Contextual Character Education for Students in the Senior High School
This research has the purpose to explore implementation contextual character education in Senior High School in Buli village, East Halmahera Regency, .
- Pub. date: July 15, 2020
- Pages: 1009-1023
- 1194 Downloads
- 2810 Views
- 37 Citations
This research has the purpose to explore implementation contextual character education in Senior High School in Buli village, East Halmahera Regency, Eastern Indonesia, and Remote Indigenous Community (RIC) role in addressing student behavior to improve education quality in that area. Sources of data from this qualitative research are teachers, students, village leader, and religious leaders Focus of the research: (1) socioeconomic conditions in families who live in the remote areas regarding adolescent character; (2) the influence of mobile phones and the internet; (3) the role of customary leader in the control of norms in adolescents; (4) good habits in schools as an effort to implement the character education program of adolescents in schools. The results of this study are: (1) the economic condition of the family causes the child does not get the quality of attention and quality of time. Parents are preoccupied with working to sustain life, so schools are considered a burden because of school fees; (2) social media causes everyone to access all information in their own way and the lack of social control causes the use of social media to influence the pattern of relations and communication patterns; (3) the role of RIC can be optimal if supported by members who have better education, and awareness to promote education in their village; (4) good habituation can arise if the school implements positive discipline and commitment to carry out character education in accordance with local wisdom and local culture.
Keywords: Character education, local wisdom, remote indigenous community.
References
Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European Journal of Educational Research, 1(2), 163 – 170. https://doi.org/10.12973/eu-jer.1.2.163
Cavell, T. A. (1990). Social adjustment, social performance, and social skills: A tri-component model of social competence. Journal of Clinical Child Psychology, 19(2), 111-122. https://doi.org/10.1207/s15374424jccp1902_2
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE
Fertman, C., & Van Linden, J. (1999). Character education: An essential ingredient for youth leadership development. NASSP Bulletin, 83(609), 9-15.
Flecha, A. (2012). Family education improve student's academic performance: Contributions from European research. Multidisciplinary Journal of Educational Research, 3(2), 301 -321. https://doi.org/10.4471/remie.2012.16
Hermino, A., & Luangsithideth, V. (2017). Community awareness and child-friendly school at the district Nonghet, Northern of Lao PDR. Asian Social Science, 13(11), 109-116. https://doi.org/10.5539/ass.v13n11p109
Hershock, P. D., Mason, M., & Hawkins, J. N. (2007). Changing education: Leadership, innovation and development in a globalizing Asia Pacific. Springer.
Hill, N.L., & Taylor, L. C. P. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x
Kaswardi, E. M. (1993). Pendidikan nilai memasuki tahun 2000 [Value education entering the year 2000]. Gramedia
Lee, W. O., Grossman, D. L., Kennedy, K. J., & Fairbrother, G. P. (2004). Citizenship education in Asia and the Pacific: Concepts and issues. Kluwer Academic Publishers.
Laming, J. S. (1993). In search of effective character education. Educational Leadership, 51(3), 63-71.
Li, S., & Zizzi, S. (2018). A case study of international students’ social adjustment, friendship development, and physical activity. Journal of International Students, 8(1), 389–408.
Lickona, T. (1991). Educating for character. how our schools can teach respect and responsibility. Allyn and Bacon, Inc.
Lickona, T. (1992). Educating for character: how our school can teach respect and responsibility. Bantam Books.
Lievrouw, L. A., & Sonia L. (2006). The handbook of new media. SAGE Publications.
Lockwood, A. L. (1993). A letter to character educators. Educational Leadership, 51(3), 72-75.
National Planning and Development Agency of Indonesia. (2015). Series Analysis of the Development of the Northern Maluku Province. BAPPENAS.
Nuryadi, M. H., Zamroni, & Suharno. (2020). The pattern of the teaching of multiculturalism-based civics education: a case study at higher education institutions. European Journal of Educational Research, 9(2), 799 – 807. https://doi.org/10.12973/eu-jer.9.2.799
Rivero, S. C., & Preciado, N.R. (2020). Aprendizaje intergenaracional en contextos familiars y socio-educativos. Estudio de caso en la comarca extremena de Sierra Suroeste [Intergenerational learning in family and socio-educational contexts. Case study in the extreme region of Sierra Suroeste]. International Journal of Sociology of Education. https://doi.org/10.17583/rise.2020.4210
Romanowski, M. H. (2005). Through the eyes of teachers: High school teachers' experiences with character education. American Secondary Education, 34(1), 6-23.
Sanders, M. G., & Lewis, K. C. (2005). Building bridges towards excellences: Community involvement in high schools. The High School Journal, 88(3), 1 -9. https://doi.org/10.1353/hsj.2005.0005
Thompson, W. G. (2002). The effects of character education on student behavior [Unpublished doctoral dissertation]. The East Tennessee State University.
Thurber, C. A., & Walton, E. A. (2012). Homesickness and adjustment in university students. Journal of American College Health, 60(5), 415-419. https://doi.org/10.1080/07448481.2012.673520
White, R., & Warfa, N. (2011). Building schools of character: A case-study investigation of character education's impact on school climate, pupil behavior, and curriculum delivery. Journal of Applied Social Psychology, 41(1), 45-60. https://doi.org/10.1111/j.1559-1816.2010.00701.x
Yaman-Ortas, B. (2019). According to whom, who is who?: Perceptions regarding cultural, educational diversity, and othering (Amsterdam, The Netherlands example). European Journal of Educational Research, 8(4), 965 – 981. https://doi.org/10.12973/eu-jer.8.4.965
Yustisia, W., Putra, I. E., Kavanagh, C., Whitehouse, H., & Rufaedah, A. (2020). The role of religious fundamentalism and tightness-looseness in promoting collective narcissism and extreme group behavior. Psychology of Religion and Spirituality, 12(2), 231-240.