Learning Models based on Moral Values (Character)

in Senior High Schools at Solok Selatan

Yuherman

, Budi Juliardi

, Yenita Yatim

, Ranti Nazmi

Geography Education Department, STKIP PGRI Sumatera Barat, Padang

Civic Education Department, STKIP PGRI Sumatera Barat, Padang

Sociology Education Department, STKIP PGRI Sumatera Barat, Padang

History Education Department, STKIP PGRI Sumatera Barat, Padang

Keywords: Learning, Model, Moral Values, Senior High School.

Abstract: Globalization has made an enormous influence in the dimensions of society, both in the economic, political

and cultural fields. Globalization which is the universalization of values causes local wisdom to be faded.

This concerns the morality of the nation that will also be affected by external morals which will certainly be

more powerful influence because in globalization, the advanced countries will master. In the framework of

development to improve competitiveness, a moral-based learning model (character) based on the nation's

life view and the eastern philosophy of life that is famed with courtesy and hospitality. The model in

question is the model of KPK (Exemplary, Habituation, and Discipline). This model is then developed

through the process of preparing RPP and textbooks for high school students.

1 INTRODUCTION

Globalization has made an enormous influence in

the dimensions of society, both in the economic,

political and cultural fields. Globalization which is

the universalization of values causes local wisdom to

be faded. This is concerned with the morality of the

nation which will also be affected by external morals

which will certainly be more powerful influence

because in globalization, the advanced countries will

master.

In the framework of development to enhance

competitiveness, it takes a moral form (character)

that is in line with the nation's life view and the

famed philosophy of eastern life with its courtesy

and hospitality. It is this sort of thing that learners

need to have at all levels, including high school

(SMA) level. But in reality, most learners have lost

their morale and character. Students become minus

in terms of manners.

Today, Indonesia is promoting character-based

education discourse. Character education in schools

is a vital need for future generations to be equipped

with basic skills that not only can make life-long

learners one of the most important characters to live

in a global information age, but also able to function

with positive positive role as a person, as a family

member, as a citizen, as well as a citizen of the

world. Therefore, instrumental efforts must be made

to improve the effectiveness of the learning process

along with the development of positive culture. The

instrumental effort will be created with an effective

character education model (Darmiyati, 2010: 2).

However, character education cannot be imposed

as a new lesson that must be taught to learners

(students), but can be systematically integrated in

aspects of teaching and learning activities. The

problem is, can it be done by the teacher without

effective guidance in the form of a model of moral

values development which also contains the

Learning Program Plan (hereinafter referred to as

RPP)? Therefore, a model is needed in order to

improve the moral character of learners. The

expected outcomes of this endeavor include the

model that has been produced suitable for

application in the learning process to alert the

character of the learner, and the model can be

socialized so that it can be used by high school

teachers in the school learning process.

Based on the above description, then the main

issues that want to be seen and researched in this

research are as follows: How to describe the

development stage of learning model based on moral

values (character) in SMA N se Solok Selatan?

Yuherman, ., Juliardi, B., Yatim, Y. and Nazmi, R.

Learning Models based on Moral Values (Character) in Senior High Schools at Solok Selatan.

DOI: 10.5220/0009021200002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 369-372

ISBN: 978-989-758-470-1

369

2 LITERATURE REVIEW

2.1 Moral Value (Character)

Value is something of value, quality, quality, and

useful to human beings. It is worth something that is

valuable or useful to human life. According to Cheng

(in Winarno, 2006: 23), value is a potential thing, in

the sense that there is a harmonious and creative

relationship, so that it functions to perfect human,

while the quality is the attribute or the nature that

should be owned.

Humans as valuable beings will interpret values

in two contexts. First, it will regard value as objective

when it sees it as though there is no judgment, even

the value has existed before human existence as an

appraiser. Good and bad, right and wrong are not

present because of the result of human perception

and interpretation, but exist as something that exists

and leads man in his life. The second view views

value as subjective, meaning that value depends on

the subject of judgment. So the value will not exist

and will not be present without the presence of an

appraiser. Therefore the value is inherent to the

subject of the assessor (Juliardi, 2014).

Meanwhile, moral comes from the Latin word,

"mores" which means custom. This word mores have

synonyms mos, mores, manner mores or manners,

morals (Winarno, 2006: 23). In the Indonesian

language, the word moral means morality (Arabic) or

morality that contains the meaning of the inner order

or the order of conscience that becomes the guide of

the inner behavior in life. This moral word in Greek

is the same ethos as ethics. Etymologically, ethics is

a good-bad doctrine, accepted by the general public

about attitudes, actions, duties, and so on.

Moral is explicitly matters relating to the process

of socialization of individuals without human morals

cannot conduct the process of socialization (Winarno,

2006: 24). Morals today have implicit value because

many people have moral or immoral attitudes from a

narrow point of view. Moral is the nature that is

taught in schools and man must have moral if he

wants to be respected by his neighbor. Moral is the

absolute value in the life of society as a whole. Moral

judgment is measured from the culture of the local

community.

Moral is the act / behavior / greeting someone in

interacting with humans. if the person is doing it in

accordance with the sense of value prevailing in the

community and acceptable and pleasant environment

of the community, then the person is judged to have a

good moral, and vice versa. Moral is a product of

culture and Religion. So morals are the rules of

norms that are abstract rules that regulate human life

to perform certain acts and as controls that govern

humans to become good human beings.

If it is associated with teenagers, including high

school students, it can be said that most of the

students' morale has reached the lowest point. The

challenges of globalization and democratic processes

are increasingly strong and diverse on the one hand,

and the world of education seems more concerned

with mastering the dimensions of knowledge and

ignoring the present value / moral education is the

cause. Therefore, it is not wrong if the Indonesian

government wishes to generate commitment and

conduct education based on moral values (character

education). Such education is expected to be an

alternative solution to the various problems

mentioned above. Current conditions and situations

seem to demand values and moral education that

need to be transformed in various fields of science.

2.2 Moral Education / Character

The government through the Ministry of National

Education is promoting the development of the

nation's character. Law No. 20 of 2003 on National

Education System in Article 3, has mandated that the

national education function to develop the ability and

form the character and civilization of a dignified

nation in order to educate the nation's life. National

education aims to develop the potential of learners to

become human beings who believe and cautious to

God Almighty, have a noble character, healthy,

knowledgeable, capable, creative, independent, and

become citizens of a democratic and responsible.

Based on the function and purpose of national

education, it is clear that character education at every

level, including Senior High School (SMA) must be

organized systematically in order to achieve that

goal.

Human development as mandated in the purpose

of national education refers to the formation of the

character of learners so as to be competitive, ethical,

moral, polite, respect humanitarian values, and able

to interact with the community. Based on research at

Harvard University United States, the success of a

person is not determined solely by knowledge and

technical skills (hard skills), but more by the ability

to manage themselves and others (soft skills). This

research reveals that success is only determined

about 20% by hard skill and the remaining 80% by

soft skill. In fact, the most successful people in the

world can succeed because more supported the

ability of soft skill rather than hard skill (Sudrajat,

2011: 2). This implies that the quality of character

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education of learners is very important to be

improved.

Recognizing the importance of character, today

many parties demand an increase in the intensity and

quality of the implementation of character education

in formal educational institutions. The demands are

based on a growing social phenomenon, namely the

rise of juvenile delinquency in society, such as mass

fights, thuggery, acts of violence, fraud, theft, free

sex, and other cases of moral decadence. Even in

certain big cities, the symptoms have reached a very

disturbing level.

3 RESEARCH METHODS

Theis research was conducted in SMA Negeri 1 to

SMA Negeri 8 in Solok Solok, from 2018 to 2019,

according to the research schedule. Research subjects

are teachers and students of SMA Negeri in

Kabupaten Solok Selatan.

In accordance with the objectives, the

development of this model is carried out by Focus

Group Discussion (FGD) technique by presenting

experts and practitioners or subject teachers of Civics

in schools under study with the following steps: (a)

identification of character education values contained

in the description and syllabus of Civic Education

subjects; (b) analysis of material development,

selection of methods, and development of media and

learning resources in the design of learning. FGD

results are then used as material in preparing the

character education design based moral values. The

preparation of instructional design is done by

Research Team with assisted by technical team. At

the drafting stage of learning model based on moral

values is done based on model prototype and

instructional design resulting from FGD. Preparation

of learning models conducted by the Research Team

with assisted technical team.

Development activities are carried out with the

following steps:

1. Validation model by expert. The things that are

validated include guidance on the use of model

and learning model devices. The team of

experts involved in the validation process

consists of: a technology learning expert, a

field study expert on the same subjects, an

evaluator of learning outcomes.

2. Revised models based on input from experts at

the time of validation

Next step Implementation or implementation of

the model on a wider area.

Data collection techniques used in the study is:

(1) guided interviews; (2) brainstorming and

discussion for the formulation of prototype and

learning design learning; (3) observations

(observations) and questionnaires for model trials.

Meanwhile, the data in this study will be classified

according to the problem, then analyzed

descriptively qualitative. Descriptive method is used

to analyze the results of questionnaires dispersed on

colleagues and expert teams / experts about the

validity of the model have been developed.

Furthermore, this descriptive method is also

conducted to analyze the results of questionnaires by

teachers and students to evaluate the success of

model implementation in schools.

4 RESULTS

The resulting model is analyzed following the

learning model development procedure, which

follows the following steps:

1. Model Validation

The model that has been generated is validated

by the Expert Team. The team of experts

involved in the validation process consists of:

learning technology expert, expert of learning

result evaluation, and Curriculum Expert. After

going through expert test / expert by holding

discussion or brainstorming about weakness of

learning model developed by involving three

experts, hence obtained data in the form of

product weakness. From the results of

validation of basic education experts found; a)

have not seen the model specification, it is

necessary to explain the specification of the

learning model that refers to the type of

conceptual, procedural or theoretical

development; b) the duration of time has not

been determined in the learning scenario, so a

learning scenario with clear time allocation

should be made; c) If using learning media,

then the content and appearance must be

interesting. While the results of the first content

expert's validation found that the formulation of

the concept (definition) will be weak on the

identification and classification of values

caused by the results of discussions between

students and teachers that may be different

from the concept of the existing definition.

While the results of the second filler validation

find; a) has not shown the specification of the

model to be developed, so it needs to be made a

systematic thinking framework; b) does not yet

Learning Models based on Moral Values (Character) in Senior High Schools at Solok Selatan

371

describe the relevance between the character of

the model developed with the character of the

learner and the character of the learner; and c)

have not shown what expected outcomes of the

developed model, so the need to test

effectiveness is limited and broad.

2. Revised Models

Based on the results of expert validation, then

made some revisions, a) Specification plan of

learning model based on moral values.

Furthermore, to show the specifications of the

developed learning model plan, it will first

illustrate the relevance of the model developed

with the character of the material, then instil

these values in the students by finding concrete

examples in the form of behaviour of

exemplary stories they can do in daily life and

strive to make the behaviour as a student

character through the process of reflection.

With this learning model, students can discover

the values of the teachings of character and

strive to instil in their hearts and with the

impulse it will manifest in the form of good

character. Thus, it is clear that the planned

learning model developed with the material is

oriented towards the process of character

formation of students.

After going through the implementation process,

found some indicators of habit change. These

changes include; Students without instruction start

calmly then say hello to the teacher, accustomed to

raising hands when asking questions or answering

questions, and paying attention to teachers' lectures

and advice (polite characters), accustomed to more

discipline to enter the class on time and finish timely

task (character discipline); students complete

individual and group tasks in accordance with the

teacher's instructions, all students engage in group

work to complete joint tasks, and when

presentations, students who are assigned as group

messengers can perform their tasks well, as well as

during question and answer sessions and responses

students from the presenter group help a group of

friends to answer / respond to questions from other

groups (responsible characters); students strive with

their ability to form concepts and formulate a

definition with enthusiasm and enthusiasm,

indicating that students are happy to acquire new

knowledge with the steps of the applied learning

model plan. (the character of science love); students

read out the concepts and definitions they have

formulated and present the group discussion results

in front of the class with confidence. In addition,

students are confident to provide answers or

responses to the exposure and questions of other

groups. (confident characters).

As for honest characters with behavioral

indicators such as not cheating during daily tests, but

a small percentage of students have not been able to

change the habit of expecting answers from friends.

But most students do daily self-test questions.

Based on the results of this evaluation, then the

model that aims to instill character in learners is

considered successful and can be disseminated. This

stage of dissemination is done so that the product

can be utilized by others. Packaging the learning

model can be done by printing the instruction

manual application book. After the book is printed,

the book is disseminated so that it can be absorbed

(diffused) or understood by others and used

(adopted) in their class. In the context of

development of teaching materials, dissemination

stage is done by way of dissemination of teaching

materials through the distribution of a limited

number of teachers and learners. Distribution is

intended to obtain a response, feedback on teaching

materials that have been developed. If the target

user's response to the teaching materials is good then

new printing is done in large quantities and

marketing so that the resource is used by the broader

target.

5 CONCLUSION

From the results of the development of learning

model plans based on moral values and the

implementation of the learning model plan in real

learning in the classroom in SMA Negeri 1 to SMA

N 8 Solok Selatan, it can be concluded about the

final learning model that can build the character of

learners and the results of its application in the high

school studied, that the KPK model that has been

produced can create a characteristic learners.

REFERENCES

Darmiyati Zuchdi, dkk. 2010. ”Pengembangan Model

Pendidikan Karakter Terintegrasi dalam Pembelajaran

Bidang Studi di Sekolah Dasar”. Jurnal Cakrawala

Pendidikan, Mei 2010, Th. XXIX, Edisi Khusus Dies

Natalis UNY.

Juliardi, Budi. 2014. Ilmu Sosial Budaya Dasar. Bandung:

Alfabeta.

Sudrajat, M.Subana. 2011. Dasar-Dasar Penelitian

Ilmiah. Bandung: Pustaka Setia.

Winarno. 2006. Ilmu Sosial dan Budaya Dasar. Jakarta:

Gramedia.

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