Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Focus and Scope WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter is published by the Center of Character Building Subject, Brawijaya University. WASKITA has been published offline since July 2017 and online since April 2019. In the next publication, this journal will be published twice a year on April and on October. WASKITA accepts research and conceptual papers related to values education and character building. Those values are mores, philosophical, religious, social, linguistic and literature, civil and nationalistic values. This journal also accepts literature review, book review, in depth interview of influential figure or seminar note related to values education and character building.
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<![CDATA[MODEL PENDIDIKAN KARAKTER BANGSA BERBASIS KEARIFAN LOKAL DI SEKOLAH DI PROVINSI JAWA TIMUR ]]>
<![CDATA[Djoko Saryono]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.9
<![CDATA[Provinsi Jawa Timur merupakan salah satu provinsi di Indonesia yang sudah memiliki komitmen untuk mengembangkan dan mengimplementasikan pendidikan karakter bangsa berbasis kearifan lokal. Pendidikan karakter bangsa berbasis kearifan lokal dapat diperankan atau Artikel ini memfokuskan pada model pendidikan karakter bangsa berbasis kearifan lokal yang sudah dikembangkan dan diimplementasikan di sekolah-sekolah di Provinsi Jawa Timur; menemukan gambaran mengenai faktor eksternal dan internal yang mempengaruhi model pendidikan karakter berbasis kearifan lokal yang sedang dikembangkan dan diimplementasikan di sekolah-sekolah di Provinsi Jawa Timur; memperoleh gambaran mengenai strategi implementasi model pendidi- kan karakter bangsa berbasis kearifan lokal di sekolah-sekolah di Provinsi Jawa Timur; dan; memperoleh gambaran mengenai rekomendasi ihwal strategi pengembangan model pendidikan karakter berbasis kearifan lokal di sekolah-sekolah di Provinsi Jawa Timur. Penelitian ini menggunakan pendekatan kualitatif bercampur atau ber- kombinasi dengan pendekatan kuantitatif (mixing methods). Hasil penelitian mengacu pada model pendidikan karakter bangsa berbasis kearifan lokal yang dikembangkan dan diimplementasikan secara berke- sinambungan dan berkelanjutan di sekolah di Provinsi Jawa Timur telah memberikan kontribusi positif bagi kemajuan dan keunggulan sekolah baik dari sisi intelektualitas maupun karakter peserta didik. Sejumlah faktor internal dan eksternal sekolah yang ikut mempengaruhi keberhasilan implementasi model pendidikan karakter berbasis kearifan lokal di sekolah di Provinsi Jawa Timur. Pada umumnya model pendidikan karakter bangsa berbasis kearifan lo- kal di sekolah-sekolah di Provinsi Jawa Timur diimplementasikan dengan menggunakan dua strategi pokok. Model pendidikan karakter bangsa berbasis kearifan lokal di sekolah-seko- lah di Provinsi Jawa Timur harus terus dikembangkan secara berkesinam- bungan dan berkelanjutan.]]>
<![CDATA[IMPLEMENTASI PENDIDIKAN KARAKTER PADA MATAKULIAH BAHASA INDONESIA ]]>
<![CDATA[Novi Eka Susilowati]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.6
<![CDATA[Character is one of the big problems faced by Indonesia because currently Indonesia is considered experiencing moral degradation. Therefore, cha- racter education should be applied in every level of education to improve the morale ofstudents. Character education needs to be done because (1) decline in family function, (2) the worsening morale of the young genera- tion, (3) the declining value of ethics. With this in mind, the application of character education to Indonesian subjects is very relevant and strate- gic to do because Indonesian is a compulsory course that must be followed by all students. Implementation of character education in Indonesian subjects is conducted in an integrated manner in the planning, imple- mentation, and assessment of learning. Character education is expected to shape the character of the students so that universities not only produce graduates who excel in terms of cognition, but also in terms of behavior.]]>
<![CDATA[PENDIDIKAN KARAKTER SEBAGAI SARANA PEMBANGUNAN NILAI KERENDAHAN HATI DAN NILAI TOLERANSI TINJAUAN AL-QURAN ]]>
<![CDATA[Zulkarnain Zulkarnain]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.4
<![CDATA[Through character education, it is hoped that the nation’s children can the social interactions in people who have diverse backgrounds that vary and ability of the entrepreneur, Attitudes to understand the differences appreciate the differences and be able to survive in life through the skill and the emergence of diversity of views when put together can be trans- is alienatedfr om its own cultural values and ignorant about the charac- In this context, as a nation would not be willing ifthe younger generation future generations of the importance of character education as a means teristics of its people. One effort to build awareness and understanding of building the value of humility and tolerance values always uphold in formed into a common moralfor ce that becomes extraordinary energy to realize the progress of the nation. The goal is to shape the personality of the child, in order to be a good human being, a good citizen, and a good citizen. In implicating one’s humble value must be colored with the value of truth and reject the trait of the pervert in the sense of abandoning his pride. The inferior individual realizes that whatever he has. Then inculcate each individual life tolerance values diversity always respect the identity, And the uniqueness of each religion, neither discriminating nor eliminating it, Either through religious conversion or confusion of reli- gious rituals that are expected to be a responsible and democratic citizen.]]>
<![CDATA[MEMBUDAYAKAN NILAI-NILAI HAM DALAM RANGKA PENGUATAN PANCASILA DAN KEBHINEKAAN ]]>
<![CDATA[Adoniati Meyria Widaningtyas H]]>;
<![CDATA[Triyanto Triyanto]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.1
<![CDATA[Indonesia is a nation state which involves a series of various ethnic, reli- gious, racial, class, cultural and political views. It is a social capital for the magnitude of a nation. But unfortunately, lately this social capital with the increasing of intolerant attitudes from most people that have an impact on the increasing of social conflicts based on racial intolerance in many regions also penetrated educational environment should be free from the problems of racism and politics. To response, the internalization of the Pancasila values is impSortant to do back in order to build the na- tion’s character. 45 values of Pancasila need to be revived and contextu- alisation with the present of situation as well as universal human rights values. On the other hand, the attitude and actions of tolerance for diver- sity of the Indonesian nation today is not enough to just set in the written rules and to enforced, but must be internalized as the basis for rebuilding the nation’s character. The values of universal human rights which in- cluded a tribute to human dignity, equality, non-discrimination, inclu- sion and tolerance in this case can strengthen revitalization nationalities to movement directed at strengthening the resilience of communities and “bhineka” nations to efforts nihilisasi from outsiders on positive cultural values of Indonesia nation. The internalisation of human rights values can be done with the civilizing in which the efforts of recognition and understanding, then learning, implementation, habituation, accultura- tion and imitation that conducted together by all elements of society in the life of the nation. The internalizing process of human rights values can also be done through the development of alternative methods is one of them forming a role model that will give more results and significant impact. That efforts are very strategic to start with education because ed- ucation is a vehicle for character development through cognitive, affective and psychomotor.]]>
<![CDATA[PENDIDIKAN KARAKTER ADALAH SEBUAH KEHARUSAN ]]>
<![CDATA[Abdul Halim Rofi'ie]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.7
<![CDATA[Indonesia current character education is still considered as an ineffective system for building a nation’s character. The developed nations compete and prepare for facing globalization that made cultures and civilization all over the world become closer. Therefore Indonesia has to strengthen its nation resilience by focusing on character education which is, of course, not ignoring another aspect of education.The character education, in modern context, is something important to overcome Indonesian moral crisis. The moral crisis is marked by the increase number offr ee sex, cor- ruption, human rape, and homicides, including pornography and drug abuse, which until now is still cannot be completely resolved by official holders ofpolicies in this country. Therefore, It is expected that all ele- ments ofsociety participate to improve the moral character of the nation. An inderpendent nation should construct a well-established strategy to embed code to all components of it. A good character is a pearl for a country that can be derived from the older generation to the younger, of the rulers and leaders to the people, from the teachers to the students. If the figures of a country cannot be a role modelfor the people, so expecta- tion of improvement towards the cravig character wouldjust be an empty hope, and it will not change anything in the country. As an effort to improve the character, the character of the nation’s children is a concern.]]>
<![CDATA[MUSLIM NEGARAWAN: TELAAH ATAS PEMIKIRAN DAN KETELADANAN BUYA HAMKA ]]>
<![CDATA[Andi Saputra]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.2
<![CDATA[One of the primary values inherent in the personality of the nation (founding father) in addition to the breadth of insight is the strong pas- sion and love for the homeland nationality. Philosophy of life that stands on the foundation of nationalism and patriotism that is then color every movement, behavior as well as the epic struggle deeds they do, for the grounding the ideals of independence. Along with that, especially in the context of the independence of the nation, teaching in the form of ideas and ideals that appear to be important life values for the next generation. Besides an attempt to take the essence of the teaching given, also related to the effort to continue to foster national values and love of the homeland as the ethical foundation in terms of bringing the nation to the gates of progress. One in a series of well-known national leader is Haji Abdul Malik Karim Amrullah (Hamka); a statesman who thinks that nation- alism and patriotism as part of the faith (religion). Through a sociolog- ical theory of knowledge Mannheim has found that important teaching presented Hamka in relation to the life of the nation that is their re- sponsibility that must be realized that every citizen. Responsibilities shall include nationality, homeland, all of which according to Hamka in line with the main principles of Islam, namely amar ma’ruf nahi munkar. Such a principle is not limited to maintaining dignity according to the nation. Furthermore, a sense of nationalism and love for the homeland is the main asset that can make a race higher than other nations.]]>
<![CDATA[INTERNALISASI NILAI KEDAMAIAN MELALUI PENDIDIKAN KEDAMAIAN SEBAGAI PENGUATAN PEMBANGUNAN KARAKTER PADA MASYARAKAT HETEROGEN ]]>
<![CDATA[Mardan Umar]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.5
<![CDATA[Indonesia has many diversities in many aspects. It is not only about hav- ing various ethnics but also many cultures, languages, as well as reli- gions. The diversity must be framed in the spirit of unity in diversities by internalizing the value ofpeace as the embodiment of diversity. This review discusses the internalization ofpeace values through peace educa- tion as a strengthening of character building in heterogeneous societies in Indonesia. This discussion covers the concept of values internalization, peace education, education policy, in heterogeneous societies and the ur- gency ofpeace education recently. The main issues of this study are how to internalize the value ofpeace education through peace education in educational institutions and the urgency ofpeace education in hetero- geneous societies in Indonesia and how to strengthen nation character development through peace education in order to create a peaceful life in this country.The purpose of this study is to describe the internalization of the peace value through peace education of the urgency ofpeace education in the context of heterogeneous communities in Indonesia and to describe the strengthening of character building through peace education in heteroge- neous societies in Indonesia to create a peaceful and safe life. The result of this study shows that the internalization ofpeace values can be done by integrating the peace value through peace education, both using Religion, and Pancasila and Civil subject. The national education policy has also provided a space for heterogeneity of Indonesian society.However the policy has not explicitly put forward peace education as an effort to maintain the harmony of national diversity. Therefore the edu- cation ofpeace should be put forward to strengthen the development of the heterogeneous ofI ndonesian character.]]>
<![CDATA[PEMBELAJARAN BERBASIS KEHIDUPAN: KONSEP DAN IMPLEMENTASINYA DALAM PEMBELAJARAN BAHASA INDONESIA ]]>
<![CDATA[Muhammad Hambali]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.8
<![CDATA[Pembelajaran Berbasis Kehidupan (PBK) adalah proses pemerolehan pengetahuan dan kecakapan dalam memahami hakikat kehidupan, memecahkan masalah kehidupan, dan menjalani kehidupan secara be- rimbang dan harmonis. PBK merupakan bentuk ekologi pembelajaran yang kontekstual-integratif-holistik antara diri pribadi, pekerjaan, kel- uarga, dan pemanfaatan waktu luang. PBK dilaksanakan dalam rang- ka (1) mengembangkan kapabilitas (kemampuan dan kemauan); (2) menjalin interaksi dinamis dan seimbang antara institusi penyelenggara pendidikan, lingkungan, dan masyarakat tempat peserta didik hidup; (3) mengakui dan menghargai perbedaan setiap individu; (4) menum- buhkan tanggung jawab belajar pada diri peserta didik, dan (5) men- jadikan institusi penyelenggara pendidikan sebagai pencipta lingkungan terbaik pelaksanaan pembelajaran.]]>
<![CDATA[EKSISTENSI SASTRA ANAK DALAM PEMBENTUKAN KARAKTER PADA TINGKAT PENDIDIKAN DASAR ]]>
<![CDATA[Ayyubi Subhi Farahiba]]>
<![CDATA[ Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[PUSAT MPK UNIVERSITAS BRAWIJAYA ]]>
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DOI: 10.21776/ub.waskita.2017.001.01.3
<![CDATA[The impact of globalization can be seen from the emergence of some of the interesting phenomenon that afflicts young people, especially children in Indonesia. Various problems that characterize the world of education makes the noble values and behaviors wisdom as torpor. Efforts to es- tablish the character of the child to do one through children’s literature. The approach used in this research is descriptive qualitative. This article studies focus on the role of children’s literature in the formation of char- acter and learning of children’s literature relevant to build the character of students at the elementary level. Learning about the character of dis- cipline, honesty, responsibility, admit mistakes, religious, and others will be more effective if delivered through stories with characters that charac- ter. Through literature, the child will also be directed to think logically about the causal relations and childbirth imagination will significantly correlated with creativity so that children will be able to think creative- ly (creative thinking) to always be productive. As a form to convey or inject character education to students in literature there are some efforts that can be done by educators. Educators reveal the values contained in children’s literature with direct integration of character values are an integral part of these subjects. Literature learning in primary schools can be classified in three groups, namely; fiction learning, learning poetry, drama and learning.]]>
