The Importance of Material for Instructional Planning based on

Character Education

Zahra Alwi

Ernalida

and Yenni Lidyawati

Indonesia Language Education

Department, Universitas Sriwijaya, Indralaya, Ogan Ilir, Indonesia

Keywords: Teaching Materials, Instructional Planning, Character Education.

Abstract: Instructional Planning is one of the compulsory subjects in FKIP, which must be taken by all college students.

Each student must pass this subject as a prerequisite to be able to follow the Practice of Teaching Experience

or the Introduction to Learning Implementation Program. To know the existence of instructional planning

teaching materials that have been used and the importance of teaching materials based on character education,

a study with observation, documentation, and questionnaires has been conducted to college students and

lecturers. It can be concluded from the result of the research that the lecture of Instructional Planning takes

place in accordance with the syllabus prepared by the lecturer, it was conducted by various methods, and the

students performed the simulation and observation. Also, the teaching materials used are referring to some

books. However, no dictates, modules, or teaching materials prepared by the lecturer together students are

relevant with current conditions and curriculum demands. Taking into account the current conditions, teaching

materials that can encourage learners to be better and have good character are actually necessary. Respondents

also suggest that it is very important to prepare teaching learning materials based on character education.

1 INTRODUCTION

The 2013 Curriculum has been revised into the 2017

edition. The changes are focused on improving the

correlation between core competencies and basic

competencies. Therefore, in the development of the

lesson plan, there should appear four things, namely:

1) strengthening character education, 2) literacy, 3)

century skills: creative, critical thinking,

communicative, and collaborative (4C); and 4)

integrating Higher Order Thinking Skill (HOTS).

Therefore, lecturers need to understand this

curriculum especially in designing lesson based on

character education. In (Zubaedi, 2011), it is stated

that character education is a genuine effort to

understand, shape, nurture ethical values, both for

oneself and for all citizens of society as a whole.

(Alwi Z, Abdullah Idi, and Nurhayati, 2016) state that

the strengthened character include especially;

religious, nationalism, independent, mutual

cooperation, and integrity.

Instructional Planning course in language learning

(especially Indonesian) is included in learning subject

clusters (there are 8 courses, one of which is

Instructional Planning in Language Learning). This

course aims to give students the competence to

understand the essence of language teaching

planning, the Indonesian language and literature

teaching models, the formulation of teaching

objectives, the selection of materials, the selection of

media, the selection of strategies, methods, models,

and teaching techniques, and the development of

evaluation (Penyusun, 2017).

The learning outcomes of Instructional Planning

include 1) Attitudes and Values, 2) Knowledge, and

3) Vocational Skills (Ability to Work, Authority, and

Responsibility). In line with the Curriculum 2013

revision 2017, one focus of its development is the

strengthening of character education. Therefore, to be

able to implement this, it is necessary to formulate a

lesson plan based on character education.

Professional educators that can develop lesson

plan based on applicable curriculum are also needed.

Thus, to fulfill this, it is necessary to conduct research

and development of Learning Lecture course

materials in line with the demands of curriculum

2013/curriculum 2013 revision 2017, which is based

on character education and scientific approach

(Puskur, 2014). Teachers’ quality influences the

quality of education. The problem of increasing

teachers’ ability is inseparable from the issue of the

practice of learning activities, especially in preparing

110

Alwi, Z., Ernalida, . and Lidyawati, Y.

The Importance of Material for Instructional Planning based on Character Education.

DOI: 10.5220/0009996500002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 110-114

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

the plan for teaching (Todorescu, L.-L., Popescu-

Mitroi, M.-M., & Greculescu, A., 2015)

To find out the implementation of Instructional

Planning course and the availability of character

education-based teaching materials, this research is

conducted. The purposes are to get data about

implementation of Instructional Planning in

Language Learning and to describe what the students

require as teacher candidate towards character

education-based teaching materials.

This research is important in the effort of

providing teaching materials for Instructional

Planning course which is relevant to the currently

applied curriculum. It is necessary considering that up

until now there are still several sixth semester

students, as prospective teachers, who have no

knowledge and understanding in designing learning

materials based on character education. The teaching

materials that will be produced are very useful for

students as they aspire to become professional

teachers, as well as for teachers in the field in order to

design and implement character education-based

learning. In addition, the results of this study are also

very useful for lecturers. Lecturers can utilize

teaching materials developed to design and

implement learning in the classroom. It is expected

that they no longer have difficulty in preparing and

developing educational-based instructional planning

tools and scientific approaches that are in line with

the curriculum 2013/ curriculum 2013 revision 2017.

2 BACKGROUND

Education applied in schools is not only required to

maximize students’ skills but also cognitive abilities.

Additionally, it is also required to provide character

education, as mandated in the Curriculum 2013

revision 2017. Character education is very important,

as a counterweight to cognitive skills. Character is the

nature of psychology, morals or characters that

characterize a person or a group of people (Majid

Abdul dan Dian Andayani, 2010).

Unwittingly, character education has been

overlooked. Character education does not only teach

what is right and what is wrong to the children, but

must also be able to inculcate habituation (good one)

so that learners understand, able to feel, and want to

do good. In (Alwi, 2017) it is stated that this character

education carries the same mission as moral

education. In (Akhwan M, 2011), (Thomas, 1991) it

is stated there are three main elements, including to

know (knowing the good), to love (desiring the good),

and to do it (doing the good). As (Bahroni, 2016)

They teach themselves through various activities,

creativities and social interaction for their character

and personality building.

As what (Nugrahani, 2017) To effectively teach

the students, teachers need to possess adequate

knowledge in various subject areas. Studies revealed

that improving teachers’ content knowledge

deserves special attention (Yao Susan, 2017:169). If

the teachers are not competent, then the students are

less interested to learn, especially if the learning

facilities are limited. This will be the cause for the low

quality of literary learning in schools.

With the exploration of character education in the

curriculum, it is expected that learners can have more

positive attitude and positive character. Teachers

should be able to design learning activities that can

foster positive attitudes of learners. As written in the

Curriculum (Puskur, 2014), there are a number of

core competencies described that must be mastered

and practiced by learners. As Alwi et al. (2017)

pointed out that character education should be

formulated in the curriculum, applied in educational

methods, and practiced in learning.

3 METHOD

This preliminary research used qualitative descriptive

method, by conducting observation, documentation

study, and questionnaire. Observation was conducted

on the implementation of lectures and the availability

of teaching materials for Instructional Panning course

and documentation done on the available teaching

materials. As (Cunningsworth, 1995) argued that this

needs to be done to prepare a set of learning goals

directed to the needs of learners. The questionnaire is

arranged according to Likert scale, with 4 alternative

answer options. Creswell (2014), states

"Questionnaires, are for used in a survey design that

participants in a study complete and return to the

researcher." Questionnaires contain statements about

the implementation of Instructional Planning in

language learning as well as the availability and the

need of the learning materials, especially those based

on character education.

Data obtained from the observation,

documentation, and questionnaire were analyzed and

described qualitatively and quantitatively. The

participants of this study were the students of the

Indonesian Language Study Program in the 6th

semester of the academic year 2017/2018 (75

students: 35 from Inderalaya class and 40 from

Palembang class) and 7th semester of the academic

year 2018/2019 (81 students: 42 from Inderalaya

The Importance of Material for Instructional Planning based on Character Education

111

class and 39 from Palembang class). All the subjects

of this research have ever taken the Instructional

Planning course.

4 RESULTS AND DISCUSSION

4.1 Results of Observation and

Documentation Studies

Character refers to a much broader constellation of

attitudes, behaviors, motivations, and skills

(Nurasiah, et all., 2017). After observation and

documentation study on lecturing and teaching

materials availability of language learning plan in

semester 6 academic year 2017/2018, it is known that

Instructional Planning lecture takes place in

accordance with the syllabus prepared by lecturers.

There are 16 units designed by lecturers,

communicated to students, and implemented by

various methods. Lecturers teach using lecturing,

question and answer, presentation, simulation, and

assignment methods. Students also perform

simulation and observation.

Based on the observation result, the data obtained

also shows that lecture in this course was conducted

in the class only based on existing textbooks.

However, there was no specific textbook in

Instructional Planning for Indonesian Language

Education. Moreover, there is no teaching material

prepared by lecturers which are related to language

learning.

The teaching materials used were based on several

books. The textbook used was still general; there were

no dictates, modules, or teaching materials prepared

by lecturers with students in accordance with current

conditions and curriculum demands. Examples

contained in the textbook were also not in accordance

with local conditions, and did not consider the current

living circumstances. Students also experienced

difficulties when preparing examples of learning

materials based on character education. Indeed, the

course should have been implemented based on the

needs in the field. Furthermore, the lecturer also

should have been able to arrange the teaching

materials for each units accordingly.

4.2 Results of Questionnaires

4.2.1 Results of Students’ Response about

the Teaching Implementation and

Availability of Teaching Materials on

Instructional Planning in Language

Learning

To know the students’ response about the

implementation and availability of teaching materials

of instructional planning used so far, data were

collected by using questionnaire in July 2017 to the

subject of research. Questionnaire contains 9

statements with 4 choices of answers, including: (1)

incorrect/inappropriate/never, (2) less true/less

appropriate/rare, (3) true/appropriate/ever, and 4.

very true/very appropriate/always; and 1 question

asking respondents to give suggestion. The analysis

result is as follows.

Of the 75 respondents, for the first question 94%

agreed that the Instructional planning course have

been conducted according to the syllabus. For the

statement on the Implementation of Instructional

planning lecture, 93% of respondents stated that the

lecturers have already used various methods.

Moreover, 93% of respondents stated that

Instructional Planning course used a common

textbook. 100% of respondents (all of them) stated

that the course does not use specific teaching

materials/dictates/modules. 53% of respondents

stated that the course did not use appropriate

textbooks. While, 80% of respondents stated that it

uses inappropriate and incomplete textbooks. 60% of

respondents stated that the materials in teaching

materials of Instructional Planning are not relevant.

Additionally, 92% of respondents said teaching

materials in this course were not equipped with

examples of character education-based Instructional

Planning. Finally, 80% of respondents stated the

instructional material is unclear and incomplete.

Below is a graph depicting the results of the analysis

of the respondents' responses.

Based on the results of the questionnaire, it can be

concluded that the implementation has been running

in accordance with the syllabus. However, the

availability of teaching materials has not been

appropriate, not complete or not specific. No special

teaching materials in Instructional Planning is

relevant with the currently applied curriculum and

character education. Therefore, respondents generally

suggested that it is necessary to prepare special

learning materials specifically for Instructional

Planning in Language Learning which is relevant

with the curriculum.

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4.2.2 Results of Students’ Needs about

Teaching Materials based on

Character Education

In order to obtain information about the respondent's

need teaching materials in Instructional Planning

based on character education that will be developed,

It has been distributed questionnaire to the research

subjects in May 2018. It contains 9 statements and 1

space for suggestion. The statements are

accompanied with 4 choices of answers including: (1)

Unnecessary/unimportant, (2) less necessary/less

important, (3) necessary/ important, and (4) very

necessary/very important. The analysis is as follows.

All respondents stated that they need special

teaching materials about Indonesian Language

Instructional Planning (100%). Almost all

respondents also stated that they need new

instructional materials for the course (92%), it is very

necessary to have complete teaching materials (96%);

also, clear materials are needed (93%); and materials

equipped with examples for this course is very much

needed (98%). All respondents also stated that there

is a need for examples based on character education

(100%). According to the respondents, it is necessary

to arrange the contents of teaching materials

systematically (92%), also, it is necessary to balance

the contents, examples, assignments and tests (90%).

In addition, 76 respondents (93%) also stated that

there is a need for sentences that use standard

language in the teaching materials. Below is the graph

depicting the analysis.

From the result of questionnaires analysis, it can

be concluded that all respondents agreed that it is very

necessary to design special teaching materials for

Instructional Planning for Indonesian Language study

program. They should be equipped with examples of

special learning devices, compiled using complete

and clear sentences, and also arranged systematically:

there are goals, materials, and exercises. Besides, it is

necessary to design them based on the currently

applied curriculum and character-based education. As

what (Nisa dan Dwi Khoirotun., 2017) suggest in

their research, indeed teaching materials should be

developed based on character education.

Based on preliminary result on the observation,

documentation and questionnaire studies, it can be

concluded that: 1) In the curriculum, there exists

Instructional Planning course that must be taken by

all students in semester 6, 2) There is no specific

teaching materials on the course, 3) In the textbook,

there is very little material on it, or the material is still

very general, 4) There is no specific book discussing

the Instructional Planning in language learning, 5)

Examples given are more from outside of the region,

6) Available textbooks are not relevant with 2013

curriculum, and not yet based on character education,

7) It is very necessary to prepare specific materials

especially for Indonesian Language study program

which are equipped with examples and based on

character education.

The results of preliminary data show that it is

necessary to prepare instructional materials for

language learning in line with curriculum demands

that can be utilized by lecturers and students. These

materials are also supposed to be based on character

education and the latest curriculum. Most teachers are

still confused to conduct character education due to

the fact that the implementation of 2013 Curriculum

(Suherman, 2018). They can be used by the students

as prospective teachers, or teachers in the field to

become more professional teachers. Developing these

materials is necessary so that prospective teachers and

teachers in the field can design Instructional Planning

course that is in line with the curriculum, according

to local conditions, and based on character education.

As (Zurqani, Heri R., Janu A. and Ezi A., 2018) also

suggests in the previous research, it is very important

to develop students’ character, and various materials

can be compiled into learning tools which are

included in the students’ books and teachers’ books

designed based on curriculum. The results of this

study are also relevant with the result of Zurqani,

Heri, Janu and Ezi (2018). It is that to implement

character education, schools might need to provide

character building facilities and design good

programs for character development.

ACKNOWLEDGEMENTS

The authors would like to acknowledge the support

for competitive research funded by Universitas

Sriwijaya. Thank you for all that have given this

opportunity to us.

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