Integral Character Education

Character education will only be a mere discourse, if not more fully understood and thoroughly in the context of our national education. In fact, character education is partially understood and not well targeted it is actually counterproductive to the formation of the character of the students.

Partial approach is not based on solid pedagogical approach rather than instilling the values of virtue in the child, instead plunging them in less immoral behavior.

During this time, when we talk about character education, we are talking about actually is a value investment process which is often understood in a narrow, confined to the classroom, and often this approach is not based on the principle of a solid education pedagogy.

For example, to instill values of honesty, many schools trooped to the cafeteria honesty. Here, children are encouraged to be honest in the purchase and pay for goods bought without a control. In praxis, it is hoped our children would live up to the value of honesty in their lives. But, unfortunately, an idea that seemed relevant in developing the value of honesty is ignoring the basic principles of educational pedagogy of social discipline are able to direct and personal form of the students. Instead of educating children to be honest, in many places a good boy even tempted to be a thief and honesty canteen even bankruptcy. This happens because the culture of honesty who wants to set up is not accompanied by the development of social tools needed in life together. Each one can be tempted into a thief if there is a chance.

Integrity

Character education should focus on the development of educational culture that directs students to become an integral person. The existence of social assistance to develop the virtue is the hallmark of a educational institution. In the context of honesty canteen, social assistance does not work because the child actually tempted into a thief.

The failure of a canteen honesty is an indication that educators have an erroneous understanding of the meaning of honesty in the context of education. They are not able to see the deeper problems that undermine our education joints. Honesty should not be understood merely an honest child in the store buying stuff. In fact, in front of the eyes, the values of honesty in the context of education has been trampled upon, such as cheating, copying other people's work, conduct sabotage, vandalism of pages stored in the library, and simulation, which is claimed to have collected and do chores, when in fact no. These things should diseriusi by educators if they want to instill the value of honesty in the context of education.

Cheating has become a culture in our educational institutions. He is not only related to the weakness of individuals as individuals, but has established a school culture that does not appreciate honesty. Masifnya behavior has menyerambah dishonesty in educators, students, and other school community members. For that, a more complete approach and integrallah needed to fight this culture of dishonesty.

Three base

Education characters if you want an effective and should include a three-piece base design in programming. Without the three bases, the character education programs in schools only a discourse alone.

First, the design of class-based character education. This design is based on the relationship of teachers as educators and students as learners in the classroom. Context of character education is a relational process in the context of the classroom community of learning. Teacher-learner relations rather than a monologue, but dialogue with the community because many of the class consisting of teachers and students equally interact with the material. Provide insight and understanding of true virtue in the context of this teaching, which includes all the aspects noninstruksional, such as classroom management, class consensus, and others, which help create a comfortable learning atmosphere.

Second, the design-based character education school culture. This design is trying to build a school culture that is capable of forming the character of the students with the help of school social institutions so that certain values and terbatinkan formed in the student. To instill the value of honesty is not enough just to provide moral messages to their students. This moral message must be reinforced with the creation of a culture of honesty through the creation of grammar schools are strict rules and consistent against any dishonesty behavior.

Third, the design of community-based character education. In educating, the school community does not fight alone. Outside the community institutions, such as families, the general public, and the state, also has a moral responsibility to integrate the formation of character in the context of their lives. As a weak state institutions in law enforcement, when they are guilty of not getting the kind of sanctions, the country has educated people to become a man who does not appreciate the meaning of the social order together.

Character education will be effective only if the three designs are implemented character education simultaneously and synergistically. Without it, our education will only be partial, inconsistent, and ineffective.

Source :http://cetak.kompas.com/
Author :Doni Koesoema A Alumnus Boston College Lynch School of Education, Boston, U.S.