PSYCHOLOGY

THE IMPORTANCE OF CHARACTER EDUCATION DURING THE

COVID-19 PANDEMIC FROM ONLINE LEARNING

Disusun Oleh :

Nama

Nim

Kelas

Fakultas

Universitas

Kota

2021
INTRODURCTION
The success of the educational process cannot be separated
from how the planning, implementation and supporting policies are
carried out on an ongoing basis. Because education is the basic
capital of development, every country of course places it on the main
goal. This is also in accordance with the objectives of the formation
of the Unitary State of the Republic of Indonesia which was finally
stated in the preamble of the 1945 Constitution paragraph IV,
including "Educating the Life of the Nation". Because the founding
fathers are aware that education is the main means in changing the
nation's civilization for the better.

According to Law no. 20 of 2003 explains that education is a

conscious and planned effort to create a learning atmosphere and
learning process so that students actively develop their potential to
have religious spiritual strength, self-control, personality,
intelligence, noble character, and skills needed by themselves,
society, nation. , and country. Therefore, the success of a learning
process is determined by the factors of the teacher, infrastructure,
environment and of course the students themselves, have the will or
motivation to be able to actively develop their potential. So that the
purpose of education in order to prepare a superior generation that is
competitive and has a national personality or character can be
optimally achieved in accordance with the mandate of the law.
The purpose of education is how to form a generation that
completely means having intellectual intelligence, a good attitude
and with the skills needed to live life in society. This is the task of
the teacher in carrying out the learning process as part of the
educational process to be able to produce learning whose output is a
balance of cognitive, affective or attitude and psychomotor
achievements. Therefore, in the learning process, the obligation and
role of the teacher is very vital, the teacher must be able to act as a
facilitator and identify all the advantages and disadvantages of
learning models that will be applied so that it really creates an
effective learning, because the teacher "teaching is basically an
effort to create conditions or environmental systems that support and
allow for the learning process to take place” (Sardiman, 2011:47)
During the Covid-19 pandemic, the Government issued a
policy on how to implement online and offline learning. In the Big
Indonesian Dictionary, it is defined as a network, connected through
computer networks, the internet, and so on. Learning during is
carried out as the right step to be able to prevent and suppress the
transmission of the Covid-19 virus, and students will not miss
lessons as planned in the curriculum for one academic year. Even
though the government has issued a New Normal policy whose goal
is to revive the economic sector which has been paralyzed for about
3 months due to the impact of Covid-19, the education sector,
especially learning in schools, has not dared to be fully opened by
the government. This is because school-age children are children
who tend to be unstable and happy to gather with their friends so as
to allow the spread of the virus. Therefore, the learning that is being
carried out at this time is long-distance in nature. Of course, this is a
challenge for teachers in order to achieve learning outcomes,
especially in children's character education efforts. Character
education is the creation of a school environment that helps students
in developing ethics, responsibility through models, and teaching
good character through universal values (Berkowitz & Bier, 2005:
7).
RESULT AND DICUSSION

Character education is something that absolutely must be

implemented because basically all teachers as educators have the same goal
in shaping the nation's character. Not necessarily character education is the
responsibility of moral education or character and Pancasila education
(Santika, 2019:79), but it is the responsibility of all fields of study.
Therefore, when implementing the 2013 curriculum, the balance of the
cognitive, affective and psychomotor learning domains becomes an absolute
output as part of the nation's character education. Character is a person's
character, or morals obtained from internalization with his environment. A
person's character will be good if it is based on moral and ethical values that
apply and are agreed upon in society.

Lickona (1992) "emphasized the importance of three components of good

character, namely moral knowing or knowledge of morals, moral feelings or
feelings about morals, and moral actions or moral actions". Good character
will appear after the three character components can be fulfilled in students.
Furthermore, Nopan Omeri (2015) states that character is a combination of
morals, ethics, and morals. Morals focus more on the quality of human
actions, actions or behavior or whether those actions can be said to be good
or bad, or right or wrong. On the other hand, ethics provides an assessment
of good and bad, based on the norms that apply in a particular society, while
the moral order emphasizes that in essence humans have embedded beliefs
in which both (good and bad) exist. These factors are interrelated and
support each other in shaping a child's personality (Santika et al, 2019:58).
Character education has three main functions.

First, the function of the formation and development of potential. Character

education shapes and develops the potential of students to think well, have a
good heart, and behave in accordance with the Pancasila philosophy.
Second, the function of repair and strengthening. Character education
improves and strengthens the role of the family, education unit, community,
and government to participate and be responsible for developing the
potential of citizens and building the nation towards an advanced,
independent, and prosperous nation.

Third, the filter function. Character education sorts out the nation's own
culture and filters out other nations' cultures that are not in accordance with
the nation's cultural values and dignified national character (Zubaidi, 2011:
18).

Thus the formation of this nation's character must involve the synergy of the
three components of education, including informal, formal and non-formal
education. Facing the challenges of the era that is currently entering the era
of the industrial revolution 4.0 which is full of advances in digitalization
technology, planting and strengthening the nation's character is very vital
and urgent. The development of individualistic, hedonic, materialistic values
and so on is a bad impact of the current of globalization and the 4.0
industrial revolution. If this is allowed, it will have a bad influence on the
continuity of national life which no longer reflects the values of the nation's
personality.

Actions can be said to be good or bad, or right or wrong. On the

other hand, ethics provides an assessment of good and bad, based on the
norms that apply in a particular society, while the moral order emphasizes
that in essence humans have embedded beliefs in which both (good and bad)
exist. These factors are interrelated and support each other in shaping a
child's personality (Santika et al, 2019:58). Character education has three
main functions.
First, the function of the formation and development of potential. Character
education shapes and develops the potential of students to think well, have a
good heart, and behave in accordance with the Pancasila philosophy.

Second, the function of repair and strengthening. Character education

improves and strengthens the role of the family, education unit, community,
and government to participate and be responsible for developing the
potential of citizens and building the nation towards an advanced,
independent, and prosperous nation.

Third, the filter function. Character education sorts out the nation's own
culture and filters out other nations' cultures that are not in accordance with
the nation's cultural values and dignified national character (Zubaidi, 2011:
18).

CONCLUSIONS AND RECOMMENDATIONS

Based on the results of the study, it can be concluded several

things. First, character education has three main functions. First, the
function of the formation and development of potential. Character education
shapes and develops the potential of students to think well, have a good
heart, and behave in accordance with the Pancasila philosophy. Second, the
function of repair and strengthening. Character education improves and
strengthens the role of the family, education unit, community, and
government to participate and be responsible for developing the potential of
citizens and building the nation towards an advanced, independent, and
prosperous nation. Third, the filter function. Character education sorts out
the nation's own culture and filters out other nations' cultures that are not in
accordance with the nation's cultural values and the nation's dignified
character. Teachers in developing learning materials must analyze learning
materials that are adapted to each character value. The goal is between the
learning material and the output produced in accordance with the needs of
the community. Second, online learning, or in a network, is a translation of
the term online which means being connected to a computer network. In
other words, it is learning without face to face directly between teachers and
students, but is carried out through the internet (online) from different
places. Third, the principle of the Multiple Intelligences strategy in
character education still uses the principles of a constructivist learning
approach. Students actively develop the eight potentials that they have
according to the basic competencies taught and how they are actualized,
especially if there is a connection in dealing with Covid-19. The strategy for
implementing character education through portfolio-based multiple
intelligences with integration into subjects is an effort in the learning
process to be able to develop life skills or student skills. on online learning
which is the embodiment of learning from home. Teachers must try to be
creative in exploring information and characteristics of students in
determining learning models with the expected learning outcomes in online
learning. The success of national character education during the Covid-19
period requires the main role of parents and the home environment as school
partners in the Nation and Character Building effort.
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