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THE CHARACTER BUILDING TROUGH ACADEMIC ATMOSPHERE FOSTERING

THE CHARACTER BUILDING TROUGH ACADEMIC ATMOSPHERE FOSTERING. The 1 st International Conference and Workshop Universitas Pendidikan Indonesia Campus of T asikmalaya Sunaryo Kartadinata Professor of Educational Sciences in Guidance and Counseling.

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THE CHARACTER BUILDING TROUGH ACADEMIC ATMOSPHERE FOSTERING

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  1. THE CHARACTER BUILDING TROUGH ACADEMIC ATMOSPHERE FOSTERING The 1st International Conference and Workshop UniversitasPendidikan Indonesia Campus of Tasikmalaya SunaryoKartadinata Professor of Educational Sciences in Guidance and Counseling Footer Text

  2. DEFINITION OF EDUCATION ARTICLE 1 (1) of Act NO. 20/2003 Education is a conscious and well-planned effort to create an atmosphere of learning and learning process so that learners actively develop their potential to have spiritual and religious power, self-control, personality, intelligence, noble character, as well as skills needed by him/her, society, nation and state.    Footer Text

  3. THE NATURE OF CHARACTER ANDCHARACTER EDUCATION • Character Greek root, "to engrave"  carve • Character formation active process of "making marks or signs" (i.e., good habits) on one's person • Core values ? (healthy, good, right, smart, creative, hard work, honest, responsibility, imtaq) • CHARACTER EDUCATION VS. ACADEMIC EDUCATION Footer Text

  4. CHARACTER AND CULTURE • Character is unique (individual, group, nation)  • Individual Character vs. Nation / Group Character (Is it an aggregate?) RULE OF CONDUCT  • Cultural awareness, cultural intelligence, cultural adhesives  characters is culturally bound • Culture is the foundation of character building • Core values to be explored and developed from the culture  Footer Text

  5. THE FOUR STRATEGIC CAPITALS(A MENTAL MODEL) HUMAN RESOURCES CAPITAL INSTITUTIONAL CAPITAL CULTURAL CAPITAL KNOWLEDGE RESOURCESCAPITAL MIND SET COMPARATIVE AND COMPETITIVE ADVANTAGES

  6. CHARACTER EDUCATION FOR THE DEVELOPMENT OF FUTURE SOCIETY    Hard work Quality oriented Honesty, Efficient Responsible Develop Change Improve Therapyi Competitiveness Autonomy Sustainablity CORE VALUES ??? Indonesian Human Future Instruction that Educate, Knowledge, Hard skills, Soft skills, Religious Values, Culture, Individual potentialities…

  7. CHARACTER EDUCATION IS UBIQUITOUS MULTI LEVEL, MULTI CHANEL, MULTI SETTING FAMILYSCHOOLSOCIETY PARENTING STYLESSCHOOL LEARNINGGOVERNANCE

  8. INTERACTION OF EDUCATIONAL ENVIRONMENT Sunaryo Kartadinata, 2011

  9. Academic Atmosphere Footer Text

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  14. 21STCENTURY SKILLS WAYS OF BEING CHANGE OF THE ROLE OF EDUCATION ADAPTASI DARI: Griffin, Patrick: 2012 WAYS OF BEING DITAMBAHKAN OLEH SUNARYO KARTADINATA, 2016

  15. CORE VALUES OF CHARACTER AND GLOBAL SKILLS WELL BEING ENTRY POINT

  16. RELGIUOUS LIFE Footer Text

  17. What is and How to Foster Academic Atmosphere…? THE MAXIMUM CONDITIONS THAT FACILITATE STUDENTS REALIZE HIM/HER SELF RELIGIOUS NATIONALISM AUTONOMY MUTUAL COOPERATION INTEGRITY NATIONAL CORE VALUES LOCAL VALUES • QUALITY ACHIEVEMENT • WORK HRD • RESPONSIBILTY • DISCIPLINE • 4 C • GOODNESS • HONESTY • TOLERANCE • INDIPENDENCE • CAGEUR=HEALTH • BAGEUR=GOOD • BENER=RIGHT • PINTER=SMART • SINGER=SKILLFUL • SINGER=CREATVE Footer Text

  18. What happened in the Classroom Atmosphere • The classroom learning atmosphere reflects the peace exemplified in the verbal and nonverbal behaviors of the students at the rate of 56%  in the learning environment, there still appears violent behavior among students. • Teacher's efforts to create a peaceful class atmosphere are at 65.76%, the teacher's behaviors still contain actions that do not support the realization of an atmosphere of peaceful class optimally. SUNARYO KARTADINATA, 2017

  19. What Happened with Student’s Cognition? • Cognitive style and violent behavior trends among 4-5 grade children show : Kartadinata and associates (2016) • Tend to be undifferentiated styles that describe linear, dichotomous, and more lefty hemispheric thinking processes. • There is a normative belief in child cognition that violence is justified to be reciprocated. • Behavioral patterns or retaliatory actions tend to be done by reaction of aggression and physical action. • The thinking predisposition as described above is very dangerous for national unity, international harmony and the life of mankind.  trends in violent behavior, radicalism, and conflict can be prevented through interdependent development of nonviolent thinking through educational efforts since early childhood SUNARYO KARTADINATA, 2017

  20. Key Principles of the Development of Academic Atmosphere • Holistic, oriented towards cognitive development, affective and peaceful behavior as a whole • Participatory, giving space for students to explore, share and cooperate • Co-operative, giving students space to study and cooperate, rather than to compete • Experiential, learning with direct experience in the class so that direct teaching can be minimized SUNARYO KARTADINATA, 2017

  21. Dynamics of The Development of Academic Atmosphere Those stages or elements are: • STRUCTUREdevelopment through the presentation of stimulation by teachers or counselors by confronting students with issues, tasks, and problems to learn. • DEVELOPMENT OF TRANSACTIONS through class dynamics and involvement of all students in classroom processes and activities, through inter alia motivation, discussion, and assignment. • REINFORCING RESPONSESand behavior patterns through rewards, praise, and the growth of perspectives forward. SUNARYO KARTADINATA, 2017

  22. 9 Principles of Character Education • Unique (adhesive vs aggregate; core values)   • Ongoing process education over generation  • Related to all aspects of educational goals as a whole   • Inseparable from the mastery of science, technology, and art   • Educational learning (instruction that educate) as the main vehicle   • Require various aspects in the development within the cultural diverse    Footer Text

  23. School environment as a cultural environment, school climate    • Life-long process, exemplary from the early childhood until adulthood   • Multi-level, multi channel, and multi-setting  Footer Text

  24. CHARATER BUILDING IN CAMPUS • ACADEMIC PROCESSES THREE DHARMA • TEACHING, RESEARCH, COMMUNITY SERVICES • STUDENTS ACTIVITIES • DEVELOPMENT OF VARIOUS CORE VALUES THROUGH THE REAL ACTIVITIES • CAMPUS ENVIRONMENT • PHYSICAL-PSYCHOSOCIOCULTURAL • WORK ENVIRONMENT • ROLE, RESPONSIBILITY, ETHICS Footer Text

  25. A MATTERS OF POSITION, ROLE, AND RESPONSIBILITY POSITION I N T E R N A L I ZATION ETHICS • Deontik ROLE RESPONSIBILITY • Aretaic IT CANNOT BE EXCEEDED 

  26. Thnak You SUNARYO KARTADINATA. 2017

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