Character Learning Model in Hotel Practice Learning based on

Minahasa Local Wisdom for Students of Tourism Department

Bernadain D. Polii, Diane Tangian, and Agustinus Lumettu

Tourism Department Manado State Polytechnic. Indonesia

Keywords: Character Education, Learning, Hospitality, Local Wisdom

Abstract: The values of life as a source of knowledge in character education can be obtained from local Minahasa

Mapalus wisdom, namely the wisdom of life based on the cultural values of the society. The main

characteristic of local wisdom is concern for others and the natural surroundings. In the course of hotel

hospitality practice, students are expected to have competencies in their fields, including: front office,

housekeeping, food products and food service and they must also have good character, such as: heart

(spiritual emotional), intellectual development, sports (physic and kinesthetic) and affective and creativity,

all of these must be owned by students as students when they plunge into the world. Character learning

model design in learning hospitality practices based on local wisdom for students of Tourism Department.

The learning model is developed more operationally so that it is easily implemented in universities. Thus the

learning model obtained will be very useful to determine the steps or policies related to character education

in practical learning based on local wisdom in the form of steps to improve and improve the quality of

human resources in the industry Hospitality field. The research method used based on the research

objectives in the first year that is to find the design of the learning model of hospitality practices of students

majoring in hospitality, the research and development method (Research and Development) will be

combined with Action Research Methods. Character education is a process that must be carried out

continuously through the formation of behavioral habits so that it will be engraved in the students,

personality so that they can make decisions. From the results of the analysis of practical learning

achievement for several practical courses with several criteria summarized from local wisdom, the results

are good but still need to be improved because there are still some students who have not applied this

criterion properly the development of character learning models, needs to be included in the Semester

Learning Plan.

1 INTRODUCTION

The world of education today is faced with

increasingly demanding demands, especially to

prepare students to be able to deal with various

dynamics of change that are developing so rapidly.

Character education is taught and becomes a

compulsory subject starting from elementary school

to university. However, the results have not been

satisfactory. This is because the character is placed

as a study material not as a value to be applied

through habituation. Character only exists in the

realm of cognition as knowledge not on behavior

that reflects personality.

Character education is essentially a lesson for

life that directs individuals to have a fair attitude,

honesty, and respect for others, responsibility and

other moral behaviors that lead people to a more

dignified life. Character education as a process in

which values are built starting from introducing

(knowing), feeling (feeling), and doing (doing). In

the course of hotel hospitality practice, students are

expected to have competencies in their fields,

including: front office, housekeeping, food products

and food service and they must also have good

character, such as: heart (spiritual emotional),

intellectual development, sports (physic and

kinesthetic) and taste and intention (affective and

creativity), all of which must be owned by students

as a provision when going to work in the hotel

industry which principally sells services in the form

of lodging, preparing food and drinks and other

facilities.

D. Polii, B., Tangian, D. and Lumettu, A.

Character Learning Model in Hotel Practice Learning based on Minahasa Local Wisdom for Students of Tourism Department.

DOI: 10.5220/0009014505250534

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 525-534

ISBN: 978-989-758-411-4

525

Based on the description above, it is necessary to

formulate a character learning model in the learning

of hospitality practices based on local wisdom for

students of Tourism Department. The character

learning model will be developed more operationally

so that it is easily implemented in universities. Thus

the learning model obtained will be very useful to

determine the steps or policies related to character

education on practical learning based on local

wisdom in the form of steps to improve and improve

the quality of human resources in the industry

Hospitality field.

2 LITERATURE REVIEW

2.1 Character Education

Etymologically, character is derived from the greek

word charassein, which means to engrave, (painting,

drawing), is a pattern of behavior that is individual,

mental attitude, or a moral state of man, which is

also defined as personality, character psychology

which is a system of beliefs and habits that direct an

individual's actions (Paul, 2016).

“Character is defined as a typical way of thinking

and behaving that individuals have, within the

family, community, nation, and state. Individuals

with good characters are those who can make

decisions and be ready to account for any

consequence of their decisions."

The definition has a broad understanding that is

the way of thinking and behaving individually that is

owned in the family, society, nation and State. With

good character they can make decisions by

calculating each consequence. Meaning that were

individual can think and behave well, within the

family and in society, it will create a mental state

with good and strong nation.

2.2 Local Wisdom

Local identity, consisting of two words, wisdom and

local. So local wisdom is a local idea that is wise,

full of wisdom, good value, embedded and followed

by members of the community. Local wisdom in

foreign languages is often conceptualized as a local

wisdom, local knowledge or local intelligence. Local

wisdom can be interpreted as a thought about life.

The thought is based on clear reasoning good mind

and contains positive things. Local wisdom can be

translated as a work of reasoning, deep feeling,

behavior forms of manner and suggestions for

human dignity. Mastery of local wisdom will bring

their souls to be more virtuous (Yulianti, 2013).

2.3 Minahasa Cultural Wisdom

The Minahasa ethnic group itself has a local culture

that has been handed down from generation to

generation by its predecessor, Si Tou Timou Tumou

Tou, which in Indonesian can be interpreted:

humans live to live other human beings who other .

Man is there not only for himself, but also for others

in a sense, building others too. Si Tou Tumou Tou is

a Mapalus society's social attitude that helps each

other and is a human action that is human with a

social attitude to help each other (mutual

cooperation) in all things. The feeling of

togetherness in life prevents people from being more

selfish (Sondakh, 2014). Furthermore, Sondakh said

that the local wisdom of Timou Tou has an ideal

view of the Minahasa people in three groups,

namely: 1) Tou Ente, 2) Tou Nga'asan, 3) Tou sama

The approach to developing local wisdom can be

used as a strategy to develop performance as

follows:

Improve performance by cultivating 'Tou Ente.’

Tou Ente culture has hard working behavior, have

properties that is, strive vigorously and earnestly to

overcome various problems. Do not back down and

despair if you encounter obstacles, but keep the

spirit of completing the task as well as possible.

Then encourage someone to act creatively, namely

always produce new ideas that are different from the

ideas of others about the phenomenon being faced.

Improve performance by cultivating 'Tou

Nga'asan. Tou Nga'asan culture is a culture that must

be developed in terms of intelligence and skills.

Culture must have a feeling of curiosity. Improve

performance by cultivating 'Tou Sama'. Tou sama

culture encourages someone to have good character.

A person's success is not only determined by the

knowledge and level of education he has. Attitudes

and behavior in carrying out their duties are very

important.

2.4 Front Office Department Definition

The Front Office Department is basically part of

Room Division. Room Division is the main

department in hotels that oversees Front Offices and

Housekeeping departments. In this moment we will

discuss the Front Office department. Front Office is

one of the departments in the hotel that has

responsibility for receiving room bookings, doing

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check in (arrival) & check out (departure) processes

and is the department that is at the front of the hotel.

2.5 Definition Housekeeping

Department

Housekeeping is one of the departments that is under

the room division. You definitely do not know what

housekeeping is? Housekeeping consists of the word

‘house’ and keeping which means taking care of the

house. But in a broad sense housekeeping is one of

the parts or department in the hotel that is

responsible for maintaining, and cleaning and

maintaining rooms or hotel rooms or areas outside

hotel rooms or areas classified as public areas in the

hotel to remain comfortable, beautiful and safe.

2.6 Duties and Responsibilities of the

Food & Beverage Department

This department has certain duties and

responsibilities. It is responsible for taking care of

everything related to food and drink services and

providing a places or rooms that will be used for

event meetings or official events related to food and

drink services.

3 RESEARCH METHODS

3.1 Method

Based on the research objectives in the first year, it

was found that the design of learning models of

hospitality practices of students majoring in tourism,

the research and development method (Research and

Development) combined with Action Research

Methods. This study uses the research and

development model of Borg and Gall (1983)

consisting of 10 steps, namely: (1) preliminary

research and information gathering; (2) planning, (3)

developing product draft; (4) initial trial; (5) revising

the results of limited trials; (6) field trials; (7)

improvement of product from field trials; (8)

operational field trials; (9) improvement of the final

product; and (10) dissemination. While the stages of

research carried out are as follows.

At this stage, the researchers study

documentation and conduct field studies on campus

to find a factual model of character learning in

learning hospitality practices using a qualitative

descriptive approach. Manado State Polytechnic

Campus Tourism Department will become a

learning process research center and Minahasa

Regency, namely Pineleng I and II Villages,

Warembungan Village and Kali Village as places to

study Minahasa Local Wisdom.

The factual model design obtained will be tested in a

limited manner at the Manado State Polytechnic

Tourism Department. The reason for choosing this

college is based on various reasons:

a) The Department of Tourism of Manado state

Polytechnic is the only department that applies

vocational education in North Sulawesi.

b) The Manado State Polytechnic Tourism

Department has been awarded ISO 9001: 2008.

c) The Manado State Polytechnic Tourism

Department is supported by 45 teaching

lecturers who hold a Master's degree, 5 doctoral

lecturers, 1 lecturer with Professor Title and 8

administrative staff.

3.2 Development Phase

The factual model obtained at the first was tested/

validated by using action research, with test subjects

having wider and more varied characteristics. The

test subjects at this stage of the pilot project are the

third, fifth, and seventh semester students of the

Hospitality study program. Furthermore, the results

of the trial were evaluated and refined / revised so as

to get a hypothetical model.

3.3 Evaluation and Dissemination

Phase

The next stage, the hypothetical model was

disseminated in the Department of Tourism so that

the resulting model could be used. The results of the

dissemination of the hypothetical model are then

evaluated to produce the Final Model of Character

Learning on Learning Hospitality Practices Based on

Minahasa Local Wisdom for Students of Tourism

Department.

3.4 Research Sites

This research was conducted for 2 years at same

locations, namely Manado State Polytechnic

Tourism Department, Pineleng Village,

Warembungan Village, Kali Village, Koha Village,

Pineleng District, Minahasa Regency.

3.5 Research Instruments

a) To find factual models in this study, the

research method to be used is a method of

research and development (Research and

Character Learning Model in Hotel Practice Learning based on Minahasa Local Wisdom for Students of Tourism Department

527

Development). Therefore, the instruments used

are human instruments, observation sheets and

draft interviews.

b) To evaluate, trials are analyzed using action

research. Therefore, the instrument used is the

observation sheet of lecturer and student

activities.

3.6 Data Collection Technique

a) Data Collection Techniques for Factual Model

Discovery

Data collection techniques on Minahasa Local

Wisdom are observation, interviews (in-depth),

and documentation.

b) Data Collection Techniques for Model

Development

Data collection techniques used are as follows.

Data regarding understanding and attitudes

towards learning hospitality practices in the

subjects of Front Office, Housekeeping, Food

Product & Food Service, were explored from

observations during practice.

3.7 Data Analysis Techniques

a) Data analysis techniques for the discovery of

the Factual Model

Analysis in qualitative research was carried out

before entering the field, and continued until a

model was found. The data obtained is then

collected to be processed systematically starting

from interviews, observations, editing,

classifying, reducing, and then presenting data

and summarizing the data. The data analysis

technique in this study was interactive analysis

model.

b) Data Analysis Techniques for Model

Development

After the character learning model in the

learning of Hospitality practices in the

Department of Tourism is obtained, it must be

validated or tested for its effectiveness, namely

by testing whether the model can be applied on

the Campus using action research.

4 RESULTS AND DISCUSSION

4.1 Implementation of Practical

Learning

Based on the results of interviews with lecturers on

Housekeeping practice subjects at the Manado State

Polytechnic Tourism Department, information was

obtained that students still did not have the character

of the initiative when practicing. They are still

waiting for instructions from the lecturer and do not

complete work. Students have not been able to ask

when they are not too familiar with the material that

the brand is doing. There are still students who do

their own work, they don't want to join other friends

because they feel they are from different regions,

they don't want to mingle with other friends.

Researchers also conducted interviews with lecturers

on Food & Beverage courses, about how is

collaboration among members in each group, and

the result is that cooperation is still lacking because

students want their jobs to be finished first and they

can rest more quickly. From the results of the

interview, it can be concluded that there is a need for

a learning tool available at Manado State

Polytechnic, Tourism Department to improve the

character of students in accordance with local

wisdom, namely: " SI TOU TIMOU TUMOU TOU"

and "MAPALUS" From the Results of Initial

observations made by researchers when students did

integrated practice there were still students who

could not blend in during the practice, they only

interacted with their own friends and are busy with

their respective activities. There are also students

who are not serious about taking practical courses.

Lack of student response to the ongoing learning

process.

By examining the learning tools in the form of

Semester Learning Plans (RPS) for each practical

course conducted by the researcher with the lecturer

who can be called an expert who has taught the

subject for many years, has even become an assessor

in the field of food & Beverage Service said that the

learning device needs to be revised in accordance

with the needs of the industry because the materials

that enter the practice course are not relevant to the

demands of the graduate user industry. Of the

several learning devices examined by these devices,

they must be revised.

From the preliminary study that researchers have

done, it can be described that it is necessary to

obtain a character learning model in practical

learning to further enhance the character of students

so that the learning process can run well and

students are more competent in their fields. With the

increasing character of student collaboration during

the implementation of the practice, it will increase

the enthusiasm of the students.

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4.2 Trial of Local Wisdom-based

Character Learning Methods in

Hospitality Practice Courses

a) Action Planning Step

In this step the researcher conducts curriculum

analysis used in the Department of Tourism by

learning the skills that will be taught by

referring to the curriculum and Semester

Learning Plan (RPS) in the practical courses

covering competencies, procedures, activities

and conditions needed to train skills in

accordance with the IQF and Content Standards

and the results of interviews with the

community about the local wisdom of the

culture in the language of "MAPALUS" and the

application of "SI TOU TUMOU TUMOU

TOU"

There is cycle 1, the practical learning in

question is in housekeeping courses, food

products and services, front Office. The

following is described the main steps of

learning activities at this stage, in the form of:

1. Students are given worksheets adjusted to the

topics / meetings that have been included in

the Semester Learning Plan (RPS) of each

integrated practice course.

2. Lecturers and Students examine the readiness

of equipment and other supporting devices

needed in the practical learning process.

3. Conducting trials and perfecting the

worksheets that have been made into the

final worksheet used.

4. Lecturers create an assessment guide that

includes the key steps that students must do

correctly and the results that must be

completed by students.

b) Preparation Steps

1. Lecturers and Students review the equipment

and supporting devices that have been

prepared.

2. Lecturers Explain to students about the

general description of the simulation in

relation to the topics to be studied with the

learning objectives to be achieved. In this

activity the lecturer also explained the

learning outcomes that were in accordance

with the Semester Learning Plan and local

wisdom of Minahasa.

3. Distributing worksheets to students.

c) Implementation Steps

1. Instruct students to carry out the steps of

practice activities in accordance with the

worksheet.

2. Make corrections to students who make

mistakes.

3. Make notes about things that need to be

discussed after practical activities.

d) Evaluation step

1. Asking a number of questions related to

practical activities that have been carried

out in accordance with the notes that have

been made during the practical activity.

2. Provide opportunities for students to submit

comments related to the practical activities

that have been carried out

3. Make a summary in accordance with the

learning objectives.

4.3 Learning Outcomes in Cycle 1

Learning model used in the practice of meetings I,

II, III in accordance with the job sheet that has been

made by the Hospitality Study Program and has

been established as part of the applicable

curriculum.

Problems or obstacles that arise in cycle 1:

1) Students only focus on the results of the practice

as in the material for making soup for courses in

food products.

2) Students pay less attention to the time specified

in the learning practice steps because they focus

on the results.

3) Not all students practice by following the

Standard Operating Procedure (SOP) and Work

Instructions (IK) that have been distributed.

4.4 Learning Outcomes in Cycle 2

In this cycle, learning is mixed and adapted to local

character-based character learning in the form of:

enthusiasm, creativity, initiative, innovation in

carrying out practices in the culture of Minahasa

called Tou Ente ‘, curiosity not a fool in the

Minahasa culture called Tou nga'asan and honest in

carrying out work, mutual respect and cooperation,

tolerance in the culture of Minahasa called Tou sama

' and cycle observations 1. Cycle 2 was also carried

out in three meetings.

In the implementation of cycle 2, from the

relative observations there were no significant

constraints. So that the practice learning process

runs more effectively and efficiently. This condition

is caused more because practical learning is clearly

made with clear steps and instructions what students

must do during integrated practice. These results can

be seen from:

Character Learning Model in Hotel Practice Learning based on Minahasa Local Wisdom for Students of Tourism Department

529

Figure 1: Achievement of practical subjects of hotel S1 applied study program semester IV.

Figure 2: Achievement of practical subjects of S1 applied study program semester II.

1) Students can receive instructions from their

own friends when a friend is appointed to

become a Supervisor in each section.

2) Students are more confident when doing

activities.

3) Collaboration between students is

increasingly intertwined

4.5 Results of Student Practice

Learning Outcomes based on Job

Sheet

Figures 1 shows the results of the analysis of the

fourth semester student learning practices in the

Even Semester of 2017/2018 showing Dish

Management 3 percentage of student scores

amounting to 75.66 with the number of students

following the practice was 57 students categorized

as good. For Food Processing 3 course the results of

the analysis of practical learning showed 72.20 with

the number of students who followed the practice

was 57 students categorized as good. Front office

management course 2 results from the analysis of

practical learning show 78.98 with the number of

students participating was 57 students categorized as

good. Graduation & Laundry Management 1

courses, the analysis of practical learning show

82.79 students who were categorized as very good.

4.6 Student Practice Learning

Outcomes based on Semester

Learning Plans (RPS)

Figures 2 shows the results of the analysis of the

achievement of course I management practice

courses with an average value of 79.88 with the

number of students who attended the practice

amounting to 49 students, this figure shows good

criteria. And in the Food Processing I course with an

average score of 81.71 with the number of students

participating in this practice was 49 students, this

number shows very good criteria.

4.7 Results of Observation Trials

Course Character based

Hospitality Practices based on

Minahasa Local Wisdom

Figures 3 shows the results of the trial of Food

Service I course values based on local Minahasa

wisdom which are summarized from various

interviews with several resource persons and even

processed data from various literatures consisting of

1) honesty, 2) Democracy, 3) Discipline, 4) team

work spirit, 5). Observations made on 83 students

with assessment criteria for 4 categories, each given

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Figure 3: Achievement practice learning of semester II students for service management subject I.

Figure 4: Achievement of practice learning of semester II students for food processing subject I.

Figure 5: Achievement of practice learning of semester IV students service management 3.

a weight of 20 so that it produces a total value of

100. The results of the diagram above show that the

average student gets varying grades and after the

accumulated value produces a diagram like the one

above with the value of each category scored 16

shows good results but not the expected results with

a weight of 20 in each category.

Figures 4 shows the results of the trial value of

the Food Processing Course I for the second

semester students based on local wisdom Minahasa

which are summarized from various interviews with

several resource persons and even processed data

from various literatures consisting of 1) Honesty, 2)

Democracy, 3) Discipline, 4) team work sprit, 5)

Tolerance. Observations were made on 83 students

with assessment criteria for 5 categories, each of

which was given a weight of 20 so as to produce a

total value of 100. Honesty criteria accumulated

values at 16.40 and for the other 4 criteria got a

value of 15.70.

Figures 5 shows the results of the trial value of

the Food Service Management Course 3 for the

fourth semester students based on the local wisdom

of Minahasa which is summarized from various

interviews with several resource persons and even

processed data from various literatures consisting of

1) Honesty, 2) Democracy, 3) Discipline, 4)

teamwork spirit, 5) Tolerance. Observations were

made on 93 students with assessment criteria for 5

categories, each of which was given a weight of 20

Character Learning Model in Hotel Practice Learning based on Minahasa Local Wisdom for Students of Tourism Department

531

Figure 6: Achievement of practice learning of semester IV students for housekeeping and laundry subject I.

Figure 7: Achievement of practice learning of semester IV students for the housekeeping and laundry subject I.

Figure 8: Achievement of practice learning of semester IV students for front office management subject II.

that it produced a total score of 100. The results of

the above diagram show that on this subject the

average student gets varying grades, after

accumulating the scores in all categories it was

16.00.

Figures 6 shows the results of the trial of the

value of the III Food Processing Course for the

fourth semester students based on the local wisdom

of Minahasa which is summarized from various

interviews with several resource persons and even

processed data from various literatures consisting of

1) Honesty, 2) Democracy, 3) Discipline, 4)

teamwork spirit, 5) Tolerance. Observations were

made on 93 students with assessment criteria for 5

categories, each of which was given a weight of 20

so that it produced a total score of 100. The results

of the diagram above showed that on average the

students got varying grades, after accumulating the

scores for all categories were average. 16.00.

Figures 7 shows the results of the trial of the

Housekeeping Management Course 1 for fourth

semester students based on local wisdom from

Minahasa which is summarized from various

interviews with several resource persons and even

processed data from various literatures consisting of

1) Honesty, 2) Democracy, 3) Discipline, 4)

Teamwork spirit, 5) Tolerance. Observations were

made on 93 students with assessment criteria for 5

categories, each of which was given a weight of 20

so that it produced a total score of 100. The results

of the diagram above showed that on average the

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

532

students got varying grades, after accumulating the

scores for all categories were it was 18.00.

Figures 8 shows the results of the trial of the

Office Management Course 1 for the fourth semester

students based on local wisdom from Minahasa

which is summarized from various interviews with

several resource persons and even processed data

from various literatures consisting of 1) Honesty, 2)

Democracy, 3) Discipline, 4) teamwork spirit, 5)

Tolerance. Observations were made on 93 students

with assessment criteria for 5 categories, each of

which was given a weight of 20 so that it produced a

total score of 100. The results of the diagram above

showed that on average the students got varying

grades, after accumulating the scores for all

categories were average. 16.00.

4.8 Character Learning Model based

on Minahasa Local Wisdom

From the results of observations and interviews with

community leaders who care about Minahasa culture

and by reviewing some literature and journals, local

cultural wisdom needs to be instilled in students as

the noble values of national culture and as priceless

potential for the development and progress of the

Indonesian nation. Interview with the village Head

of Kali Selatan Village which is a traditional figure

tells how the "Mapalus" language culture is still very

strong in the village, including mutual cooperation

when there is a grief event in the village, families

experiencing grief do not need to be busy to prepare

grief wards and side dishes for guests who come

from far away, but in the village has been formed a

group of burden groups to prepare for these needs.

The results of interviews were also with traditional

leaders in Warembungan village. "Mapalus", was

still being implemented in the village, although a

shift had begun due to technological developments

today. From the results of interviews with the

Warembungan Village Chief for frpdition to

cooperate together "Mapalus", was still carried out

in the village, among others: if there were poor

communities to build houses, there were still groups

in the village who would help by providing them

with resources like repairmen, they will help build

the house without being paid. Minahasa cultural

values that have begun to shift need to be preserved

by the community so that they do not become extinct

for that to be included in formal education. Below is

a chart of how local education in Minahasa that can

be maintained, it is necessary to have a model to

become a reference for stakeholders in policy

making, especially in formal education.

Figure 9: Character learning models in learning hospitality practices based on Minahasa local wisdom.

Character Learning Model in Hotel Practice Learning based on Minahasa Local Wisdom for Students of Tourism Department

533

5 CONCLUSION AND

RECOMMENDATION

5.1 Conclusion

1. The model of character learning based on local

wisdom can be implemented from the quality

culture of higher education that is applied by

institutions, students, parents by including the

wisdom of Minahasa culture that is firm in

principle, highly disciplined, honest, open,

democratic, intelligent, always curious, try

express the right, religious, tolerant, like to help.

The above principles must be included in

teaching materials as a practical or theoretical

subject. This principle must also be integrated

by the Director as and lecturers to student who

will be role models in student attitudes and

behaviors equal to the value of college

character.

2. Character education must be carried out

continuously through the establishment of

behavioral habits so that it will be engraved in

the learners’ personality so that they can make

decisions.

5.2 Recommendations

1. There should be a policy from the university to

implement the character learning model based

on local wisdom in the process of learning

theory and practice in the university the form of

rules that will become work culture.

2. There is a need for local wisdom-based

character education to be included in the lecture

material and contained in the Semester Learning

Plan (RPS), Job Sheet and Textbooks.

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