Living Values Education in Habitual

Action
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by: group one (1)
Ferdinawati Telaumbanua
Herni Trisna Lase
Indah Faeri Zendrato
Enjelis Zega
Meiwan Tuti Eka Juniat Zendrato
Lecturer : Yasminar Amaerita Telaumbanua, M,pd

ssInstitut Keguruan Tinggi

Gunungsitoli
 FOREWORD

Praise and thanksgiving to the group to the Almighty God, thanks to His

grace, the group can finish this paper at the right time. As for the title of our material

or discussion as group 2, namely "Living Values Education in Habitual Action".

The group would like to thank friends who have supported us in making this paper,

especially we are very grateful to Miss. Yasminar A. Telaumbanua M, pd, as a

lecturer in the Characrer Building course, who gave confidence to the group to

complete this task.

The group is aware that the writing of this paper is far from perfect, starting

from the way of writing and the words in the explanation. For this reason, the group

really hopes for criticism or input so that this paper is even better.
 CHAPTER I

PRELIMINARY

A. Background

Character should be accustomed to through a series of activities at school

which are carried out regularly and programmed. Autonomous schools can develop
habituation activities in accordance with the vision, mission, goals, commitments,
and school rules. In the whole series of habituation activities are rich in values
because they reflect the values of life and are taught in real terms in the actual
context in class, school, and the surrounding environment. Habituation which is also
interpreted as habituation is considered to hold the key to school best practices in
character education in accordance with the school culture and / or school
climate.which at the same time presented the school's prestige in shaping the
character of students. The school climate or school culture can be created
intentionally, although it may also develop by chance. The influence of school
climate and culture is quite large on the success and quality of school graduation.

B. Problem Formulation

1. What is the nature of habituation?

2. What are the integration of living values education in habituation?
3. How is the effect of living values education in habituation on character
building?
4. Writing purpose
5. It is hoped that readers will understand living values education
6. And know and understand the effect of living values education in character
formation
7. Dan dapat mengembangkan model living values education dalam kegiatan
pembelajaran
 

CHAPTER II

DISCUSSION

A. The nature of habituation

Lanqing (2003) argues that developing character education must begin with an
exploration of looking for individual models in a particular life context. Through
certain contexts, an appropriate model of self-character development is
determined. The Ministry of National Education (2010a: 30) states that the approach
to character education includes:

1. An interventive approach, an atmosphere of learning and learning

interactions is developed that is deliberately designed to achieve the goal of
character building by implementing structured activities. In order for the
learning process to be effective, the teacher's role as a role model is very
important and decisive.
2. The habituation approach, creates situations and conditions and
reinforcement that allows students in their education unit, at home, in their
community to get used to behaving in accordance with and become
characters that have been internalized and personalized from and through
the interview process.

Budimansyah (2010: 62-63) describes the process of intervention and

habituation as follows: Intervention is a formal character education process,
packaged in learning and learning interactions ( learning and instruction)which are
deliberately designed to achieve the goal of character building by implementing
various activities structured ( structured learning experiences).

Habituation is the process of creating a variety of situations and conditions

( persistent-life situations) containing various reinforcement.which allows students in
their educational units, at home, in their community to get used to behaving
according to values and make internalized and personalized value sets through the
process of heart, thought, exercise, feeling and intention as character or character.
Koesoema (2008: 32) proposes five character education methods in the application
of school institutions, namely teaching, modeling, determining priorities, priority
praxis and reflection. Aswandi (2010: 20) emphasizes four important things that must
be considered when re-actualizing character education, namely through (1) providing
a correct understanding of character education; (2) habituation; and (3) examples or
role models; (4) integrated learning education. From these differences of view,It can
be concluded that the approach being carried out in character education is currently
being carried out, namely through an interventive approach and a habituation
approach because as a whole it has summarized various opinions that have
emerged from the various experts above. However, if it is just an approach without
real action then the theory will not function as it should because the theory requires
action.
 Megawangi (2004: 113) argues that "one of the causes of a person's inability to
behave well, even though cognitively he knows it, is that he is not trained to carry out
policies or moral actions .

Character education is closely related to habitsor habits that are continuously

practiced or carried out (Kementrian Pendidikan Nasional, 2010b: 10).

At the implementation stage, learning experiences and learning processes are

developed which lead to character building in students. This process is carried out
through a process of empowerment and culture as outlined as one of the principles
of the implementation of national education. This process takes place in three
educational pillars, namely in the formal and non-formal education units, the family
and the community. In each pillar of education there will be two types of learning
experiences built through two approaches, namely intervention
and habituation  (Ministry of National Education, 2010b: 24). Napping (2007: 67)
explains that:

Habit can be understood as internalization and institutionalization. The first

meaning refers to an effort to impart a value, attitude, feeling, perspective and
knowledge that grows and develops in a society to individual members of the culture
concerned. While the second meaning emphasizes aspects of values, norms and
behavior that are mutually agreed upon by individuals in a social context, controlling
and directing behavior to achieve specific goals.

Furthermore, Huda (2009) explains that the civilization process is an effort to

shape a person's behavior and attitudes based on knowledge, skills so that each
individual can play their respective roles. The cultural process occurs in the form of
inheriting cultural traditions from one generation to the next and the adoption of
cultural traditions by people who do not know the culture before. The inheritance of
cultural traditions is known as the enculturation process. Meanwhile, the adoption of
cultural traditions is known as the acculturation process. Both processes culminate in
the formation of culture in a community. The process of enculturation usually occurs
informally within the family, the cultural community of a tribe, or the culture of a
region.The process of enculturation is carried out by parents or people who are
considered senior to children, or by people who are considered younger. Meanwhile,
the acculturation process usually occurs formally through the education of someone
who does not know, is informed and made aware of the existence of a culture, and
then that person adopts the culture. Apart from habituai, other terms are also known,
namelyhabitus . Bourdieu (2009) offers a habitus to describe the social relationships
of individuals in groups and society. Habitus refers to actions, practices, daily life,
situations, demands and procedures in the whole of life and the ways in which each
individual is positioned in his social world. Our daily habits (which can be in the form
of ideas, behaviors and tastes) mean a series of tendencies that we do specifically
learn through practices. It is more of a 'commonsense' act .as natural as possible in
a social setting. Habitus marginalizes and regulates behavior that is incompatible
with its objective conditions, it is a historical manifestation, which is internalized as
a second nature (Kalidjernih, 2010: 61; 2007: 41).
 Furthermore, Bourdieu (2009: xvii-xix) argues that the habitus is a cognitive
structure that chains individuals and social realities. Habitus is a subjective structure
that is formed from individual experiences relating to other individuals in a network of
objective structures that exist in social space. Habitus is easily indicated by schemes
which are conceptual representatives of things in social reality. The scheme is
expressed in the form of the term uncle. The schemes relate in such a way as to
form a cognitive structure that provides a framework for action for individuals in their
daily life with other people. Habitus is the result of learning through experience, play
activities, and also community education in a broad sense. The learning takes place
subtly,unconscious and appear as natural things so as if something scientific, as if
given by nature or "already from there".

SITI WINDA LESTARI BLOG

Meanwhile, the Department of National Education (2007: 4) calls habituation as
habituation which means "a process of forming attitudes and behaviors that are
relatively permanent and automatic through a repetitive learning process". He
continued that the attitude or behavior that has become a habit has the following
characteristics:

1. The behavior is relatively sedentary

2. Habits generally do not require a high enough thinking function
3. Habit is not a result of maturity, but as a result or result of experience or
learning.
4. This behavior appears repeatedly in response to the same stimulus.

Habituation as the actualization of character education, is clarified by the opinion of

Megawangi which states that "character education is to educate someone to get
used to good behavior, so that he becomes accustomed and feels guilty if he does
not do it". Megawangi's opinion emphasized that the desire to do good comes
from loving the good). Berkowitz emphasized that "the habit of doing good does not
always guarantee that people who are used to it consciously appreciate the
importance of character values", Berkowitz divides two aspects of emotion, namely
self-censonship (internal control and pro social). Internal control is related to feelings
of guilt and shame, where this control prevents a person from bad behavior.
Meanwhile, the pro social aspect is related to the emotions that arise when seeing
the difficulties or suffering of others. Therefore character education also requires
emotional aspects. Meanwhile, the pro-social aspect is related to the emotions that
arise because of seeing the difficulties or suffering of others, and this can be called a
sense of empathy and sympathy.

Based on the study of the Ministry of National Education on religious values, social
norms, regulations / laws, academic ethics, human rights principles, several
character values have been identified that need to be instilled in students. There are
5 values, namely:

1. Value of human behavior towards God

 2. Value human behavior towards others
3. Value of human behavior towards the environment
4. Value of human behavior towards nationality
5. Value human behavior towards oneself
Habituation in schools is related to the creation of a school culture or school
climate. In general, among the sharing of schools that are equals there are
similarities in rules or patterns of life that are fundamental to the school climate and
culture that is the hallmark of a school.

Living Values Education integrity in habituation

The values of life are developed from Living Values Education and the Ministry of
National Education with school indicators for the values of peace, tolerance, honesty,
responsibility, and cooperation awards adopted from the Ministry of National
Education

B. Integration of living values education in habituation

The author determines 12 life values from living values education (Tillman, 2004)
with school indicators for the values of peace, tolerance, honesty, responsibility,
appreciation, cooperation adopted from the Ministry of National Education (2010a),
and indicators of other values developed based on considerations. the author after
reading various references. The school indicators can be seen in the table:

The habituation activity based on leaving values education can be carried out
gradually not all at once, but certain values are chosen to be priorities in accordance
with the vision and mission of the school and are considered very critical and
important to be developed immediately, and the next stage is developed to other
values. The integration of life values in habituation at school is carried out through
the following steps:

1. Development of life values in accordance with the vision and mission of

the school
2. The expected values of life and behavior are clearly defined and
formulated
3. The expected behavior according to the values of life is outlined in the
school rules
4. Behavior according to the values of life is learned in the actual context in
the classroom and outside the classroom, in the school environment
5. Behavior that is in accordance with expectations is rewarded regularly
(reward system)
 6. Deviant behavior is corrected proactively and with clear procedures.

The following is an example of implementing steps to integrate the values of life in

habituation carried out at a private school in Bandung:

Development of the values of life in school

The values of life include the main values as the embodiment of the human position
in life as the being of God, individual beings, social beings, and citizens, namely:

(1) the values of human behavior towards God;

(2) values and human behavior towards oneself;
(3)  the values of human behavior towards others;
(4) values of human behavior towards the environment,
(5) national values.
 CHAPTER III

CLOSING

A. CONCLUSION

Living values education is an educational program that offers training and practical
methodologies for educators and facilitators to help them provide opportunities for
children and young people to explore and develop universal values. Values
education programs also continue to the extent to which children and young people
can associate these values in their daily social-emotional and interpersonal-
interpersonal skills. One of the fundamental processes in the Living Values
Education training program is that each educator is also invited to reflect on and
explore their personal values, so that they can become a foundation in creating a
values-based learning atmosphere.

B. ADVICE

It is hoped that educators will develop living values education and develop life
values, the values of life which are considered to provide guidance for individuals to
deal with negative impacts. Value education is also considered increasingly
important to offer positive experiences and provide choices that can strengthen life
values