IMPLEMENTATION OF CHARACTER EDUCATION THROUGH ONLINE

LEARNING
Afiefah Sulistyowati

Nahdlatul Ulama University, Surakarta

Email: adil.afie@gmail.com

ABSTRACT

Background: The national education system aims to create a generation that is intellectually
intelligent and has noble character. But in reality, the affective aspect of learning is still often
ignored. This resulted in the formation of individuals with good intellectual intelligence, but have
bad character. Therefore, character-based education is very necessary in order to form the character
of students who are able to compete, and remain ethical, moral, and polite in interacting with the
community. However, during the Covid-19 pandemic, learning was carried out online which caused
character education to also be taught to the rest online. Purpose: The aim of this paper is to know
the implementation of character education through online learning. Methods: : Using the library
method, which is to find and collect data that is relevant to the themes discussed, especially those
who learn about the implementation of character education through online learning. Results: The
success of character education through online learning can be seen through several aspects such as
responsibility and discipline in collecting assignments, students' ethics when contacting teachers,
curiosity by asking questions when the teacher gives an explanation regarding the subject
matter.Conclusion: Character education can still be done through online learning with various
adjustments. Teachers must be able to improve the quality of learning so that the success of
character education through online learning can be achieved.

i
Keywords: education, character education, online learning

ABSTRAK

Latar Belakang: Sistem pendidikan nasional bertujuan untuk menciptakan generasi yang cerdas
intelektual dan berakhlak mulia. Namun pada realitanya, aspek afektif dalam pembelajaran masih sering
diabaikan. Hal ini berakibat terbentuknya individu-individu dengan kecerdasan intelektualnya baik,
tetapi memiliki karakter yang buruk. Oleh karena itu, pendidikan berbasis karakter sangat diperlukan
agar dapat membentuk karakter peserta didik yang mampu bersaing, dan tetap beretika, bermoral, dan
sopan santun dalam berinteraksi dengan masyarakat. Namun pada masa pandemic Covid-19
pembelajaran dilakukan secara online yang menyebabkan pendidikan karakter juga harus diajarkan
kepada sisa secara online. Tujuan: Mengetahui implementasi pendidikan karakter melalui
pembelajaran online (daring). Metode: Menggunakan metode pustaka yaitu mencari dan mengumpulkan
data yang relevan dengan tema yang di bahas, khususnya yang mempelajari tentang implementasi
pendidikan karakter melalui pembelajaran dalam jaringan (daring). Hasil: Keberhasilan pendidikan
karakter melalui pembelajaran daring dapat dilihat melalui beberapa aspek seperti tanggung jawab dan
disiplin dalam mengumpulkan tugas, etika siswa ketika menghubungi guru, rasa ingin tahu dengan
bertanya ketika guru memberikan penjelasan terkait materi pelajaran. Simpulan: Pendidikan karakter
masih dapat dilakukan melalui pembelajaran daring dengan berbagai penyesuaian. Guru harus dapat
meningkatkan kualitas pembelajaran sehingga keberhasilan pendidikan karakter melalui pembelajaran
daring dapat dicapai.

Kata kunci: pendidikan, pendidikan karakter, pembelajaran online

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 CHAPTER I
INTRODUCTION

A. Background
Character education is a form of human activity in which there is an action that educates
and is intended for the next generation. Various efforts are systematically designed and
implemented in the process of pursuing character education with the aim of helping students
to understand the values of human behavior related to Allah SWT, oneself, fellow human
beings, the environment, and nationality. These values are embodied in thoughts, attitudes,
feelings, words, and actions based on religious rules, laws, manners, culture, and customs as
well as nationality so that we are human beings.
This is in accordance with what is stated in Law Number 20 of 2003 concerning the
National Education System article 3 which states that:
"National education functions to develop capabilities and shape dignified national
character and civilization in the framework of educating the nation's life, aims to develop the
potential of students to become human beings who believe and fear God Almighty, have
noble character, are healthy, knowledgeable, capable, creative, independent , and become
democratic and responsible citizens.” (Direktorat Jenderal Pendidikan Islam. 2006. Undang-
Undang dan Peraturan Pemerintah RI tentang Pendisikan. Jakarta: Departemen Agama RI. p;
8-9)

Based on the description above, it can be seen that the direction of national education is
to create a generation that is intellectually intelligent and has noble character. However, in
reality, the affective aspect of learning is often neglected. Achievement in the cognitive
aspect is often used as a measure of the success of learning. This can result in the formation
of individuals with good intellectual intelligence, but have bad character. Therefore,
character-based education is needed in order to shape the character of students who are able
to compete, but remain ethical, moral and polite in interacting with society.
The Ministry of Education has issued circular number 15 of 2020 concerning guidelines
for organizing online learning or courageous learning during the emergency period of the
spread of the Covid-19 virus. Learning boldly is actually not easy for students and teachers to
do, almost 180 degrees different from direct learning. This is because between teachers and
students cannot interact directly.
The importance of character education is as an effort to assist students in developing
ethics, responsibility through models, and teaching good character through universal values
(Berkowitz, M.W., Bier, M.C. 2005). Through learning that is carried out outside the school
environment, in this case using online learning which is remote in nature, provides extra
assignments and responsibilities as well as challenges for teachers to be able to create a

2
 learning environment in an effort to develop the ethics, responsibilities and character of these
students.
This is because one of the evaluation methods of character education is through direct
observation by the teacher, who observes new attitudes or changes in attitudes that arise in
students. Not to mention the obstacles faced by teachers in implementing online learning
such as mastery of technology, internet network constraints and innovations in integrating
character education into online learning which seemed to be booming when the Covid-19
pandemic occurred.
Based on the background above, the researcher is interested in explaining how to
implement character education through online (online) learning.

B. Research Methodology
The writing method in this paper is carried out using the library method, namely finding
and collecting data that is relevant to the theme discussed, especially those studying the
implementation of character education through online (online) learning. In addition, the
authors also searched several sources on the internet related to the implementation of
character education through online (online) learning.

C. Problem Statement
Based on the background of the problems above, the problems in this study can be
formulated, namely:
1. The implementation of character education during the Covid-19 pandemic was different
from before the Covid-19 pandemic
2. Adjustment of teachers who have not been maximized in teaching character education
through online learning

D. Formulation of the problem

The formulation of the problem in this study is:
1. What is the meaning of character education?
2. How is character education in online (online) learning?
3. What is the relevance of character education in online (online) learning today?
4. What is character education for through online (online) learning?

E. Research Objectives
The goal that the author wants to achieve in writing this paper is as an effort to contribute
thoughts for the public interest and for personal interests. In detail the research objectives
of writing this paper are as follows:
1. Know the meaning of character education
2. Knowing the meaning of learning in the network (online)
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 3. Knowing the implementation of character education through learning in the network
(online).
4. To find out the arguments related to character education.

F. Results
The success of character education through online learning can be seen through several
aspects such as responsibility and discipline in submitting assignments, student ethics
when contacting the teacher, curiosity by asking when the teacher gives an explanation
regarding the subject matter.

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 CHAPTER II
DISCUSSION

A. Theory Description
1. Character Education
a) Definition of Character Education
According to language, character education comes from the word education and
character. The word education is defined as the process of forming intellectual and
emotional fundamental skills towards nature and fellow human beings. The purpose of
the process is that the younger generation as the successor to the older generation can
live, understand, practice these values or norms by passing on all the experiences,
knowledge, abilities and skills that form the background of the values and norms of life
and life (Muslich, Masnur; 2011; p.67). While the word character according to the term
comes from the Latin kharakter, kharassaein, and kharax which means to make sharp
and make deep. According to the Complete Indonesian Dictionary, it means character or
habit. In general, character is defined as behavior that is based on values based on
religious norms, culture, law/constitution, customs, and aesthetics (Munir, Abdullah.
2010)
Based on the meaning of these two words, it can be concluded that the definition of
character education is an intentional effort to develop good character based on core
virtues that are objectively good for individuals and society (Saptono, 2011; p.23).
Another definition states that character education is an effort to educate children to be
able to make wise decisions and practice them in everyday life, so that they can make a
positive contribution to the environment (Megawangi, Ratna. 2004; p:95)
b) Principles and Characteristics of Character Education
1) Principles of Character Education
Character education in educational institutions will be carried out smoothly
if the teacher pays attention to several principles of character education in its
implementation. The Ministry of Education and Culture provides recommendations for
11 principles for realizing effective character education, namely as follows (Gunawan,
Heri. 2014):
1. Promoting basic ethical values as a basis of character
2. Identify the character comprehensively so that it includes thoughts,
feelings, and behavior
3. Using a sharp, proactive and effective approach to building character
4. Creating a caring school community
5. Provide opportunities for students to show good behavior
6. It includes a meaningful and challenging curriculum that respects all
students, builds their character, and helps them to succeed

5
 7. Trying to grow self-motivation in students
8. Functioning all school staff as a moral community that shares
responsibility for character education and adheres to the same basic
values
9. There is shared moral leadership and broad support in building character
education initiatives
10. Enable family and community members as partners in efforts to build
character
11. Evaluating school character, the function of school staff as character
teachers, and positive character manifestations in students' lives.

Meanwhile, according to Lickona, there are several principles in character education, namely
(Mansur, Ahmad. 2016, p. 60) :
1. Promoting core values and ethical values that support performance as the basis
of good character. In this case, Lickona believes that the main focus of character
is on developing the core ethical values needed to be a good human being. .
2. Define character comprehensively to include aspects of one's thoughts,
feelings and behavior. This means that good character involves understanding,
caring for and acting on core ethical values. A holistic approach to developing
character so that it seeks to develop cognitive, emotional and behavioral aspects
of moral life.
3. Using a comprehensive, intentional and proactive approach to character
development.
4. Creating a school caring community. A school is committed to developing
character and strives to be a microcosm of manners, care and a just society
5. Give opportunities to students for moral action. In ethics, as in the intellectual
domain, students are constructive learners, they learn in the best way by doing a
moral act.

2) Basic Characteristics of Character Education

There are at least four basic characteristics of character education, namely:
1. Interior regularity where every action is measured based on a value hierarchy. Then
the value becomes a normative guide in every action.
2. Coherence that gives courage makes a person firm on principles, and not easily
swayed in new situations or afraid of risks. Coherence is the basis that builds
confidence with one another. The lack of coherence can undermine one's credibility.
3. Autonomy where a person internalizes rules from the outside until they become
personal values. This can be seen from the assessment of personal decisions without
being influenced by pressure from other parties.
4. Firmness and loyalty. Firmness is one's endurance to elevate whatever is
considered good. And loyalty is the basis for respect for the commitments chosen.

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 c) Character Education Values
Values in character education according to the Ministry of National Education (Kemendiknas)
has formulated 18 character values that will be instilled in students as a way of building national
character. The following are the 18 character values of the Ministry of National Education as
contained in the book on the development of cultural education and national character compiled
by the Ministry of National Education through the Research and Development Center for
Curriculum Center of the Ministry of National Education (Kemendiknas, 2010, p. 9)
:
1. Religious, namely obedience in understanding a teaching in accordance
with the beliefs of each individual, such as having an attitude of tolerance
and living in harmony among religious people.
2. Honest, namely the attitude of behavior that describes the conformity of the
heart, actions and deeds (knowing what is in harmony with the heart, doing
the right thing and doing the right thing), so that the person concerned
becomes a person who can be trusted.
3. Tolerance, namely the attitude of respecting differences in religions,
beliefs, ethnicity, customs, race, ethics, opinions, and other things that are
different from himself.
4. Discipline, namely habits and actions that must comply with the values that
are believed or against an applicable rule.
5. Hard work, namely behavior that shows effort or does something seriously,
tirelessly with optimal effort to achieve the desired goals.
6. Creative, namely behavior that creates something new can be in the form of
ideas or reality.
7. Independent, namely having a behavioral attitude that does not depend on
other people in solving and providing a decision on a problem.
8. Democracy, namely attitudes and ways of thinking that prioritize the
granting of rights and obligations in a fair and close manner between
oneself and others.
9. Curiosity, namely attitudes and behaviors that show curiosity and desire for
everything that is seen, experienced, studied in depth.
10. The spirit of nationalism or nationalism, namely the attitude and behavior
of actions that show loyalty to the interests of the people and the country.
11. Love for the homeland, namely attitudes and behavior that show love,
pride, loyalty, care for the homeland by being ready to serve, sacrifice,
protect the homeland from threats, maintain unity and oneness.
12. Respect for achievement, namely attitudes and actions towards other
people's achievements and admitting one's own shortcomings without
reducing the spirit of higher achievement.

7
 13. Communication, namely the attitude that encourages himself not to be open
to other people through polite communication can produce something that
is useful for society and recognizes and maximizes the success of other
people.
14. Peace-loving, namely an attitude that reflects something that is peaceful,
safe, serene, and comfortable for being present in a particular community
or society.
15. Likes to read, namely the habit without coercion to carry out reading
activities from various reading sources. Such as books, journals,
magazines, ebooks, newspapers and so on, giving rise to policies within
him.
16. Caring for the environment, namely the attitude and actions of a person
who is aware of always trying to protect and preserve the environment
around him so that the environment is not damaged.
17. Social care, namely attitudes and actions that reflect concern for others to
help each other who need it.
18. Responsibility, namely human awareness of a person's attitude and
behavior in carrying out his duties and obligations either intentionally or
unintentionally

d) The Urgency of Character Education

Related to the need for character education, according to Thomas Lickona (a
professor of education from Cartland University) cited by Heri Gunawan (2017, p.
28) revealed that there are ten signs of the times that can bring the nation to the brink
of collapse. The ten signs of the times are:
1. Increased violence among youth/community
2. Use of degraded/non-standard language and words
3. The influence of peer-groups (gangs) in acts of violence is strengthening
4. Increased self-destructive behavior, such as drug use, alcohol and free sex
5. The blurring of good and bad moral guidelines
6. Declining work ethic
7. Lower respect for parents and teachers
8. Low sense of individual and group responsibility
9. Cultivate lies/dishonesty
10. There is mutual suspicion and hatred between

The emergence of the idea of a character education program in Indonesia was

caused by the educational process which was felt to have not succeeded in building
Indonesian people with character. In fact, many say education has failed because many
graduates of Indonesian educational institutions, including scholars, are smart and

8
proficient in answering exam questions, have smart minds, but do not have a strong
mentality, and they even tend to be immoral.

The main role in character education is from educational institutions, because

educational institutions are very strategic media and are the dominant factor in how to
build the quality of human development as a whole and in national integration is the
backbone of potential and wholeness in building the character of the Indonesian human
person. full character. Thus, true character is not just teaching what is right and what is
wrong, because more than that, that character education is to instill habits about what is
good so that in self-confidence students become aware of the development of scientific
knowledge about what should be right or which one is wrong/should not be done, thus
from this knowledge will give birth to a sense of sensitivity to the attitude of feeling the
value of the good and always to always do it.

Therefore, in the nation's character building strategy, by paying attention to the

process of developing the objectives of the discourse on character education programs
that have been discussed by the government on strengthening the character education of
students and as focusing especially on focusing on the implementation of the
development of the values that become the benchmark a sign of marking the formation
of the character of students in supporting and paying attention to the facilitation of
efforts to achieve values in developing the quality of national development contained in
the development of the Indonesian human index which needs to be facilitated in the form
of the following things:

1. Development of the basic framework and curriculum tools, learning innovations

and character culture, standardization of tools and assessment processes; the framework
and standardization of learning media which is carried out synergistically by centers
within the national education research and development agency;
2. The development of educational units that have a culture conducive to character
building in various modes and contexts of early childhood education, basic education
and secondary education as well as higher education education is carried out
systematically by the relevant directorates within the ministry of national education;
3. The development of non-formal and informal education institutions and
programs within the framework of character education through various modes and
contexts is carried out systemically by all relevant directorates within the directorate
general of non-formal and informal education;
4. The development and implementation of the competencies of educators and
education staff, both at the early, elementary, secondary and tertiary education levels that
are relevant to character education in various modes and contexts are carried out
systemically by all directorates;

9
 5. Developing the character of students in tertiary institutions through
strengthening content and process standards, as well as educational competencies for the
Personality Development Course Group (MPK), and Community Living Courses
(MBB), research and development of character education, fostering educational
institutions and education staff , development, and strengthening of the professional
character development information network is carried out systemically by the relevant
directorates (Gunawan, Heri, 2014, p. 205)
The importance of teaching character education or the urgency of character education
:as stated in the word of Allah in Q.S. Luqman verse 14, which reads
ِ ‫ك اِيَلَّ الْم‬ ِِ
َ ْ‫صالُهُ ىِف َع َامنْي ِ اَ ِن ا ْش ُك ْر ىِل َول َوال َدي‬
ِ ‫ِ ِ ج‬
‫صْي ُر‬ َ َ ‫صْينَا اِْإل نْ َسا َن بَِوال َديْه مَحَلَْتهُ اُُّمهُ َوْهنًا َعلَى َوْه ٍن َوف‬
َّ ‫َوَو‬
Meaning: "And We command man to do good to his parents, his mother conceived
him in a state of increasing weakness and weaned him at the age of two, so give
thanks to Me and to your parents. Only to Me you return.”

Apart from this verse, a hadith also conveys the importance of character education,
which reads:
ِ ِ ِ ِ ِ ِ ِ
ُ‫ا ْفتَ ُح ْوا َعلَى صْبيَانَ ُك ْم اََّوَل َكل َمة بالَ الَهَ االَّ اهلل‬
Meaning: "Teach your children the first sentence "laa ilaaha illallah"

2. Online Learning
a) Definition of Learning
Learning theory is a process of learning activities to improve students' abilities
and student creativity. Learning is an activity that is carried out in a structured and
sequential manner with interactions between educators and students, the environment at
school and teachers are sources of student learning where students gain new knowledge
from school. According to the National Education System Law no. 20 of 2003 states that
learning is a process of interaction between students and educators and learning
resources in a learning environment. Learning is a process of learning activities carried
out by the teacher to foster creative thinking that can improve students' thinking skills.
The definition of learning is a programmatic teacher activity in instructional
design, to make learning serious, which focuses on learning resources (Mutmainah,
Sarifatul. 2021). Meanwhile, according to another opinion, learning is a process of
activities in one's environment that is carried out deliberately managed to follow or
participate in certain conditions or produce responses to certain situations, learning is a
certain agreement from education. It can be concluded from some of the above theories
that learning is an activity that is carried out directly by teachers and students and
learning activities have been structured from the beginning to the end of the activity.
Learning objectives are basically students' expectations as a result of their
learning. There is an opinion that states and gives a clearer meaning about the existence
of learning objectives that are connected through statements that explain the expected

10
 changes from students. Another opinion states that learning objectives are the
implementation (application) of educational goals, namely goals that are formulated (set)
in the learning process, by teachers in schools (formal education) (Mutmainah, Sarifatul.
2021).
So it can be concluded that this learning activity is carried out by two actors,
namely teachers and students. Learning is basically a planned activity that conditions or
designs a person to be able to carry out learning activities properly, so that learning
activities can change behavior through learning activities. Learning is a process of
interaction activities carried out by teachers and students in the learning process
activities to achieve the desired learning goals. Learning must be well supported by all
elements in learning activities which include educators, students, and also the school
environment.

b) Definition of Online Learning (Online)

Online learning is the use of the internet network in the learning process (Isman,
2016, p. 52). The term used is in the network or can be abbreviated as online. As for the
online (online) learning process, of course you have to use an internet connection where
the network can connect between teachers and students or with others. In line with this
statement, another opinion states that the network is a computer science system of
connections and computer programs that link two or more computers (Darmawan, 2012,
p. 297)

Online learning results in a lack of interaction between educators and students as

well as between the students themselves. Online learning that is being carried out at this
time is a new thing that is felt by teachers and students. Online or in-network learning is
learning that is carried out remotely through media in the form of the internet and other
supporting tools such as cell phones and computers.
The Minister of Education and Culture of the Republic of Indonesia issued
Circular Number 4 of 2020 Concerning the Implementation of Education Policy in an
Emergency Period of the Spread of Coronavirus Disease (Covid-19) point 2, namely the
learning process from home is carried out with the following conditions:
1. Learning from home through online/distance learning is carried out to provide a
meaningful learning experience for students, without being burdened with the demands
of completing all curriculum achievements for grade promotion and graduation
2. Learning from home can be focused on life skills education, including
regarding the Covid-19 pandemic
3. Activities and assignments for learning from home can vary between students,
according to their individual interests and conditions, including considering disparities in
access/facilities for studying at home.
Online learning is very different from normal learning because it is a distance education system
with several teaching methods where teaching activities are carried out separately from learning
activities. Many students whose character of responsibility is not embedded because online

11
learning makes students lazy to do school work. Learning is an interaction activity between
teachers and students in class. In the learning process involves teaching and learning activities
that can determine student success in learning activities (Mustofa., Chodzirin., Sayekti., Fauzan.
2019, Walisongo Journal of Information Technology. Nomor 1 Volume 2. p. 151-160)

E-learning learning is a learning that utilizes technology and networks that can
connect educators and students in an online learning space. Meanwhile, other opinions
state that e-learning or online learning is a learning system that is used as a teaching and
learning process that is carried out without having to meet face to face directly between
educators and students.
Based on some of the opinions above, it can be concluded that online learning is a
process of teaching and learning activities with the help of technology and internet
networks so that learning can be carried out remotely or without having to carry out
face-to-face or face-to-face learning activities.

c) Impact of Online Learning

Online learning has various impacts, both positive and negative impacts for
students and also teachers as educators. Some of the positive and negative impacts of
online learning amid the Covid-19 pandemic include:
1. Positive impact
a. Material can be accessed by students anywhere and anytime. With online learning
students can open material and learn it easily, this is supported by rapidly
developing technology that produces smartphone products.
b. We can study or read material while doing relaxing activities such as listening to
music, sleeping, eating snacks and so on
c. Safe from the dangers of the corona virus. The cause of the corona virus is that we
cannot carry out teaching and learning activities face to face in schools, because this
virus spreads very quickly, from one human to another. So that online learning is
very useful to break the chain of the spread of the corona virus.
2. Negative impact
a. Cyber crime that can attack online learning applications
b. Teaching and learning activities that are not as effective as face-to-face learning.
Many students objected because learning was not effective, a lot of material was not
understood due to a lack of explanation from the teacher
c. Piled up tasks
d. The online learning system cannot ensure that students are present in class like
face-to-face classes, so some teachers/educators assign assignments at each meeting
as proof that these students have attended their online classes.
e. Lack of assistance from parents due to parents working outside the home.

12
B. Implementation of Character Education through Learning in the Network
(Online)
During the Covid-19 pandemic, learning activities were carried out at home or
online, there was a circular from the Ministry of Education Letter Number 15 of 2020
concerning Implementation of Learning from Home or Online Learning. The
existence of online learning activities or implementation makes the planting of
student character education must be in accordance with the circumstances. The
success of character education through online learning can be seen through several
aspects such as responsibility and discipline in collecting assignments, student ethics
when contacting teachers, curiosity by asking questions when the teacher gives
explanations regarding subject matter. In addition, teachers must also establish good
cooperation with parents of students so that they are more intensive in supervising
students during online learning.

13
 CHAPTER III
CLOSING

A. Conclusion
Character education is an effort to educate children to be able to make wise decisions
and practice them in everyday life, so that they can make a positive contribution to the
environment. Online learning is a process of teaching and learning activities with the help of
technology and internet networks so that learning can be carried out remotely or without having
to carry out face-to-face or face-to-face learning activities. The success of character education
through online learning can be seen through several aspects such as responsibility and discipline
in collecting assignments, student ethics when contacting the teacher, curiosity by asking when
the teacher gives an explanation regarding the subject matter. In addition, teachers must also
establish good cooperation with parents of students so that they are more intensive in
supervising students during online learning.

B. Suggestion
Based on the conclusions that have been described, it can be used as input material for
teachers so that they can be better at carrying out the learning process so that the success of
character education through online learning can be achieved.

14
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