INTEGRATION OF CHARACTER EDUCATION IN

IPS LEARNING IN PRIMARY SCHOOL

 
 
Dinda Tri Ramadhani
(2001010227)
 
ND : EmeldaThesalonika S.pd, M.Pd
 
Elementary School Teacher Education Student
HKBP Nomensen University
 
 
 
ABSTRACT
 
Education is primarily a conscious effort to develop the potential of learners
optimally. character education, namely; child's personal form, to become good human beings,
citizens, and good citizens, so as to anticipate the symptoms of moral crisis and was instrumental
in the framework of fostering the younger generation. Social science Education is a subject that
examines the social life of the material is based on the study of history, geography, economics,
sociology, anthropology and statecraft. Through learning in the social science can enter the
values of character education materials into the handle links in the IPS study.
 
Keywords: character education, social science
 
 
 
 
abstract
 
Education is basically a conscious effort to develop the potential of learners
optimally. character education, namely; forming a child's person, in order to be a good human
being, citizen, and good citizen, so as to be able to anticipate the symptoms of moral crisis and
play a role in the framework of fostering the younger generation. IPS education is a subject that
examines social life based on the study of history, geography, economics, sociology,
anthropology and state governance. Through the learning of social sciences can be included the
value of character education by integrating materials in the learning of social sciences.
 
Keywords: character education, social sciences
 
 
 
 

 
 Introduction
 
In today's globalization era the world feels very small, with the rapid development of
technology that makes people can so easily obtain information. Currently Indonesia is
experiencing a multi-dimensional crisis, including problems that arise in this country are moral
deviations such as: free sex, student brawls, speeding on the streets of students, drug users,
liquor, gambling, corruption cases, robberies, terrorist suicide bombings, and recently the most
astonishing case of porn videos the culprit is an idol artist in the community, as well as a member
of the House of Representatives (DPR) watching po videos rno during a hearing in the House of
Representatives.
So many problems that exist in our country today, as an educator of course we are very
concerned about the problems in our beloved country Indonesia, which is very concerned most of
those affected by the above problems are students or easy generations as the successor of the
leader of the nation of Indonesia. According to Warsono this condition is of course very
concerning for all of us. In the midst of the economic downturn, the morality of our young
generation is also deteriorating. The deterioration of the morality of the younger generation is of
course very concerning to all of us, because they are the leaders of the nation in the future. We
can't imagine that if this country was led by unscrupulous people in the future, perhaps this
country would be even more chaotic. [1]
Character education is now back in the government's echo, This character education is
echoed again because the current government is like a beard fire, because so many problems in
this country are related to moral deviations, national cultural values and ethics, both such
deviations are done by the younger generation and the leaders of the nation, so that the
government feels that character education today is very necessary.
Actually this character education has been around for a long time this Indonesian nation
was established, the founders of this Country of Indonesia poured it into the Preamble to the 1954
Constitution alenia 2nd with a firm statement, "ushering the People of Indonesia to the gate of
independence of an independent, united, sovereign, just and prosperous Indonesia. The founders
of the country realized that only by being an independent, united, sovereign, just and prosperous
nation of Indonesia became dignified and respected by other nations. Since the beginning of
Indonesia's independence, character education itself has been initiated by the founding thinkers of
the Indonesian nation, especially by our first resident Ir. Soekarno, through his idea of the
formation of the character of the nation(Nation and Character Building), about Pancasila as the
basis and ideology of the country, as well as relevance, challenges and developments for
character education in Indonesia. [2]
IPS as an educational program and field of knowledge, not only presents social knowledge
solely, but must also foster learners to become citizens and citizens who have responsibility for
society, nation and country.
 
 Discussion
 
Definition of Character Education
 
The term character comes from the Greek charassein and "kharax " which means tools
for making or to engrave which means to engrave, this word began to be widely reused in French
"caracter"  in the 14th century and then entered in English into"character' before finally
becoming Indonesian into "character". [3] It forms a character as we carve on a gemstone or hard
iron surface. Character is the character, habit, morality, or personality of a person formed from
the internalization of various virtues that are believed and underlie the way the person looks,
thinks, attitudes, and ways of acting. Such virtues consist of a number of values, morals, and
norms such as honesty, courage to act, trustworthy, respect for others. [4] The character is
manifested from the character of society and the character of society is formed from the character
of each member of the nation's society. Character development, or personality building in
members of the community, theoretically or empirically, is carried out from an early age to
adulthood.
Education is a conscious and planned effort to realize the atmosphere of learning and
learning process so that learners actively develop their potential to have religious spiritual power,
self-control, personality, intelligence, noble morals, as well as the necessary skills themselves,
society, nation and country. [5]
Character education is an educational system with the planting of values in accordance
with the nation's culture with the component aspects of knowledge (cognitive), attitude of
feelings (affection felling), and actions, both towards God Almighty (YME) both for yourself,
society and the nation. In Law No. 20 of 2003 on The National Education System formulates the
functions and objectives of national education that should be used in developing educational
efforts in Indonesia. Article 3 of the Sisdiknas Law states "National education serves to develop
the ability and form the character and civilization of a dignified nation in order to educate the life
of the nation, aiming to develop the potential of learners to become human beings who believe
and fear God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and
become democratic and responsible citizens". [6] The national educational objective is a
formulation of the quality of Indonesian people that must be developed by each education
unit. Therefore, the formulation of national education objectives becomes the basis in the
development of character education.
Character education development is very strategic for the sustainability and excellence of
the nation in the future. Such development must be done with good planning, appropriate
approach, and effective learning and learning methods. In accordance with the nature of the value
of character education is a joint effort of the school and therefore must be done jointly by all
teachers, all subjects, and become an integral part of the school culture
Character education is in line with the purpose of IPS education which is to nurture
students to be good citizens, who have knowledge, skills and social care that are useful for
themselves and for the community and for the country. To realize this goal, the process of
teaching and teaching it, is not only limited to aspects of knowledge (cognitive) and skills
(psychomotor) only, but also includes aspects of morality (affective) and responsible as contained
in the values of Pancasila. [7]
 

 
 
 Pedagogic Foundation of Character Education
 
Education is basically a conscious effort to develop the potential of learners
optimally. Such conscious efforts should not be released from the environment where the learners
are located especially from the cultural environment (Ki Hajar Dewantara; Pring; Oliva) because
students live in the environment and act according to their cultural methods. Education that is not
based on this principle will cause students to be divorced from their cultural roots. When this
happens then they will not know his culture well so he becomes a "foreigner" in his cultural
environment. Besides being a stranger, what's more worrying is that he's become a person who
doesn't like his culture.
The culture that causes learners to grow and develop starts from the culture in the nearest
environment, then develops into a wider environment that is the national culture of the nation and
the universal culture embraced by the human ummah. If the learner becomes foreign to his
closest culture then he does not know well the culture of his nation and himself as a member of
the nation's culture. In such situations he is very vulnerable to outside cultural influences and
even tends to accept outside cultures without due process
Thus, students as children of the nation and Indonesian citizens will have insight, mindset,
attitude patterns, and patterns of action and solve problems in accordance with the norms and
values of indonesian characteristics. This is in accordance with the main function of education
mandated in the Sisdiknas Law, namely "developing capabilities and shaping the character and
civilization of a dignified nation in order to educate the life of the nation". Therefore, the basic
rules governing national education (1945 Constitution and Sisdiknas Law) have provided a solid
foundation to develop the overall potential of one's self as a member of society and
nation. Culturally education serves to pass on past values and achievements to the younger
generation through the enculturation process. These values and achievements will be the pride of
the nation and in turn will make the nation better known by other nations. In addition to
bequeathing values, education also has a function to develop cultural values and past
achievements into the nation's cultural values in accordance with the present and future lives and
develop new achievements that become the new character of the nation. Therefore, character
education is the core of an education.
 
Character Education Function
 
Character education serves as:
a. development vehicles, namely: the development of the potential of learners to be well
behaved for students who have had attitudes and behaviors that reflect the character
b. improvement vehicles, namely: strengthening the national education work to be more
responsible in the development of potential students who are more dignified, and
c. filter rides, namely: to filter the cultures of the nation itself and the cultures of other nations
that are not in accordance with the values of character. [8] Purpose of Character
Education
 
The purpose of character education is as follows:
a. Developing the potential of heartbu / conscience or affective learners as human beings and
citizens who have character values
b. Developing the habituation of students that are praised and in line with the universal values
and cultural traditions of the religious nation
c. Instilling the spirit of leadership and responsibility of learners as the next generation of the
nation
 d. Developing the ability of learners to become independent, creative, national-minded people
e. Develop the school life environment as a safe learning environment, honest, full of creativity
and friendship, as well as with a high sense of nationality and full of strength (dignity). 11
 
Character Education Values
 
The values developed in character education are identified from the following sources:
a. religion
Indonesian society is a religious society. Therefore, the lives of individuals, communities,
and nations are always based on their religious teachings and beliefs. Politically, state life is
based on values derived from religion. Based on that consideration, the values of character
education must be based on values and rules derived from religion
b. Pancasila
The Unitary State of the Republic of Indonesia is upheld on the principles of national and
state life called Pancasila. Pancasila is contained in the Preamble to the 1945 Constitution
and is further described in the articles contained in the 1945 Constitution. That is, the value
of values contained in Pancasila becomes the values that govern political life, law,
economy, society, culture, and art stipulated in the articles of the 1945
Constitution. Character education aims to prepare students to become better citizens,
namely citizens who have the ability, will, and apply the value of Pancasila in their lives as
citizens.
c. culture
It is a truth that no human being lives in a society that is not based on cultural values
recognized by the community. These cultural values are used as the basis for
                                                                                                                                        

To Shape The Competitiveness And Character of the Nation. Educational Development and

Character of the Nation.  (Jakarta: Ministry of Education, 2010) 7
11 
Ibid 7
give meaning to a concept and meaning in communication between members of the
community. Such an important cultural position in people's lives requires culture to be a
source of values of character education.
      d. National Education Objectives
The national education objective reflects the quality that every Indonesian citizen must
have, developed by various educational units at various levels and pathways. In the national
education objectives there are various humanitarian values that an Indonesian citizen must
have. Therefore, the national education objective is the most operational source in character
education development compared to the three sources mentioned above (Ministry of
Education 2010: 7) [9]

 
The Urgency of Character Education
 
Character formation in each student is the purpose of national education, in accordance
with Article I of the Sidiknas Law of 2003 states that the purpose of national education is to
develop the potential of learners to have intelligence, personality and noble morals. The message
of the Sidiknas Law in 2003 means that education not only forms a clever Indonesian human
being, but also has personality or character, so that later on a generation of people who not only
have the ability to aspect good knowledge, but have a generation that develops with a character
that breathes good morals, noble values of the nation and religion.
 Character education can be interpreted as ethical education that involves aspects of
knowledge(cognitive),emotional attitude(affection felling),and actions. According to Thomas
Likona in Bambang Soenarko without these three aspects, character education will not be
effective. [10] With character education applied systematically and continuously, a learner will
become emotionally intelligent. This emotional intelligence is an important provision for children
in achieving the future, because one will be easier and successfully facing all kinds of life's
challenges, including the challenge of succeeding academically.
The basis of this character education, should be applied from the age of child or
commonly referred to by psychologists as the golden age, according to Piaget at the concrete
operational stage. because this age is proven to determine the ability of the child in developing
his potential. From here, it is fitting that character education starts from within the family and
school, which is the first environment for the growth of the child's character. According to
Suyanto[11] the largest growth of human brain intelligence occurs in childhood.
According to the Minister of Education of Indonesia Muhammad Nur the character of a
person in the process of development and formation is influenced by two factors, namely
environmental factors (nurture) and innate factors (nature). A theoretical review of
psychologically characterised behavior is a manifestation of a person's potential Intellegence
Quotient  (IQ), Emotional Quentient (EQ), Spritual Quotient (SQ) and Adverse
Quotient  (AQ). While a person who has character according to religious views in him contained
potential potential, namely: sidiq, amanah, fathonah, and tablig. Character according to
educational theory if a person has cognitive, affective, and psychomotor potential that is
actualized in his life. According to social theory, a person with character has logic and sense in
establishing intra-personal relationships, and interpersonal relationships in people's lives. [12]  
The behavior of a person of character is essentially the embodiment of the function of
psychological totality that includes the entire potential of the human individual (cognitive,
affective, conative, and psychomotor) and the function of sociocultural totality in the context of
interaction (in families, educational units, and communities) and lasts throughout life. 17
Character configuration in the context of totality of psychological and sociocultural
processes can be grouped in: Spiritual and emotional development, Intellectual
development, Physical and kinesthetic , andAffective and Creativity development. [13]
The four psychosocial processes (exercise, thought, sports, and taste and initiative) are
holistically and coherently interconnected and complementary, which boils down to the
formation of characters that become the embodiment of noble values. Diagrammatically, the
coherence of the four psychosocial processes can be described as follows:
Each psychosocial process (exercise, thought, sports, and taste and initiative) can
conceptually be treated as a cluster or cluster of noble values in which there are a number of
values. The four psychological processes, each other are interconnected and strengthen each
other. Therefore every character, as well as attitude, is always multiplex or plural. Grouping these
values is very useful for planning purposes. In the process of intervention (learning, modeling,
and strengthening) and habituation process (sanitization, habituation, and strengthening) and
ultimately become characters, the four clusters of noble values will be integrated through the
process of internalization and personalization in each individual.
Some countries that have implemented character education since primary education
include; United States, Japan, China, and Korea. The results of research in these countries state
that the systematic implementation of character education has a positive impact on academic
achievement. [14]  

 
 Ips Education in Primary Schools
 
In foreign literature about IPS education is known by various terms such as social
secience education, social studies, and social education. [15] While in Indonesia the term Social
Sciences only began to appear in 1975-1976, namely a label for the subjects of history,
economics, geography and other social science subjects for the level of primary and secondary
education. The term IPS is also intended to distinguish by the names of disciplines in
universities. Then in the next development, the name ips is becoming the understanding "a
subject that uses the integration approach of several subjects, so that the lesson has more meaning
for learners and to prevent overlap. [16]
Meanwhile, in KTSP, it is formulated that Social Sciences (IPS) is one of the subjects
given ranging from SD/MI/SDLB to SMP/MTs/SMPLB. IPS examines a set of events, facts,
concepts, and generalizations related to social issues. At elementary school / MI level, ips
subjects contain geography, history, sociology, and economics. Through IPS subjects, students
are directed to be democratic, responsible, Indonesian citizens, and peace-loving citizens of the
world. [17]

The objectives of social studies subjects in SD/MI are set as follows: 1. Recognize
concepts related to people's lives and their environment; 2. Have the basic ability to think
logically and critically, curiosity, inquiry, problem solving, and skills in social life; 3. Have a
commitment and awareness of social and human values; 4. Have the ability to communicate,
cooperate and compete in a pluralistic society, at local, national and global levels.[18] According
to Sapriya, he analyzed that "conceptually, through social studies subjects, students are directed
to become democratic and responsible citizens, and to become peaceful citizens of the world".
[19] Starting from the above opinion, learning Social Sciences (IPS) can also be included in the
values that exist in character education, because in accordance with the objectives of learning
Social Sciences (IPS) students can be responsible for society, nation and state. Because social
studies learning also contains elements of value that must be instilled in students, according to
Sumaatmadja the values that must be instilled in social studies learning are divine values,
educational values, practical values, philosophical values and theoretical values.[20] the values in
social studies learning are very in line with the values contained in character education, so that
through social studies learning in learning a teacher must be able to instill elements of character
education values in social studies learning

CONCLUSION

The problems experienced by this nation are so worrying, especially among teenagers as
the nation's successors, with character education through social studies learning is expected to
solve the problems experienced by the Indonesian nation today, social studies as a field of study
in learning that aims to make students able to be responsible for the life of society, nation and the
state can be implemented by incorporating the values contained in character education.

 
 REFERENCES

Ministry of National Education RI. 2006. Regulation of the Minister of National Education Number 22 of
2006 concerning Content Standards. Jakarta: Ministry of National Education.

Ministry of National Education 2003. Law Number 20 of 2003 concerning the System
National Education, Jakarta: Ministry of National Education

Ministry of National Education Central Research and Development Agency

Curriculum.2010. Training Materials for Strengthening Learning Methodologies Based on Cultural
Values to Build Competitiveness and National Character. Development of National Education and
Character.
Jakarta: Ministry of National Education

Noah, Muhammad. 2011. Master Design for Character Education of the Ministry of National Education.
Jakarta: http://pendikar.dikti.go.id/gdp/wpcontent/uploads/Desain-Induk-Pendidikan-Karakter-
Kemdiknas.pdf accessed on November 23, 2011 at 21.00 WIB

Sapria.2008. Social science education. Bandung: UPI Civics Laboratory.

Soenarko, Bambang. 2010. Concept of Character Education. Kediri: University
Nusantara PGRI Kediri

Somantri, Numan. 2001. Initiating Social Studies Education Reform. Bandung: Youth Rosdakarya
Offset.

Sumaatmadja, Nursid.2007 Basic Concepts of Social Studies. Modules 1-2. Jakarta: University
Open

Suyanto.2009. Urgency of Character Education (www.mendikdasmen.kemendiknas.go.id. accessed on

the 10th)
November 2011)

Warsono. 2010. Model of Character Education Through Education

Citizenship, Proceedings of The 4th International Conference on
Teacher Education; Join Conference UPI & UPSI Bandung, Indonesia, 810 November 2010

Ministry of National Education Central Research and Development Agency

Curriculum.2010. Training Materials for Strengthening Learning Methodologies Based on Cultural
Values To Build Competitiveness And National Character. Education and Character Development
Nation..Jakarta: Ministry of National Education

 
[1]
 Warsono. 2010. Model Pendidikan Karakter Melalui Pendidikan Kewarganegaraan, Proceedings of The 4th
International Conference on Teacher Education; Join Conference UPI & UPSI Bandung, Indonesia, 8-10
November 2010
[2]
 Muhammad Nuh, Disain Induk Pendidikan Karakter. Kemendiknas (Jakarta: http://pendikar.dikti.go.id/gdp/wp-
content/uploads/Desain-Induk-Pendidikan-KarakterKemdiknas.pdf diakses Pada Tanggal 23 November 2011) 1
[3]
 Alfret Jhon, Membangun Karakter Tangguh, Mempersiapkan Generasi Anti Kecurangan (Surabaya: Portico
Publishing 2010), VII
[4]
 Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat Kurikulum. Bahan Pelatihan
Penguatan Metodologi Pembelajaran Berdasarkan Nilai-Nilai Budaya
Untuk Membentuk Daya Saing Dan Karakter Bangsa. Pengembangan Pendidikan dan Karakter
Bangsa. (Jakarta: Kemendiknas, 2010) 3
[5]
 Depdiknas. Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, (Jakarta: Depdiknas
2003)
 
[6]
 Depdiknas. Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, (Jakarta: Depdiknas
2003)
[7]
 Nursid Sumaatmadja, Konsep Dasar IPS (Jakarta: Universitas Terbuka, 2007), 1.10
[8]
 Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat Kurikulum. Bahan Pelatihan
Penguatan Metodologi Pembelajaran Berdasarkan Nilai-Nilai Budaya
[9]
 Ibid 7
[10]
 Bambang Soenarko, Konsep Pendidikan Karakter (Kediri: Universitas Nusantara PGRI Kediri, 2010), 43
[11]
 Suyanto. Urgensi Pendidikan Karakter ( www.mendikdasmen.kemendiknas.go.id. diakses Pada Tanggal 10
November 2011)
Hasil penelitian menunjukkan bahwa sekitar 50% variabilitas kecerdasan orang dewasa sudah terjadi ketika anak
berusia 4 tahun. Peningkatan 30% berikutnya terjadi pada usia 8 tahun, dan 20% sisanya pada pertengahan atau
akhir dasawarsa kedua
[12]
 Muhammad Nuh, Disain Induk Pendidikan Karakter. Kemendiknas (Jakarta: http://pendikar.dikti.go.id/gdp/wp-
content/uploads/Desain-Induk-Pendidikan-KarakterKemdiknas.pdf diakses Pada Tanggal 23 November 2011)
8 17 Ibid 8
[13]
 Ibid 9
[14]
 Suyanto. Urgensi Pendidikan Karakter ( www.mendikdasmen.kemendiknas.go.id. diakses
Pada Tanggal 10 November 2011) hasil studi Dr. Marvin Berkowitz dari University of Missouri- St. Louis,
menunjukan peningkatan motivasi siswa sekolah dalam meraih prestasi akademik pada sekolah-sekolah yang
menerapkan pendidikan karakter. Kelas-kelas yang secara komprehensif terlibat dalam pendidikan karakter
menunjukkan adanya penurunan drastis pada perilaku negatif siswa yang dapat menghambat keberhasilan akademik
Daniel Goleman tentang keberhasilan seseorang di masyarakat, ternyata 80 persen dipengaruhi oleh kecerdasan
emosi, dan hanya 20 persen ditentukan oleh kecerdasan otak (IQ). Anak-anak yang mempunyai masalah dalam
kecerdasan emosinya, akan mengalami kesulitan belajar, bergaul dan tidak dapat mengontrol emosinya. Anak-
anak yang bermasalah ini sudah dapat dilihat sejak usia pra-sekolah, dan kalau tidak ditangani akan terbawa
sampai usia dewasa. Sebaliknya para remaja yang berkarakter akan terhindar dari masalah-masalah umum yang
dihadapi oleh remaja seperti kenakalan, tawuran, narkoba, miras, perilaku seks bebas, dan sebagainya.
[15]
 Numan Somantri. Menggagas Pembaharuan Pendidikan IPS (Bandung: Remaja Rosdakarya Offset 2001) 71
[16]
 Ibid 101
[17]
 Depdiknas RI. Peraturan Mendiknas Nomor 22 Tahun 2006 Tentang Standar Isi. (Jakarta:
Depdiknas 2006)
[18]
 Ibid
[19]
 Sapria. Pendidikan Ilmu Pengetahuan Sosial (Bandung: Laboratorium PKn UPI. 2008) 161
[20]
 Nursid Sumaatmadja, Konsep Dasar IPS (Jakarta: Universitas Terbuka, 2007) 1.23