Nowadays,
several people need the improvement in intensity and quality of character
education implementation in formal educational institutions. This claim is
based on the growing social phenomenon, namely the increasing juvenile
delinquency in society, such as a mass brawl and various other cases of moral
decadence. Even in certain large cities, these symptoms have come to the extent
that is very disturbing. As the example, several educated people doing
corruption in high institutions such as in attorney. These phenomena are
obviously not expected to happen in the society. Therefore, the formal
education institutions which are functioned to create the younger generation is
expected to increase its role in the formation of personality of students
through increased intensity and quality of character education.
Before
we continue the discussion about the need of education nowadays, it is better
to know the definition of character itself. Character is attributes or features
that make up and differentiate one individual from other individuals. It is the
most important essence a person can possess, as it defines who a person is and
frequently measured to refer to how good a person is. On the other words, a
person who shows signs of personal eminences which are suitable to what society
expect, might be considered to have a good character. Character building is the
way to strengthen one’s character by molds oneself into a productive person
within one's sphere of influence. Developing such personal qualities seems as a
purpose of education. It is commonly emphasized qualities that include trustworthy,
respect, and responsibility. Those pillars of character building should be
learned from the early age in order to devote the strong foundation of
character. In this essay, we will converge with the concept, the application,
and the effect of character building in the schools.
First
of all, we deal with the concept of character building in the schools.
Character building in school, we call this term as character education, is
applied to the national curriculum method that turns around developing “good
character” in students by practicing and teaching moral values and decision
making. On the other word, character education is an investment system of the
character values to the citizens of schools that include components of
knowledge, awareness or volition, and actions to implement those values. As
Theodore Roosevelt expresses that to educate a person in mind and not in morals
is to educate a menace society. His statement implies that if we want to make students
good at not only cognitive aspect but also have a competent in moral aspect, we
should educate them in a pleasurable condition. Character education is not a
“quick fix.” It provides long-term solutions that address moral, ethical, and
academic issues of growing concern to our society and key to the safety of our
schools. Character education presupposes that schools have the responsibility
to facilitate students to encourage fundamental moral values to conduct their
behavior throughout life other than help them to be smart in the lesson.
According to Ramli (2003), character education has the essence and the same
meaning as moral education. The goal is to establish the students’
personalities, to become a good human being, society, and citizens. This means
that the teacher should facilitate to shape the character of the students in
order to achieve the purpose of character education.
Secondly,
we cope with the application of character building in schools. Internalizing
values through the curriculum in elementary school grades is one of the most
workable, most used approaches. It is the most workable because we should
internalize the character building from the early education, in the elementary
school, in order to give strong foundations. Many schools and school systems
begin with a core staff and expand gradually to include all staff. Another
approach matches core values or character traits concepts to appropriate
disciplines, for instance, freedom of conscience and expression with civics,
and conservation with science courses. In most instances these concepts are
addressed in segments of time, such as six-week units. Several elementary
schools assign some time daily for values or character instructions. Schools should
be used as venues to practice value or character traits. Students in all grade
levels should have opportunities to practice values and character traits that
range from role playing and decision making exercises to actual community
service. As schools implement values and character education, the implicit
curriculum should not be ignored or underestimated. The manner in which
teachers and administrators relate, how teachers relate to parents and communicate
with students all provide invaluable opportunities for modeling behavior based
on the values and character we seek to develop in students. This modeling
process should permeate the total school climate, including the way discipline
is administered. Classroom management strategies, such as cooperative learning,
can encourage the development of such values as trustworthiness, respect, and
responsibility. Furthermore, these values will be explained below.
First of all,
we deal with the how to internalize to be trustworthiness. Trustworthiness
has four basic values for children which are be honest, be reliable, have the
courage, and be a good friend. The teachers teach the students to be honest
through class management that they do not allowed to cheat from their friends’
work or their own notes when taking the quiz. In addition, the teachers also
give the students chances to be reliable. They are learned to keep their
promises such as to collect the assignment on time. To have the courage, the
student be taught to do what is right in the society based on norms and laws,
even it seems difficult. For instance, when the students take the final
examination, the teacher asks them to inform while the other students are
cheating. On the other word, the teacher should internalize good condition in
the classroom. Moreover, the teachers educate their students to be a good
friend. The teachers can conduct the class as a group discussion and each group
has a leader. Through this method, the students can learn how to cooperate and
do not betray the trust in the group.
Then,
we contend with the second value of character building which is respect. This
value has three domains which are respect for the environment, respect for
others, and respect for self. The teachers educate the students to respect for
the natural environment by care for and conservation of land, trees, clean air
and pure water, and of all living inhabitants on the earth. This particular way can be accomplished in
school day through voluntary labor service to make the school environment
healthier. Furthermore, the teachers raise the students to respect for others.
As the example, the students listen to what other students have to say when
they are in the discussion. They should appreciate what their friends have
done. Not only that, they also should be courteous and polite to all of the people,
especially for the teachers in the school. Afterward, the students can respect
themselves. They should be taught to have self control of cleanliness. They
learn to have good habits of personal hygiene and grooming. As the example,
they throw the trash in the dustbin. In addition, the students should respect
for their physical, mental and fiscal health. They learn about the awareness of
the importance and conscious activity toward maintaining fitness and exercise
in the school.
Lastly, responsibility is the most
important value to be taught. The
students are learned to take responsibility for their action. They are not
allowed to make excuses or blame others. Evidence demonstrates that mostly,
students still do not have enough responsibility in school environment.
Students who do not finish their homework usually blame other person that
actually does not include in their problem. They make a pretext of their fault
because of their parents do not remind to finish the homework. It is the
ironical condition. Properly, the students should make their own notes to
remind them about their task in school. In this case, the teachers also have
contributions to avoid this particular event. After the class ends, the
teachers should form the habit of prompting the students about the homework and
the next lesson in the class. By doing this method, the students learn to take
care of their own business and reach the goal to get the responsibility person.
Afterward,
we deal with the effect of character education. Embedded in character education
are guidelines for successful living. Trustworthiness, respect and
responsibility navigate the students to the journey to better person. The
students explore education as life and life as learning positive approaches for
setting and achieving the goals. They also learn that living each day to its
fullest means more than waiting for moments here and there. Character education
presents life with context, inviting them to listen, share, explore, and
reflect. Cultivating knowledge for purposeful living, students learn through
literature, art, humanities and throughout the existing school curriculum the
benefits and consequences of behavior. They learn the power of choice. They
learn to appreciate the qualities of being human and to share their
appreciation at home, in school, and in the community.
Based
on the above explanations, it can be affirmed that the character education
efforts designed and implemented systematically to help students understand the
values of human behavior associated with the Almighty God, self, fellow human
beings, the environment, and nationhood embodied in thoughts, attitudes,
feelings, words, and actions based on religious norms, laws, manners, culture,
and customs. The students need standards and the skills to achieve them. They
need to see themselves as students engaged in a continuing pursuit of
excellence. These standards of excellence in school work and behavior will
encourage students to develop qualities like perseverance and determination,
and those virtues will affect every aspect of the students’ lives as they
mature. Hopefully, the values, moral influences, and noteworthy characteristics
we model and discuss will outlast academic facts and figures. Thus, we can
leave the students a legacy that will remain constant throughout life: to know
the good, love the good and do the good.
References:
Gowens, Joyce. 2006. Character Education and its Benefits to our
Children. http://www.articlesubmitterpro.com
Scerenko, C Linda. 1997. Values and Character Education. Georgia
_______________.Teaching Guides for Character Education and
Life Skills. www.charactercounts.org
Bila Nastiti T
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