Character Education at Schools in Indonesia
Dion Efrijum Ginanto
Department of Educational Administration, Michigan State University
Department of Educational, Research, and Evaluation, Ohio University
Kristian Adi Putra
Department of English, the University of Arizona
One of the main arguments of curriculum renewal in Indonesia, focusing more on character building and integrated learning, is the escalating demand of curriculum adaptation to social phenomenon happening in the society, in this case juvenile delinquency (Kemendikbud, 2013). Curriculum 2006, known as KTSP, was regarded, besides outdated and overloaded, unable to negotiate such a social complexity. There has also been a debate in the society concerning on whether or not the curriculum needs to be renewed and whether or not the new curriculum will result in the betterment of the quality of Indonesian education. In one hand, the Ministry of Education asserts that the new curriculum will benefit student, for its main focus is on character-based education. But on the other hand, both the teachers and the systems are not ready yet. In this paper, we would like to discuss (1) the historical perspectives of the teaching of character building in formal schools’ curriculum in Indonesia, (2) the challenges of the implementation of the teaching of character building in Curriculum 2013, (3) some possible approaches that might contribute to evaluate the draft of the curriculum. We use literature review as the method of collecting the data. We study Indonesian curriculum starting from 1945, 1947, 1955, 1966, 1968, 1973, 1975, 1984, 1994, 2004, 2006, and 2013. In this paper, we reveal that there is the decreasing value of the use of the character education in teaching and learning process, and therefore, the stakeholders need to work really hard to rejuvenate the principals of the character buildings in the schools.
Key words: Character Education, Curriculum Renewal