Strengthening Model of Character Through Citizenship Education

Based on Lesson Study in Malang

Suparlan Al Hakim, Sri Untari, Desinta Dwi Rapita, Muhammad Mujtaba Habibi

Universitas Negeri Malang, Malang, Indonesia.

Keywords: Character, Citizenship Education, Lesson study

Abstract: This article draws on the strengthening model of character trough citizenship education based on lesson study.

The approach used is a research and development design with Classroom Action Research. Data were

collected through interviews, observations, document studies and questionnaires on several Junior High

Schools in Malang District. Data analysis techniques implemented by (1) quantitative data, to answer the

effectiveness of strengthening model of character trough citizenship education based on lesson study subjects

was analysed by paired T-Test; (2) implementation of character strengthening prototypes on learning process

was analysed by case study. The result, (1) prototype of strengthening model of character trough citizenship

education process developed by analysis of content / material; culture analysis; analysis process, organizing

value learning with the 5 W + 1H paradigm, supported by the selection of the main values of the characters;

(2) implementation principle: planning; implementation and reflection; (3). The prototype of strengthening

model of character trough citizenship education based on lesson study in Malang is effective, quantitatively

able to improve the behaviour of mutual cooperation of junior high school students.

1 INTRODUCTION

At this point, character education has been an

increasing issue in schools, and it is slowly but surely

beginning to show its importance in the curriculum,

this is due to the number of adverse factors in the

education system including behavioral issues,

disrespect, and bullying. The case of maltreatment of

teachers by students causing deaths that occurred in

Madura became one of bad behavior and many more

cases far from the mirror of noble behavior according

to the personality of the nation.

Building the nation's character to strengthen the

values of national identity has become the

commitment of all country in the world. The cross-

country comparison study, on character education in

Malaysia, the United States and Indonesia, proves

some examples of the truth of the commitment of

states to the urgency of character education for

generations. Nevertheless, in the context of

Indonesia, Pancasila Culture and the Strengthening of

Character Education (PPK) in Indonesia are facing a

major problem calling all components of the nation

responsible for intelligent and contextual solving. In

2010, the Government launched the National

Movement of Character education intensively

(Kemendikbud, 2017), but this movement has not

been felt by all education units in Indonesia. Praxis of

Pancasila as the moral of the nation, the personality

of the nation and the view of life of the Indonesian

people still many problems that need to be addressed

seriously by the entire nation of Indonesia.

Today, the national concern inherent in the

Indonesian nation is the lack of expression and

commitment to its character. The performance of the

nation emphasizes more on the quantitative and

mechanical dimensions of life, while the qualitative

dimensions of life are often ignored (Al Hakim,

2010). The gap between idealized characters, realities

and instruments to develop is a separate problem in

character education. (Guidry, 2008; Untari, 2017)

Other disrespectful, irresponsible, and weak character

traits that students have, seeing the behavior of people

around them, from political leaders, corrupt

government officials, and teachers and parents

(Untari, 2017; Perles, 2018)

One effort to address the problem is the

government issued Presidential Regulation of the

Republic of Indonesia Number 87 the Year 2017

About Strengthening Character education. especially

Article 1 Paragraph (1) says "Strengthening character

education is an educational movement under

Al-Hakim, S., Untari, S., Rapita, D. and Habibi, M.

Strengthening Model of Character Through Citizenship Education Based on Lesson Study in Malang.

DOI: 10.5220/0008409301590170

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 159-170

ISBN: 978-989-758-391-9

159

educational units to strengthen the character of

learners through harmonization of the heart, taste,

thought and sport with the involvement and

cooperation between education units, family, and

society as part of the National Movement of the

Mental Revolution (GNRM) ". In the National

Character Grand Design Manuscript (2010), there are

some fundamental reasons underlying the importance

of national character building, from philosophical,

ideological, normative historical and sociocultural

perspective. Philosophically, building the character

of the nation is a fundamental need in the process of

nationhood because only a nation that has a strong

character and identity that will exist.

Ideologically, character building is an effort to

embody the ideology of Pancasila in the life of nation

and state of Indonesia. Normatively, the development

of the nation's character is a manifestation of the step

of achieving the state's goal of protecting the whole

nation and the entire blood of Indonesia, promoting

the general welfare, the intellectual life of the nation

and joining the independence of the world, eternal

peace and social justice. Historically, the

development of the nation's character is the dynamics

and journey of the national process that occurred non-

stop in the period of history both in colonial times and

in the era of independence. While sociocultural, the

development of national character is a practice of

habituation of the potential sociocultural values

multicultural.

Character Education Strengthening is important to

implement in the classroom by integrating with all

subjects. In the 2013 curriculum, the subjects of

Citizenship Education and Religious Education

expect core competencies 1 and 2 that include

spiritual attitudes and social attitudes, generating

great responsibilities for schools, principal teachers of

Citizenship Education and Religious education,

parents and communities. Character Education

integrated with learning is expected to strengthen the

morale of learners. The psychological character of

character education includes the moral dimensions of

reasoning, moral feeling, and moral behavior

(Lickona, 1991). Therefore, it is necessary to develop

a model for integrating Character Education properly

to achieve the expected goals of good and intelligent

citizens (Untari, 2016; Perles, 2018). As noted

(Hakam, 2017) that the process of internalization of

the character is essentially carried out by stages:

Moral information level, Moral belief level, Moral

Attitude level, Moral value level, Moral

character/personality level, and Moral dignity level.

(2017).

2 METHOD

This method used Classroom Action Research

approach. Strengthening model of character was

conducted by researchers, four students and teachers

in one junior high school as a model school for one

year, from August 2017 to July 2018. SMP Negeri 1

Sumberpucung, established in 1985 and located in

Malang Regency. It has more than 867 students and

consists of 27 classes. This school became a partner

school of Lesson Study program based on the local

wisdom which conducted by Faculty of Social

Sciences. At 2016, the principal developed LS on all

subjects not just Social Studies and Citizenship

Education. Since the implementation of the 2013

curriculum, the school has begun to strengthen

character education, to build the 21st century

generation.

The stages of classroom action research that have

been used refer to the opinions of Kemmis and Mc.

Taggart: (1) planning, (2) implementation, (3)

observation, (4) reflection. The models and

explanations for each stage are as follows.

The following are detailed activities carried out by

researchers at each step.

2.1 Pre-Research Activities

In the pre-research stage initial observations were

made which included the implementation of the

learning process of citizenship education that

integrated the character values and observed frequent

problems, the availability of facilities and

infrastructure in learning through interviews with

teachers and students.

2.2 Research Implementation

The study was conducted over two cycles to

determine the religious value, mutual cooperation in

student behavior. If in the first cycle there is no

religious and mutual cooperation behavior, then a

second cycle is needed. In the second cycle, learning

is done on the same basic competencies but the

indicators are different.

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Figure 1: The stages of classroom action research.

Table 1: Steps for problem based learning models.

Phase

Activity

Time

Allocation

Orientation

Student orientation on problems

The teacher explains the learning objectives, explains the materials

needed

The teacher motivates students to be actively involved in solving

selected problems

5’

Organizing

Students are helped to define and organize learning tasks related to

problems

10’

Individual and group

investigations

Encourage students to gather appropriate information

Carry out experiments to get explanation and problem solving

40’

Development and presentation of

performance results

Students are given the opportunity to plan and prepare works in the

form of reports and various assignments with friends

10’

Analysis and evaluation of

problem solving processes

Evaluate learning outcomes about material

Student groups present performance results

40’

2.2.1 Cycle-I

Teaching and learning activities carried out in this

cycle are as follows:

 Action Planning

The action planning includes:

a) Develop plans for implementing learning by

using problem based learning model learning

b) Make an observation instrument to find out the

implementation of learning done by teachers

and students and religious behavior and mutual

cooperation.

 Actions and Observations

The action taken at this stage is the

implementation of learning by applying the PBL

model. Each cycle consists of 3 meetings. The first

cycle discusses the association of regional

characteristics within the framework of the Unitary

Republic of Indonesia. Knowledge tests or

assessments are carried out at the end of each cycle.

In this learning students sit classically and in groups.

In this activity the researcher acted as a colleague

from the teaching teacher and carried out learning

activities in accordance with the learning

implementation plan that had been prepared together

previously using the PBL model with its syntax, as

shown in Table 1.

When implementing the action, the researcher acts as

a teacher's colleague, class VII PPKn teaching acts as

an observer who records specific events during the

learning process and observes the teacher's activities

assisted by another researcher. The observed teacher

activity is the suitability of the teacher's activities

with the drafted RPP. In addition, what is observed is

activity when implementing PBL learning. This

observation was carried out in conjunction with the

implementation of learning. This is intended so that

observers can find out the activities carried out by the

teacher and students when implementing learning.

Observations were made to determine the religious

behavior and mutual cooperation of students. After

the implementation of cycle one, the attitude is given

to students to find out the observed behavior, namely

the religious and mutual cooperation of students. In

addition, researchers also conducted interviews with

students and observers to find out how the PBL

learning model was implemented.

Strengthening Model of Character Through Citizenship Education Based on Lesson Study in Malang

161

 Reflection

Reflection is an activity to analyze actions that have

been carried out with observers. Reflection aims to

examine what has been done and not done, what has

been achieved, what problems can be solved and

which have not been solved, if a problem is found

then a solution will be sought and determine the next

action in order to improve the process and results of

learning outcomes at the next meeting . Furthermore,

there are corrective measures implemented that will

be implemented in the next cycle. The indicators of

achievement of the actions used in the first cycle and

so on are shown in Table 2.

Table 2: Indicator of achievement of cycle actions.

Indicator

Target of

each cycle

Measurement

The

implementation of

PBL model

Very good

(≥ 81)

Observed when students carry out the PBL model stages using the learning

implementation observation sheet. Calculated from the number of

achievement stages divided by all stages of the learning model.

Religious

behavior appears

Appear (≥

81)

Measured from the results of the religious attitude scale filled by students

after following PBL learning. Calculated from the number of acquisition

scores divided by the total score of the attitude scale.

Mutual

cooperation

Appear (≥

81)

Calculated from the scale of mutual cooperation attitude of students and

calculated from the number of students who obtained a score of ≥ 75 divided

by all students

2.2.2 Cycle-II

After studying the overall results of reflection in cycle

I, the results of reflection on cycle I are used to plan

cycle II actions. The action steps of cycle II are the

same as the stages in cycle I. In this cycle, it is done

to overcome the obstacles in cycle I, what has not

been achieved in cycle I, so that in cycle II it is

expected that the results will be more significant and

better meet the criteria of results predetermined. the

implementation of the second cycle is an

improvement and refinement of the first cycle so as

to be able to achieve the objectives expected in this

study.

3 RESULT AND DISCUSSION

3.1 The Prototype of strengthening

model of character trough

citizenship education based on

lesson study

Strengthening model of character trough citizenship

education based on lesson study concept, essentially

is how to sort and choose the main character values

that are (1) religious, (2) nationalist, (3) independent;

(4) gotong-royong (cooperative coordination) and (5)

integrity. The five main values of these characters are

included in the Syllabus and Learning Program Plan

(RPP). The integration of character education in

Lesson Study-based is focused on achieving core

competencies and basic competencies that include

knowledge, good attitude, spiritual attitudes, and

social and skills attitudes. Thus integrating the core

values of characters in learning Citizenship

Education, students are expected to have good

cognition, psychosocial and skills. As stated by

(Lickona, 1991) which states that the character of

character education psychologically includes the

moral dimensions of reasoning, moral feeling, and

moral behaviour (1991). They are also expected to

develop life skills in understanding themselves,

others and nation and country. A learner as the next

generation is a human resource that must be built both

soul and body. Developing human resources is the

foundation of nation-building. Character education is

expected to deliver students to the Golden Generation

2045 with 21st-century skills, namely Character

Quality, Basic Literacy, and 4C (Critical thinking;

Communicative; Collaborative; Creative)

Competencies.

This study is carried out by considering the

following principles: (1) cantered on the learner; (2)

learners are facilitated for active, physical,

intellectual, social, mental and spiritual; (3)

interactive dialogue is preferred, so that awaken each

other tackle, care and love between teacher-learners,

learners-learners; (4) encouraging learners to adapt

themselves to a dynamic environment; (5) learners

are able to apply basic skills in everyday life; (7)

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learners can solve complex problems. (8) The noble

values of Pancasila are practised in life.

The development of an integrated character

education model in lesson study-based basically

begins with the findings of the problems that

challenge the immediate implementation of character

education integrated into learning. Challenges found

in the field as follows: (1). Not optimal harmonization

of potential development of learners between the liver

(ethics), thinking (literate), taste (aesthetic), and

sports (kinaesthetic) . The reality of the field shows

learning Citizenship Education, until now still

emphasizes the aspects of thinking; (2). School

facilities, means of transportation, the distance

between students' houses to schools is very limited,

still not able to be a supporting factor in character

education integrated with learning; (3) the limitations

of teacher competence in understanding the

importance of integrating character education into

learning in its class; (4) not yet optimal teacher skills

in conducting KI / KD analysis and selection of

character values developed; (5) not yet optimal

understanding and skill of teachers in conducting

evaluation on implementation of character education

integrate in learning; (6). The negative influence of

information and communication technology on the

lifestyle of learners in adolescence, as well as the

faded values of religiosity and wisdom local nation.

Another problem from teacher's point of view

shows that many teachers do not yet have an

understanding of how strategic Citizenship Education

subjects are as a vehicle for character education. They

are still confused because there is a change of term in

character education. Various terminologies are used

such as character education of the nation, character

education, and further strengthening character

education. The apparent tendency of teachers to

integrate Pancasila values as accessories in the

Lesson Plan, character values are also without an

analysis process and careful selection. The practice of

learning is already innovative, but the character's

values are taught, not the habit.

The strengthening model of character trough

citizenship education based on lesson study as a basis

is developed using a scientific learning approach as

used in the 2013 curriculum. With the steps: (a)

observing; (b). ask; (c). collect information / try; (d).

Reasoning / associating; and (e). Communicate.

Execution strategy p there are several scientific

approaches, recommended by the Ministry of

Education and Culture, among others, contextual

learning with learning model is a form of learning that

has the names, characteristics, syntax, arrangement,

and culture, as follows: discovery learning, project-

based learning, problem-based learning, inquiry

learning. The 2013 curriculum has focused the

character education in all subjects, as an effort to

build the character of good learners. Of course,

through the process as proposed (Lickona, 2012) that

components of good characters include: Moral

Knowing: Moral awareness, Knowing moral values,

Perspective taking, Moral reasoning, Decision

making, Self-knowledge. Moral Feeling: Conscience,

Self-esteem, and empathy, loving the good, Self-

control, Humility and Moral Action: Competence,

Will, Habit.

The integration of the main values of the

characters in learning is not merely a mere "moral

speaker," but begins the process, understands the

value, commitment to values and is willing to carry

out in life, it is more important for the learner to be

one of the means to make the value of character

education open just learning value (Al Hakim, 2011;

Chowdhury, 2016)

3.1.1 Formulate learning objectives

The essence of learning objectives is as a further

elaboration of the indicators of achievement of basic

competencies possessed by students to achieve basic

competencies. The formulation of goals must be

based on ethics or principles, among others, must be

operational, describe the competence or

crystallization of student behaviour, both related to

knowledge, skills and attitudes. Therefore, in order

for the teacher to formulate the learning objectives

properly, it is necessary to pay attention to the

following:

 Learning objectives must be a form of student

behaviour that can be observed and measured;

 Learning objectives must be learning

outcomes, and not refer to student learning

processes;

 Each learning goal only points to one type of

behaviour from skills, skill or attitude as a

result of student learning;

 Each learning goal must be clearly stated and

straightforward. Therefore, in formulating

learning objectives must use operational words

(unambiguous, can be evaluated and realistic

with students' abilities);

 Learning objectives should mention the

conditions for achieving student behaviours;

 Each learning goal must contain complete

components, which include: Goals (A =

Audience); Behaviour (B = Behaviour);

Conditions (C = Condition) and Criteria (D =

Degree).

Strengthening Model of Character Through Citizenship Education Based on Lesson Study in Malang

163

 The contents of the learning objectives should

be of good quality or quality. Learning

objectives must contain appropriate and

meaningful competencies (abilities) for

students. In this regard the teacher can use

criteria, for example what was stated by

Benyamin S. Bloom, known as "Bloom

Taxonomy", which includes three domains,

namely cognitive, affective and psychomotor.

Using a taxonomy, shows that the teacher

emphasizes one aspect that is the ability of his

students.

3.1.2 Analysis of the Main Character Values

This component is an activity to identify the value of

Strengthening Character Education (PPK) that is

intended to be developed in students so that it

becomes visible behaviour. In accordance with the

main values contained in the guidelines for

strengthening character education from the Ministry

of Education and Culture (2010) as shown in Table 3.

Table 3: The main value table developed in the prototype.

No.

Main value

Sub value

religious

Peaceful love, tolerance, respect

for different religions and beliefs,

firm conviction, confidence,

cooperation between followers of

religion and belief, antibuli and

violence,

Friendship sincerity not imposes

the will, love the environment,

and protect the small and

marginalized.

Mutual

cooperation

respect, cooperation,

inclusive, commitment to

decision

together, consensus, help,

solidarity,

empathy, anti-discrimination,

anti-violence, attitude of

volunteerism

3.1.3 Content analysis

Content analysis is an activity focused on the process

of identifying; selecting and

determining learning materials, can be taken in the

following ways:

 Using signs of learning material in the

Syllabus;

 Establish essential learning material;

 Determine the scope or scope of the scope of

the learning material;

 Arrange the sequence (sequence) of learning

material.

3.1.4 Background analysis

This activity was developed using cultural

approaches and life cycles , which contained two

concepts, namely the concept of region or

environment (local, regional, national and global);

and the concept of human activity that covers all

aspects of life (ipoleksosbuhankam). In addition, the

background analysis also considers the cultural

values that grow and develop and are upheld by a

community and the possible benefits for students'

lives. In this connection, background analysis is

closely related to the principles that must be

developed in teaching values and morals, namely the

principle: from a narrow / close environment to a

broader environment.

3.1.5 Organizing Material

Organizing the material (content organizing) and

mapping of materials (content mapping) learning,

can be done with due regard to the principle of "4 W

and 1 H", namely: What (what), Why (why),

When (when), Where (where) and how (how).

In the design of learning, the five principles must

be colour by the characteristics of learning

with Problem Based Learning in the direction

of experience of moral values and critical thinking in

the effort to achieve the concept ( concept

attainment ) and the development of concepts

( concept development ). All of this is done by

empowering learning methods that enable students

to foster religious and mutual cooperation.

3.1.6 Determination of Learning Strategies

and Methods

The choice of strategies and learning methods

is expected to function in achieving learning goals,

namely changes in behaviour that exist in students

both cognitive, psychomotor and affective and

conative (willingness to do). Strategies and methods

must be explicitly mentioned in the Learning Plan, as

a sign of the teacher's "transactional decision" to do it

in the learning process in order to save and achieve

the learning objectives.

In civic education learning, the choice with the

PBL model should be harmonized with the

characteristics of this subject which is not merely

interpreted as a memorization lesson (cognition). The

material is full of values and attitudes which play a

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role as the formation of national awareness, which is

an integral part in strengthening character education.

3.1.7 Selection and Determination of

Learning Media

Media which is used in accordance with the

characteristics of the material and learning objectives

must be revealed in the Learning Design. Thus, the

selection and determination of learning media is not

arbitrary, but must be carefully chosen in accordance

with the characteristics of the material and functional

value in achieving learning objectives. In other

words, as a tool and at the same time as a messenger

and messenger, the learning media also contributes to

the experience and behaviour of the subject of

learning.

Analogous to its function, in the framework of

formulating learning design using

a scientific approach with the PBL model,

the selection, designation or use and use of media are

expected to colour a conducive, dialogical,

democratic and empathic learning environment.

3.2 Implementation of Strengthening

Model of Character Trough

Citizenship Education Based on

Lesson Study

The implementation of strengthening model of

character trough citizenship education based on

lesson study uses the following procedures: (1)

Planning; (2) Implementation; (3) observation and

reflection

3.3 Citizenship Education Learning

Planning That Integrates Gotong

Royong (Cooperative Coordination)

Values

The lesson planning in this study basically meets the

requirements recommended by Briggs as to which is

referred to by (Untari, 2010) essentially (1)

systematically designed planning, in accordance with

the planning principles contained in the guidelines for

the implementation of the 2013 curriculum; (2) in

planning has described the observable and measured

learning outcomes; (3) planning is based on system

theory; (4) planning should be arranged flexibly.

Learning planning that integrates the value of

Cooperative Coordination, by teacher model is made

with the following stages:

3.3.1 Map KI / KD and Indicators

In learning this Citizenship Education essence

"Understanding the norms prevailing in the life of

society and nation". The main value of the characters

developed is the character cooperative coordination.

Achievement indicator of competence includes: (1)

Grateful for the norms prevailing in society can create

conditions ma s yar a kat orderly for the grace Tyme.

(2) Appreciate the behaviour according to the

prevailing norms around it. (3) have the attitude of

giving the benefit of the environment, (4) having the

attitude of giving benefit, (5) being the role and

contribute, (6) being sacrificial and cooperation, (7).

Wear school uniforms as a form of appreciation of the

prevailing norms in the surrounding environment. (8).

Explain the importance of norms for the life of

society, nation and state (9) conduct a survey of the

implementation of rules, rules and regulations that

apply in interaction with peer groups and surrounding

communities. (10) make a report and present the

survey results of the implementation of the provisions

or norms applicable in the surrounding environment.

3.3.2 Formulate learning objectives

Based on the indicators of achievement of

competencies as defined above, the following

objectives are defined:

 Through habituation students are able to be

grateful for the prevailing norms in society can

create an orderly society condition on religious

grace.

 Through exemplary teachers, students are able

to appreciate the behaviour according to

prevailing norms in the vicinity.

 Through the students' diligence and habituation

having an environmental caring attitude,

 Through teacher training and modelling

students have an attitude of giving benefit,

 Through the motivation and modelling of

teachers students are able to play a role and

contribute,

 Through the direction and example of students

able to be sacrificial and cooperation,

 Through habituation, students wear school

uniforms as a form of appreciation of the

prevailing norms in the surrounding

environment.

 Through reading the textbook students are able

to explain the importance of norms for the life

of society, nation and state.

 Through a survey of the enforcement of rules,

rules and regulations applicable in interactions

with peer groups and local communities.

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 The report and presented the results of a survey

of the implementation of the provisions or the

applicable norms surrounding environment.

3.3.3 Organizing Learning materials

The material that will be planned by the teacher

model is as follows:

 Meaning of the importance of norm for the life

of society, nation and state

 Obey the rules, rules and regulations applicable

in interactions with peer groups and local

communities.

 Complying with prevailing regulations or norms

surrounding the environment due to the violation of

norms/rules including corrupt acts.

 The function of norms in society.

 The importance of obeying to the norms

prevailing in society

 Various norms prevailing in society.

 Sanctions imposed for violators of applicable

norms

 Observations/survey reports on the

implementation of existing regulations in the

vicinity

3.3.4 Approach, Strategy and Learning

Method

The approach used by the model teacher as defined

by the 2013 curriculum is a scientific approach, with

cooperative learning strategy with problem-based

learning model with discussion and group work

method, and social action. Strategies and methods are

explicitly mentioned in the lesson plan as an indicator

of a teacher's "learning contract" to be implemented

in the learning to achieve the goal. This is the view of

(Al Hakim, 2010) which states that the choice of

strategy and method should be aligned with the

characteristics of Citizenship Education subjects who

want to internationalize the values and attitudes that

contribute to the nation's awareness-raising vehicle

which is an integral part in the nation's character

building.

3.3.5 Selection and Determination of

learning media

In accordance with the characteristics of learning

materials and objectives, the selection and

determination of instructional media by teacher

model as follows:

 Media: Images of students crossing the street

through zebra cross; Images of traffic

congestion, Community drawings are being

deliberated; Picture of friendliness behaviour

 Tools and materials: LCD; Computer; Wall

Magazine Board/media information

 The selection of media by the model teacher

has been sufficient, as stated by (Al Hakim,

2010) that learning media should be able to be

a helpful tool and simultaneously bearer and

transmitter messages, learning media must also

contribute in providing experience and

behaviour of study subjects.

3.3.6 Assessment of Learning Assessment

a. assessment technique

 Assessment of attitude with observation

technique, that is using observation guidance

which contains a number of the observed

behavioural indicator. Instruments used in the

form of observation guidelines using

checklists.

 Assessment of knowledge by written test

technique essay form/essay

 Assessment of skills with presentation

techniques, using a presentation assessment

guide containing a number of observed skill

indicators and assessment of social cooperative

coordination practices in schools.

b. assessment instruments

Generally, the instrument developed teacher

model as demanded by the curriculum and assessment

standards apply. Specifically related to the main value

of the character, Instrument Assessment using

Journal. Hint: This sheet is filled by teachers to assess

the social attitudes of learners in the learning process.

Score 1-4 on the behaviour indicator column

displayed by the learner during the learning process,

with the following criteria: 4 = Very Good; 3 = Good;

2 = Enough; 1 = less.

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Table 4: Assessment of Gotong Royong's (cooperative coordination) attitude and behaviour.

Student's name

Behaviour indicators

Score

Value

Environment Care

Give

Benefit

Roles and

contribution

Cooperation

Learning planning by teacher model, theoretically

has fulfilled requirement that is (1) oriented to

certain competence; (2) between one component with

another is synchronized; (3) be flexible, according to

conditions, situations and needs; (4) effective and

efficient; (5) contains the principle of depth, breadth;

continuity and contrasting principles. (Al Hakim,

2010; Hamalik, 2017).

3.4 Implementation of Character

Education Learning that Integrate

Gotong Royong (Cooperative

Coordination)

3.4.1 Initial activity

Master begins learning with greetings and asks the

students, then proceeds to read the poem "Social

Norms". One of the students was asked to read a poem

that the teacher deliberately omitted the title. This

activity is intended to build the first perception while

creating a pleasant atmosphere. Furthermore, the

teacher prompts students to ask questions. Some ask

what is the title of the poem, some ask who the author

is. Teachers encourage other students to answer this

process of finding the concept, then the teacher asks

students to define by using words in the poem, this is

the process of developing the concept. Learning

activities beginning with this fun atmosphere have

motivated students to learn.

3.4.2 Core activities

The core activity of the teacher conveys the subject

matter according to the one made in the RPP.

Teachers continue to strive to motivate students to

participate actively in the learning process. In this

open class teacher model integrates one of the main

values of the character that is gotong-royong

(cooperative coordination) in learning. the

atmosphere of learning is quite the main rule of

learning. And go according to purpose. In the learning

process that integrates character into citizenship

education based on lesson study turns out to invite

many activities of students to be active in the learning

process, in addition to showing the improved

behaviour of mutual assistance, both implemented in

the classroom and implemented outside the

classroom. This is because teachers also always

encourage students to take an active role and give

exemplary in their daily life, so that can be an

example by their students.

3.4.3 Closing Activity

The concluding activities were done by praying and

greeting, then with the students, the teacher makes a

summary of the learning materials, the teacher

reflects to evaluate the whole set of learning activities

and the results obtained to further jointly discover the

direct and indirect benefits of the learning outcomes

that have taken place; provide feedback on the

learning process and outcomes; conduct follow-up

activities in the form of assignment, both individual

and group tasks; For example: Individually students

are asked to find exemplary behaviors from leaders to

compliance with prevailing norms; inform the lesson

plan for the next meeting.

The results reflect the existence of strengths and

strengths in learning that integrate character values,

inculcate the value of characters that have been

contracted in the RPP (plan for the learning process),

not just "moral speakers," but also expressed in

teacher-student behavior, so that value-investing is

not indoctrination, but the result (Al Hakim, 2011)

But in learning teachers often forget to miss this

mutual aid mission, as a result of learning goes like

there is no difference between learning that integrates

character value with learning which has been going

on. This is expressed by the principal who gave the

results of his observations on the appearance of

teachers in learning activities.

From the input given by the principal, and

observer observation it is known that the teacher is

still not enough to understand how to make learning

as a vehicle for strengthening the values of important

characters. Therefore training and mentoring of

teachers for the next program is still needed. In

reflection activity, the observer give high

appreciation to the model teacher in this learning, on

the contrary the model teacher also give appreciation

and gratitude to the principals who become observers

Strengthening Model of Character Through Citizenship Education Based on Lesson Study in Malang

167

who have sharply, carefully in observing the course

of learning, and provide constructive input in

improving learning the teacher concerned in the

school on the next lesson.

3.4.4 Reflection

At this stage the following stages are performed:

reflecting all that has been done in the form of

discussion led by a moderator with the following

procedures: (a) the moderator opens the discussion

with greetings, and congratulations on the model

teacher on the open class process being undertaken;

(b). Provide opportunities for model teachers to

convey their teaching experience, whether satisfied or

dissatisfied; (c) allowing observers to take turns

communicating observations during the lesson; (d)

allowing the model teacher to respond to all observer

submissions; (e) the moderator invites the notary to

convey the results of reflection; (f) the author reads

the prepared note; (g) the moderator closes the

discussion with greetings and thanks to all the

discussion participants.

Based on the above explanation shows that the

implementation of learning Citizenship Education

with Lesson Study has been integrating the main

values of the characters ranging from planning,

implementation and assessment, so that not only able

to build students' cognitive abilities, but psychomotor

and affection of the students. In accordance with the

food of Al-Hakim that the achievement of student

competence cannot be separated from the

collaborative atmosphere, openness, honesty,

democracy, mutual empowering, mutual civilization

and taking care of values agreed by the common

character (2018: 174). Implementation of the

strengthening model prototype of character trough

citizenship education based on lesson study with a

plan, do, see make the quality of internalization of

character values higher, so as to grow student

behaviour attitude in accordance with the value of

character implanted,

3.5 The Effectiveness of Strengthening

Model Prototype of Character

Trough Citizenship Education

Based On Lesson Study

The strengthening model prototype of character

trough citizenship education based on lesson study as

mentioned in the research method that is by using pre-

test and post-test. Based on field trial to grade VII

students of SMP Negeri Sumberpucung Malang

Regency showed after the experimental strengthening

model of character trough citizenship education based

on lesson study got average data in experiment class

equal to 84, mean control class mean (citizenship

education learning model without character

education) amounting to 79.75. From the previously

obtained data tested normality and homogeneity as a

prerequisite for using the t-test. Based on the

normality test conducted showed that both groups

came from the normally distributed population as

Shown in Table 5.

Then homogeneity test was done so that the result of

both groups had homogeneous variance ( F arithmetic

= 0, 0547 <2.0879 = F table ). The result of the

normality and homogeneity test on the basis of the t-

test for normal and homogenous distribution data.

The calculation result t-test with significance level of

0.05 obtained 7.0573 while t 0, 05; 40 = 1.6838, t

table obtained DK = DK. Therefore, H 0 rejected so

that it can be concluded that the integrated

strengthening model of character trough citizenship

education based on lesson study can improve the

attitude and behavior of mutual assistance to students

rather than character education strengthening that

does not integrate into citizenship education with

Lesson study or direct learning model of character

education.

Table 5: Normality test of student achievement test.

Class

Lobs

Label

Decision

Distributed

data

Experiment

0.1647

0.1730

H 0 is

accepted

Normal

Control 0, 1862 0, 2060 H

received Normal

Table 6: Results affective learning attitude and behavior

gotong-royong (cooperative coordination).

Indicator

Meeting