Conceptual Analysis of Character Education with Integrated Quality Insight in Indonesia

Masnia Masnia, Pipit Fitriyani, Liang Ji Bing

Abstract


In the international arena, especially in the era of free trade (AFTA, APEC, WTO) including in the world of education and culture, making Indonesia society vulnerable to the entry of cultures that are incompatible with Indonesian culture.  Of course this will trigger the erosion of the country’s culture and noble values, and alsothe degradation of the nation children’s moral values. It is "challenge" the Indonesian people to improve values early on, by implementing character education, especially on integrated quality insight. In the Law No.20 of 2003 of National education function is to develop and form the character and civilization of a dignified nation in order to educate the nation's life, aiming for the development of learners’ potential in order to become human being who believes and cautious to God Almighty, morally good, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen. Based on the above Law, it is clear that, in addition to the purpose to educate the life of the nation, national education function is to shape the nature or character of the Indonesian nation, thus can be a civilized and dignified nation, and also able to become a nation that has certain advantages compared to other nations.

Various moral, nature, or character issue are still significant things that hamper the development and the noble ideals of our nation, such as: the decadence of moral, ethics, students courtesy, students dishonesty, such as cheating, truancy, thievery, and various other issues that lead to the occurrence of moral decadence. Viewing cases of violence in some areas of the country, including school violences, encourages educational stakeholders to take educative and anticipative measures as a solution. Ironically, some school institutions have "ignored" the main purpose of education: developing knowledge, attitudes, values, and skills in an integrated and balanced way. Schools have given an excessive portion of cognitive knowledge, thus in the consequences noble attitudes, behaviors, values, and morals development are very minimal. Therefore because of the condition, character education is again became an option.

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References


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