Literature Study: The Importance of Character Education for

Elementary Students in the Digital Era in Forming

Siti Mas’ula

, Danang Listiawan

, Devi Aprilia

and Gading Satya Nugraha

State University of Malang, Jl. Semarang No. 5, Malang, Indonesia

Department of Elementary School Teacher Education, State University of Malang, Indonesia

Keywords: Pancasila Students, Global Diversity.

Abstract: Pancasila students are profiles of graduates who demonstrate character and competence to strengthen the

noble values of Pancasila students and stakeholders. The Pancasila student profile underscores the importance

of strengthening character education by making it a character direction in Indonesian education. Instilling the

value of diversity can be started from an early age. This can aim to provide stronger reinforcement and

cultivation in student character. These efforts can be made through cultural introduction activities both in

learning activities and outside of learning. The social development of elementary school-age children begins

to develop. Elementary school-age children are also familiar with the digital lifestyle. The digital era that is

felt is not only positive, but also has negative values. This is where the role of teachers, parents and the

community also contributes to instilling character values in the digital era. The hope is that the implementation

of global diversity in the digital era can be carried out properly, precisely, and is beneficial for the students

themselves.

1 INTRODUCTION

Rich in culture, Indonesia is a pluralistic country.

Indonesia itself has many islands and is bordered by

the sea, so that each region has a different culture

(Basyriah et al., 2019). Pancasila is one of the

national pillars as the basis of the nation which can

bring strong differences. Apart from Pancasila, the

1945 Constitution and Bhineka Tunggal Ika also play

an important role in maintaining the unity and

integrity of the country (Sagalane, n.d). One of our

efforts to maintain this integrity is education.

Education cannot be separated from the environment

that forms a good personality. Education in schools

must not only teach cognitive matters, but must be

able to instill good character in students, which can

be a prerequisite for building a nation's

generation(Farhani, 2019).

In reality, there are still conflicts in life that create

feelings of anxiety and peace. One person's

differences cause discomfort and even come across as

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threatening. this can happen. One reason is a lack of

respect for cultural differences and other people. This

is stated in Pancasila, especially in paragraph 3 which

reads "Indonesian Unity". The character and abilities

expected of Indonesian students can be summarized

in Pancasila. Where Pancasila has 5 foundations for

state and social life whichcan improve noble behavior

in the Indonesian nation, especially for noble

character, is character education (Basri et al., 2021).

The Ministry of Education and Culture (Kemdikbud)

designed Pancasila values for students which were

realized by implementing the Pancasila Profile which

contains the ideal profile of Indonesian students who

practice Pancasila values.

The embodiment of Pancasila students in an effort

to strengthen character education encourages the birth

of humans with the main characteristics of critical

reasoning, creative, independent, faithful, pious to

God, noble, cooperative, and global diversity so that

they have the ability to independently increase and

use knowledge, study, and internalize character

values in behavior. The character of global diversity

Mas’ula, S., Listiawan, D., Aprilia, D. and Nugraha, G.

Literature Study: The Importance of Character Education for Elementary Students in the Digital Era in Forming.

DOI: 10.5220/0012196000003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 20-24

ISBN: 978-989-758-669-9; ISSN: 2975-9676

is one of the hallmarks of the character in the

Pancasila student profile. This character forms a

person to protect the noble culture, locality and

identity that exists in Indonesia, and has the basic

characteristics of global diversity, such as being

open-minded through interaction with other cultures,

strengthening mutual respect, and creating a new

culture in Indonesia in a positive way so that does not

conflict with the noble culture of the country.

Pancasila students can develop awareness and

diversity to avoid prejudice and other cultural

stereotypes such as bullying, intolerance and

violence. In this way, he is believed to be able to

bridge cultural differences and create equal and

harmonious coexistence. Pancasila students are

empowered to promote social justice at the local,

regional, national and global levels. You are expected

to be interested and actively involved in realizing the

purpose of this article is to wrote about the

importance of character education for students in

shaping individuals from conceptual or non-research

global diversity.

2 METHOD

The research design used was a literature review.

Literature review is a literature search and research by

reading and examining various journals, books, and

various other published manuscripts related to

research topics to produce an article relating to a

particular topic or issue (Marzali, 2016)

3 DISCUSSIONS

3.1 Pancasila Students Profile

Pancasila is the most appropriate word to summarize

all the characters and competencies expected of every

Indonesian student. This study, examining various

documents related to character and competence in the

21st century, also found that the values contained in

Pancasila are in accordance with the competencies

recommended by the global community. So, being a

Pancasila student means being a student who has a

strong identity as a nation of Indonesia, who cares

about and loves the motherland, but is also able and

confident to participate and contribute to solving

global problems (Istiningsih& Dharma, 2021).

The term student used to refer to this profile

means anyone who is currently studying. This term is

wider than "students" or "students" which only

represent people who participate in an organized

educational program. Being a lifelong student is one

of the characteristics of a Pancasila student profile, so

even though they are no longer students because they

have completed their education, all can always

remain students. Despite the fact that a lifelong

learner does not know the end or end of learning,

graduate profiles suggest that desired characteristics

and skills can only be attained through graduation.

Pancasila students are profiles of graduates who

demonstrate character and competence to uphold the

noble values of Pancasila to students and

stakeholders. The Pancasila student profile

emphasizes the importance of strengthening character

education so that it becomes a character direction in

Indonesian education. The integration of the character

profiles of Pancasila students is supported by

curriculum documents (2013) regarding core

competencies and IPS core competencies which are a

major part of integration with other subjects

(Istiningsih& Dharma, 2021).

The formation of Pancasila students in an effort to

strengthen character education encourages the birth

of human beings who are critical, creative,

independent, faithful, pious, have noble morals,

mutual cooperation, and global diversity so that they

have the ability. Add and use information

independently, learn and internalize character values

in behavior. Internalization of Pancasila values can be

achieved through continuous habituation and

integration into learning (Hasudungan& Abidin,

2020).

An important element of the Pancasila student

profile

1. Believe, fear God and have a noble character

religious morality, personal morality; morality

for people; morality towards nature; and state

morality

2. Global diversity Cultural recognition and

appreciation, intercultural communication in

cooperation as well as reflection and

responsibility to experience diversity

3. Cooperate Collaboration, caring and sharing.

4. Independent Awareness of oneself and the

prevailing situation and self-regulation

3.2 The Global Diversity Dimension

Global diversity is one of the characteristics of the

Pancasila student profile. Forming a person who

maintains the nobility of Indonesian culture, place

and identity, this figure shows the basic

characteristics of global diversity, such as being

open-minded in dealing with other cultures,

strengthening mutual respect and creating a new

Literature Study: The Importance of Character Education for Elementary Students in the Digital Era in Forming

culture. In Indonesia positively so as not to conflict

with the nation's noble culture (Pancasila Student

Profile - Directorate of Elementary Schools, n.d.).

Embedded character education is a process of

learning manners, ethics, and manners that prioritize

behavior based on contextual and cultural norms

(Indiyarti Putri & Imron, 2019). The attribute of

global diversity as part of the Pancasila student

profile is one of the attributes that shapes Indonesian

students' appreciation of culture, place and national

identity. so that it is open to local, national and global

cultural diversity (Rahayuningsih, 2022).

Communicating the value of diversity can start at an

early age. This can tend to solidify and solidify the

character of students. These efforts can be translated

into learning activities and outside learning through

cultural performance activities. In addition to teacher

assistance, parents and the community also

participate in teaching these values.

Indonesian students have the opportunity to

maintain a noble culture, place and identity, be open

to interact with other cultures, respect each other and

form a positive new culture that does not conflict with

the country's noble culture. Important components of

global diversity are cultural awareness and

appreciation, intercultural communication skills in

dealing with others as well as reflection and

responsibility for experiencing diversity

(Kemendikbudristek, 2022).

3.2.1 To Know and Understand the Culture

Pancasila students can identify, recognize, and

describe different groups based on behavior, gender,

communication style and culture, describe identity

and group formation, and learn about local, regional,

and regional levels by analyzing how to become

members of a social community. Groups at the

national and international level, national and global

level.

3.2.2 Intercultural Communication and

Interaction

Pancasila students respect, understand and accept

existence, see the uniqueness of each culture as a rich

perspective, and build mutual understanding and

empathy for others, and communicate with different

cultures on an equal basis.

3.2.3 Reflection on and Responsibility for

Diversity or Diversity

y learning and experiencing cultural diversity,

Pancasila students develop an awareness and

experience of diversity to avoid prejudice and

stereotypes about other cultures such as bullying,

intolerance and violence. In this way, I can reconcile

cultural differences and create an equal and

harmonious life for myself.

3.2.4 Social Justice

Pancasila students are interested in and actively

participate in realizing social justice at the local,

regional, national and global levels. This potential can

be used as a means to strengthen democracy and

participate actively in building a peaceful, inclusive,

socially just and sustainable society.

3.3 Implementation of Global Diversity

One of the values of the Pancasila student profile is

global diversity. Indonesian students have the

opportunity to preserve their noble culture, place and

identity, be open to interact with other cultures,

respect each other and form a positive new culture

that does not conflict with the noble culture of a

nation in conflict. One of the sub-elements of the

Pancasila student profile with global diversity is an

assessment of the uniqueness of each culture in

dealing with others, consideration, understanding,

presence and perspective, understanding and empathy

for cross-cultural communication. Skills are

developed for others.

The realization of global diversity is reflected in

mutual respect which is built through friendship

between school elements regardless of religious

background, ethnicity, customs and mutual respect.

Education is learner-centered and therefore focuses

on students' personalities, experiences, perspectives,

backgrounds, skills, interests, abilities, and learning

needs. In this context, the new teaching strategy

should encourage interaction between teachers and

students. Friendly activities encourage friendlier

interactions between teachers and students

(Sibagariang et al., 2021). This activity builds a

school culture that becomes a forum for friendship.

Culture is a product of an organization and is rooted

in the mental attitude, dedication, commitment and

loyalty of all members in the organization.

The existence of school culture plays an important

role in improving school quality and teaching quality.

School culture influences the behavior and habits of

school children to see and solve problems that exist

in the school environment, so that they can provide a

foundation and direction for an effective and efficient

teaching and learning process because they are

closely related to each other. educational process. A

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

positive school culture provides its own color and is

in accordance with specific school management

practices (Cahyani et al., 2020).

3.4 Global Diversity Character

Development

One of the profiles of Pancasila students is the nature

of global diversity. In this case, students with a

Pancasila profile and global diversity have a passion

for preserving noble cultures, places and identities

and are open to interacting with other cultures, mutual

respect and the possibility of forming a new culture.

It is positive and does not conflict with noble culture.

Three key elements make up the globally diverse

profile of Pancasila students, namely:

 Get to know and appreciate culture

 Intercultural communication skills in dealing

with other people

 Reflection on and responsibility for diversity

experiences

Diversity means diverse, different, many, diverse

and so on, causing many differences that exist in

every life, diversity focuses more on national values,

namely there are differences in ethnicity, race,

religion, culture, language, etc., that exist in the

country of Indonesia (where unity is the link in the

chain of diversity). Global diversity is respect for

diversity. Global diversity is tolerance for

differences.

Here are some activities that can contribute to the

global nature of diversity: flag ceremony, sing folk

songs, literacy program, through pictures, by

example, and oral statement((Yasinta et al., 2022)

Yasinta et al., 2022). First, the flag ceremony is a

mandatory Monday activity from elementary to high

school to instill national values in students,

accompanied by values such as discipline, leadership,

cooperation and togetherness. Believing in the value

of global diversity, can be found in introducing

national values to students by introducing the

Indonesian flag and national anthem to help students

know and love their own nation. Second, folk songs

are songs that take place and develop in the

environment with local poetry and language. Students

do marching exercises with all students, the purpose

of which is to train student discipline and instill the

value of diversity by singing the national and regional

anthems and singing with all students and teachers.

Third, teaching the value of global diversity to

middle school students, the teacher read short stories

to students during class.Fourth, the teacher's

creativity in creating and using media images

effectively and efficiently inspires students to

participate in learning so that basic education goals

are achieved.Fifth, at school, teachers are role models

for students, attitudes and behavior are always felt by

students, so if you want to change student character

for the better, teachers also behave well.Sixth, oral

communication is one of the things a teacher does

when trying to convey the value of global diversity to

students, because the first step a teacher can take is to

convey it directly.

Below are some student activities that can

contribute to the global diversity of learning: not

picky friends at school; get along with everyone in the

school environment, regardless of religion, ethnicity,

race, etc; use tolerance; do not interfere in other

people's worship; watch cultural performances from

the archipelago, even if the performances are not from

their own tribe; learn foreign languages to find

information; exchange students abroad; open for

external development; fostering local culture; and do

the flag ceremony every Monday.

3.5 Character Education in the Digital

Era

In this era of all-round technology, it has made

children look very passive and rarely socialize in the

family and society. The attention of today's children

is more to pay attention to the screen in front of their

eyes than to play with their peers. So it's not

uncommon for children to lose valuable time playing

with family, studying, developing their talents or

playing with their friends because their attention has

been taken over by cellphone screens or existing

technology. Here the role of parents is very important

in guiding, monitoring, and managing children's time

from the digital devices used.

4 CONCLUSIONS

Pancasila is the most appropriate word to summarize

all the characters and competencies expected of every

Indonesian student. The term student used to refer to

this profile means anyone who is currently studying.

Pancasila students are profiles of graduates who

demonstrate character and competence to uphold the

noble values of Pancasila to students and

stakeholders. The key elements of the Pancasila

student profile are Faith, Fear of God Almighty and

Noble Character, Global Diversity, Mutual

Cooperation, Independence.

Global diversity is one of the characteristics of the

Pancasila student profile. The attribute of global

diversity as part of the Pancasila student profile is one

of the attributes that shapes Indonesian students'

appreciation of culture, place and national identity.

Literature Study: The Importance of Character Education for Elementary Students in the Digital Era in Forming

Communicating the value of diversity can start at an

early age. The form of global diversity is reflected in

mutual respect which is built through friendship

between school elements regardless of religious,

ethnic, cultural and mutual respect backgrounds.

Three important elements make up the profile of

Pancasila students who are globally diverse, namely:

Recognizing and appreciating culture, intercultural

communication skills in dealing with others,

reflection and responsibility for experiencing

diversity.

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