CHARACTER EDUCATION AND SOCIAL PROBLEM OF COMMUNITY
Jaedi1, Zaenudin2,
Sarwo Edi3
Universitas Wiralodra Indramayu, Indonesia
Zaidim620@gmail.com1, Zaenudin07@gmail.com2, sarwoedy@pelitabangsa.ac.id3
|
Keywords |
Abstract |
|
Character
Education, Problems, Social |
Character
education is an education system that aims to instill certain character
values in society which includes components of knowledge, awareness or will,
as well as actions to implement community education values in realizing the
life of the nation by instilling character education. This research aims to
identify and improve relevant character values in society. This research uses
a qualitative case study type with data analysis methods. This research was
conducted in Indramayu Regency using Indramayu Regency Strategic Plan study materials and the
2020 Indramayu Figures book. Pure Enrollment Rates
(APM) and Gross Enrollment Rates (APK) According to Level of Education in Indramayu Regency in 2019 and 2020 at SMA/SMK/MA is 69.79. Even though there has been an increase in the
Education Human Development Index (HDI) in Indramayu
Regency since 2008, the School Enrollment Rate (APS), Net Enrollment Rate
(APM), and Formal Gross Enrollment Rate (APK) are still low. The low level of
education at this age is a problem in the human development index. |
Corresponding Author: Jaedi
E-mail: Zaidim620@gmail.com
INTRODUCTION
Law Number 20 of 2003 concerning the National
Education System states that National Education functions to develop abilities
and shape the character and civilization of a dignified nation in order to
educate the life of the nation, aiming to develop the potential of students to
become intelligent human beings, devoted to God Almighty, noble character,
healthy, knowledgeable, capable, creative, independent.
Moreover, they become democratic and responsible citizens (Omeri, 2015).
From
this law it can be understood that education is very important in making the
nation's life intelligent and developing the potential of students who have the
character of faith and devotion to God Almighty. Education is the main capital
in improving academic quality (Salamah,
2019). Character education is one approach to anticipate
changes in student behaviour in an adaptive and
generative manner. This is by the formulation of the
objectives of national education contained in UUSPN No. 20 of 2003 Chapter 2,
article 3: National Education functions to develop abilities and shape the
character and civilization of a dignified nation in order to educate the life
of the nation, aiming to develop the potential of students to become human
beings. Those who believe and are devoted to God Almighty have a noble
character, are healthy, knowledgeable, capable, creative, and independent, and
become democratic and responsible citizens .
According
to a report from the Ministry of National Education, a comprehensive study on
religious values, social norms, regulations, academic ethics, and human rights
principles has identified 80 character values. These values are categorized
into five groups: 1) Human behavioral values related to Almighty God, 2) Human
behavioral values related to oneself, 3) Values of human behavior relating to
fellow humans, 4) Human behavioral values related to the environment, and 5)
Human behavioral values related to nationality.
Nilai-nilai karakter manusia berbeda-beda menurut perilaku manusia, seperti yang telah disebutkan di atas. Nilai-nilai
karakter seseorang dapat dilihat pada
hubungannya dengan Tuhan, diri sendiri,
sesama manusia, lingkungan, dan kebangsaan (Awaludin, 2018).
Increasing human
development, which is currently being implemented, is within the framework of
complete human development. Therefore, this development is carried out to
create prosperity and prosperity for all Indonesian people in an atmosphere of
balance and harmony in fulfilling physical and spiritual needs. Thus, human
development must be connected to education, health and purchasing power,
according to the Human Development Index (HDI). The education development index
is urgent in increasing the HDI because education is the leading barometer in
achieving human development (Sukur et al., 2021).
The social problems are enormous, especially for rural
communities. Society is a small miniature of a country. Nowadays, almost every
activity in people's lives is always associated with educational values.
Therefore, it takes work to separate education from community life. Education
requires support from the community, whether in the form of providing
facilities, social systems, culture and so on, because here, the community is
positioned as a subsystem that contributes to the success of the implementation
of the educational process (Yanzi, 2019).
The key to success in character education is not only formal
education but also supported by non-formal education with community support,
both community organizations and other organizations. The community is the
foundation of a moral education that can educate the nation's life in realizing
character education (Ismail et al., 2020).
The benefits of this research include improving people's
quality of life through understanding the character values needed to overcome
social problems, developing targeted character education programs, and
increasing social solidarity. Research results can make a positive contribution
to the formation of individual and group character, create a society that is
more resilient to various challenges, and strengthen social relations within
it. Thus, this research not only provides in-depth insight into the correlation
between character education and social problems, but also provides a basis for
concrete steps in building a better society as a whole.
Research on Character Education and Community Social
Problems has the main objective of identifying and improving relevant character
values in society, with a focus on their impact on social problems. The
research objectives involve identifying significant character values related to
social challenges, increasing public awareness of positive character values,
and investigating the impact of implementing character education on social
problems. It is hoped that this understanding will help design more appropriate
and effective character education approaches.
RESEARCH METHODS
This
research uses a qualitative case study type with data analysis methods. The
approach in this research is naturalistic, meaning that the researcher does not
try to manipulate the research setting but conducts a study of a
phenomenon/event. The focus of research can be people, groups, programs,
relationship patterns, or interactions, all viewed in natural contexts. Thus,
researchers through experience try to construct a worldview around education and
the social character of society. The data analysis technique used in this
research is an interactive analysis model, which includes four components,
namely data collection, data reduction, data presentation, and drawing
conclusions. This research
was conducted in Indramayu Regency with study
materials from the Indramayu Regency Strategic Plan
and the 2020 book Indramayu figures.
RESULTS AND DISCUSSION
Character Education Objectives
Character
education aims to improve the quality of education implementation and outcomes
that lead to the achievement of the formation of students' character or noble
morals in a complete, integrated and balanced manner, according to graduate
competency standards. Through character education, it is hoped that students
will be able to independently increase and use their knowledge, study,
internalize and personalize character values and noble morals so that they are
manifested in everyday behaviour. Through character education, a child will become
intelligent, not only with his brain but also emotionally intelligent.
Emotional intelligence is critical in preparing children to face the future. With emotional
intelligence, a person can successfully face all kinds of challenges, including
succeeding academically through character education (Ismail et al., 2020).
This is by the
formulation of the objectives of national education contained in UUSPN No. 20
of 2003 Chapter 2, article 3: National Education functions to develop abilities
and shape the character and civilization of a dignified nation in order to make
the life of the nation intelligent, aimed at developing the potential of
students to become human beings. Who believe and are devoted to God Almighty,
have a noble character, are healthy, knowledgeable, capable, creative,
independent, and are democratic and responsible citizens.
Meanwhile, from an
educational perspective, character education aims to improve the quality of
implementation and educational outcomes, which leads to the achievement of the
formation of students' character and noble morals as a whole, integrated and
balanced (Sari et al., 2023). Character education essentially aims to
form an authoritarian nation that is competitive, has good morals, moral
tolerant, works together, has a patriotic spirit, develops dynamically, and has
an orientation towards science and technology, all of which is imbued with
faith and devotion to God Almighty based on Pancasila (Fauzi, 2020) .
To realize this
goal, the role of the family, school and community determines character
development for a better life in the future. By creating a conducive
environment, people will grow into individuals with character so that the
nature of every born pure can develop optimally.
Therefore, a good
way is needed to build a person's character. One perfect way is to create a
conducive environment. For this reason, the role of the family, school and
community is vital in determining character development for a better life in
the future.
Values in Character Education
Character
education is based on primary human character, which originates from universal
(absolute) moral values originating from religion, also known as the golden
rule. Character education can have definite goals based on these fundamental
character values. According to psychologists, some of the fundamental character
values are love for Allah and His creation (nature and its contents),
responsibility, honesty, respect and politeness, compassion, care and
cooperation, self-confidence, creativity, hard work, and never giving up
justice and leadership; kind and humble, tolerance, love of peace, and love of
unity. Character education is the education of human moral values realized and
carried out in real action. There are elements of forming these values and
attitudes based on the knowledge to do so. These values can help us better
interact with other people (learning to live together). These values cover
various areas of life, such as relationships with others (other people,
family), oneself (learning to be), life as a nation, the environment and God.
Of course, instilling these values requires three aspects: cognitive, affective
and psychomotor (Sari et al., 2023).
This is in line
with what was expressed by Lickona, who emphasized three components of good
character, namely moral knowing (knowledge about morals), moral feeling
(feelings about morals), and moral action (moral actions). So, with these components,
a person is expected to be able to understand, feel and practice virtuous
values (Wijayanti & Fatimah, 2018).
Furthermore, the
Ministry of National Education stated that Heri Gunawan stated that based on a
study of religious values, social norms, regulations or laws, academic ethics
and human rights principles, 80 character values have been identified, which
are grouped into five, namely:
1. Values of human behavior related to Almighty God.
2. Values of human behaviour related to oneself
3. Values of human behaviour relating to fellow humans.
4. Values of human behaviour related to the environment.
5. human behavioural values related to nationality.
Thus, if character
education has been successfully formulated by activists to a very operational
stage including methods, strategies and techniques, while moral education is
informed by ideal criteria and sources of good character, then combining the
two becomes a very inspiring offer. This is an entry point that character
education is strongly tied to spiritual and religious values
(Harris, 2017).
Character
education is based on the Al-Qur'an and As-Sunnah, a combination of the two,
namely instilling certain characters and, simultaneously, providing seeds so
students can develop their unique characters as they live. Following several
ideas or character models will not make students become creative people who
know how to face changing times; on the contrary, leaving it from the start for
students to develop their values will not be successful, considering that
students do not realize their goodness from the start. (Fattah, 2016) .
Through these
character education values, character education will be visible and successful
if a student understands that education is a form of knowledge and makes it a
part of life and consciously lives based on these values. Implementing the
values of character education can become an effort to make society aware of the
importance of character education (Sire, 2018).
The Urgency
of Character Education in Social Life
A social community highly upholds Islamic character or
morality. Humans generally desire and "embrace" Islamic character or
morality as proof that humans are social creatures. It is the formation of a
society. Thus, society embodies life with people inhabiting a particular area.
Various social processes also take place here. From a scientific point of view,
this field has produced various scientific disciplines, such as social science
(sociology), cultural science (anthropology), public relations science, and
others.
Thus, society, values and character education have an interrelated
relationship. Islamic character, a core part of believers' values, must receive
adequate attention from all parties. This means that transferring the values of
character education is a shared responsibility. Suppose Islamic character can
be inherited from one generation to the next. In that case, a collective behaviour or character will be created. When collective
character building is formed, social control over the lives of the community
members becomes effective. Situations like this lead the community to conducive
and dynamic conditions to advance themselves without abandoning the values that
should be upheld in the local area (Ulwaqidiah, 2022).
Society will follow a good pattern of life if their predecessors have
implemented this good example and made uswatun
Hashanah in people's lives. Good community figures who can exemplify a moral
and ethical way of life so that an intelligent and noble society can be
created.
Community Problems
The problems of society today are poverty, education, and
unemployment, which are still at the top of the list. Poverty is crucial for
rural communities because it is vulnerable to all aspects of life, including
educational, social, and cultural factors (Syatori, 2016). Measuring a poor person can
be based on daily or monthly income and a person's job and income.
The Big Indonesian Dictionary (KBB) defines absolute poverty, namely,
the situation of a population or part of the population who can only afford the
food, clothing, and housing necessary to maintain a minimum level of living. To measure poverty, the Central
Statistics Agency (BPS) uses the ability to meet basic needs (basic needs
approach). With this approach, poverty is seen as an economic inability to meet
basic food and non-food needs measured in expenditure. So, the Poor population has an average
per capita expenditure per
month below the poverty line (Rick et
al., 2023).
Poverty is a
condition of limited ability to meet the needs of a decent life, such as
limitations in income, skills, health conditions, control of economic assets or
access to information. This measurement is material or monetary. Monetary
measurements can be carried out using expenditure data as an approach to
household income. Then, this expenditure data is compared with the rupiah exchange
rate limit required to meet minimum living needs. This
limit is often called the poverty line (Adji et al., 2020).
In Law No. 13 of 2011 concerning handling of people with
low incomes, it is stated that people with low incomes are people who do not
have a source of livelihood at all and have a source of livelihood but cannot
meet basic needs that are adequate for the life of themselves and their
families.
In Islam, poverty is when a person experiences spiritual
and material deficiencies (Bayumi & Jaya, 2018). spiritual deficiencies are related to poor faith and
knowledge. Spiritual poverty is a poverty of the heart that is never calm and
happy. The heart is the embodiment of calm in human life. When a human's heart
is calm, his life will be calm, but if his heart is restless, his life will not
be comfortable. In the Islamic perspective, poverty is not only seen from
material aspects but also from moral or spiritual aspects. Therefore, every
poverty alleviation strategy must reflect both aspects. The conventional
approach to poverty ignores the importance of moral/spiritual commitment. The
Islamic approach has more attention to this aspect.
This condition of poverty is caused by various factors,
for example, the lack of job opportunities, wages below the minimum standard,
low work productivity, lack of assets, discrimination, price pressures and land
sales for productive purposes. Suhardjo divides it
into (two) categories, namely, natural poverty and structural poverty. Natural
poverty is caused by poor natural conditions or scarcity of natural resources.
Meanwhile, structural poverty is caused by the social structure of society,
which prevents them from using available sources of income (Auty, 2017).
Meanwhile, according to Kuncoro,
the causes of poverty from an economic perspective consist of three types: First,
at a micro level, poverty arises because of unequal resource ownership,
which gives rise to unequal distribution of income. Poor people only have
resources in limited quantities and of low quality. Second, poverty
arises due to differences in the quality of human resources. Low-quality human
resources mean low productivity, which in turn means low wages. The low quality
of human resources is due to low education, disadvantage, discrimination or
heredity. Third, poverty arises due to differences in access to capital (Fahrika et al., 2020).
Poverty and its causes in the societal problems faced by
all parties can make Indonesian society poor. The Indonesian people can
overcome poverty with full attention to underprivileged or poor communities.
Policymakers are truly selective in providing programs to poor people who need
help. The programs currently being launched by the government are the Family
Hope Program (PKH), Uninhabitable Homes (Rutilahu),
Self-Help Program Stimulant Assistance (BSPS) and others. This is a program
that can improve community welfare and reduce poverty.
Condition
of Indramayu Society
Geographically, Indramayu Regency is located
at 1070 52' - 1080 36' East Longitude and 60 15' - 60 40' South Latitude.
Meanwhile, based on the topography, most is a plain or sloping area with an
average land slope of 0 2%. This situation affects drainage; if the rainfall
is high enough, then in certain areas, there will be waterlogging. Indramayu Regency is located on the north coast of Java Island, which has 11 sub-districts with 36
villages directly bordering the sea with a coastline of 147 km. The population
of Indramayu Regency, based on data from the 2020 Indramayu Regency Population Census, is 1,834,434 people,
consisting of 922,619 male residents and 911,815 female residents.
Another indicator of the success of human development is progress in
the field of education. Based on data from the Ministry of Education and
Culture, Ganji Semester Data for 2020/2021 for the
elementary school level, the number of schools was 893, with 164,556 students
and 8,401 teachers. Then, at the junior high school level, the number of
schools was recorded at 212, with 62,824 students and 3,835 teachers.
Meanwhile, at the high school level, the number of schools was 52, with 18,906
students and 1,195 teachers. Moreover, Vocational High Schools are recorded as having
136 schools, 50,120 students and 2,120 teachers.
Looking at the
data from elementary schools that do not continue to junior high school, around
38% or the same as 101,732 students, while those who continue
from junior high school to high school are around 29.9% or the same as 43,918
children in 2020, this shows that there are still many students who do not
continue their studies at the junior high school level. Or to the high school
level, the question is, where are they? Among them, some are unemployed and
those who married at an early age.
Table 1 Percentage of Population Aged 7-24 Years by Characteristics
and Educational Status, 2020 Male Data
Source BPS
Indramayu
Table 2
Percentage of Population
Aged 7-24 Years by Characteristics and Educational Status, 2020 Female Data
Table 3 Expenditure Group
Table 4 Percentage of Population Aged 7-24 Years by Characteristics
and Educational Status, 2020 Male Data
Table 5 Percentage
of Population Aged 7-24 Years by Characteristics and Educational Status, 2020
Female Data
Table 6
Table 7 School Enrollment Rates (APS), Net Enrollment Rates
(APM), Gross Enrollment Rates (APK) Formal and Non-formal Population by
Characteristics and Gender, 2020
Table 8 School Enrollment Rates (APS), Net Enrollment Rates
(APM), Gross Enrollment Rates (APK) Formal and Non-formal Population by
Characteristics and Gender, 2020
Table 9 School Enrollment Rates (APS), Net Enrollment Rates
(APM), Gross Enrollment Rates (APK) Formal and Non-formal Population by
Characteristics and Gender, 2020
Table
10
Percentage of
Population Aged 15 Years and Over by Characteristics and Highest Diploma
Possessed, 2020
Male Data
Table 10
Percentage of Population Aged 15 Years and Over by
Characteristics and Highest Diploma Possessed, 2020
Women's Data
Table 11 Expenditure Group
The Horticulture
Subsector is one of the supporting subsectors in the Indramayu Regency
(Salama et al., 2023). Based on data from Horticultural Agricultural
Statistics, the harvest area for large onion and chilli vegetable crops in 2020
was 321 and 550 ha. Meanwhile, production for onion and chilli vegetables was
14,947 and 36,028 quintals, respectively.
Average
expenditure per capita is the cost incurred for consumption by all household
members during a month, whether from purchases, gifts or own production,
divided by the number of household members. Population Expenditure Based on the
results of the Kor National Socio-Economic Survey, March 2020, it is known that
54.74 per cent of the population of Indramayu Regency is included in the
population group whose expenditure on housing is between IDR 174,196 per capita
a month. Food Consumption Household expenditure is differentiated according to
food and non-food groups. According to the food group, the average expenditure
of Indramayu Regency residents is IDR 202,894 per capita a month, of which
38.98 per cent is used to consume ready-made food and drinks.
Sustainable
development is a strategy widely applied by developing countries, including
Indonesia (Ramadhani, 2020). Because government policies in recent years have prioritized economic
growth, exploiting natural resources has been evident without considering
environmental damage. Based on GDP calculations based on constant 2010 prices,
the economic growth rate of Indramayu Regency in 2020 is around -1.58 per cent.
Indramayu people
whose education is still low also have low welfare. Many still cannot maintain
their family in terms of marriage, as in the table.
Table 12
RSE Percentage of
Population Aged 10 Years and Over by Characteristics and Marital Status, 2020
Man
Table 13 RSE Percentage of Population
Aged 10 Years and Over by Characteristics and Marital Status, 2020 Female Data
Table
14 RSE Percentage of Population Aged 10
Years and Over by Characteristics and Marital Status, 2020
Table 15 RSE Percentage of Population Aged 15-49 Years
by Characteristics and Marital Status, 2020
Table 16 RSE Percentage of Population Aged 15-49 Years
by Characteristics and Marital Status, 2020
Table 17 RSE Percentage of Population Aged 15-49 Years
by Characteristics and Marital Status, 2020 Gender
Table 18 RSE Percentage
of Population Aged 15-49 Years by Characteristics and Marital Status, 2020
Expenditure Group
CONCLUSION
Character education is critical to improving the quality of education,
including for students and educators. The quality of education is reflected in
various aspects, such as curriculum, teaching and learning activities, and
evaluation in educational institutions. With the rapid development of
technology and the need for more religious immunity in society, character
education should be addressed. Character development starts from individual
humans and, if by Law No. 20 of 2003, can be implemented by various sectors,
communities and educational institutions. Even though there has been an
increase in the Human Development Index (HDI) for Education in Indramayu
Regency since 2008, the School Enrollment Rate (APS), Net Enrollment Rate
(APM), and Formal Gross Enrollment Rate (APK) are still low. Character
education in Indramayu society is still low, reflected in the high divorce rate
associated with low education and welfare.
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