The excesses are, among others, the increasingly widespread deviation of various religious and social norms of life which is manifested in the form of the students' disrespectful treatment of teachers and school staff, lack of discipline and ignores school rules, lacks the beauty and cleanliness of the environment, the occurrence of fights among students, drugs, and others.
Why does the phenomenon occur?
Certainly many factors. One of them is because there are still many teachers who tend to be indoctrinated and transfer of knowledge that emphasizes the cognitive aspect and ignores the effective and psychomotor aspects. As a result of these mistakes, learners have knowledge but do not (less) understand and implement aspects of manners in community life. This is because learners do not have a value system that they believe
Other factors that cause education in schools are not successful in inculcating the character in the sense of guidance character of students because there is still a mistaken opinion of teachers. The teacher's assumption is misleading and should be straightened out, basically, all teachers are obliged and responsible to teach the value and morals to learners who are done in an integrated manner.
One of the missions of education is to characterize the nation's character by protecting, preserving and developing the nation's culture and noble character in school life. It has been agreed that character education is included and integrated into all subjects. And more to be expected is character education becoming a part practiced in everyday life in school.
Another interesting factor to be discussed in relation to the application of the nation's character is the issue that regulates the regulation of protection of teachers in applying coaching to students. Experience shows that when many teachers are "groomed" by applying school rules, the phenomenon of juvenile delinquency and the decline of the nation's cinematography is increasing.
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Character Education itself aims to encourage the habits and behavior of learners are commendable, and in line with the universal values and cultural traditions of religious nations, inculcate the soul of leadership and responsibility, learners as the nation's successor, fostering the strength and sensitivity of the mentality learners to the surrounding situation so as not to lapse into deviant behavior, both individually and socially. Improves the ability to avoid disdainful traits that can damage yourself, others and the environment.
This goal can be achieved when Character Education is implemented into the learning process in all subjects and practiced in school life.
The values of character and manners that can be integrated and practiced in schools are, among other things, the belief in God Almighty and obeying his teachings, obeying the teachings of each religion, possessing and developing an attitude of tolerance, self-esteem, the growth of self-discipline, work ethic/ethos of learning, have a sense of responsibility, have a sense of openness, able to control themselves, able to think positively, develop self qualifications, grow a sense of love and affection, have togetherness and mutual cooperation, have a sense of solidarity, mutual respect, and manners, have a sense of shame, cultivate honesty.
These values can be embedded to students during the learning process experience in the classroom as well as the process of learning outside the classroom in shaping student behavior. In addition to character, character education should also include knowledge of human rights, tourism, the environment, consumerism prevention, population, forestry, home industry/economy, HIV / AIDS prevention, drug abuses, peace, democracy and increased consensus on values universal in the learning of appropriate subjects.
In the process of teaching and learning teachers and school, stakeholders should be a sample figure in each behavior that can color the behavior of all students. It is therefore clear that the relationship between the creativity of teachers and school stakeholders in acting, behaving, communicating at all times should support the learning of each subject in the classroom or outside the classroom.
A teacher is a central point of successful character education and character in school. But the success of character education in the national scope is very unlikely without the support of others such as exemplary officials, media support, exemplary community leaders and other parties. Just imagine how difficult it is for teachers to explain the importance of law when officials disobey the law.
There are at least two requirements that must be implemented so that the learning process can integrating character education and character education, namely (a) professional sharpness of teachers in anticipating the use of various possible hooks that must be done by the students to lead to the realization of intra-conceptual links or between interface study and (b) material control over the areas of study that need to be linked. In relation to Character Education and Character Education as an integrated learning with all subjects, the hook direction is intended to be questions that must be answered or the tasks that must be done by the students that lead to the development of character and manners and the development of the quality of humanity.
Teachers of junior and senior high schools should be able to apply the development of student personalities and the mastery of skills and skills required to master an initial basis of disciplines in a balanced and synergic way. We do not expect to give birth to a skilled young generation without character, nor are we hoping to give birth to a generation of virtuous character who has no skills. What we expect is a superior generation of high-skilled and good-natured.
Character or character develops through four stages: anatomical, heteronomic, sociodramatic, and anatomical (Bull, 1969; Rachman, 2000). Given the manifestation of morality through the stages of child development and the influence of the environment in which the child has the right to develop himself then the education of manners should be given early, now, and always at all times. Therefore, teachers in schools, parents at home, instructors/trainers in the course, community leaders in the community in developing children's character must be spontaneous and immediate. Spontaneous in responding, rebuking, directing when children do not match the value of manners; immediately give reinforcement when the child acts in accordance with the value of manners.
Again it is necessary to affirm and realize that character education and character education are not only the responsibility of one subject teacher but must be integrated into all subjects taught in school as well as in various school activities. Activities held in schools, especially student activities need to apply the totality of education by relying on exemplary, creation of the environment and habituation of good things through various tasks and activities.
Basically, the school environment can be done through:
1. Assignment
2. Habituation
3. Training
4. Teaching
5. Direction
6. Exemplary
All have a strong influence on the formation of student character and character. Each school activity must contain elements of character education. This can be found, among others, in scouting activities containing education of simplicity, independence, solidarity and togetherness, love of the environment, and leadership. In sports activities, there is physical health education, sportsmanship planting, cooperation and perseverance to strive, and others
The formation of character and character of learners is not enough to be given only in schools but must be supported by outside school education. Out-of-school education as in the family by parents, in study groups by instructors or tutors; in courses by trainers/builders; and in the community environment by peers, community, exemplary community leaders, exemplary officials, political elite elegance, and the like. They are all, proportionately should be able to provide religious beliefs, cultural values, moral values, and skills. The integration, continuity, and sustainability of character education developed in schools with character education outside of school are expected to produce generations of nations who have the character and noble character as expected.
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