The document discusses character education, defining it as the intentional development of core ethical values and virtues in young people through various educational activities. It emphasizes the importance of a supportive school culture involving all stakeholders and the role of teachers as character educators in shaping students' moral development. Additionally, it outlines strategies for embedding character values through the curriculum, particularly in the context of Indonesian education.

1. CHARACTER EDUCATION
Amalia Vidya Maharani (17716251026)
Nunik Herani Wulandari (17716251027)
Putri Hasanah (17716251028)

2. WHAT CHARACTER
EDUCATION IS
Character is a set of personal traits or dispositions that produce
specific moral emotions, inform motivation and guide conduct.
Character education includes all explicit and implicit
educational activities that help young people develop positive
personal strengths called virtues.
Character education is the intentional effort to develop in young
people core ethical and performance values that are widely
affirmed across all cultures. To be effective, character education
must include all stakeholders in a school community and must
permeate school climate and curriculum.
Jubilee Centre
(2017)
Jubilee Centre
(2017)

3. WHY CHARACTER
EDUCATION IS IMPORTANT
Character is fundamental: it is the basis for human and societal flourishing;
Character is largely caught through role-modelling and emotional contagion:
school culture and ethos are therefore central;
Character should also be taught: direct teaching of character provides the
rationale, language and tools to use in developing character elsewhere in and
out of school;
Character is sought freely to pursue a better life;
Character is educable: it is not fixed and the virtues can be developed. Its
progress can be measured holistically, not only through self-reports but also
more objective research methods;
Character depends on building Virtue Literacy;
Good character is the foundation for improved attainment, better behaviour
and increased employability, but most importantly, flourishing societies;
Character should be developed in partnership with parents, employers and
other community organisations;
Each child has a right to character education;

4. KEY PRINCIPLES FOR
CHARACTER EDUCATION
 Character is educable and its progress can be assessed holistically
 Character is important: it contributes to human and societal flourishing
 Good education is good character education
 Character is largely caught through role-modelling and emotional contagion: school
culture and ethos are therefore central
 A school culture that enables students to satisfy their needs for positive relationships,
competence, and self-determination facilitates the acquisition of good character
 Character should also be taught: direct teaching of character provides the rationale,
language and tools to use in developing character elsewhere in and out of school
 Character should be developed in partnership with parents, employers and other
community organisations
 Character education is about fairness and each child has a right to character
development
 Positive character development empowers students and is liberating
 Good character demonstrates a readiness to learn from others
 Good character promotes democratic citizenship and autonomous decision-making

5. THE BUILDING BLOCKS
OF CHARACTER

6. VIRTUE
DEFINITIONS
Virtues are empowering and are a key to fulfilling an
individual’s potential. Because of the foundational
role of the virtues in human flourishing, schools
have a responsibility to cultivate the virtues, define
and list those they want to prioritise and integrate
them into all teaching and learning in and out of
school.

7. Continue.....
 Courage
 Justice
 Honesty
 Compassion
 Gratitude
 Humility
 Integrity
 Respect

8. Components of Virtue
Identity
Understanding oneself as strongly committed to the virtues
Motivation
Having a strong desire to act on the virtues
Reasoning
Discernment and deliberative action about virtues, including in situations
where virtues conflict or collide
Action and Practice
Doing the right thing in the right way

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Perception
Noticing situations involving or standing in need of the virtues
Knowledge and Understanding
Understanding the meaning of the virtue term and why the virtue
is important, individually and as part of a well-rounded,
flourishing life of overall virtue, and being able to apply the virtue
to episodes of one’s own and others’ lives
Virtue Emotion
Feeling the right virtue-relevant emotion in the right situation in
the right way

10. Virtues can be
the school community of both staff and students
provide the example, culture, and inspirational
influence in a positive ethos that motivates and
promotes character development.
the school provides educational experiences in and
out of the classroom that equip students with the
language, knowledge, understanding, skills and
attributes that enable character development.
the school provides varied opportunities that
generate the formation of personal habits and
character commitments. These help students
over time to seek, desire and freely pursue
their character development.
Taught
Caught
Sought

11. What is The Relationship
Between Morality and Religion?
We live in religiously diverse society. Our society includes people
of different religious beliefes. For this reason, it is important to clarify
the relationship between morality and religion. Several poins are
relevant:
Most people in the country profess some kind of religious belief or
identity.
Religion is for many a central motive for leading a moral life.
Within a religious worldview, god is seen as giving us the essential
help, the grace that wee need to achieve the goodness commanded by
god
Most students today are ignorant of the role of religion in the moral
beginnings and developementas a nation.
There aare many people lives religion does not play significant role.

12. THE GOALS OF
CHARACTER EDUCATION
Schools should provide
opportunities for students
to not just think and do,
but also understand what
it means to be and
become a mature,
reflective person.
They should help prepare
students for the tests of
life, rather than simply a
life of tests.

13. TEACHERS AS
CHARACTER EDUCATORS
A person of good character who also exemplifies commitment
to the value of what they teach.
The character and integrity of the teacher is more fundamental
than personality or personal style in class, and it is no less
important than mastery of subject content and techniques of
instruction.
Teaching a subject with integrity involves more than helping
students to acquire specific bits of knowledge and skills.
Good teaching is underpinned by an ethos and language that
enables a public discussion of character within the school
community

14. Unfortunately, the recent surge in interest in
character education has so far failed to make an impact
on teacher education and training. Indeed, contemporary
policy discourse, with its amoral, instrumentalist,
competence-driven vocabulary, often seems to shy away
from perspectives that embrace normative visions of
persons in the context of their whole lives. The lack of
teacher education programme with a coherent approach
to character education is most likely the result of an
overly narrow concentration on grade attainment and
classroom management.

15. Character Values in K-13 Context
 The aims of education in Indonesia:
developing the abilities
building the characteristics of the nation.
 The way to build the characteristics is by education in formal, non
formal, or informal.
 The Indonesian’s government in Madya (2013) states the character
values in The Curriculum 2013, such as hard worker, to be creative,
independent, democratic, curiousity, spirit of nation, patriotism,
appreciate the achievement, friendly/communicative, avid reading,
polite, confidence, responsive, proactive, religious, honest, tolerance,
discipline, peaceful, care with environment, and with other people.

16. HOW TO EMBED CHARACTER VALUES THROUGH
EDUCATION?

17. English Text
 Madya (2013) states the possible contribution can take from
English text that from structure or content.
 In structure context:
 Think the information orderly in arranging a text, from
specific to general or general to specific.
 The different structure also impacts the different content of
each text.
 In content of the text:
 Students will get the message or moral values of the text
after read it.

18. Teaching and Learning English Process
 In English text, students learn to think in contextual by the
reading situation of the text to decide the best choice in doing
something.
 In the learning process, students learn to be patient, stubborn,
and persistent by remembering the knowledge: grammar,
vocabulary, pronunciation, and tenses.
 In practicing English, students learn to be democratic in
talking with other friends.

19. HOW TO DEVELOP THE STUDENTS’ CHARACTERS?

20.  Making a role play about the issues of religion or friendship or
understand the text with the theme of religion or friendship
for getting religious and friendship values.
 Doing a dialogue in practicing English for getting tolerance
values.
 Practicing the language by following the schedule in getting
discipline values.
 Asking students to revise their task to get the best result for
getting hard working values.
 Making an essay to build the students’ creativity.
 Ask students to express their suggestion freely for getting
democracy values.
 Ask students to answer the question in getting curiosity
values.

21.  Discussing nationalism issues for getting nationalist values.
 Giving congratulation to students who get the best scores for
appreciating their achievement.
 Discussing the disadvantages of fighting or war in embeding
peaceful and care of social environment values.
 Watching movies about float, disease, or air pollution in
embeding care of environmental values.
 Giving students an assignment with the collecting schedule to
embed their responsiblelity.

22. The Example in Teaching Learning Process
 Curriculum : K – 13
 Grade : IX
 Basic Competence :
3.7 Comparing the social function, generic structure, and
grammatical feature in spoken and written in narrative text by
giving and asking information related to short and simple
fairytales according to the context.
4.7 Finding the meaning contextually related to the social
function, generic structure, and grammatical feature in spoken
and written in narrative text by giving and asking information
related to short and simple fairytales.

23.  Text : Narrative text
 Topic : Folktale
 Content : Malin Kundang
 Method : Genre – based text
 Technology : audio-visual, picture

24. The Example.....

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