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(TPSR) strategy developed by Hellison (2003). The
choice of TPSR strategy is based on the
consideration that TPSR is a social-developmental
strategy program to empower students' potential
through physical education. The emphasis of the
student's potential relates to personal and social
responsibility, accountability of an action taken, and
sensitivity to others (Hellison, 2003). TPSR is one of
the strategies used to tackle issues related to
responsibilities and has been implemented in various
fields. However, the fact is that the current
phenomenon and issues related to the moral and
social crisis of adolescents are still unsettled and
worrisome. Some problems that may occur are low
perception, acceptance and optimism as well as the
seriousness of educational tools (teachers, students,
schools, parents) in implementing learning strategies
for character education students. This is in line with
Chapman's assertion, Hellison and Walsh (2002)
states that several evaluations of TPSR programs
have failed to adequately address fidelity and
implementation, the statement reveals that TPSR
programs that have been evaluated experience
weaknesses in the suitability and implementation of
the program, so that the achievement of the main
objectives of implementation results is relatively
inconsistent. The gap between theory and TPSR
implementation in the field causes the TPSR
framework to be meaningless and unable to achieve
its objectives comprehensively. This is illustrated in
Martinek et al. (2001) research which stated that
TPSR program that has been done not so influential
to the motivation of students to be responsible in
their daily life in class. Based on these problems,
this study would then like to reveal whether the
TPSR model can be implemented in school learning
and has a significant effect on the increase in student
level responsibility?
To solve the above problems as well as to answer
the questions posed, the researcher will implement
TPSR in the learning of schooling by using Theory
on value / character education (Lickona, 1991) as the
implementation framework. Referring to Hellison's
(2003) opinion that responsibility learning must be
comprehensive and address the various aspects of
learning, habitual and student participation, the
theory is aligned and supportive of the participatory
and habitual processes of students in learning pemas.
Based on this theory to build "Responsibility virtue"
or virtue that leads to Good Character must pay
attention to three aspects of learning, namely
"understanding, feeling, and behaviour" - "head,
heart, and hand". Development of the
"Responsibility virtue" or virtue that leads to Good
Character should consider three aspects of learning,
namely "understanding, feeling, and behavior" -
"head, heart, and hand". Lickona (1991) states that
"Good character is not formed automatically in the
classroom; it is developed over time through a
sustained process of teaching, example, learning,
and practice ". Based on these statements it is
explained that the formation of good character
cannot be done automatically, but through the
process of learning, strategy, and proper practice.
Referring to the theory on Value / Character
Education (Lickona, 1991) the value of
responsibility which is the focus of TPSR must pay
attention to the concept of "Good Character" which
is "consists of knowing the good, desiring the good,
and doing the good ... habits of mind, habits of heart,
and habits of action" (Lickona, 1991). Based on the
statement, it is concluded that the concept of "Good
Character" consists of the process of knowing and
understanding good values, having the desire and
care to do good, and practicing the virtues of virtue
in every action. Through the process, then it will
form a good habitual in mind, heart, and deeds.
2 METHODS
The experimental method used in this research is
quasi experimental non-equivalent control group
design, this design is often used in educational
research by involving treatment group and control
group which both groups are given pre-test and post-
test, but the sample in both groups are non-
equivalent and not randomly selected as students in
a particular class. Participants involved in this study
were 11th graders of male and female gender as
much as 122 people divided into two groups of
samples, while the location of the research is at
SMU LAB School UPI Bandung Indonesia.
Participants of this study were categorized as high
school years or late teens based on the moral stage
reasoning of Lickona (1994), Lickona stated that the
development of adolescent's responsibility towards
social systems and norms is appropriate for high
school years or late teens. The same is also stated in
the American Academy of Child and Adolescent
Psychiatry in 2011, that based on normal adolescent
development adolescent at high school level have
moral value characteristic that is "... greater capacity
for setting goal, interest in moral reasoning, capacity
to use insight, plus emphasis on personal dignity and
self-esteem, social and cultural traditions regain
some of their prior importance. "Moreover, the
reason for the use of participants at that age is the
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