The Implementation of Character Education on Bahasa Indonesia through

Active Learning in Elementary Schools

Yeti Heryati

, Cecep Wahyu Hoerudin

, Qiqi Yuliati Zaqiah

Sunan Gunung Djati State Islamic University, Bandung, Indonesia

Keywords: Intelligence, Social, Spiritual, Character, Learning, Active Learning, Honest, Religious.

Abstract: Character education has become the determinant of a nation's excellence. The excellence of a nation can be

built through education that not only develop intellectual, but also develop emotional, social, and spiritual

intelligence. The four intelligences can be realized through learning that involves students actively in the

process, including the process of learning Indonesian language. This study aims to describe the

implementation of character education on learning Indonesian language through active learning conducted in

SDN Rajamandala, West Bandung regency with quantitative or qualitative approach. Data were collected

through observation, interviews, and documentation studies. The procedure of data collection were through

data exposure, data reduction, and conclusions. The results showed that learning Indonesian language with

active learning approach can develop student character. Students are directly involved in every process, both

mentally and physically. The involvement becomes an effective way to generate positive habits related to

religious values, honesty, tolerance, democracy, homeland love, and environmental or social care.

1 INTRODUCTION

School is the right place in developing students’

character. Schools have successfully established

students in completing their developmental tasks into

adolescence well. School influences thought (brain),

feeling (heart), and child development to be optimal.

It helps them to be more intelligent, sensitive and

healthy. With the intelligence of the brain, the

sensitivity of the heart, and physical health is

expected to be the capital of independence in the

future.

Conceptually, character education has been

developed and begun to be implemented in schools.

There are 18 character values that need to be

implemented at schools, namely religious, honest,

tolerance, discipline, hard work, creative,

independent, democratic, curiosity, spirit of

nationality, love of the homeland, appreciate

achievement, friendly/ communicative, love reading,

caring environment, social care, and responsibility

(Suryantini, 2011).

The integration of character values into the

learning system at schools can be done through the

imprinting and active integration of subjects with

character education. Character education in

elementary school is a unity of basic competence

learning, cultural and nature-based learning, and

character education is provided in a fun way through

various activities. Character education is not as a new

subject, its implementation is done in an integrated

manner with other subjects, exemplary from the

teacher, and the creation of a supportive school

atmosphere.

Language as a messenger can also contains the

values of character education. Relation to the use of

language, the character values will be communicated

to cause interactive meaning. The interaction will be

the process of internalization, actualization,

identification, and transformation of character values

to students. The use of synergistic language with

character values becomes a necessity so that the

values are reflected holistically to the students even if

spread on the components of teaching materials.

2 REVIEW OF LITERATURE

Language as a means of communication at school

conveys the values of education which always

associated with the process of language leaning.

This problem that can be identified related to the

character education in primary schools are as follows:

1) Students’ character can be developed through the

296

Heryati, Y., Hoerudin, C. and Zaqiah, Q.

The Implementation of Character Education on Bahasa Indonesia through Active Lear ning in Elementary Schools.

DOI: 10.5220/0008217100002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 296-301

ISBN: 978-989-758-416-9

interaction between teacher and the students.

Currently, the use of Bahasa Indonesia as the medium

of instruction in the classroom does not emerge and

strengthen the development of students’ character

optimally.

2) The choice of teaching materials can be used as

a media to strengthen students’ character. Teachers

are required to be creative in preparing the teaching

materials from various sources of teaching materials

such as; the analysis result of literary works, mass

media, television, radio, and others. Teaching

materials can increase students’ creativity and

develop students’ character. Meanwhile, the teachers’

creativity to utilize teaching sources in the classroom

is still low.

3) Teaching model in learning process is still

dominated by teachers so that students’ creativity is

limited. Whereas, in the Active Learning model,

students could explore the students’ character while

interacting, collaborating, and communicating with

others in the classroom. The value of characters that

can be implemented through Active Learning model

are honest, tolerance, discipline, hard work, creative,

independent, democratic, curiosity, appreciation,

friendly, communicative, peace loving, loving to

read, social care, and responsibility.

Those main issues related with Active Learning

model become the topic of this study. A research on

the effectiveness of STAD (Student Team

Achievement Division), a cooperative learning

approach, revealed that this approach increases the

writing skills and self-concept from low achievement

of pre-university students. Using Quasi

Experimental, two sample groups (60 students from

two different high schools) were given pre-test: write

three argumentative essay and the interview to

identify their self-concept. The experimental group

was given STAD learning model during six

consecutive weeks, and the control group was given

the treatment. Then, two groups were given a post-

test that was same with pre-test. The writing samples

were analysed using t-test SPSS 11.0 version. The

study showed that STAD model could increase

students’ writing skills, language competence, and

self-concept to the experimental group (Mohamed et

al., 2008)

Other related research on the cooperative learning

is the use of Jigsaw using four cycles. The research

steps include planning, implementing, observation,

and reflection. The study revealed the use of Jigsaw

in the cooperative learning could increase students’

understanding of electricity concept on physics. The

increase of students understanding could be seen from

students’ achievement from the first cycle to forth

cycle (Nurhaeni, 2011).

Other research argued that Contextual Teaching

and Learning (CTL) approach and its application on

the science learning in elementary schools was

applied through seven effective learning components:

constructivism, inquiry, questioning, learning

community, modelling, and reflection through

authentic assessment. By implementing the CTL

approach on science in elementary schools, it is

expected that learning output will be meaningful for

students. The learning processes were more natural

for students to work and to get experience rather than

transferring knowledge from teachers to the students

(Kurniawan and Sumiati, 2015)

Those researches showed that effective learning

through various methods could increase some

students’ skills which could build students character.

This study focused on the implementation of

character education on Bahasa Indonesia learning

through Active Learning in elementary schools. The

problems are focused on how teachers’ language

model, teachers’ competence, and students’ activities

during learning process that reflect character values.

3 METHODS

Based on the research type of mixed methods, the

writer hose to use sequential exploratory strategy

design. This design is a research design of mixed

methods which conducted qualitative research first

and then proceed with quantitative research. In a

comprehensive explanation, Cresswell (2012) has

stated that sequential exploratory strategy in mixed

methods research involves a first phase of qualitative

data collection and analysis followed by a second

phase of quantitative data collection and analysis that

builds on the results of the first qualitative phase.

The data of this research is the teacher’s speech in

Indonesian language which is used by teacher as the

language of instruction on learning process and

students’ attitude when attending the learning

process. Teacher's speech elements include: analysis

of structure, variety, speech events, and character

values.

The use of Indonesian language as the language of

instruction in the implementation of character

education in learning Indonesian language through

active learning conducted at the elementary school of

Rajamandala West Bandung Regency obtained

through the recording of audio and video during the

learning process took place in the period of August

2017. The instruments of this research are: (a) survey

The Implementation of Character Education on Bahasa Indonesia through Active Learning in Elementary Schools

297

guidance, (b) observation guidance, (c)

documentation study guidance, and (d) test for

evaluation of experimental results of model in

experimental group which is applied to the testing

phase. The research technique refers to a qualitative

approach. Techniques are concerned with how this

research is conducted and how the problems are

answered by the existing procedures.

There are several elements related to the data

collection namely; facilities and infrastructure, the

instruments used, the type of data collected, the data

collection techniques used, and the subjects involved

in the data collection process. Facilities and

infrastructure needed in this research, including

stationery, field notes, and other tools that support the

study. In line with Miles and Huberman (1992),

technical data analysis in this study is divided into

four stages, the data gathering stage, data reduction

stage, data displaying stage, and conclusion and

verification stage. These stages are representations of

interactive activities that always move regularly and

have a close relationship with each other. The data

analysis components used in this study can be

described as follows:

Figure1. Research data analysis

4 FINDINGS AND DISCUSSIONS

4.1 Teacher’s Language Model

The research findings were obtained through data

analysis. The findings of this research will be related

to the purpose of research: the implementation of

character education on Indonesian language learning

through active learning conducted in SDN Raja

mandala, West Bandung regency.

First, the result of analysis of Indonesian language

structure as the language of introduction to the

element of diction found that there were 15.60%

containing denotative denomination and 119 sentence

or 84.39% contained connotative diction. Based on

the findings of data through sequence techniques, it

can be interpreted that Indonesian language model as

the medium of instruction on character education uses

connotative.

Second, regarding the result of analysis of

Indonesian language structure as the language of

instruction in sentence element, there were 52

sentences or 36.88% containing informative

sentences; 41 sentences or 24.07% containing the

sentence; as many as 30 sentences or 21.27%

containing the sentence of command or solicitation;

and as many as 18 sentences or 12.77% containing the

sentence of the appeal (141 sentences). Based on the

findings of data through sequence techniques, it can

be interpreted that the Indonesian language model as

the medium of instruction for the character education

at elementary school uses informative sentences.

Third, regarding the result of analysis of

Indonesian language as the language of instruction in

the grammar of sentence, there were 223 grammatical

sentences (61.09%) and 142 sentences were not

grammatical (38.9%). Based on the findings of data

through sequence techniques, it can be interpreted

that the Indonesian language model as the language

of instruction uses a grammatical sentence.

Forth, the results of the analysis on the structure

of Indonesian language as the language of instruction

on the element of intention and purpose concluded

that generally the sentences aim to invite (47%), to

explain (35%), while the remaining 18% aims at

others. Based on the findings, it can be interpreted

that Indonesian language model as the language of

instruction aims to invite and to explain.

Fifth, the result of the analysis of Indonesian

words used as the language of instruction in all

discourses were 2,647 words. Based on raw and non-

standard variety, there were 2509 words used

including standard word category, and 138 words

including non-standard category. The basic use of the

word standard is the basis for determining the variety

of Indonesian language as the medium of instruction

in character education. Based on the findings, it can

be interpreted that the Indonesian language model as

the language of instruction uses a variety of standard

languages.

Sixth, analysis of the language of instruction

based on the purpose of language narrative shows that

the language of instruction in character education in

the classroom aims to encourage students to follow

the learning activities well. The invitation can be a

prayer, peer dealing, courtesy, singing, self-respect,

peace of mind, obedience, love of plants and animals,

affection, demonstrating worthy behaviour which has

character values (self, fellow and natural), providing

an understanding of what practiced by teachers or

Data

displaying

Data

reduction

Conclusion/

Recommendati

Data

gathering

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students. The dominant indicators of intentional

language appear to be exhibiting commendable

attributes, such as honesty, diligence, loving

eloquence, respect, and tolerance. However, the

language instruction of character education in the

classroom is also a part of language instruction that

aims to explain something, give instructions, and

explain the ordinances.

Seventh, analysis of instructional language based

on the instructional language core shows that

generally the language of instruction of character

education was applied in the classroom so that

students are able learn well in the classroom, for

example asking students to pray, tidying up the

chairs, taking notes, exercising the materials,

practicing honest, asking to explain the importance of

the material to be learned and its benefits, and asking

students to participate during the PBM.

Eighth, analysis of the instructional language

based on the tone of the instructional language shows

that in general the language used is an informal

language. There are many formal instructional

languages used in the classroom. However, the

percentage of non-formal language is greater than

formal instructional language.

Ninth, analysis of the instructional language based

on the means of instructional language shows that

most of instructional language utterance is oral/

verbal standard with the standard language variations.

In addition, the researcher also found a fact that only

small amount of instructional language which refers

to the motoric movement such as a gesture or a code.

Tenth, analysis of instructional language based on

instructional language norms indicates that in general,

the language used by teachers provides information to

students about the subject matter and matters relating

to the subject matter. Invitations and appeals are also

quite dominant used in the instructional language of

character education. In addition, there is also a small

part of the instructional language used as a command

word and a request to students to do or show

something.

Eleventh, analysis of character values in the

instructional language in the implementation of

character education on Indonesian language learning

through active learning conducted in an elementary

school of Rajamandala West Bandung regency

concluded that there were 29 paragraphs or 60.42%

containing the values of self-character; 10 paragraphs

or 20.83% contains the character values of

cooperating with others; and 9 paragraphs or 18.75%

contain environmental character values.

4.2 Teacher’s Competence

The teachers was doing the process of

implementation of character education on Indonesian

language learning through active learning conducted

in elementary school of Rajamandala West Bandung

Regency. The implementation was observed by two

teachers as peer observers. Aspects which were

observed include the application and steps of

character education, positive attitudes, and

suggestions. The summary of data from questionnaire

is as follows:

1) The steps of character education

Character education has been applied to the subjects

of Indonesian language in class V through active

learning activities. With the steps to invite students

for a moment to hold ice breaking, ask questions and

answers, divide students to work groups, provide

motivation, and appreciation when students get good

grades.

2) Positive Attitude

Character education has been applied through the

habituation of students' character attitudes to become

better and have the courage, skill of speaking and

responsible carrying out ceremonial duties;

responsible for the tasks provided, both

environmental hygiene and learning tasks. The

application of character education through active

learning fosters the spirit and attitudes of students

with character values; and the learning atmosphere

feels more fun because the students become more

aware of what the teacher explanation.

3) Advice

Character education should involve all teachers in the

school; implementation of character education

training outside the PBM process; Involves other

teachers who have never attended character

education; it is expected that character education can

be implanted frequently to all teachers and to get

support from all relevant parties; and training and

monitoring on character education is conducted

periodically and intensively.

4.3 Students’ Character Activities

The results of the observations to the students’

activities in the classroom are presented to observe

the activities of students in the classroom during the

the lesson. The results can be seen as follows:

The Implementation of Character Education on Bahasa Indonesia through Active Learning in Elementary Schools

299

Table 1. Students’ character reflected in the classroom

Students’

character

Qualitative scale

Very

good

Good

fair

Poor

Very

poor

Honest

26.67

73.33

Tolerance

18.33

31.17

37.1

13.3

Discipline

26.67

30.1

23.2

13.3

6.67

Work hard

21.33

66.33

6.67

5.67

Creative

16.33

63.67

Independ-

ence

26.67

26.6

13.3

6.67

Democra-cy

16.33

30.67

13.3

6.67

Curiosity

20.33

26.33

6.67

Respect

12.67

67.33

Friendly/Co

mmu-

nicative

36.33

14.37

33.3

Loving

peace

13.33

16.67

Reading

habit

13.33

13.34

73.3

Social care

26.67

6.67

26.6

Responsi-

bility

13.33

33.3

20.3

The students' honest attitude shown in the learning

process shows the result that 26.67% is in very good

category and 73.33% is in good category. Behaviour

that appears in the observation was telling the true,

act as the rules, and keeps the promise.

The tolerance of the students in the learning

process shows the result: 18.33% is in the very good

category, 31.17% are in the good category, 37.17% is

fair, and 13.33 is in the very poor category. The

emergence of behaviour that arises in the learning

process appreciates the opinions of others in the

discussion activities.

The discipline of the students that appears in the

learning process shows the result: 26.67% is in very

good category, 30.1% is in good category, 23.23% is

in fair category, and 13.33% poor category, and 13.33

are in very poor category. In general, discipline

behaviour is apparent in the learning process, such as

completing tasks on time and obedient to class rules.

The student's hard work attitude shown in the

learning process shows the result: 21.33% in very

good category, 66.33% in good category, fair 6.67%,

and 5.67% in very poor category. The apparent

attitude of hard work is that students generally spend

the time teachers provide for tasks so that some

students get done on time.

The students' creative attitude that appears in the

learning process shows the result: 16.33% in very

good category, 63.67% in good category, and 20% in

fair category. Creative behaviour of students is able

to create something new to their work.

The students' independent attitude that appears in

the learning process shows the result: 26.67% is in

very good category, 26.67% is in good category,

26.66 in fair category, 13.33% in the poor category,

and 6.67% in the very poor category. Independence

arises in the form that students are able to do the task

by themselves.

The democratic attitudes of the students who

appeared in the learning process showed the results:

16.33% in very good category, 30.67% were in good

category, 33% in fair category, 13.33 in the poor

category, and 6.67% in the very poor category.

Democratic behaviour arises in the form that students

are able to listen to opinions of others and appreciate

differences of opinion.

The students' curiosity shown in the learning

process shows the results: 20.33% in very good

category, 26.33% are in good category, 40% in fair

category, 6.67% in the category of poor, and 6.67%

in the very poor category. This behaviour is indicated

by the attitude of some students who ask a lot of

questions when the learning takes place.

The attitude of respect that appears in the learning

process shows the results: 12.67% in very good

category, 67.33% are in good category, and 20% in

fair category. The behaviour that emerges in this

aspect is that they generally appreciate each other's

opinions with either the applause or the expression of

praise.

The student's friendly attitude that appears in the

learning process shows the result: 36.33% in very

good category, 14.37% in good category, 16% in fair

category, and 33.3% in the poor category. The

behaviours that arise in this aspect are their

charismatic associations both in class and outside the

classroom.

The student's loving peace attitude shown in the

learning process shows the result: 13.33% in very

good category, 16.67% in good category, 10% in fair

category, and 60% in the poor category. The

behaviour that appears in this aspect is the look of

mutual help and nurturing while doing joint tasks.

The reading habit attitude of students who appear

in the learning process shows the results: 13.33% in

very good category, 13.34% in good category, and

73.33% in the poor category. Habit of reading is very

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less. This is because teachers do not stimulate

students to readily perform reading activities.

The students' social caring attitude shown in the

learning process shows the result: 26.67% in very

good category, 40% are in good category, and 6.67%

are in fair category, and 26.66% in the poor category.

The behaviour that appears in this aspect is the look

of mutual help and nurturing while doing joint tasks.

The students’ attitude of responsibility shows the

results in the learning process: 20% in very good

category, 13.33% in good category, 33.33% in fair

category, 20.34% in the poor category, and 13% in

the very poor category. The responsibility shown in

their behaviour is that students are dare to bear the

risks that they have done for his actions, such as when

students make mistakes, they are ready for

punishment

5 CONCLUSIONS AND

SUGGSETIONS

The implementation of character education in

Indonesian language learning through active learning

in elementary schools is an integration between basic

competence, character values and local cultural

wisdom. The steps in arranging the teaching materials

are as follows. First, determining a culture of local

wisdom that supports character development. The

character values that contain in: folklore, natural

events, inspiring stories, traditional games, and

regional songs. Second, creating links between lesson

and culture. Teachers connect lessons with cultures

that fit basic competencies. Third, determining the

expected value of characters through the activities

expected to appear in student activities. Choose what

character value to apply. Forth, determining the

variety of activities. Prepare and select student

papers, creative worksheets, experiments and student

work. Fifth, assessing the students’ character. Prepare

student reflection, classroom displays, outdoor

displays and students’ assignments. The

implementation of character education in Indonesian

language learning through active learning in

elementary school is applied naturally and

contextually so that through the process of extracting

local wisdom, both socio-cultural values and

biological natural resources by supporting the

achievement of the basic competency standard of

Indonesian Language Subject that has been

determined.

Character values should be applied in the

teaching-learning process comprehensively. The

implementation of active learning that is oriented

towards PAKEM begins since the development of

planning, core activities, and closing activities.

Planning seeks to foster a culture, environment and

classroom management that fosters the growth and

development of attitudes and behaviours of students

and social environment. The core activities are

included the values of the characters in the

curriculum, connecting the learning material with

daily life experiences, developing easy learning

methods, exhilarating & contextual learning methods

using cultural and biological activities available in the

student environment.

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