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learners can solve complex problems. (8) The noble
values of Pancasila are practised in life.
The development of an integrated character
education model in lesson study-based basically
begins with the findings of the problems that
challenge the immediate implementation of character
education integrated into learning. Challenges found
in the field as follows: (1). Not optimal harmonization
of potential development of learners between the liver
(ethics), thinking (literate), taste (aesthetic), and
sports (kinaesthetic) . The reality of the field shows
learning Citizenship Education, until now still
emphasizes the aspects of thinking; (2). School
facilities, means of transportation, the distance
between students' houses to schools is very limited,
still not able to be a supporting factor in character
education integrated with learning; (3) the limitations
of teacher competence in understanding the
importance of integrating character education into
learning in its class; (4) not yet optimal teacher skills
in conducting KI / KD analysis and selection of
character values developed; (5) not yet optimal
understanding and skill of teachers in conducting
evaluation on implementation of character education
integrate in learning; (6). The negative influence of
information and communication technology on the
lifestyle of learners in adolescence, as well as the
faded values of religiosity and wisdom local nation.
Another problem from teacher's point of view
shows that many teachers do not yet have an
understanding of how strategic Citizenship Education
subjects are as a vehicle for character education. They
are still confused because there is a change of term in
character education. Various terminologies are used
such as character education of the nation, character
education, and further strengthening character
education. The apparent tendency of teachers to
integrate Pancasila values as accessories in the
Lesson Plan, character values are also without an
analysis process and careful selection. The practice of
learning is already innovative, but the character's
values are taught, not the habit.
The strengthening model of character trough
citizenship education based on lesson study as a basis
is developed using a scientific learning approach as
used in the 2013 curriculum. With the steps: (a)
observing; (b). ask; (c). collect information / try; (d).
Reasoning / associating; and (e). Communicate.
Execution strategy p there are several scientific
approaches, recommended by the Ministry of
Education and Culture, among others, contextual
learning with learning model is a form of learning that
has the names, characteristics, syntax, arrangement,
and culture, as follows: discovery learning, project-
based learning, problem-based learning, inquiry
learning. The 2013 curriculum has focused the
character education in all subjects, as an effort to
build the character of good learners. Of course,
through the process as proposed (Lickona, 2012) that
components of good characters include: Moral
Knowing: Moral awareness, Knowing moral values,
Perspective taking, Moral reasoning, Decision
making, Self-knowledge. Moral Feeling: Conscience,
Self-esteem, and empathy, loving the good, Self-
control, Humility and Moral Action: Competence,
Will, Habit.
The integration of the main values of the
characters in learning is not merely a mere "moral
speaker," but begins the process, understands the
value, commitment to values and is willing to carry
out in life, it is more important for the learner to be
one of the means to make the value of character
education open just learning value (Al Hakim, 2011;
Chowdhury, 2016)
3.1.1 Formulate learning objectives
The essence of learning objectives is as a further
elaboration of the indicators of achievement of basic
competencies possessed by students to achieve basic
competencies. The formulation of goals must be
based on ethics or principles, among others, must be
operational, describe the competence or
crystallization of student behaviour, both related to
knowledge, skills and attitudes. Therefore, in order
for the teacher to formulate the learning objectives
properly, it is necessary to pay attention to the
following:
Learning objectives must be a form of student
behaviour that can be observed and measured;
Learning objectives must be learning
outcomes, and not refer to student learning
processes;
Each learning goal only points to one type of
behaviour from skills, skill or attitude as a
result of student learning;
Each learning goal must be clearly stated and
straightforward. Therefore, in formulating
learning objectives must use operational words
(unambiguous, can be evaluated and realistic
with students' abilities);
Learning objectives should mention the
conditions for achieving student behaviours;
Each learning goal must contain complete
components, which include: Goals (A =
Audience); Behaviour (B = Behaviour);
Conditions (C = Condition) and Criteria (D =
Degree).
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