Character Education Effectiveness via Distance Learning and

Journaling

Sapriya

, Dina Siti Logayah

, Mina Holillah

and M. Arief Rakhman

Universitas Pendidikan Indonesia, Setiabudhi Street No 229, Bandung, Indonesia

Keywords: Character Education, Distance Learning, Journal-Based Habituation.

Abstract: The second year of research shows that the Controlled Journal Habituation model has been carefully designed

to be practiced in schools. The design of the model has accommodated the expected character assessment

indicators, supported by the availability of teacher competence and adequate learning facilities, JCB has been

prepared as a model that can be used in social studies learning. This year's research aims to pilot the CJB

model in social studies learning in junior high schools, limited trials will be conducted in 3 schools

representing public and private schools in the first cluster in Bandung City. It is expected that this research

can produce an effective character education assessment model in learning. This research approach uses mix

method with R&D design. Quantitative data collection techniques through questionnaires while qualitative

data collection techniques through interviews, observations and literacy studies. The research subjects were

students in the research location school. The expected results in this study are 1) Conceptual design

development file of character education model through distance education system with Controlled Journal

Based Habituation, 2) Implementation Design of Learning Model Development through Controlled Journal

Based Habituation, which includes planning, implementation to evaluation, and 3) the effectiveness of the

Learning Model design through Controlled Journal Based Habituation, which includes planning,

implementation to evaluation, and 3) the effectiveness of the Learning Model design through Controlled

Journal Based Habituation.

1 INTRODUCTION

The issuance of Government Regulation Number 19

of 2005 concerning National Education Standards

which was later revised by Government Regulation

Number 32 of 2013, the implementation of national

education is required to adhere to these standards as a

basis for planning, implementation, and supervision

to ensure the implementation of quality education.

However, during the Covid-19 pandemic, the

implementation of these standards has not been fully

optimal. For example, salary competency standards,

especially in terms of class promotion, have shifted

from emphasizing the completion of the curriculum

as a whole. Based on Circular Letter Number 1 of

2021 from the Minister of Education and Culture,

final school exams (UAS) can be carried out in

various forms, including portfolios, assignments,

https://orcid.org/0000-0003-1814-4806

https://orcid.org/0000-0003-0018-1422

https://orcid.org/0000-0002-8772-5164

offline or bold exams, and other activities determined

by each educational unit. This shift has an impact on

changes in content standards, process standards,

management standards, and technical assessment

standards.

With these various challenges, it can be concluded

that the implementation of education as a whole is not

optimal. Character education, which has so far only

relied on direct interaction methods, faces significant

obstacles in adapting to this situation. This is because

character education essentially requires strong

interaction in its environment. Intania and Sutama

(2020) emphasized that character education must

continue to be fostered in students through

interactions at school, family, and society. However,

the process of instilling character values becomes

difficult if it is not carried out with the right and

effective methods, so it has the potential to cause

Sapriya, , Logayah, D. S., Holillah, M. and Rakhman, M. A.

Character Education Effectiveness via Distance Learning and Journaling.

DOI: 10.5220/0013415000004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 515-521

ISBN: 978-989-758-752-8

515

problems in developing student character. However,

it is undeniable that schools hold a great

responsibility in implementing character education.

Schools have an important role in shaping the

character of the educational curriculum, because this

field has the most potential in bridging education.

This argument is supported by Milliren & Messer

(2009), who explained that the responsibility for

character development is often delegated to school

counselors who hold monthly character development

classes or introduce "characters" every week or

month. However, this approach may be inadequate.

The challenges outlined underscore the urgent need to

respond with effective character education initiatives.

Given the importance of character education, it must

remain a priority for every education stakeholder,

regardless of the circumstances, because character

development is a fundamental goal of education. This

statement is reinforced by several experts who

emphasize that character education is essential to

achieving the ultimate goal of education.

As explained by Hoge (2002) that character

education is a method for regulating student behavior,

which has a direction to form good citizens in the

future. More specifically, Lickona (1991) stated that

respect and responsibility are two fundamental values

schools should teach, along with such others as

honesty, fairness, tolerance, cooperation, and self-

discipline. The statement as explained above is

enough to convince about the importance of

implementing character education. By comparing the

problems and the urgency of the existing problems,

the author concludes that the implications of the

character education problem that is currently

happening are as follows.

First, the development of the social interaction

model in students gives rise to several new character

problems. In the current situation, even students are

faced with character problems related to intrapersonal

problems. Students have difficulty diagnosing

character problems in themselves, so that character

improvement is not an easy process. Second, the

Covid-19 pandemic has led to a situation of

behavioral change that in the long term can cause a

situation of student character that is in accordance

with educational expectations. The third problem,

with the development of educational problems, the

process of implementing character education in

schools is not going well. This problem arises because

technically, the implementation of learning models

cannot be implemented optimally. Fourth, through a

review of the three problems above, a solution is

needed in order to develop the character education

process so that it continues to be implemented

optimally.

2 METHOD

Program code (Section 2.3.8). The research design

employs a research and development (R&D)

approach, combining both qualitative and

quantitative methods to gather comprehensive

information. The focus of this design is on developing

a product that can be effectively utilized in schools,

rather than testing theories.

Development research is defined as follows:

Educational Research and Development (R&D) is a

The process of developing and validating educational

goods is known as educational research and

development, or R&D. Usually referred to as the

R&D cycle, this procedure consists of the following

steps: analysing pertinent research findings, creating

the product using those findings, testing the product

in the intended environment, and making necessary

revisions to address problems found during field

testing. This cycle is continued in more demanding

R&D programs until field-test results demonstrate

that the product has achieved its stated goals. (Borg

& Gall, 2003).

Research and development (R&D) aims help

create and verify educational materials. This process,

called the R&D cycle, consists of the following steps:

analysing product-related research findings, creating

the product based on those findings, testing it, and

making necessary revisions. Using both qualitative

and quantitative methods is a strong approach.

Adding rationale for the chosen methods would

strengthen the study’s methodology. Limiting trials to

three schools is a good starting point. Expanding trials

to include schools in different regions or contexts

could provide more comprehensive insights into the

model’s effectiveness.

The following are the steps study research

findings while working on research and development

(R&D). Reviewing research findings pertinent to the

product under development is the first phase in the

R&D cycle. In order to provide a solid basis for the

product's development, this attempts to comprehend

the current knowledge and facts about it. Creating the

Product Using the Results of the Research: The

product is created with pertinent facts and principles

based on the study findings. The main focus at this

stage is to create a product that can be implemented

effectively, especially in an educational context. Field

Testing the Product: Once the product is developed,

the next step is to test the product in the environment

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

516

where it will be used, such as a school. This field

testing aims to see how the product is received and

used by end users in a real-world setting. Revisions

Based on Field Test Findings: After field testing, the

next step is to make revisions to address any

deficiencies or issues identified during the testing

phase. These revisions are essential to improving the

quality and effectiveness of the product to ensure that

it meets its intended purpose.

The mix method approach through R&D design

was chosen in this study for several reasons, first the

theme studied in the study is the theme of character

education development, namely a learning model that

requires accurate data results that are explored in

depth through interviews and direct observation with

teachers related to the real conditions of character

education implementation in schools while using the

Distance Education (PJJ) system and requires data

strengthening on the portrait of the conditions that

occur through a comparison of results before and after

the implementation of the system. Second, this study

seeks to be one of the solutions to educational

problems in the era of the Covid-19 pandemic,

especially in the development of character education

in schools. Third, this study was conducted to

compile a design for a character education model that

can be implemented in schools through a distance

education system. Fourth, the data needed in this

study is descriptive, so a qualitative approach was

chosen. With this qualitative approach, researchers

are expected to obtain in-depth and accurate

information so as to produce informative and useful

research. However, in taking a general picture of the

picture

3 DISCUSS

Prior to the pandemic, the habituation program was

conducted in-person, with practices such as reading

religious scriptures, book literacy, and singing the

national anthem before lessons began. These

activities were designed to foster discipline,

responsibility, and religious attitudes in students. The

habituation program took place at least 15 minutes

each day before the learning session, providing a

structured environment for students to internalize

these values. According to Dewey's (1992) definition

of character as "the interpenetration of habits," the

habituation process is a critical component in shaping

student behavior. This is in line with Rankin et al.

(2009), who asserted that repeated stimulation,

without sensory or motor fatigue, leads to behavioral

change. In contrast, during asynchronous learning,

habituation became more self-directed, with students

utilizing tools such as journals to reflect on their

character development. This shift highlights the

flexibility of habituation as a model, adapting to both

in-person and in-person learning environments.

The implementation of character education has

different approaches, strategies, and models when

implemented before and after the implementation of

the Distance Education System. The character

education process can be implemented through role

models, habituation, and conditioning. The three

models are used in direct learning and indirect

learning (asynchronous). However, in terms of

implementation, the strategies used in each model are

different. During the direct learning process,

habituation can be carried out with school programs

through habituation of discipline, responsibility,

honesty with programs that support these characters.

Before the pandemic, the implementation of character

habituation was carried out by implementing a

habituation education model just before learning

began. Technically, it is carried out by reading

religious scriptures, book literacy, singing the

national anthem Indonesia Raya. This

implementation is carried out every day before

learning begins. The duration of the habituation

program is at least 15 minutes before learning begins.

The habituation program generally has a fairly

good role in presenting the character of discipline,

responsibility, and religious attitudes of students.

Meanwhile, in the implementation of asynchronous

learning, the habituation program is carried out

independently, for example by using a habituation

journal as an evaluation model. The conditioning

model in character education during the

implementation of direct learning is with a classroom

learning program that is internalized in the curriculum

of each subject. The subjects that are most closely

related, for example, are Pancasila and Citizenship

Education. Conditioning carried out to meet character

criteria through conditioning, for example, is by using

learning models that actively involve students in their

participation in participating in character education.

In addition, conditioning can be done by involving

extracurricular activities and including character

education both in terms of content and as a process.

Optimization of character education through

extracurricular activities, for example, is carried out

through comprehensive counseling by teachers to be

able to include character education as content in the

process of implementing extracurricular programs. In

the distance learning process, conditioning is carried

out by implementing project-based character

education. Implementatively, for example, by

Character Education Effectiveness via Distance Learning and Journaling

517

assigning projects based on conditioning to achieve

the goal of fulfilling character as the main goal.

Table 1: Comparison of character Education Models in

direct and distance learning.

Model Direct

Learning (min)

Distance

Learning (min)

Habituation 15 10

Conditioning 20 25

Exemplary

Teaching

10 5

Here is a table comparing the time spent on

character education models Habituation,

Conditioning, and Exemplary Teaching between

direct and distance learning environments. The values

represent the time (in minutes) spent on each model

in both settings.

The exemplary model is the most difficult model

to implement during the distance learning process. As

is known, the exemplary model of character

education is implemented by providing exemplary

roles by teachers so that students use teachers as

inspiration for achieving character education. While

in the distance education process, the exemplary

model is not very significant. Habituation is a model

of character education that can highlight positive

teacher-student relationships. By incorporating

students as a whole and preserving the integrity of

educational interactions through the participation of

teachers as directors, habituation offers an alternate

method of effective learning communication. As a

leading authority on character education, John Dewey

(1992) really defines character as the

"interpenetration of habits" and the impact of acts'

consequences on those habits.

The field's progress has benefited greatly from

this behavioural emphasis (Althof & Berkowitz,

2014). The aforementioned statement increasingly

paints a picture of the strong relationship between

habituation and character education. Given Dewey's

emphasis on the habituation process in the character

education process, the relationship between character

education and the habituation process is extremely

essential. Habituation, according to Rankin (2009), is

a behavioural response degradation brought on by

recurrent stimuli that is independent of sensory

adaptation, sensory fatigue, or motor weariness.

In their research, Rankin et al., (2009)

demonstrated that long-term habituation probably

requires a longer time course and fundamentally

distinct cellular mechanisms than those involved in

short-term habituation.

The learning system developed has a broad

meaning, because the system consists of input,

process and output components. The learning input

components consist of student characteristics, teacher

characteristics, and infrastructure as well as learning

support devices. The process component focuses on

learning strategies, models, and methods. The output

component is in the form of learning outcomes and

impacts (Al Azka et al., 2019). More specifically,

regarding the learning model, Van Merriënboer

(2019) explains that there are at least four

components of the learning model or what he calls

4C/ID, including: (1) learning tasks, (2) supporting

information, (3) procedural information, and (4)

assignment practice.

Conditioning, another important model for

character education, involves integrating character

education into the curriculum. This can be achieved

through subjects such as Pancasila and Citizenship

Education, where internalization of character values

is a primary goal. The study suggests that

conditioning is best achieved by engaging students in

active participation and extracurricular activities,

such as comprehensive counseling and project-based

learning in the case of distance education. These

activities allow students to engage in character-

building experiences that promote internalization of

values such as responsibility and integrity. For

example, project-based character education, as part of

a distance learning strategy, provides assignments

that allow students to demonstrate character

development, thereby integrating learning and

character building. This method ensures that

character education remains a dynamic and relevant

aspect of the curriculum, even in the context of

distance learning.

Meanwhile, Utomo (2003) explains that the

learning model consists of 5 components, namely

learning affects, social systems, supporting systems,

syntax, and reaction principles. However, Rohaeti

(2018) downplays the idea of learning impact as one

of the learning model's components in a number of

additional explanations. Therefore, at least the

following elements are essential to the learning

model: 1) syntax; 2) reaction principle; 3) social

system; and 4) support system. The planning process

for a learning model, as represented by the Dick and

Carey Model, was disclosed by Nasution (2017) and

included multiple stages: Learning needs and general

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

518

learning objectives are identified, learning analysis is

carried out, student behaviour and initial

characteristics are identified, learning objectives are

written, benchmark tests are compiled, learning

strategies are compiled, teaching materials are

developed, and formative and summative evaluations

are designed and implemented. Ruhimat (2010)

explained that there are at least several components

and steps that need to be taken to implement a

learning model, including: 1) objectives or outline of

the material and abilities to be learned; 2) alternative

learning activities that will be taken by students; 3)

materials and content/learning materials. Meanwhile,

Muchtar Buchari (in Zainal, 2020) explains that the

process or steps of assessing learning outcomes are

contained in five steps, including: 1) The planning

stage includes activities to formulate the evaluation

objectives to be implemented, plan the evaluation

methods to be used, prepare the evaluation tools to be

used, determine the assessment criteria to be used,

and determine the evaluation frequency; 2) Data

collection stage, consisting of carrying out

measurements, checking results and scoring; 3) data

verification stage, the data that has been collected is

grouped and filtered before being processed further;

4) data analysis stage, data that has been verified is

processed and analyzed with the intention of giving

meaning to the data that has been successfully

collected; 5) Interpretation or interpretation is

intended as a statement or decision about the

evaluation results.

Figure 1: Effectiveness Habituation Models.

The measurement of effectiveness in this study

conducted at SMPN Bandung involving 7th grade

students. This study conducted for 21 days to be able

to justify the level of success of the CJB Habituation

model. Technically, the measurement of success

carried out by calculating the N-Gaint score obtained

from the calculation of effectiveness. The

measurement of effectiveness is carried out by

including the following instruments and indicators.

Nasution (2017) revealed the planning procedure for

a learning model expressed by the Dick and Carey

Model, including several stages: (1) identifying

learning needs and writing general learning

objectives, (2) conducting learning analysis, (3)

identifying student behavior and initial

characteristics, (4) writing specific learning

objectives, (5) compiling benchmark tests, (6)

compiling learning strategies, (7) developing

teaching materials, (8) designing and implementing

formative and summative evaluations.

N-Gain test is done by calculating the difference

between the pretest value (before the application of

JCB-based assessment) and the posttest value (after

the application of JCB). By calculating the difference

between the pretest and posttest scores that have been

obtained, the researcher knows whether the use or

application of a particular method can be said to be

effective or not. After it is known that the initial and

final abilities regarding character growth at this

research location are different, then the N-Gain data

will be calculated to determine if the increase in

character cultivation using the JCB assessment model

is significantly better or not. The results of the N-Gain

test in this JCB study are as follows:

Descriptive Statistics

N Minimum Maximum Mean

Std.

Deviation

Ngain_Score 21 -.60 1.00 .2569 .30457

Ngain_Persen 21 -60.00 100.00 25.6865 30.45700

Valid N

(listwise)

Based on the results of the N-Gain test above, the

average result shows 0.2569 with a percentage of

25.6865%. Therefore, the application of the JCB

assessment model in social studies learning has a

sufficient influence on the cultivation of student

character. This can be seen from the magnitude of the

increase in pretest and posttest scores based on the

results of the N-Gain calculation. Based on these

results it can be concluded that in this study has a

sufficient level of effectiveness.

Ruhimat (2010) explains that there are at least

several components and steps that need to be taken to

implement a learning model, including: 1) objectives

or outline of the material and 46 abilities to be

learned; 2) alternative learning activities that will be

taken by students; 3) materials and content/learning

materials. Meanwhile, Muchtar Buchari (in Zainal,

Character Education Effectiveness via Distance Learning and Journaling

519

2020) explains that the process or steps for assessing

learning outcomes are contained in five steps,

including: 1) The planning stage includes activities to

formulate the evaluation objectives to be

implemented, plan the evaluation methods to be used,

prepare the evaluation tools to be used, determine the

assessment criteria to be used, and determine the

evaluation frequency; 2) Data collection stage,

consisting of carrying out measurements, checking

results and scoring; 3) data verification stage, the data

that has been collected is grouped and filtered before

being further processed; 4) data analysis stage, data

that has been verified is processed and analyzed with

the intention of giving meaning to the data that has

been successfully collected; 5) Interpretation or

interpretation is intended as a statement or decision

about the evaluation results.

The emphasis on character assessment is essential

to ensuring that the goals of character education are

effectively achieved. By providing specific examples

of targeted character traits, such as integrity,

responsibility, or empathy, this model can provide

clear guidance for teachers and students in

understanding the goals of character education. For

example, to develop empathy, students can be

involved in direct observation activities or social

simulations that depict the experiences of others. This

approach not only clarifies the intended impact but

also provides a concrete tool for evaluating the

effectiveness of character education in shaping

student behavior.

4 CONCLUSIONS

The conclusion of this study is that habituation is a

decrease in behavioral response caused by repeated

stimuli, without involving sensory adaptation,

sensory fatigue, or motor fatigue. On the other hand,

moral learning consists of several aspects, such as

moral awareness, knowing moral values, perspective

taking, moral reasoning, decision making, and self-

knowledge. In addition, moral feelings are very

important to be instilled in children, which include

emotional aspects such as conscience, self-esteem,

empathy, love of goodness, self-control, and

humility. Moral action is a manifestation of moral

knowledge into action in the real world. This moral

action is the result of two other character components.

To understand what drives a person to do good deeds

(act morally), three other aspects of character must be

considered: competence, will, and habit.

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