The Effectiveness of the Implementation of Character ...

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The Effectiveness of the Implementation of Character Education(An Evaluation Research in State Kindergarden, South Jakarta)

Silvie Mil

Muhammadiyah University of Prof. Dr. Hamka, Jakarta, Indonesia

Corresponding e-mail: [email protected]

Abstract

This study aimed to evaluate the effectiveness of the implementation of character education in state kindergarden, SouthJakarta. This study uses a model developed by the CIPP Stufflebeam to evaluate the component context, input, process andproduct. Data collected through observation, interviews, document studies and questionnaires. Data were analysed,interpreted descriptively and then comparing the results with the success criteria specified. Findings reported in the contextof components State Kindergarden is in conformity with the criteria of success. There is a document that shows the formalfoundation and the work program of character education. The curriculum and the work program has been meeting people'sexpectations of the value a character who wants to be inculcated in children. On the input component of all learners havebeen grouped according to age standards but uneven distribution of students, especially for preschool, school capacity isalso not optimal. Most teachers are highly qualified and have the necessary skills. Based curriculum development has beenbased on character education, which is based Permendiknas No. 58 of 2009 on Standards ECD evaluation results oninfrastructure is in conformity with the criteria of success. The involvement of parents and school committees are very highin supporting the implementation of character education. Lesson plans already use the approach of pouring daily activityprogram character but is still made after the learning process is completed. In the process components, the ability ofteachers and the involvement of students in the learning process is already well but still need better time management. Inthe process of assessment, there are no descriptive account format on the outcome of character education of children. This isnot in accordance with defined criteria. In the product components are already there are changes in children's behaviortowards the better but on daily and weekly reports learners are not descriptive explanation that does not meet the criteria forsuccess.

Keywords: character education, CIPP model, evaluation program

1 INTRODUCTION

Character education is a process of cultivation ofcharacter values to learners, which includesawareness, understanding, awareness andcommitment (Mulyasa, 2012: 69; Elkind & Sweet,2013) which involves cognitive, social, emotionaland physical (Lickona, 1992: 51) that foster a senseof desire to do good (desiring the good) and becamea behavior / action do well (Megawangi, 2007: 82-83). Morison believes that early childhood is the ageof the establishment, which children need to betaught about positive behavior and responsible fortheir own behavior (Morrison, 2012: 334). Moralbehavior is received by a person for a long and slowprocess, but the moral foundations can already

receive from infancy through moral codes that willguide the behavior and character of the child(Hurlock, 1980: 91). By providing charactereducation at an early age through habituation,expected that children will have a good intelligenceand personality, which will support their futureKindergarten as early childhood educationinstitutions have an important role in charactereducation of children. In this institution, there is aresponsibility to help children control their ownbehavior, responsible, self-confidence,independence, and tolerance. Character education isdone through habituation and exemplary educatorsin schools. Habituation and exemplary not only inone unit of teaching alone but in units of teachingholistically (the whole school reform), both teaching

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3rd International Conference on Early Childhood Education (ICECE-16)Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

and learning activities in the classroom, dailyactivities in school culture (school culture), everydaylife in the home and in the community(Budimansyah 2012: 20-21) All of these thingsshould ideally be carried out in a holistic andintegrated.

The phenomenon that is happening now isschools prefer academic education rather than ofcharacter education. Achievement is measured bythe child's intellectual level and ranking. Educationis considered less successful in delivering thegeneration of people into individuals with dignity.Many have successfully completed a variety ofsubjects with the right questions but does not havegood mental personality, strong and independent. Itbecomes its own concerns for many people.

The root cause of this aberrant behavior in earlychildhood (Morrison, 2012: 334) early childhoodeducation rated yet to implement character educationin a comprehensive and thorough. Education inschools are sometimes not aware, that attitude to thechild, sometimes even going to drop, for example,by hitting, put pressure on the child, whichultimately makes a child to be negative, low self-esteem, timid and did not dare to take risks, whoeventually these characters will be taken until theadult child. When mature, the characters sort ofthing would be a barrier to achieving and realizingthe wishes of children.

Not so the case TK Negeri Latihan II, which islocated on Jl. Halimun No. 2, South Jakarta. Byobservation, kindergarten located in denselypopulated areas, children demonstrate good behaviorattitude. Children dispose of waste in place andmaintain the cleanliness of the school even thoughtheir schools are enclosed gardens and housesempty. Children cared for games that use well andput them neatly in place. This is consistent with theindicators implementation in early childhoodcharacter that is the character of the discipline. Kidswere able to order greeting and kissing the hand ofall the teachers after the lesson ends. This raises theinterest to learn more about how schools make theirstudents as an orderly, polite and good character.

There are various opinions regarding thedefinition of the evaluation. Tyler stated thatevaluation is the process of systematic assessmentsto identify standard criteria to the extent to whicheducational goals can be achieved where the resultsare used for decision-making (Tayipnapis, 2008: 3;Scriven in Davidson, 2005: 1; Stufflebeam andShinkfiled, 2007: 16; Wirawan 2007: 7). From theseopinions, can be concluded that the evaluation of astudy conducted systematically, in which there are

processes describe, collect, analyze and presentinformation for decision-making.

The evaluation was conducted to assess theextent to which the effectiveness of theimplementation of character education inkindergarten State Exercise II South Jakarta. In thisstudy, evaluation model used is CIPP (Context,Input, Process, and Product) developed byStufflebeam and Shinkfiled. Evaluation context(context) includes policy analysis and elaboration ofprograms headmasters on the implementation ofcharacter education programs and community needsrelated to the character to be formed. Evaluationinputs (input) to identify the characteristics of thechild, teacher qualifications, character educationcurriculum, facilities and learning resourcescharacter education, finance management and lessonplanning character education. Evaluation process(process) refers to the process of learning andassessment on character education. Evaluation of theproduct (product) assessing the goals and results ofchanges in children's behavior and the achievementof results reporting documentation.

2 METHODS

This study used a qualitative and naturalisticapproach. Data collecting through participantobservation; parents, teachers and principalinterview, document studies; and parents, teachersand principal questionnaires. This study also useCIPP model from Stufflebeam as a model design.

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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

Figure 1. Design of Evaluation Study of Efectiveness of Character Education in State Kindergarden, South Jakarta

The research instrument is the researcher himselfassisted with the interview guidelines, a checklist ofdocuments, observation sheets, and questionnairesthat have been validated both cons tract and thecontent by 5 experts and expert evaluation of earlychildhood program

3 RESULT

State Kindergarden in South Jakarta was establishedby the Department of Education and Culture of theRepublic of Indonesia in 1975 on the grounds as aplace of observation, research and field practice forstudents of the Jakarta State University Departmentof Psychology. Overall character education is

CIPP

CONTEXTCRITERIA DATA

Analysis andinterpretation

of dataJUDGEMENT

1. Policy andelaboration ofprograms thatdevelop charactervalues

2. The need forsociety should be.will characterswho want to set up

ASPECT

1. Interview2. Study

documents3. Observation4. Questionnaire

Data collectingCRITERIA

INPUT

CRITERIADATA


of data

JUDGEMENT1. Characteristics of

learners2. The curriculum that

integrates dgcharacter education

3. Qualifications andcompetence ofteachers

4. Facilities andinfrastructures

5. Financing6. Environment7. Planning learning

ASPECT


documents3. Observation4. Questionnaire


PROCESSCRITERIA DATA


of dataJUDGEMENT

1. The learning processof charactereducation

2. The assessmentprocess of charactereducation

ASPECT


documents3. Observation


PRODUCTCRITERIA

DATAAnalysis andinterpretation

of dataJUDGEMENT

1. Changes inbehavior / attitudedevelopmentallyappropriate child

2. The reportdocuments theprogressachievement ofchildren's behavior

ASPECT


documents3. Observation


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already well integrated into the curriculum of StateKindergarden in South Jakarta. This is reflected inthe vision and mission of the school to realize earlychildhood personality and noble, confident andindependent. The programs there has also beendeveloping a character, such as by behavioraldevelopment program, development potential, thedevelopment of character education syllabusapproach and make the character values as indicatorsin the implementation of the Plan Daily Activities.To support the implementation of charactereducation, the principal also has set an agenda ofactivities in a year.

There are no selection tests in the acceptance ofnew learners, assessment is only beginning to see theinitial capabilities possessed prospective studentsand possible candidates with special needs.Grouping study groups are in accordance with thestandards established by the Ministerial RegulationNo. 58 Year 2009 on Standards ECD. StateKindergarden has four study groups consisting ofone group Preschool ages 2-4 years, the Group Astudy group aged 4-5 years and two group B agegroup of 5-6 years.

Most of the teachers in kindergarten country is agraduate degree early childhood, the other is a non-early childhood education graduates and high schoolgraduates. Comparison between the number ofteachers and enrollment for preschool is 1: 5, GroupA 1: 10 and group B 1: 14-15 children.

Based on the evaluation, facilities andinfrastructure in schools is sufficient to implementthe learning process of character education. Most ofthe parents stated condition of the building, meansthe game is in the school yard, a good swing, slides,climbing arena, media, educational games the toolsin good condition and well maintained and can beused for learning activities.

Allocation of funds for education in kindergartencountry comes from two sources, namely from theNational Education Department of DKI JakartaProvince and dues learners with the largest amountof funds derived from the contributions of learners.Allocation of funds coming from the governmentallocated for the shopping needs of office materialssuch as papers, pencils etc., a common printedmaterial, cost of photocopy and used for meetings.Allocations are almost the same also applied to thefunding that comes from the contributions oflearners.

The results of the survey and observation foundsupport from parents has been good. The support inthe form of: 1) the high level of attendance to ameeting of parents in the socialization program /

agenda of school activities; 2) the provision offacilities and infrastructure necessary for the child'scharacter education as buying costume contestdances, etc. 3) Carry out the conditioning that hasbeen modeled by teachers and schools to do well forthe home, such as with custom greetings, kiss thehands of parents, washing hands before eating andanother habituation. Other community support in theform of sponsorship funding companies that are inthe school to fund and support the final parting ofState Kindergarden of South Jakarta.

Learning plan itself was well planned, where thecurriculum, academic calendar, the AnnualProgrammed, Semester Program, Weeks/DailyActivity Programs are planned on an ongoing basisand interrelated. Character values has become anindicator of success in learning is implementeddaily.

In the process of learning, teachers have appliedlearning method in accordance with the principles ofdevelopment and abilities of young children.Integrating values in character education is includedin Daily Activity Programs and became one of theindicators of achievement of children. Themotivation of teachers in teaching is also high.Teachers are responsible for shaping the character ofchildren in accordance with the values of charactereducation. Approach to the child done personally sothat children's understanding of the values ofcharacter that's better. Teachers always give anexample imitation of habits, attitudes, behavior andspeech that the implementation of the code that ismore easily understood by learners. Charactereducation assessment process carried out by severalmethods such as direct observation, question, andanswer, anecdotal records, performance andcompliment them on their child's success.

The results of this character education are thebehavioural change among students so that a child isnoble, independent, responsible by virtue ofdevotion to God Almighty. Besides the potentialsthat exist in children can be tapped and developedwell during the learning takes place. Thesebehavioural changes are already being felt directlyby teachers and parents. Results are also reported thedevelopment of character education in the form ofratings daily, weekly and semi-annually.

4 DISCUSSION

In the context of the components of success criteriahave been met and in terms of the formalfoundation, and policy and program of work relatedto the school principal character education. There

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are only a few things to be improved in the lowinterest of teachers to read and understand the laws /regulations that underlie the policies and program ofwork Principal. Because by understanding thenormative foundation will make the implementationof a program that teachers teaching moremeaningful.

The needs of people who put character educationhave been accommodated by the school. Seen fromthe translation of the vision and mission of theschool to form a child morality and develop the fullpotential of early childhood with by devotion to GodAlmighty. Vision mission these but then realized inthe form of the agenda and the annual workprogram.

In the input and process components areinterwoven between the two. In the aspect oflearners, of total capacity amounting to ± 90 schoolchildren in the school year 2013/2014, there wereonly 82 students are registered and accepted as newlearners that were spread on each of the study groupshave not been evenly distributed. Most of the groupB is only a small fraction Group A and Group Play.This is because the number of applicants aged 5-6years more than other age groups.

Almost all teachers have been trained but thequantity of training character education is stilllacking, the need for periodic character educationtraining, measurable, effective and fittion the abilityand creativity of teachers in the teaching of charactereducation can be optimized. There has been noinitial of teachers volunteered to participate intraining / seminar for the development of abilitiesand skills of teachers. The motivation of teachers inproviding excellent teaching character educationwith persistent effort of teachers in instilling thevalues of the characters to the learners andextraordinary patience in educating children.

The materials related to character education hasbeen comprehensively integrated into thecurriculum, as well as very developmentallyappropriate early childhood. The values of thecharacters into grains indicator of success in thelearning process of children that the Plan DailyActivities (RKH) in the form of the value ofdiscipline, honesty, responsibility, religious and loveof the homeland. Allocation of time in charactereducation be implemented along the learningactivities. Media / learning resources are alreadyintegrated with other thematic learning. Both inquality and quantity of all sources and media thatcould be used for the implementation of charactereducation. There is no separation between theeducational facilities of character with other

educational facilities because it is integrated witheach other.

Financing character education itself is still in thepost routine financing paid by the school. There areno special expense items for the implementation ofcharacter education. For character education trainingcosts are still the cost allocation of Jakarta EducationAgency. For RKH some teachers still put them afterlearning activities carried out not before learningactivities. Based on the interview and this is becauseof time management problems.

In the process the components are still there isinterference in the implementation of learningactivities in the form of time managementarrangements that are less good. Race preparationtraining schedule often uses study time effectivelyand make the concentration of other learners whoare not participants in the race to be disturbed. Classcondition with connecting doors between classes B1and B2 are open to making learners from each classto visit each classroom next to him and disrupt theclassroom teaching and learning the process. Thereare also one or two children who have specialcharacters that need the extra handling, wheresometimes if the child is having a bad mood, ofteninterfere with other learners and disrupt the learningprocess.

In terms of the assessment process, thereare still shortcomings in terms of the achievementdescription of the child's behavior in the form of anarrative on daily assessment format and the formatof the weekly ratings. The report also lessindividualistic, so less observed per childdevelopment. In product and process componentsinterconnected where daily and weekly reports onlya symbol of a star without any narration. In additionto weekly assessment report, the results ofeducational attainment characters are not visiblebecause the results of its own assessmentincorporated in the development of moral values andsocial-emotional.

5 CONCLUSIONS

Based on the results of research and discussion, canbe summed up as follows:Evaluation context (context). a) The existence of aformal foundation of the policy implementation ofcharacter education in the form of Law Number 20Year 2003 on National Education System,Government Regulation No. 19 Year 2005 onNational Education Standards and Technical

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Guidelines for the Implementation of EducationKindergarten. Vision and mission of the school areappropriate that shape a child morality. Already,there are policies and programs of charactereducation that are their self-development programsand development programs in the kindergartenbehavior of state kindergarden. b) The need forcommunity, curriculum, and school programsalready accommodate the desire of people to shapethe character.

On the evaluation of the input (input). a)Learners. There is no selection tests Admission onlyin the form of observation / assessment beginning.Learners have been grouped according to the agegroup where pre-school aged 2-4 years (group 1),Class A the age of 4-5 years (group 1) and class Baged 5-6 years (group 2). Total revenue FY2013/2014 was 82 children of the total capacity of ±90 school children. It does not fit the criteria for thedistribution of students is uneven and needsadditional promotional efforts so that the number ofclassrooms for more optimal Study Groups and themaximum capacity of the school to be fulfilled. b)Most teachers already meet the academicqualification and never follow training on charactereducation, character education but need training thatare scheduled and ongoing. c) The curriculum is inaccordance with the criteria of success wherekindergarten curriculum of State Kindergarden hasdeveloped behavior and potential as one of the workprograms of the Principal. Time allocation charactereducation took place during the learning process andresource/learning media integrated with otherlearning. d) The availability of facilities andinfrastructure that support the implementation ofcharacter education integrated with other learning.The school has a media and learning resources thatsupport character education. e) Funding for charactereducation still fused to the financing of operationalactivities of everyday life, yet there is a specialexpense item to it that needs to be budgeted forexpenditure for the implementation of charactereducation, both for the purchase of media/learningresources, training for teachers and others. Requiredthe allocation of funds and expenditure on theimplementation of character education because it is awork program that involves a lot of things. f)Environment. Parental involvement in children'seducation is very high support in addition to theschool committee also actively communicate andparticipate in children's activities such ascompetitions and other activities. g) There is alearning tool like the semester program, syllabus,Weeks/Daily Activity Program that develop

character education. Syllabus, daily ActivityProgram has taken into account the development ofthe characters and already using the indicator valuein Daily Activity Programs such character ofpatriotism, responsibility, honesty, and discipline.But need good time management in terms of castingthe syllabus in the form Daily Activity Programsbecause in practice there are still teachers who makeDaily Activity Programs after the learning iscompleted but it is also necessary supervision of thePrincipal to ensure that daily Activity Program hasbeen made in accordance with the procedure.

For the evaluation process (process): a) Theprocess of learning. Learning material charactereducation tailored to the theme, teachers master theteaching materials and approaches / methods varyaccording to the needs of learners and the learningobjectives, media/learning resources charactereducation tailored to the theme but still constrainedby lack of good time management, disruption ofchildren who lack discipline in the classroom and aclassroom setting. Need good time managementarrangements, extra handling in particular childrenand closing the connecting door so that participantscan be orderly in their respective classes. b)Assessment Process. Teachers conduct assessmentthroughout the learning process by using a variety ofvaluation techniques. Still, there is a mismatch in theformat of the daily and weekly ratings are symbolicand not individually, only reports per semesterwhich describe the development of charactereducation of children individually and narrative.Expected future daily and weekly reports can beprepared in a narrative that achievement anddevelopmental changes in children's behavior can bebetter monitored.

In the evaluation of the product (Product) whichis the result of learning. In interviews with theparents / guardians of student there is a change ofbehavior on the learner. Only the report for daily andweekly reports only symbolic with no more meaningin narrative form. Only child per semester progressreport that narrate the achievement of individualchildren's behavior so we recommend that schoolsshould improve existing assessment format in orderto be able to describe the development of charactereducation at each learner are descriptive andindividualistic.

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6 REFERENCES

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Elkind, David H dan Fred Sweet, How to DoCharacter. Retrieved March 28, 2016, fromhttp://www.goodcharacter.com/Article_4.html

Hurlock, Elizabeth B. (2003). DevelopmentalPsycology (A Life Span Approach). Boston:McGraw-Hill Inc, 91.

Lickona, Thomas. (1992). Educating ForCharacter: How Our Schools Can TeachRespect and Responsibility. New York: BantamBooks, 51.

Megawangi, Ratna. (2007). Semua Berakar PadaKarakter :Isu-Isu Permasalahan Bangsa.Jakarta: Lembaga Penerbit FEUI, 82-83.

Morrison, George S. (2012). Dasar-DasarPendidikan Anak Usia Dini. Jakarta: Indeks,334.

Mulyasa, E. (2012). Manajemen PAUD. Bandung:Remaja Rosdakarya, 69.

Stufflebeam , Daniel L., Anthony J Shinkfield.(2007). Evaluation, Theory, Models &Applications. San Fransisco: John Wiley &Sons Inc, 16.

Tayibnapis, Farida. (2008). Evaluasi Program danInstrumen Evaluasi Untuk ProgramPendidikan dan Penelitian. Jakarta: RinekaCipta, 3.

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