength (dignity).

E. Cultural Values ​​and Character Education Nation
The values ​​that developed in culture and national character education were identified from the following sources.
1. Religion: Indonesia is a society of religious people. Therefore, the lives of individuals, communities, and nations are always based on religious teachings and beliefs. Politically, the state's life was based on the values ​​derived from religion. On the basis of these considerations, the values ​​of culture and national character education should be based on the values ​​and principles derived from religion.
2. Pancasila: the unitary Republic of Indonesia is established on the principles of nationhood and statehood, called Pancasila. Pancasila contained in the Preamble of the 1945 Constitution and further elaborated in the articles contained in the 1945 Constitution. That is, the values ​​contained in Pancasila became the values ​​that govern our political, legal, economic, social, cultural, and art. Culture and national character education aimed at preparing students become better citizens, that citizens have the ability, willingness, and apply the values ​​of Pancasila in their lives as citizens.
3. Culture: as a truth that no human being living in a society that is not based on cultural values ​​that the community recognized it. Cultural values ​​that form the basis in granting the meaning of a concept and meaning in communication among members of that society. Such an important cultural position in society requires a source of cultural values ​​in education culture and national character.
4. National Educational Objectives: the formulation of quality that must be owned by every citizen of Indonesia, developed by various educational units at various levels and pathways. The purpose of national education includes a variety of human values ​​that must be owned by Indonesian citizens. Therefore, the purpose of national education is the source of most operations in the development of culture and national character education.
Based on four sources of value, it identified a number of cultural and educational value to the nation as the following characters.

Table 1. Value and Description Value Nations Educational Cultural and Kaarakter
VALUE DESCRIPTION
1. Religious attitudes and behaviors obedient in carrying out the teachings of their religion, tolerant implementation of the worship of other religions, and live in harmony with other faiths.
2. Honest behavior is based on efforts to make himself as someone who is always reliable in word, action, and work.
3. Tolerance Attitudes and actions that respect the differences of religion, race, ethnicity, opinions, attitudes, and actions of others different from themselves.
4. Disciplinary Actions show orderly behavior and comply with various rules and regulations.
5. Hard Work Behavior that indicates serious efforts to overcome various barriers to learning and assignments, and complete the task with the best.
6. Creative Thinking and doing something to generate new ways or the result of something that has been owned.
7. Independent attitude and behavior that is not easy to depend on others in completing tasks.
8. Democratic way of thinking, behaving, and acting which assesses the same rights and obligations of himself and others.
9. Curiosity The attitude and actions are always trying to find out more depth and breadth of something that is learned, seen and heard.
10. The spirit of Nationality way of thinking, acting, and sound that puts the interests of the nation above self-interest and his group.
11. Love the country way of thinking, acting, and doing a show of loyalty, concern, and appreciation of language, physical environment, social, cultural, economic, and political nation.
12. Rewarding Achievement Attitudes and actions that drove him to produce something useful for society, and recognize and respect other people's success.
13. Friendly /
Komuniktif action displays of happy talk, socialize, and collaborate with others.
14. Peace Love Attitudes, words, and actions that cause others to feel happy and secure for the presence of himself.
15. Joy of Reading Habits take time to read a variety of readings that provide benevolence for him.
16. Environmental caring attitude and action that always seeks to prevent damage to the surrounding natural environment, and develop efforts to repair the damage that nature has occurred.
17. Social care attitude and action that always wants to give help to other people and communities in need.
18. Responsibility attitudes and behavior of a person to carry out the duties and obligations, he should do, for themselves, society, environment (natural, social and cultural), country and God Almighty.
F. Implementation of Character Education Culture and Nation
Character education will be implemented through three channels, namely, extra-curricular, teaching-learning process, and school management. Examples of extracurricular such as scouting, UKS, OSIS and other activities, that are providing guidance and incorporate character education values, like tolerance, sportsmanship, responsibility and cooperation. Then in proser teaching and learning, we have included the values ​​of Character Education in it. For example, the values ​​of discipline in the process of teaching and learning in the classroom, as well as about how to argue, how to convey opinions. In addition to national character building, Character Education is also to strengthen the personality of students so he has a good ability in accordance with the demands of Graduates Competency Standards (SKL). So the ability of expression and respect for others' opinions can be presented in class, such as during discussions with the teacher, how students ask, and give answers.
Values ​​above, if the first is called the hidden curriculum that we submit completely to the teacher. But it turns out, the teacher lacks an explanation of how to run the hidden curriculum. Well now we reset. It's the demands of the community, who complained about the decline in discipline, national values, so that later emerged the idea to fix this issue with the Character Education. What happens is an imbalance in providing sports, taste, if thought, and though our hearts to the students. Yet to these four things in the SKL. Suppose the child graduated from high school was able to blah, blah, blah.
In the SKL it is put down that as a people should be able to run badahnya Bergama. Well, if it's part of the liver. Then healthy, this part of the sport, and socializing and community, these are all included in four of these things, and already in the SKL. Just how its implementation? That is less described. So now more emphasized. It's no national policy, and the coincidence Kemdiknas become leading sector for implementing character education in schools since the majority of young people in schools. For the year 2011, from June to early September, Character Education will be disseminated to all elementary and junior high schools throughout Indonesia, and we will invite 650 000 teachers throughout Indonesia in the workshop on Character Education. Teachers will be trained in such as what it is Character Education, and how to implement it. They will also be trained to make an action plan at school about pelaksanakan Character Education. Well, later that will guide the school in order to implement Character Education in sekolahanya respectively.
We also prepared a training of trainers (TOT) for teachers to be held around early June, in Jakarta. I was asked for time to Mr. Minister in order to open this event. In addition to Jakarta, also held in Medan, Makassar and other cities. Teachers spearhead in class, because those who will deliver material to students. Kemdiknas will not be able to work without the help of teachers. They were the spearhead of Character Education. Pupils should be aware that Indonesia is a country based on Pancasila, so can not say we need to become an Islamic state. Actually, the values ​​of Islam were already present in the Pancasila. So no need of an Islamic state. Better Pancasila state, but his behavior rahmtan Islami lil 'alamin.
So the policy is in anticipation of Character Education to ward off things that are not desirable. There is a policy that was reactive and anticipatory. Well, Character Education is an anticipatory, in the framework of the development of national character to character development indivual. As the sophistication of technology, the world feels more and more flat, so the onslaught of information from the West and the Middle East to Indonesia or greater. This is how?. Expression of the world is flat, yes right now. Because at the same time Americans and Indonesia can obtain the same information. Well if we do not equip students with the ability menengendalikan information, all this can be chaotic. As yesterday's news bahawa marijuana would be legalized, itukan chaotic thoughts! It is clear haram, would be legalized?!
Besides the government, Character Education is also the responsibility of the community. Because when we see, most of the time students spent in school is not just. At school it's only 6 to 10 hours. The rest, we must ask the parents, and community role. Thus, the implementation of character education should be together. Can not walk alone. The hope in the future, this Character Education will be a culture; culture of respect, discipline culture, cultural responsibility, honest culture, and so on. Associated with how to balance child psychology with age. When the age of students is low, then we have the higher intervention. When the age of students is high, then we have a lot of flexibility.
So when providing character education to students in junior high, so tailored to their psychology. If the SD's have to many games, so they hook up with the way the game. Then in junior high, in the early grades game still exists. But when it's in grade 8 and grade 9, so the game should be reduced. So the approach to the junior high school students were more directed at the process of rejuvenation. Say so. And junior high school age students curiosity or the curiosity that was very high. So have a lot of communication, provides many guides so they are not misdirected. Because the search for identity in the age of it, our closeness to the students was charged.
In addition to teachers and principals, school committee's involvement in the implementation of the Character Education is very important. So they helped spread the idea of ​​character education to the community, in hopes of growing public concern.
Are there examples of countries which successfully implemented a Character Education?
One of them is Japan. Since yesterday, when they were hit by the tsunami, among them there's not a bone of contention when evacuated like us. They were all dressed up. Given a blanket, so stand in line. Yeah, right.


E. Cultural Values ​​and Character Education Nation
The values ​​that developed in culture and national character education were identified from the following sources.
1. Religion: Indonesia is a society of religious people. Therefore, the lives of individuals, communities, and nations are always based on religious teachings and beliefs. Politically, the state's life was based on the values ​​derived from religion. On the basis of these considerations, the values ​​of culture and national character education should be based on the values ​​and principles derived from religion.
2. Pancasila: the unitary Republic of Indonesia is established on the principles of nationhood and statehood, called Pancasila. Pancasila contained in the Preamble of the 1945 Constitution and further elaborated in the articles contained in the 1945 Constitution. That is, the values ​​contained in Pancasila became the values ​​that govern our political, legal, economic, social, cultural, and art. Culture and national character education aimed at preparing students become better citizens, that citizens have the ability, willingness, and apply the values ​​of Pancasila in their lives as citizens.
3. Culture: as a truth that no human being living in a society that is not based on cultural values ​​that the community recognized it. Cultural values ​​that form the basis in granting the meaning of a concept and meaning in communication among members of that society. Such an important cultural position in society requires a source of cultural values ​​in education culture and national character.
4. National Educational Objectives: the formulation of quality that must be owned by every citizen of Indonesia, developed by various educational units at various levels and pathways. The purpose of national education includes a variety of human values ​​that must be owned by Indonesian citizens. Therefore, the purpose of national education is the source of most operations in the development of culture and national character education.
Based on four sources of value, it identified a number of cultural and educational value to the nation as the following characters.

Table 1. Value and Description Value Nations Educational Cultural and Kaarakter
VALUE DESCRIPTION
1. Religious attitudes and behaviors obedient in carrying out the teachings of their religion, tolerant implementation of the worship of other religions, and live in harmony with other faiths.
2. Honest behavior is based on efforts to make himself as someone who is always reliable in word, action, and work.
3. Tolerance Attitudes and actions that respect the differences of religion, race, ethnicity, opinions, attitudes, and actions of others different from themselves.
4. Disciplinary Actions show orderly behavior and comply with various rules and regulations.
5. Hard Work Behavior that indicates serious efforts to overcome various barriers to learning and assignments, and complete the task with the best.
6. Creative Thinking and doing something to generate new ways or the result of something that has been owned.
7. Independent attitude and behavior that is not easy to depend on others in completing tasks.
8. Democratic way of thinking, behaving, and acting which assesses the same rights and obligations of himself and others.
9. Curiosity The attitude and actions are always trying to find out more depth and breadth of something that is learned, seen and heard.
10. The spirit of Nationality way of thinking, acting, and sound that puts the interests of the nation above self-interest and his group.
11. Love the country way of thinking, acting, and doing a show of loyalty, concern, and appreciation of language, physical environment, social, cultural, economic, and political nation.
12. Rewarding Achievement Attitudes and actions that drove him to produce something useful for society, and recognize and respect other people's success.
13. Friendly /
Komuniktif action displays of happy talk, socialize, and collaborate with others.
14. Peace Love Attitudes, words, and actions that cause others to feel happy and secure for the presence of himself.
15. Joy of Reading Habits take time to read a variety of readings that provide benevolence for him.
16. Environmental caring attitude and action that always seeks to prevent damage to the surrounding natural environment, and develop efforts to repair the damage that nature has occurred.
17. Social care attitude and action that always wants to give help to other people and communities in need.
18. Responsibility attitudes and behavior of a person to carry out the duties and obligations, he should do, for themselves, society, environment (natural, social and cultural), country and God Almighty.
F. Implementation of Character Education Culture and Nation
Character education will be implemented through three channels, namely, extra-curricular, teaching-learning process, and school management. Examples of extracurricular such as scouting, UKS, OSIS and other activities, that are providing guidance and incorporate character education values, like tolerance, sportsmanship, responsibility and cooperation. Then in proser teaching and learning, we have included the values ​​of Character Education in it. For example, the values ​​of discipline in the process of teaching and learning in the classroom, as well as about how to argue, how to convey opinions. In addition to national character building, Character Education is also to strengthen the personality of students so he has a good ability in accordance with the demands of Graduates Competency Standards (SKL). So the ability of expression and respect for others' opinions can be presented in class, such as during discussions with the teacher, how students ask, and give answers.
Values ​​above, if the first is called the hidden curriculum that we submit completely to the teacher. But it turns out, the teacher lacks an explanation of how to run the hidden curriculum. Well now we reset. It's the demands of the community, who complained about the decline in discipline, national values, so that later emerged the idea to fix this issue with the Character Education. What happens is an imbalance in providing sports, taste, if thought, and though our hearts to the students. Yet to these four things in the SKL. Suppose the child graduated from high school was able to blah, blah, blah.
In the SKL it is put down that as a people should be able to run badahnya Bergama. Well, if it's part of the liver. Then healthy, this part of the sport, and socializing and community, these are all included in four of these things, and already in the SKL. Just how its implementation? That is less described. So now more emphasized. It's no national policy, and the coincidence Kemdiknas become leading sector for implementing character education in schools since the majority of young people in schools. For the year 2011, from June to early September, Character Education will be disseminated to all elementary and junior high schools throughout Indonesia, and we will invite 650 000 teachers throughout Indonesia in the workshop on Character Education. Teachers will be trained in such as what it is Character Education, and how to implement it. They will also be trained to make an action plan at school about pelaksanakan Character Education. Well, later that will guide the school in order to implement Character Education in sekolahanya respectively.
We also prepared a training of trainers (TOT) for teachers to be held around early June, in Jakarta. I was asked for time to Mr. Minister in order to open this event. In addition to Jakarta, also held in Medan, Makassar and other cities. Teachers spearhead in class, because those who will deliver material to students. Kemdiknas will not be able to work without the help of teachers. They were the spearhead of Character Education. Pupils should be aware that Indonesia is a country based on Pancasila, so can not say we need to become an Islamic state. Actually, the values ​​of Islam were already present in the Pancasila. So no need of an Islamic state. Better Pancasila state, but his behavior rahmtan Islami lil 'alamin.
So the policy is in anticipation of Character Education to ward off things that are not desirable. There is a policy that was reactive and anticipatory. Well, Character Education is an anticipatory, in the framework of the development of national character to character development indivual. As the sophistication of technology, the world feels more and more flat, so the onslaught of information from the West and the Middle East to Indonesia or greater. This is how?. Expression of the world is flat, yes right now. Because at the same time Americans and Indonesia can obtain the same information. Well if we do not equip students with the ability menengendalikan information, all this can be chaotic. As yesterday's news bahawa marijuana would be legalized, itukan chaotic thoughts! It is clear haram, would be legalized?!
Besides the government, Character Education is also the responsibility of the community. Because when we see, most of the time students spent in school is not just. At school it's only 6 to 10 hours. The rest, we must ask the parents, and community role. Thus, the implementation of character education should be together. Can not walk alone. The hope in the future, this Character Education will be a culture; culture of respect, discipline culture, cultural responsibility, honest culture, and so on. Associated with how to balance child psychology with age. When the age of students is low, then we have the higher intervention. When the age of students is high, then we have a lot of flexibility.
So when providing character education to students in junior high, so tailored to their psychology. If the SD's have to many games, so they hook up with the way the game. Then in junior high, in the early grades game still exists. But when it's in grade 8 and grade 9, so the game should be reduced. So the approach to the junior high school students were more directed at the process of rejuvenation. Say so. And junior high school age students curiosity or the curiosity that was very high. So have a lot of communication, provides many guides so they are not misdirected. Because the search for identity in the age of it, our closeness to the students was charged.
In addition to teachers and principals, school committee's involvement in the implementation of the Character Education is very important. So they helped spread the idea of ​​character education to the community, in hopes of growing public concern.
Are there examples of countries which successfully implemented a Character Education?
One of them is Japan. Since yesterday, when they were hit by the tsunami, among them there's not a bone of contention when evacuated like us. They were all dressed up. Given a blanket, so stand in line. Nothing antre.Tapi judging by his tribe's different, they tend to be homogeneous so easily redirected? Yeah, right. But the actual value of that character, in whatever tribe, whose name was not the same nation-defense. How to defend his nation is a shared responsibility. It's a character. Discipline also, where and as much as any man, and whatever its age, it is the same. From this character education, put out what is expected? Students are able to master if thought, sports, hearts, and if the taste.
In academics, character education interpreted as values ​​education, budi pekerrti education, moral education, character education, which aim to develop the ability of learners to provide good-bad decisions, maintaining what is good, and realize the goodness in everyday life with a vengeance liver. Therefore the charge of psychological character education includes the moral dimension of reasoning, moral feeling, and moral behavior (Lickona: 1991), or intact as Morality in the sense that includes moral behavior and moral judgment both Prohibition-oriented and pro-social Morality Morality ( Piaget, 1967; Kohlberg; 1976; Eisenberg-Berg; 1981).
Pedagogically, character education should be developed by applying a holistic approach, with the understanding that the "Effective character education is not adding a program or set of programs. Rather it is a tranformation of the culture and life of the school "(Berkowitz; 2010): Meanwhile Lickona (1992) asserts bahw:" In character education, it's clear We want our children are Able to judge what is right, care Deeply about what is right, and then do what They believe to be right-even in the face of pressure form without and temptation from within.
The urgency of the implementation of the national commitment to character education, has been declared National Workshop on Character Education Culture and Nation as the National Agreement Development of Character Education Culture and Nation, which was read at the end khir Workshop Date January 14, 2010, as follows.
1. "Education is the nation's culture and characters who are an integral part and parcel of national education as a whole.
2. Culture and national character education should be developed comprehensively as a process of acculturation. Therefore, education and institutional culture needs to be contained in their entirety.
3. Culture and national character education is a shared responsibility between government, communities, schools and parents. Therefore the implementation of culture and national character must involve all four elements.
4. In an effort to revitalize the nation's education and budya character needed a national movement to arouse the spirit of togetherness in the implementation in the field. "

Implementation of Character Education Development Strategy in the Context Macro

Developing values ​​/ character can be seen on two background / domain, namely in the background macro and micro settings. Background is national macro that includes the overall context of planning and development ilmpementasi values ​​/ character that involve all stakeholders of national education. among others:


1. At the macro character development through active learning can be divided into three stages, namely planning, implementation, and evaluation results.
2. In the planning stages of learning tools were developed to implement active learning with character education that was unearthed, crystallized and formulated using a variety of sources, among other considerations: (1) philosophical - Religion, Pancasila, the 1945 and N0.20 Tahuin Act 2003 and its statutory provisions law and its derivatives, (2) theoretical considerations, theories about the brain, psychological, and moral values, education (pedagogy and Andragogy) and socio-cultural, and (3) consideration of the empirical form of experience and best practices (best practices) of such figures figures, excellent schools, boarding schools, cultural groups etc..
3. At the implementation stage developed by AMFITIL learning experience (learning experiences) with active learning approaches and learning processes that lead to the formation of character within the individual learners. This process is carried out through the acculturation process and empowerment as outlined as one of the principles of national education. This process takes place within the three pillars namely education in college / school, family, and society. In each of the pillars of education there will be two types of learning experiences (learning experiences) that was built through the intervention of two approaches and habituation. In the intervention developed teaching and learning environment interactions are deliberately designed to achieve the goal pembentulkan character by applying a structured activity (structured learning experiences). Meanwhile in the habituation created situations and conditions (persistence-life situation) that allows learners at college / school, at home, in a community used to learn actively and independently seta behave according to the value and becomes a character that has been internalized and dipersonalisai from and through intervention process. Both process-intervention and habituation have developed a systemic and holistic.
4. At this stage of the evaluation results, carried out an integrated assessment includes an assessment of where the active learning process for continuous improvement was observed at the same time deliberately designed and implemented to detect the character in the self-actualization of learners as an indicator that the process of acculturation and empowerment through active learning characters it worked well.

Implementation Strategy Culture and Character Development in the Context of Micro
In the micro context of character development takes place within the context of an education unit (school / university) holistic (the whole school / university reform). College / School as a leading sector, seeks to harness and empower all of the learning environment that exists to initiate, improve, strengthen, and continually refine the process of character education. Character development program on micro background can be described as follows.
1. On the micro level the development of values ​​/ character can be divided into four pillars, namely teaching and learning activities in class, daily activities in the form of school culture (school culture) which is known as an academic high diperguruan athmosphere; co-curricular activities and / or extra curricular activities, and activities daily at home and in society.
2. In teaching and learning activities in class development values ​​/ character is implemented using an integrated approach in all courses / subjects (embeded approach).
3. In the campus / school is conditioned to the physical environment and socio-cultural academic athmosphere allow learners along with other academic civitas used to build the daily activities on campus that reflects the embodiment of values ​​/ character.
4. In co-curricular activities, ie learning activities outside the classroom that directly relate to a matter of a course / lesson, or extra-curricular activities, ie, campus activities / school of a general nature and not directly related to a subject, such as the red cross , nature lovers, and others have developed a process of habituation and reinforcement (reinforcement) in order to develop values ​​/ character.
5. In the environment of family and community effort to enable the process of strengthening of the parents / guardians and community leaders on the behavior of noble character who was developed at the campus / school into daily activities at home and in their respective communities.

Implementation Strategy Active Learning Through Character Education
Basically, the strategy used is to Intervention and habituation to, college / school, family, community. Interventions can be performed with a variety of active learning teaching strategies, such as cooperative learning, problem based learning, simulations, inquiry, etc., whereas habituation is done by demonstrating a variety of role models as an initial step of habituation, reinforcement in various forms, structuring the learning environment that touches and generating characters.
Principles and Approach and Character Education Program Development Through Active Learning in Schools
In principle, character development is not included as a subject or a subject but is integrated into the subjects, self-development and academic athmosphere. Therefore, a lecturer with the support of courses need to integrate the values ​​that developed in culture and national character education into the curriculum (syllabus and lesson plans) that already exists. Principles of learning active learning used in the development of character education to students seeking to know and accept the values ​​of the characters as their own and are responsible for the decisions taken through the stages of familiar options, assess options, determine the establishment, and then make a value according to the confidence . With these principles students learn through the process of thinking, behaving, and acting. The third process is intended to develop students' ability in conducting social activities and encourage learners to see themselves as social beings.
Some of the principles developed in implementing character education through active learning in school, are:
1. Values ​​are not taught but developed (cought Neither value nor is taught, it is learned) (Hermann, 1972) implies that the material values ​​and character in this regard contained in the vision UNY (conscience, scholars, and independent) was not the teaching materials usual. Not simply be caught alone or be taught, but more internalized through a process of learning. That is, those values ​​are not made subject or subjects are presented as well as when teaching a concept, theory, procedure, or any facts as in MKDU subjects (religion, and citizenship, civics, etc..). Subject matter or materials commonly used as a medium to develop the values ​​of the nation's character. Therefore, faculty do not need to change the subject already exist, but using that subject matter to develop character values. Also, professors do not have to develop specific learning process to develop value. With active learning is a learning activity can be designed and used to develop skills in cognitive, affective and psychomotor which it contains loads of character. The consequence of this principle values ​​of the characters are not asked in the exam. However, students need to know the meaning of a value are they grow themselves. They should not be in a position neither know nor understand the meaning of the stretcher.
2. Educational process conducted learners are active and fun. This principle states that the process of values ​​education students conducted by the nation's character not by the lecturers. Lecturer apply the principle of "tut wuri handayani" in any behavior that indicated students. This principle also states that the educational process conducted in an atmosphere of learning that lead to pleasure and not indoktrinatif. Beginning with an introduction to understanding the value that was developed then the faculty guide students to be active (without telling students that they must be active but the lecturers to plan learning activities that lead to active learners formulate questions, find information sources and gather information from sources, process the information already owned, reconstructing the data / facts / values, presents the results of the reconstruction / development process value) foster the values ​​of the characters on themselves through a variety of learning activities that occur in classroom learning, campus environment, and tasks outside the campus.




CHAPTER III FINAL

A. Conclusion
Translation of the implementation of culture and national character education through the implementation of character education learning to use active learning approach, through various learning activities in the classroom, campus environment, the tasks outside the campus, and community. In class learning is carried out through the process of learning any subject or activity that is specifically designed. Any learning activities to develop skills in cognitive, affective, and psychomotor. It is therefore not always required special learning activities to develop character values ​​as the elaboration of that vision. Notwithstanding that, for the development of certain values ​​like hard work, honesty, tolerance, discipline, independence, national spirit, unpatriotic, and fond of reading can be developed through learning activities that used to be a lecturer. For pegembangan some other values ​​such as social care, environmental awareness, curiosity, and creative efforts need conditioning so that students have the opportunity to display behavior that indicates that value.
In the school through various activities pursued by all students, teachers and other school staff, planned since the beginning of the school year, and incorporated into the academic calendar and conducted daily as part of the academic atmosphere. Outside the campus through extracurricular activities and other events attended by all / most students, was designed from the beginning of the school year, and incorporated into the academic calendar. Such as visits to places that foster a love of the homeland, growing spirit of nationalism, perform community service for foster care and social solidarity as help those stricken by the floods, repairing or cleaning public places, to help clean up / organize items in place particular worship.
B. Suggestion
Advice related to the educational culture and national character:
1. To intasi government, related agencies are expected to further increase the training culture and how the implementation of character education in schools for teachers not only to teachers or the core model.
2. Implementation of education for the achievement of cultural and national character, is expected to have a sense of mutual responsibility of both governments, intansi or educational institutions and the wider community to our students that is one part of the application object of education is character.
3. Besides the role of government, educational institutions, but community participation is also required to participate in the success of this character education.













REFERENCES

Events Calendar (2010), Handbook of Education Culture and Character Development of Nations. Jakarta, Ministry of National Education Research and Development Centre Curriculum
Haidaraufa (2011), Character Education Implementation and Application of Learning in Higher Education As a Model Rollout ALFHE at the State University of Yogyakarta.
http://www.dikdas.kemdiknas.com, Character Education
http://www.muniryusuf.com, Character Education
http://dausnoera.wordpress., Character Education