Character Building Construction of High School Students in Indonesia

Tohirin

, Risnawati

, Zubaidah Amir

, Dicki Hartanto

, Sohiron

and Ramon Muhandaz

Department of Counseling, UIN Sultan Syarif Kasim, Riau, Indonesia

Department of Mathematics Education, UIN Sultan Syarif Kasim, Riau, Indonesia

Economic Education Department, UIN Sultan Syarif Kasim, Riau, Indonesia

Management of Islamic Education Department, UIN Sultan Syarif Kasim, Riau, Indonesia

Keywords:

Character Building Construction, High School Students.

Abstract:

This study was initiated based on the character problems of students in secondary schools in Indonesia that

need the roles of teachers, parents and society. The research method used is descriptive analytic method with

the type of case study. The sampling technique used a purposive sampling technique which was carried out in

4 cities and 4 provinces in Indonesia at the junior high school level in the city of Jambi, Medan, Pekanbaru

and Bandung. The results of the study concluded that the implementation of character building by teachers

conducted on students in junior high schools showed quite good results, while in senior secondary schools

in Indonesia included in the fairly good category. The supporting and inhibiting factors in fostering student

character are the role of parents and family, peer environment in the classroom and the environment at home,

and can be inseparable from the teacher’s teaching style. School stakeholders such as school headmasters,

subject teachers, parents, school environment and the government need to be involved in fostering student

character.

1 INTRODUCTION

The school acts as a formal educational institution

that is responsible for preparing useful and productive

community members. For this reason, schools are not

only limited to educational programs that emphasize

the academic aspect, but rather, equip them by foster-

ing students’ personalities to become individuals who

are able to understand, realize and direct in the life of

the community (Jauhari and Maryani, 2018).

As an educational institution, all subjects are pro-

vided by school to support learning processes. All

students will get the all subject lessons based on the

competences required to achieve vision and mission

of the school. Certain learning subjects like Math-

ematics, Social, Economics, Sciences, Religion and

Languages are commonly provided in each school in

Indonesia.

Mathematics Learning is school material that is

included in the general education curriculum (sci-

ence) in education in Indonesia. General education

is considered totally unrelated to ”religious subjects”

(Zubaidah Amir, 2019). In other words the mathe-

matics learned at school is considered a subject that

is not related to the moral values of the national cul-

ture known as moral or Islamic values. Even though

good moral or moral formation also develops accord-

ing to the environment around students, in this case

the school environment is included in general educa-

tion (mathematics).

The process of integrating Islamic values educa-

tion in mathematics learning can be seen from the cur-

riculum, media, learning resources, methods, and ma-

terials. The creation of conditions and conditions con-

ducive to the integration of Islamic values into math-

ematical learning is supported by school regulations,

education and education personnel, and infrastructure

(Zubaidah Amir, 2019).

Moral values of Islam in school are not only the

responsibility of Islamic religious education subject

teachers. However, it is an obligation for all educa-

tors and education staff in the school. This means that

teachers in the ﬁeld of mathematics education must

also play an active role in addressing the moral educa-

tion of students at school. Nurul (2008) emphasized

that teachers in the ﬁeld of study can associate the

problem of their ﬁeld of study with morals. In other

words, whatever ﬁeld of study is involved, moral cul-

tivation must be a goal in the learning process.

The problems of deterioration in values, morals

Tohirin, ., Risnawati, ., Amir, Z., Hartanto, D., Sohiron, . and Muhandaz, R.

Character Building Construction of High School Students in Indonesia.

DOI: 10.5220/0009144403290335

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 329-335

ISBN: 978-989-758-464-0

329

have become one of the problems of Indonesia’s most

important life in the 21st century. Many juvenile

delinquency, which mimics westernism and outside

Islamic values occur in society. For example, in re-

cent times, there have often been problems with ﬁghts

between students to casualties because only a matter

of ridicule, sexual harassment by male students to fe-

male students that is more heart-staking is that bad

behavior has been carried out by students who still in

the stage of basic education.

If the causes are examined, of course there are

many factors responsible in the above, including the

basic factors forming from within the family, educa-

tion and the school environment, the community en-

vironment, the education system in this case the cur-

riculum, regulations and laws that apply, the role of

the ulama council community leaders and there may

be many other factors. Nata argues that the problem

of failure in the world of education in Indonesia is due

to the world of education so far that only foster intel-

lectual intelligence, insight and skills alone, without

being balanced with emotional intelligence (Nata and

Abuddin, 2012).

The task of a teacher, not just transferring knowl-

edge, but more than that is to educate, build the char-

acter of students to become digniﬁed human beings.

In this case, including mathematics teachers have the

same responsibility in fostering the character / morals

of students. Direct guidance in schools for students

who have problems is done through a counseling pro-

cess. In this case, Counseling guidance teachers have

real functions and responsibilities in fostering stu-

dents who have problems. These problems can be in

the form of learning difﬁculties, and psychiatric coun-

seling of students. One of the learning difﬁculties in

question is in mathematics learning.

The solution offered by the government in over-

coming the above problem is the creation of a char-

acter education curriculum in Indonesia. Character

education in the religious language is moral educa-

tion or religious value education. There are quite a lot

of cultural values and national character that can be

integrated in learning or education in schools. These

values are: 1) religious, 2) honest, 3) tolerance, 4)

discipline, 5) hard work, 6) creative, 7) independent,

8) democratic, 9) curiosity, 10) national spirit, 11)

love for the country, 12) respect for achievement, 13)

friendly / communicative, 14) love for peace, 15) love

to read, 16) care for the environment, 17) care for the

social, and 18) responsibility.

All these character values are conditional on the

concept of moral values in Islam. This is also sup-

ported by the Government through the formulation of

the RI National Education System Law No. 20 of

2003 article 339, which implies that the purpose of In-

donesian education directs its citizens to religious life

(Supari, Yossi, 2005). Mathematics subjects equip

students with the ability to think logically, analyti-

cally, systematically, critically, and creatively, and the

ability to cooperate. This competency is needed so

that students can have the ability to obtain, manage,

and use information to survive in conditions that are

always changing, uncertain, and competitive.

The apprehensive character degradation lately

arises in the world of education, such as cases of na-

tional examination fraud, in which the Federation of

Indonesian Teachers’ Unions noted structural fraud

in the SMA and SMK National Exams in seven re-

gions, namely in North Sumatra, Central Java-Brebes,

Muna-Southeast Sulawesi Island, Bekasi-West Java,

Pandeglang-Banten and DKI Jakarta. According to

Retno Listyani as FSGI Secretary General, this data

was collected from high school, vocational and MA

level teachers. The fraud that occurred was already a

planned structural fraud and involved students, teach-

ers, schools and examiners (Rachmah, 2013).

(Marsigit, 2011)Marsigit (2011) suggested that

the implementation of character education in math-

ematics learning has implications for the teacher’s

function as a facilitator as well as possible so stu-

dents can learn mathematics optimally. Mathematics

is planned not to be taught by the teacher but to be

learned by students. Students are placed as the center

of mathematics learning. The teacher is tasked with

creating the atmosphere, providing facilities and oth-

ers and the role of the teacher is more managerial than

the teacher.

Counseling has the function of improvement,

namely the function of guidance and counseling

which will result in the fragmentation or overcoming

of various problems experienced by students. This

is also the same as character building which also has

an improvement function, namely ﬁxing the charac-

ter of students who ultimately embody good character

and potentially as digniﬁed students (Widyaningsih,

2013).

To carry out the functions and achieve the goals of

education above, the government, schools and com-

munities certainly have a very important and strategic

role. This important role is expected to run syner-

gistically and support each other so that the achieve-

ment of the national education goals above can be re-

alized optimally by the Indonesian people. This ef-

fort is certainly inseparable from the cultural culture

and character of the Indonesian people themselves.

In this case, it included cooperation between math-

ematics subject teachers and counseling tutors at the

school.

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

330

The above suggests that the implementation of

character education in mathematics learning and di-

rect guidance by counseling teachers (BK) is expected

to be the main axis in creating human resources with

knowledge and science and technology insight. Thus

students are expected to apply character-oriented

learning, directing students to morals, morals and bet-

ter behavior, can foster student interest and awareness

that produce integrated intelligence (complete intel-

ligence) between Intellectual intelligence (IQ), Emo-

tional intelligence (EQ) , spiritual intelligence (SQ),

and centered on religious intelligence (RQ). So the

problem that must be discussed further is how are

the efforts made by the mathematics teacher and the

BK teacher in instilling character / morality with stu-

dents? then how is the collaboration formed between

the two teachers in achieving the above goals?

Refer to the problems, phenomena, and reality

of character / moral education in the mathematics

learning above, and direct guidance by the BK

teacher, the researcher is very motivated to conduct

a study of how the strategy, process, situation and

conditions and forms of cooperation exist in real

student moral development. Therefore the researcher

summarizes this study with the title ”Building

the High School Students’ Character in Indonesia

between Mathematics and Counseling Teachers.”

2 METHODS

2.1 Research Approaches and Methods

The approach used in this study is qualitative re-

search. There is a match with the characteristics of the

problem which is the reason the researchers chose this

approach. Through this research, researchers want to

describe and analyze strategies, processes, situations

and conditions and the factors and difﬁculties faced in

character / moral formation in mathematics learning

in junior and middle school by a Mathematics teacher

and Counseling Guidance teacher.

2.2 Location and Research Subjects

The research locations are junior and senior high

schools in the cities of Pekanbaru, Jambi, Medan and

Bandung (located in 4 provinces). The reason for

choosing the location of this study is because these

cities include the major cities in Indonesia. The sub-

jects in this study were Mathematics teachers and

Counseling Guidance (BK) teachers. Determination

of the subject in this qualitative research and uses pur-

posive sampling technique (Sugiyono, 2007).

2.3 Population and Sample

The sampling technique was done by using purposive

sampling which was carried out in 4 provinces (one

city in each province) in Indonesia, then the school

that was used as the subject of research at the ju-

nior high school level in Jambi, Bandung, Medan and

Pekanbaru.

The junior high school in Jambi were SMPN 1

Jambi, SMPN 5 Jambi, while at the level of the se-

nior high school, SMAN 1 Jambi and SMAN 5 Jambi

were selected.

The school used as the subject of research at the

junior high school level in Bandung were SMPN 2

Bandung and SMPN 15 Bandung, while at the high

school level, they were SMAN 5 and SMAN 21 Ban-

dung.

The schools that were selected as research sub-

jects at the junior high school level in Pekanbaru were

SMPN 23 Pekanbaru, SMPN 40 Pekanbaru, while at

the high school level, SMAN 1 Pekanbaru and SMAN

12 Pekanbaru were selected.

The schools at the junior high school level in

Medan were SMPN 2 and SMP Bina Bersaudara,

Medan, while at the senior high school level, SMAN

2 Medan and SMAN 5 Medan and SMA Bina

Bersaudara Medan were selected as sample.

2.4 Research Instruments

As a human instrument, researchers immediately be-

come observers and readers of learning situations that

were taking place. The researcher as an observer

was not just seeing various events in a learning sit-

uation, but rather giving an interpretation of the sit-

uation. Whereas the researcher as the reader of the

situation means that the researcher analyzes various

events that occurred in the situation, then concludes

so that the meaning can be explored. In this study,

questionnaires were used for teachers and students.

2.5 Collection and Analysis of Data

In this study, researchers used several techniques to

carry out data collection namely interviews, ques-

tionnaires, documentation and literature. Sugiyono

(2014) explains that this survey technique or question-

naire is a technique of collecting data by giving a set

of questions or tertiary statements to the respondent

to answer. This survey or questionnaire is given to

Character Building Construction of High School Students in Indonesia

331

mathematics teachers and counseling tutors and stu-

dents. This survey or questionnaire is arranged in the

form of questions that must be answered in the form

of options (options) that ask to be chosen by the re-

spondent in accordance with the reality that is in him.

The documentation collected can be in the form

of writing, images, transcripts, books, newspapers,

magazines, inscriptions, minutes of meetings, agen-

das, and so on. Literature studies are carried out to

collect scientiﬁc data from various literatures in or-

der to complement theoretical studies relating strate-

gies, processes, situations and conditions and the fac-

tors and difﬁculties faced in character / moral for-

mation in mathematics learning in junior and senior

high schools by teachers. Mathematics and Counsel-

ing Guidance (BK) teachers. The collected data will

then be investigated by the researcher so that com-

plete data processing is achieved.

Then, the data was analized descriptively after the

data was collected and recapitulated. The descriptive

analysis is chosen because it can systematically de-

scribe the facts and characteristics of objects and sub-

jects that are precisely examined.

To validate the results of the study, the data trian-

gulation technique is used through the research instru-

ments used, namely interview, questionnaire to teach-

ers and students and documentation.

3 FINDINGS AND DISCUSSION

3.1 Research Findings

From the results of questionnaire data analysis re-

lated to student character building by Mathematics

Teachers and Counseling Guidance in junior and se-

nior high schools in four cities in Indonesia, the re-

sults are variously summarized in the following table.

Table 1: Implementation of Student Character Guidance by

Mathematics and Counseling Teachers in Junior and Senior

High Schools in Indonesia

No. School Level

Math

Teach

ers

Couns

eling

Teach

ers

Rema

rks

Junior High

Schools (Jambi,

Pekanbaru,

Bandung, Medan)

63,47% 66,42%

Good

Enoug

Senior High

Schools (Jambi,

Pekanbaru,

Bandung, Medan)

61,83% 61,50%

Good

Enoug

From Table 1 above, it can be seen that the Charac-

ter Formation Implementation by Teachers conducted

on students at First Level High School shows quite

good results with a percentage of 63.47Mathematics

Subject and BK Teacher, while in the High School

in Indonesia is in the Pretty Good category with the

percentage of Mathematics Teachers and Counselors

being 61.83% and 61.50%.

The data above also concludes that the implemen-

tation of character building carried out by teachers in

junior high schools is better than what is done by high

school teachers. This can be seen from the percentage

generated from the results of the questionnaire based

on the perspective of students in the school. When

viewed from the implementation carried out by the

teacher, the junior secondary school counselor looks

better in character building efforts than the Mathemat-

ics teacher, while in senior high school the opposite

occurs, even with a small difference.

3.2 Discussions

3.2.1 Character Building Strategies Carried Out

by the Teacher

In general, both in excellent schools and in the

usual category of schools in high school and junior

high school, the teacher applies character building

through the process of implementing learning through

the process of giving individual or group assign-

ments, through advice and exemplary discipline both

in terms of time, dress, and giving feedback assign-

ments to students.

The important ﬁndings of this study are 1) In

Medan speciﬁcally at SMAN 2 (one of the favorite

schools), mathematics teachers as mentoring / Spiri-

tual coaches at school, 2) Private schools in the city of

Medan. Based on direct observation at the school, it

appears that students have not applied strict discipline

in dress, so that students who use ﬂip ﬂops are still

found.

Both in high school and in junior high school,

the school has a BK teacher who has the competence

of Counseling Guidance graduates, but has not been

balanced in terms of numbers, so the teacher has no

hours in class. Character planting is given in the form

of service units, both individually, classically, and in

groups, and is more focused in the form of respon-

sive patterns, case studies from students who come

counseling with individual awareness, and from their

homeroom teacher orders.

no students who come to the BK teacher based on

the directions from the Mathematics Mapel teacher

or, from being called by the BK teacher for orders /

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

332

requests from Mathematics subject teachers. In gen-

eral, students come to the BK teacher in mathematical

problems with self-awareness, and out of fear of the

math teacher and homeroom teacher, 2) Especially for

favorite schools, usually BK teachers also undergo a

home visiting program, in the settlement of cases, 3)

Found in less favorite junior high schools in Bandung,

becoming a piloting project for parenting education

under the guidance of the Education Service of West

Java Province Region.

Furthermore, it was also concluded the ﬁndings

that in schools in certain cities (Pekanbaru, Jambi)

several BK teachers are not from the competence of

BK graduates and even in private schools: BK teach-

ers were not BK graduate competencies.

3.2.2 Establishing Student Character Values

Embedded characters such as: courage to ask, answer,

forward class for presentation, responsibility in doing

assignments, honesty in tests or tests, cooperation in

group work, not selﬁsh / respect for others when dis-

cussion. Negative characters that tend to emerge from

students are lazy to do assignments, but this can still

be overcome by mathematics teachers without involv-

ing the homeroom and counseling.

The ﬁndings of this study conclude several impor-

tant things such as 1) In favourite and non-favourite

middle schools in Bandung, students are very polite

by ﬁrst greeting and greeting the school guests who

come. Want to take guests to the bathroom, 2) High

schools in Medan, there were students who ran away

from school with the opportunity that there were cars

coming out of school, 3) Students and teachers do not

respect guests, seem indifferent, do not care, 4) The

case of students’ negative character faced by mathe-

matics teachers is still within reasonable limits. But

speciﬁcally students who have problems that involve

BK teachers are usually problems of attendance that

are insufﬁcient and apply to all subjects, this tendency

to have problems in the family (broken home), 5) Par-

ticularly in private schools in Medan City schools,

there are cases of students who have school problems

because of seeking money / work, and dropping out of

school due to running away from home due to preg-

nancy. But not a few show a high ﬁghting ability in

learning even from middle to lower families. This

ﬁnding is supported by the research of (Pala, 2011)

Aynur Pala (2011) in India that the development of

socialization skills and integration of character ed-

ucation are an important part of a child’s academic

success. Character education efforts may be effective

when implemented rigorously and with a scientiﬁc

foundation. Schools should focus on teaching char-

acter within the regular curriculum.

3.2.3 Supporting and Inhibiting Factors in

Character Building

Supporting and inhibiting factors in fostering student

character are the role of parents and family, peer

environment in the classroom and the environment

at home, and can be inseparable from the teacher’s

teaching style. Findings, especially for type B high

school in Bandung, there were still students who came

to counseling to BK with the problem of ”being en-

couraged” by the teacher.

The conclusions related to the supporting and in-

hibiting factors obtained by the teachers are: The con-

clusions related to the supporting and inhibiting fac-

tors obtained by the teachers are:

• Mathematics subject teachers in big cities, espe-

cially in the city of Bandung, have an awareness

that ”every student has different interests and abil-

ities”, so that no student is stupid, and not all stu-

dents must get high grades, the important thing is

there is willingness.

• Teachers as role models, role models in applying

character values.

• Some important ﬁndings include the consistency

between the application of rules, reward and pun-

ishment must be enforced, this becomes a sup-

porting factor as well as an obstacle to cultivate

the character values of students and all schools

are not balanced in quantity students with BK

teachers. Besides the cooperation between the

BK teacher and the math teacher, the homeroom

teacher needs to be improved, because in general

students come to the BK teacher with their own

awareness individually or because they are called

with a case that is quite severe like not attending

school with a large number of absences.

Especially the existence of inhibiting factors in char-

acter building in schools ﬁndings:

• The number of BK teachers is slightly compared

to the number of students in the school

• Limitations of the BK teacher cause the BK

teacher not to get special hours, because the avail-

able hours are used to fulﬁll other compulsory

hours given. This results in BK services getting

less optimal.

• The number of public school enrollments that ex-

ceed the capacity of the school so that the school is

divided into 2 shifts, even if one shift, the number

of students per local reaches 48 people per class.

• Increasing acceptance of students in public

schools has made the number of students accepted

Character Building Construction of High School Students in Indonesia

333

in private schools increasingly fewer and very

threatening the closure of private schools.

• The increasing number of students in public

schools is also encouraged to increase the acquisi-

tion of school BOS funds given based on the num-

ber of students received.

The existence of these inhibiting factors is found

in the following cases:

• From one of the public schools in Jambi City, stu-

dent admission exceeds the capacity of the school

with a maximum of 36 classes, while the current

condition is 48 classes, so it must be divided into

2 (two) learning shifts, namely morning and after-

noon.

• The impact of the increase in the number of stu-

dents has led to character building services, espe-

cially those carried out by Guidance and Coun-

seling teachers not optimal. Plus the number of

students is not comparable to the number of BK

teachers who are in the school

This is supported by the study of (Haryanto and

Akhirin, 2018) Haryanto and Akhirin (2018) that

character education of students at Madrassa is imple-

mented by integrated actions in teaching and learning

activities through the material of Islamic education on

salaf books such as books of Jalalain, Bulugul Maram

(al-Qur’an and al-Hadits lesson), Ta’lim Muta’alim

(Al-Aqidah and Akhlaq),

concept of Nahdlatul ’Ulama (mujjah Ahlusunnah

waljamaah). Actuating activities are done through

customising prayer, sholawat, praying together, social

donation by students’ school organization, commem-

oration of Islamic Days, dhuha prayer, and also by

maximizing role of guidance and counseling.

3.2.4 Linking Material with Character Values

Linking material with special character values to

mathematics teachers, most teachers stated that it was

difﬁcult to ﬁnd a direct relationship. So that character

building was given in the learning process indirectly,

through giving advice, and exemplary. However, es-

pecially for Mathematics teachers at the less favorite

junior high school in Bandung, they had participated

in an Islamic values integration training conducted in-

dependently at ITB, but it was difﬁcult to implement,

because the teaching materials did not yet exist specif-

ically

Especially for Mathematics teachers in Medan’s

private junior high school, planting characters

through material can be done on some material, such

as material opportunities by conveying that gambling

and lottery are very detrimental in terms of oppor-

tunity calculation, social arithmetic material seeking

proﬁt and loss by instilling honesty.

The young teachers will involve in elementary and

secondary schools, in which the concept of moral and

character is easy to introduce to children. Through

being equipped with enough knowledge of charac-

ter education, teachers would tend to be more en-

gaging in character education development. In other

words, education policy should take the lead to actu-

alize moral education in the school system. Taken to-

gether, parents, teachers, and administrators as stake-

holders, should join this camp to encourage students

to manifest those good values in their lives (Agboola

and Tsai, 2012)

4 CONCLUSIONS

4.1 Conclusion

In general both in excellent schools and in the normal

category in high school and in junior high schools in

Indonesia, teachers apply character building through

the process of implementing learning and services.

The embedded characters such as: courage to ask,

answer, class presentation, responsibility in doing as-

signments, honest during examination, team work,

not selﬁsh / respect for others when discussion are

important characters for students. The supporting and

inhibiting factors in fostering student character are the

role of parents and family, peer environment in the

classroom and the environment at home, and can not

be separated from the teacher’s teaching style. Then,

character building is necessarily given in the learning

process indirectly, through giving advice and exem-

plary.

4.2 Recommendation

From the research results described in the above con-

clusions, the following recommendations are as be-

low:

1. Stakeholders in schools such as school lead-

ers, subject teachers, parents, school environment

need to be involved in fostering student character

2. Fostering the character of students should also

be a serious concern of the government through

the addition of Counseling Guidance teachers in

schools both in junior and senior high schools.

3. Restrictions on the intervention of school author-

ity in accepting students in excessive amounts that

are usually carried out by the regional government

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

334

4. Further research that can be done is related to the

role of local government in character building in

schools and integration efforts in character build-

ing in schools through the involvement of parents,

peers and the environment in student character

building

ACKNOWLEDGEMENTS

In this great opportunity, let us express our high ap-

preciation and great thanks to all parties that con-

tributed to the research, especially all research team,

school principals, students, teachers and all parties

that had participated in observations and interviews of

researches in several provinces and cities in Indone-

sia like Pekanbaru, Medan, Bandung and Jambi. We

also express our great appreciation for the Rector of

Universitas Islam Negeri Sultan Syarif Kasim, Riau,

Indonesia for all great supports and guidances.

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