Character Education in the First Grade of Elementary School

Textbook with the Theme “Pengalamanku”

Isah Cahyani, Vismaia S. Damaianti, Yeti Mulyati

Indonesia University of Education, Department of Indonesia Language Education and Literature, Jalan Setiabudi no. 229

Bandung, West Java, Indonesia

Keywords: character education, textbook pengalamanku, elementary school

Abstract: This study aims to analyse the character values contained in the students’ textbooks in The 2013 Curriculum

2013 for grade 1 of Elementary School semester 1 with the theme "Pengalamanku". This research is a

content analysis with a qualitative approach. The object as well as the data sources of this research was The

2013 Curriculum textbook for grade 1 of Elementary School semester 1 with the theme "Pengalamanku”

which consisted of four sub-themes namely childhood experiences, experiences with friends, experiences in

school, and memorable experiences. The results showed that most of the values of character education were

dispersed across each sub-theme, although some character values were not evenly distributed across all sub-

themes.The findings indicated the characters foundin the textbook: religious character, nationalism,

integrity, independence and mutual cooperation. The character of mutual cooperation dominated the

findings for about 40% from the whole characters identified. The findings suggested teachers and educators

to provide students with adequate learning exposure containing character education as a provision for

sending students to enter and compete in the era of industrial revolution 4.0.

1 INTRODUCTION

Globalization represents a number of demands and

changes in every single system and life behaviour.

This condition may lead to cultural and character

changes, which has something to do with

glocalization (Swyngedouw, 2004). One of the

changes is the reality of ‘loosing’ the Indonesian

people individual characters which influence the

nationalidentity.

Balitbang (2010:7) asserts that cultural and

character problems of our nation have now become

an incisive attention of our society. To that end, it is

crucial to propose any efforts to accomplish the

building of well-characterized youth. Reviewing the

current condition of Indonesians, crisis of morality

occurs in almost all levels of society with its variety

of type. It indicates that the goals of national

education have not been achieved. The practice of

education, up until now, has not been acknowledged

yet to build well-characterized generation. In line

with this, Judiani (2010) declares that education in

Indonesia still concerns on cognitive or academic

aspects, softskills or non-academic matters are still

put aside. The Law Number 20 Year 2003 about the

System of National Educationmentions that the

national education is mainly based on Pancasila and

The 1945 Constitution of the Republic of Indonesia.

It is further declared that national education plays a

role to develop abilities, build characters and

civilization in educating the nation’s life. Character

education in Indonesia has become a program with

its particular goals and aimed roles. Kemdiknas

(2011: 7) in Panduan Pelaksanaan Pendidikan

Karakter (Character Education Implementation

Guidance) mentions that character education intends

to develop values to build the nation character

namely Pancasila, involving: 1) developing learner

potential to be kind-hearted, think well, and behave;

2) building the Pancasila-characterized nation; 3)

promoting citizen potential to be confident, proud of

the nation and country, and love to mankind.

Character education has functions to: 1) build

multicultural nation life; 2) foster intelligent, noble

civilization and able to contribute to mankind

development; develop basic potential to be kind-

hearted, think well, and behave and provide good

examples; 3) build the citizen characters of peaceful

living, creative, independent, and able to live in

harmony with other nations.

Cahyani, I., Damaianti, V. and Mulyati, Y.

Character Education in the First Grade of Elementary School Textbook with the Theme “Pengalamanku”.

DOI: 10.5220/0008997402510258

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 251-258

ISBN: 978-989-758-405-3

251

As one of the efforts to build and develop

character values, the existence of textbooks as a

learning aid in material delivery to students is

significant. Textbooks have substantial roles in

learning process. Character value must be contained

into textbooks both used by teachers and students.

Character education relates to attitude competence.

Setyawan and Mustadi (2015: 108) acknowledge

that character education is supposed to be conducted

in early childhood. Such an education is regarded as

a habituation leading student to behave well and act

in accordance with internalized values within

themselves. However, up until now, character values

contained in textbooks have not been mapped

accordingly.

2 METHODS

The present research employed qualitative research

with content analysis, a research technique used to

draw a conclusion which can be researched based on

facts by taking its context into consideration

(Krippendorff, 1991: 283-285). This analysis is

interpreted as a method to study a text content. Texts

may be realized in words, symbols, ideas, books and

others that can be analyzed and communicated

(Ekomadyo, 2006: 2), as well as a method enabling

researchers to get the message, content and values

suiting the topics to discuss (Krippendorff, 1991: 2).

An analysis-based research typically has

empirical and explanatory orientation, describes real

indications, and intends to predict (Krippendorff,

1991: 19). Such analysis can be carried out in two

ways: a) quantitatively, characterized by number

domination reporting in form of tables or diagram of

data obtained, and b) qualitatively, conducted in the

analysis of semiotic, framing or discourse analysis

(Bharata, 2011: 97).

3 FINDINGS

3.1 Religious Character Value

There were two events (3,1%) indicating religious

character value, found only in subtheme 4. They

took place in the following parts: Siti expressed her

gratitude (p.158), and Lani and Dayu helped Siti and

Siti was grateful for it (p.175). These two events

similarly portrayed the act of being grateful to God’s

blessings. Theyrepresentedthe indicator of attitude

and behaviour on obeying the religious tenet.

However, the indicator of worshiping was not

present in all subthemes.

3.2 Nationalist character value

The nationalist value was only found in subtheme 1.

One event (2,1%) was discovered. It talked about

childhood memory of some kids in kindergarten.

One part depicted Siti’s story about an eagle picture

hung on the wall in her classroom. She liked it and it

was the symbol of Pancasila principles (p.7-9). She

loved her country symbol. The story line signified

the action indicator namely admiring an eagle and

analyzing each principle. In evaluating the learning,

the indicator said an effort to re-state Pancasila.

3.3 Integrity character value

Integrity character value was found in all subthemes.

14 events (16,7%) took place delineating the

character.

In subtheme 1, 3 events (3,6%) were identified.

The indicator of attitude and action consisted of the

following events: 1) loving and praising each other

(Dayu and friends listened to music, danced in turn,

sang together, and praised each other); 2) helping

others (Siti loved giving her mom an assistance, p.

30); and 3) sharing savings (Siti donated her saving

for a mosque construction, p.33-34).

Subtheme 2 showed 6 events (7,1%) portraying

integrity character. They depicted the following

indicators: 1) playing together with particular rules

(when playing around together, some particular rules

should be obeyed, p.52-53; Siti, Lani, and Beni

played beam, p.92-99); 2) doing exercise together

(Siti and Dayu worked on rehearsal movement

together, p.59); 3) playing fairly (playing hide and

seek should be in honest and sportive way, p.73;

Siti, Lani and Beni preformed being fair to their

friends, p.101); and 4) obeying teacher’s commands

(Siti and friends together with the teacher imitated

the tree movement, p.77-81).

Integrity character in subtheme 3 were

represented by 3 moments (3,6%). They illustrated

the following indicators: 1) similarity (face

similarity among family members, p.105-106); 2)

playing together (playing engklek or Sundanese

traditional game, p.110); and 3) gathering together

(Beni and friends sang together, p. 84-90).

Subtheme 4 characterized 2 moments (2,4%) of

integrity character. The indicators were as follows:

1) selecting foods (Dayu selected vegetables, p.147-

150); and 2) playing with balls (Edo and Beni played

with balls and each of them put 13 and 10 balls).

ICELS 2019 - International Conference on Education, Language, and Society

252

Independence character value

Independence character was reflected by 20

events (30%)The character was discovered in the 4

subthemes.

Subtheme 1 showed 4 events (6,3%) signalling

independence. The indicators consisted of two: 1)

not relying on other people to finish the tasks (Beni

showed gymnastics, p.12; Udin tried to hang on a

tree, p.25; Udin, Beni, Edo, Siti did exercise by

themselves, p. 28); and 2) the ability of calculating

(counting cakes, p. 16-18).

Subtheme 2 revealed 5 contents (7,9%) of

independence character. The character was visible

when Udin and Edo tried by themselves the

movement of coconut tree (p.47), Siti and Dayu

practiced calculating (p.60-68), Beni and friends did

sports together (p.80-83), sang together (p.84-90).,

Siti, Lani, and Beni played beam (p.92-99).

In subtheme 3, 3 events (4,7%) containing

independence were invented. The events happened

when Edo tried to practice balancing movement

(p.125), Siti arranged the numbers (p.132-134), and

Udin and Beni calculated the rambutans (p.138-

143).

The indication of independence character in

subtheme 4 was displayed on 7 moments (11,1%).

The character appeared in the following moments:

Dayuselected vegetables (p.147-150), Udin was

assigned to clean the garbage (151), Udin made a

handicraft (p.152-156), Siti could practice balancing

movement (p.158), Siti practiced doing balancing

movement (p.172-173),Udin, Siti, Lani, and Edo

solved problems (p.164-168), Siti wrote a poem for

her mom (p.175-178).

3.4 Mutual cooperation character

value

24 events (40%) occurring represented mutual

cooperation character in the learning material. Their

occurrence were spotted in all subthemes.

Subtheme 1 noticed 6 events (10%) of mutual

cooperation character. They were typified by these

indicators: 1) action of showing cooperation (they

learned together, worked together in doing sport:

helping each other, supporting hands to train power,

p.10-11; Udin was playing with the friends, p.26-

27);2) pleasant feeling to help people (Edo helped

Udin, p.22); Siti and Dayu helped each other, p.35);

and 3) share (celebrating birthday in an orphanage

and creating toys, p.15 and 19; Edo was keen on

sharing, p.20).

Mutual cooperation in subtheme 2 was observed

in 4 moments (6,7%). The moments reflected two

indicators: 1) forgiving each other (Udin and Edo

forgave each other, p.50; forgiving each other made

better friends, p.55-58 and 71); and 2) working

together (Beni, Udin, and Siti played housing toy

together, p.69; Beni and friends did sports together

(p.80-83), and sang together, p.84-90).

Subtheme 3 caught 6 moments (10%) of mutual

cooperation. Only one single indicator noted in this

part namely working together. It was sketched in the

following events: the kids made cakes together

(p.107-108); the teacher made a frame for the picture

together with the kids (p.127); Lani persuaded Dayu

to play congklak or mancala games (p.128-131);

Edo ate together with the friend (p.136-137); Udin

and Beni calculated the rambutans (p.138-143); and

the kids had different hobbies but they played

together (p.115-116).

Subtheme 4 exhibited the most moments among

all subthemes (8 moments or 13,3%). There were

two indicators highlighted: 1) having activity

together (Udin, his brother, dad and mom sang

together, p.145-146; Lani, dad and mom worked

together to clean the house, p.151; Udin, Siti, Lani,

and Edo solved problems, p.164-168; Edo was sick,

his dad and mom worked together to take care of

him, p.169; all family members worked together,

p.187-188;Siti, her dad and mom enjoyed the

ambiance, p.179); and 2) helping others (Lani and

Dayu helped Siti and Siti was grateful for it, p.175;

and Udinwas assigned to help his family cleaning

the garbage, p. 151).

In brief, the explanation could be summarized

and compared to the core competence and basic

competence’s demandbelow.

1. Religious character value was represented by2

indicators or 3,1%, ideally it should be 33%.

2. Nationalist character value comprised of 1

indicator or 1,2%, ideally it should be 33%.

3. Integrity character value involved 14 indicators

or 16,7%, ideally it should be 50%.

4. Independence character value included 19

indicators or 30%, ideally it should be 33%.

5. Mutual cooperation character value covered 24

indicators or 40%, ideally it should be 25%.

4 DISCUSSIONS

The findings generally infer that the textbook

entitled “Pengalamanku” contains a number of

character values supporting the character education

although the portions are not considered fairly

distributed. In other words, the textbook used does

Character Education in the First Grade of Elementary School Textbook with the Theme “Pengalamanku”

253

not represent the demand of the curriculum due to

the less number of character representation.

Religious character exposed in subtheme 1

comprise of two indicators in which they only

represent 3,1% of the total percentage meanwhile

the core competence demands for 33%. The

difference looks totally significant. The indicator

traced only highlights the students’ gratitude

expression towards God’s blessings as a form of

obeying religious tenet. Such an action is called

worship obedience as listed by Zuchdi(2015).

Unluckily, the act of worshiping indicator was not

detected in all subthemes. Meanwhile, Kemdiknas

(2010: 9-10) has noted that religious character is

either implying obeyed attitudes and actions in

performing religion tenets that students adhere to, or

indicating tolerance attitude towards other religions

and harmony living with people from different

religions. Notwithstanding, through this research,

such an attitude is not found, so that it diminishes

the implementation of religious character per se.

Nationalist character value is only represented by

one moment (1,2%). Same as religious character

value, it ought to be 33% as stated in the core and

basic competence. Again, this shows too much

difference. Whereas, there is no doubt about the

urgency of introducing and implementing nationalist

character. Smith (2003) and Rahmawati (2013)

acknowledge that this character corresponds to

emplacing a nation in the centre of attention and

endeavouring to elevate the existence. Introducing

and implementing nationalist character is claimed as

an urge deliberation considering the recent facts

happening in Indonesia. The recent facts speak about

the demolishment of the national identity. External

factors, such as Western culture invade Indonesia

and it is absorbed hastily by every level of society.

Behaviour and performance, language style, mind-

set, and fashion are all affected by Western culture.

Such elements had been proved by Sairin (2011)to

be affected by modernization and westernization. He

specifically mentioned that many Indonesians are

obsessed by typical Westerns with their superior

image.

Additionally, globalization era brings out new

paradigms that global society is not national or local,

so that slowly but sure it obscures nationalism

values built perennially, even the reality causes

conflicts among people occasionally. Naisbit in

Mardapi (2005: 13; Yasa, 2012) mentions that

globalization era will emerge a global image with

global culture directly facing towards local culture.

Information and communication reformation as a

backwash of technology and science advancement

has decompressed regional borders, so that for

particular people, immediate and comprehensive

action to maintain the national identity is required

(Schement, 2002;Jannees, 2001; Yasa, 2012). For

Indonesians, such a condition should be responded

in an immediate and considerate way, regarding the

variety of geographical and social-culture

characteristics. Even without the impact of

globalization, Indonesia has frequently been facing

“different understanding” on its plurality, which at

the end, this difference threatens the united country

existence (Schement, 2002; Yasa, 2012). It is a

mandatory for a multicultural country like Indonesia

to be anticipating and responsive towards culture

heterogeneity wisely (Yasa,2012). Consideringthe

findings of the study, there is no doubt that the value

of nationalist should be enhanced by the exposure of

character education building as early as possible.

Integrity character representation is composed by

14 moments (16,7%). This does not meet the

demand of core and basic competence which suggest

50% for the integrity character. The book does not

even comply with a half of the requirement.

Whereas, integrity character is needed to build

student character for a long term condition.Further,

this character is expected to equip students with

honesty and strong morality, the two points

highlighted by Jahja (2005) and Ramdani (2017)

from Oxford Dictionary (2000) as the principle of

integrity. This character will direct an individual to

conduct good doings in accordance with right and

norms existing in society. For more than 50 years, a

number of research have tried to construct this

character.

Concerning more on integrity, Peterson and

Seligman (2004) assumed integrity as a behaviour

consistent with professed values, which is different

with moral, and can be an alternative to determine

an individual quality in interacting with people in

society. Kohlberg (1976, in Ramdani, 2017)

revealed that his theory explaining moral

understanding is guided by logical development,

cannot provide an answer to why moral

understanding does not guarantee a person to

perform moral-based behaviour. Subsequently, only

a person himself can define the problems, which

then leads the concept of integrity to be more

developing in any fields of an individual life.

Another opinion is proposed by Yukl and Van Fleet

by conducting several experiments in connection

with an individual’s integrity. The result suggested

that a person’s behaviour is consistent with espoused

values and that the person is honest and trustworthy

(Mauler, 2006). This research caught other

ICELS 2019 - International Conference on Education, Language, and Society

254

researchers’ attention towards integrity. However,

Miller and Schlenker (2007) in (Mauler, 2006,

Ramdani, 2017), found out some integrity issues; 1)

integrity is connected to pivotal principles in an

individual self-concept; 2) it emerges an individual

behaviour consistent with their principles; 3) it is

much stronger as a united character.

The explanations on those mentioned dimensions

catalyse progress in the development of integrity

measurement instrument. Some new findings

conveyed by Peterson and Seligman in their book

“Character Strengths and Virtues: A Handbook and

Classification”, one of them isdifferentconnotation

among integrity, authenticity, and honesty. Integrity

refers to moral obedience and self-unity, authenticity

mostly talks about emotional sincerity and

psychological depth, while honesty focuses on

factual and interpersonal belief (Peterson &

Seligman, 2004; Ramdani, 2017). Another research

spotlights how integrity becomes a power for an

individual to maximize his/her choice made and

make it as an authentic behaviour form.

This directs to personality style to be more

responsible and selective to choose appropriate

behaviour to conduct. In addition to that, integrity

may lead an individual to acknowledge strengths and

weaknesses, which will directly influence the future

mind-set. The awareness will improve self-

confidence to be the strength in making veracious

decision (Peterson & Seligman, 2004). The concept

links to the construct of optimism, escorting an

individual to positive self-control. Optimism has

similarity with other constructs in terms of future

orientation such as hope and future-mindedness, as a

result of quality of individual integrity character.

People with integrity will tend to virtually have

activities aiming at long term goals and all

behaviour conducted is concentrated on the goals in

the future (Peterson & Seligman, 2004; Ramdani,

2017). An optimist person shall have strong

determination for his/her future, while the pessimist

one has no belief in future (Boyle, Saklopske, &

Matthews, 2015), and such behaviour depends on

each person’s integrity. The above explanation

portrays the importance of integrity in an individual

self-development. At the end, this character will

point to ethical behaviour. Further talks, the

measurement instruments created to measure

someone’s integrity have been found developing

rapidly, such as Experienced Authenticity Measure

(1997; Ramdani, 2017), Locus of Causality (1989),

Personal Value Scalesdari Robinson, Shaver,

&Wrightsman (1991; Ramdani, 2017). Those

mentioned findings and suggestions show the critical

position of integrity character in building students’

character, which is recognized to be less involved in

the textbook.

Independence character value is reflected by 19

indicators or 30%. Based on the core and basic

competence, ideally the score should be exactly

33%. This is a delight fact that the score

approximates to the demand. Independence

character value is noticed in the ability of doing

activities according to self-ability and creating

handicrafts. It is an attitude and behaviour of not

relying on other people to finish tasks. This is in

agreement with Hermawan’s idea(2013: 7) about

independence character.He further proposes that

being independent for a student means that he/she

can provide themselves with their own needs as well

as be responsible for themselves. The 2013

Curriculum strongly emphasizes the independence

character building. This is supported by the fact that

this character is almost found in every theme

discussed. In the data findings described in

advanced, this character is modelled through

creating a basket from soft materials and making a

simple barometer.

The character is described in applicative activity

in every learning session. Nevertheless, this

character is not only about creating new products,

but also being observed in a thinking activity. As

mentioned by Zuchdi (2015: 27) that being creative

and innovative are a thinking and doing process to

result ways or innovations and the most up-to-date

things. Together with that, the data obtained point

out that students learn more independently to seek

for decorative patterns they like form the internet.

Furthermore, in the evaluation part, it is also named

that the students are asked to test their sport ability

and make their own works signalling independence

character. This is in line with the opinion of Syarbini

and Arbain (2014:72) that students are demanded to

take all responsibilities with their own efforts. To

see the independence character in them, doing

exercises and assignments, and organizing students’

activity individually can be some of the good

choices.

Mutual cooperation character value covered 24

indicators or 40%. Different from the other

characters listed earlier, this character exceeds the

demand of core and basic competence, which only

requires 25%.

Mutual cooperation is spotted by students’

singing activity, doing exercises and dancing

together with the classmates, as well as helping each

other. The findings imply students’ attitude to work

collaboratively and socialize with their friends. The

Character Education in the First Grade of Elementary School Textbook with the Theme “Pengalamanku”

255

acts of collaboration and socialization are close to

Samani and Haryanto’s idea (2011: 118) about

mutual cooperation, which is demystified as a

willing behaviour and attitude to work together with

others in accomplishing collective goals and

benefaction. The collaboration and socialization

performed by the students have connection to what

Yani (2008) claims as social care, behaviour of

people to be able to do good deeds to others,

sharing, helping, or facilitating other people to

conduct something easily. Much simpler,

Kemdiknas (2010: 10) declares that social care is a

willingness to provide assistance to others and

people in need. This character is occasionally found

in the textbook, for instance, in the learning material

which tells how the students help their parents.

Moreover, this character value becomes the learning

theme. The findings illuminate that social care

character is undeniably prominent and shall be

intensified in The 2013 Curriculum textbook.

5 CONCLUSIONS

Based on the data analysis and discussion, the most

dominant character found in the textbook of 1

grade

of elementary school is mutual cooperation for

around 24 or 40%. The character emerges especially

in the theme of “Pengalamanku” with children daily

life subtheme, such as childhood experience,

together experience, experience at schools, and the

most memorable experience. Those characters

mostly materialize for their existence in students’

daily routine, and psychologically are in accordance

with 1

graders of elementary school development.

However, those character values frequently come up

in several particular contexts only, are not

distributed evenly compared to basic competence

demands. In connection to the industrial revolution

4.0, it is a mandatory for teachers and educators to

provide students with sufficient learning exposure

containing education character to prepare them enter

and compete in such an era.

ACKNOWLEDGEMENTS

The researchers express the gratitude to Prof. Dr.

Didi Sukyadi, M.A. and Prof. Handoyo, Ph.D for

their particular encouragement, and careful studying

of this article.

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