AN ANALYSIS OF THE IMPLEMENTATION OF CHARACTER EDUCATION

POLICY IN SCHOOL TO MEET THE ASEAN ECONOMIC COMMUNITY

(An Expectation and Challenge)

Anita Trisiana
Slamet Riyadi University
anita.trisiana@.gmail.com

ABSTRACT

One of the global symptoms is the increasing of people migration intensity from one area to
another. People like this are no longer constrained by the country territory, ethnic group, or religion or
identity. This is different from citizenship where national citizenship rights are based on geographical
boundaries of existing laws and procedures so that it can determine who can become the members of
the nation. Today the idea of global citizenship has emerged. Besides, global citizenship is not
something tangible but rather a moral or ethical stance on the need for protection of the rights of
citizens in a global context. In order to meet the Asean Community, in the global context, a citizen has
an important role to be a good citizen who can participate in implementing public policy. Character
education, one of government policies, needs to be applied. Along with the grand design of the
implementation of character education, it is not only done within the family, but also in the
community, and education units. In units of education, especially in schools, character education
forms an expectation and a challenge to be able to be applied effectively as one pillar and supporter of
the Asean Community in line with the principles of global citizenship.

A. INTRODUCTION

National policy of character education is conducted in order to realize the objectives of the
national education namely to develop the students' potentials to become a faithful, noble, healthy,
knowledgeable, capable, creative, independent individuals, and to become democratic and responsible
citizen. In the initial phase, character education is focused on the formation, coaching, and
development of honesty, intelligence, integrity, and care. Other values that are relevant and contextual
can also be added if needed. In the next phase, the values such as responsibility, creativity, discipline,
and helpfulness can be developed.
The character education program is an intensity that really should be deliberately planned,
implemented, and evaluated. The program should have a direct impact (not accompanist impact) on
the character formation. Character education activities which are integrated with the implementation
of other educational activities (funded by the other educational activities) do not need to be included
in the RAN. The program included in the NAP 2011 is designed with six program structures as
mentioned above, starting from character education policy harmonization to the implementation and
dissemination of character education.
Mahatma Ghandi (in Soedarsono, 2010) stated the seven deadly sins, namely (1) the
widespread values and behavior of wealth without work; (2) pleasure without conscience; (3)
knowledge without character; (4) commerce without ethics; (5) science without humanity; (6) religion
without sacrifice; and (7) politics without principles. The question that arises is "what is wrong about
our nation?"
Such condition is an indication of the loss of character that will lead to the loss of everything.
Therefore, it should be realized by all stakeholders, including all levels of society to give significant
attention to start to reestablish the national character.
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 The national character education, in principle, is the development of culture and national
character which are integrated into subjects, self development, and school culture. Therefore, teachers
and schools need to integrate the values developed in the education culture and national character. Yet
in fact, there are still many problems faced by teachers in implementing their own character
education. Character education is not expected to be a minute marvelous policy and then in the
implementation, especially in the learning process, it does not develop any characters. Therefore, the
author was interested to discuss this issue, especially in the perspective of education policy analysis.
This article will investigate more about the ins and outs of the concept of character education,
and whether the implementation of character education just ran through that way or in its
implementation it can be managed properly. In this case, this article would be associated with a
variety of theories about character education in schools as well as the theory of public policy,
especially regarding to the implementation of the policy, and a description of the Asean Community.
Thus the analysis in this article is very important to do, so there will be feedback to improve the
implementation of the policy related to the character education itself.

B. DISCUSSION

1. The Concept of Character Education

In the grand design of character education, character education is a process of

familiarization and empowerment of noble values in environmental education unit (school),
family environment, and society. These noble values are derived from the theory of education,
educational psychology, socio-cultural values, religion, Pancasila and the Constitution 45, and
Law No.20 of 2003 on National Education System, and the best experience and real practice in
our daily lives. The familiarization process and the empowerment of the great values are also
supported by the commitment and policy stakeholders and other relevant parties, including
infrastructure support required.
Character education is comprehended as an effort to establish intelligence in thinking,
appreciation in the form of attitudes, and practice in the form of behavior in accordance with the
noble values of the students’ identity, manifested in interaction with God, themselves, other
people, and the environment. The noble values are: honesty, independence, manners, social
dignity, intelligence, intellectual curiosity, and logical thinking. Therefore, the character
education cannot be established by just simply transferring knowledge or practice a particular
skill. Developing the character education needs a process, appropriate example, and habituation or
familiarization in the environment of students in the school environment, family, society and the
environment of mass media.
Character is defined by Ryan and Bohlin (in Ahmad Tafsir, 2011) with three main
elements, namely knowing the good, loving the good, and doing the good. In the character
education, goodness is often summarized in a series of good qualities. Thus, character education
is an attempt to guide human behavior toward the standard rules. This effort also gives way to
appreciate the perceptions and personal values that are performed in the school. Character
education focus is on ethical goals, but its practice includes strengthening of essential skills
covering social development of students.
The term ‘character’ and personality or characteristic is often used interchangably, but
Alport stated that the word ‘characteristic’ refers to normative character, and said that the
characteristic is ethical sense and that character is evaluated personality and personality is

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devaluated character. Character is the characteristic, nature, or things that are very abstract that
exists in a person.
The dynamics of understanding on character education proceeds through three moments:
historical moments, reflective moments, and practical moments. Historical moment, is the attempt
to reflect the experience of mankind which is grappling to support the concept and praxis of
education, especially in the ups and downs when developing character education for students
according to the context of its time. Reflective moment, a moment with which human being views
the methodological, philosophical, and the principle issues that apply to character education.
Practical moment, with a better conceptual and theoretical understanding, people try to invent
effectively so that the character education project can be effectively implemented in the society
(Masnur Muslich, 2011).
Character education, as part of efforts to build the character of the nation, is urged to
apply. Character education is vital and has no choice but to realize the new Indonesia namely
Indonesia that can face regional and global challenges.

2. Character Educational Objectives

Character education aims at developing the values that shape the character of the nation,
namely Pancasila, which includes: (1) Developing the potential of students to be kind-hearted, to
think well, and to behave well. (2) Building a nation with Pancasila as its character. (3)
Developing the potential for citizens to have a confident attitude, pride in their nation and country
as well as love of mankind (Ministry of National Education, 2011: 7). In the context of character
education, ability to be developed through schooling is a wide range of capabilities that will make
man as a creature who are faithful (submissive to the concept of God) and trustable leader in the
world. In addition, character education must be directed to the formation of character.
The character education, in detail, has five (5) objectives. First, develop the potential of
the heart/conscience/affective of the learners as human beings and citizens with universal values
of national character. Second, develop the habits and behavior of learners which were laudable
and in line with universal values and cultural traditions of religious nation. Third, instill
leadership and responsibility of learners as the future generation. Fourth, develop the ability of
learners to be human that is independent, creative, and has insightful nationality as a learning
environment that is safe, honest, full of creativity, friendship, nationality. Fifth, develop school
environment as a learning environment that is safe, honest, full of creativity, friendship, with a
high sense of nationality and power (Zubaedi, 2011: 18).
In addition, character education has three (3) main functions. First is the function of the
establishment and development potential. Character education serves to form and develop the
potential of learners in order to think well, kind heart, and well-behaved in accordance with the
philosophy of Pancasila. Second is the function of repairing and reinforcement. Character
education works to improve and strengthen the role of the family, the education unit, community,
and government to participate and is responsible for the development of the potential of citizens
and development of the nation towards a developed, independent, and prosperous nation. Third is
the filter function. Character education sorts the nation's own cultures and filter other nation’s
culture that is inappropriate with the values of culture and character of a dignified nation.

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 3. Character Education Policy

Character education as an integral part of the overall order of the national education
system, so it must be developed and implemented systematically and holistically in three national
pillars of character education, namely: (1) educational unit (school, college, unit / non-formal
education program), (2) family (nuclear family, extended family, single parent families), and (3)
community (community, local community, region, nation, and state). It is also consistent with the
concept of the responsibility of national education at school, family, and community.
The following are some of the basic laws as the basis of character education policies
according to Jamal M (2011: 41):
1. The Constitution 1945
2. The Constitution No. 20 Year 2003 on National Education System
3. Government Regulation No. 19 Year 2005 on National Education Standards
4. Decree of National Education Minister No. 39 Year 2008 on Students’ fostering
5. Decree of National Education Minister No. 22 Year 2006 on Content Standards
6. Decree of National Education Minister No. 23 Year 2006 on Competency Standards for
Graduates
7. The Government of National Medium Term Plan Year 2010-2014
8. National Education Ministry Strategic Plan Year 2010-2014
9. Directorate of SMP-year Strategic Plan Year 2010 – 2014

4. Implementation of Character Education Policy in Schools

The implementation of the definition approximately a stage of wisdom which consists of

two kinds of action, namely, first; formulate the action taken, the second; implement what
measures have been formulated earlier.
Meanwhile, Van Meter in (Budi Winarno, 2002: 100) provides a definition of the limits
of implementation as follows:
Policy implementation encompasses those actions by public and private
individuals (or group) that are directed at the achievement of objectives set forth in prior
policy decisions. This includes both onetime efforts to transform decisions into
operational term, as well as continuing efforts to achieve the large and small change
mandated by policy decisions.
“ Implementasi kebijakan menekankan pada suatu tindakan – tindakan, baik yang
dilakukan oleh pihak pemerintah maupun individu (atau kelompok) swasta, yang
diharapkan untuk mencapai tujuan – tujuan yang telah ditetapkan dalam suatu
keputusan kebijakan sebelumnya. Tindakan – tindakan ini , pada suatu saat berusaha
untuk mentransformasikan keputusan – keputusan menjadi pola – pola operasional ,
serta melanjutkan usaha – usaha tersebut untuk mencapai perubahan baik yang besar
maupun yang kecil yang diamanatkan oleh keputusan – keputusan kebijakan tertentu”.
Character cannot be developed quickly and immediately (instant), but it must go
through a long, meticulous, and systemic process. Based on the perspectives developed in the
history of human thought, character education must be based on the developmental stages of
children from an early age to adulthood. At least, according to the notion psychologist Kohlberg
(1992) and elementary education expert Marlene Lockheed (1990), there are four stages of
character education that need to be done, namely (a) the stage of "habituation" as early character
development of children, (b) the stage of understanding and reasoning against values, attitudes,

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behavior and character of students; (c) the stage of implementation of various behaviors and
actions of students in everyday reality; and (d) the stage of meaning which is a stage of reflection
of the students through the entire assessment of the attitudes and behavior that they understand
and do, and what impact and usefulness they get in life both for themselves and others. If all
stages have been passed, then the effect on the formation of the learner’s character will be
sustainable.
The process of teaching the character education should be done inclusively to the learning
all subjects in the classroom, outside the classroom, educational units, families, and communities.
The development of such learning process is intended to avoid the character education from
exclusive properties in which character development efforts are carried out only in certain
subjects while some other subjects and other educational programs in the school and outside the
school, including in the family and society do not perform it at all. Here are some
implementations of character education at school. In class, it can be conducted either in the
subject of Civic Education or other subjects. Especially for Civic Education which is theoretically
designed as a subject containing cognitive, affective, and psychomotor dimensions which are
confluent or interpenetrating and integrated in the context of the substance of ideas, values,
concepts, and moral, should give two effects at once: instructional impact and accompaniment
impact. Instructional impact is the direct influence of the teaching and learning process that is
usually formulated in learning goals. For example, after students learn the topics of democracy
they can (1) identify the foundation of democracy universally which is acceptable to all countries
in the world (cognitive domain); (2) distinguish the practice of democracy in various countries
based on historical background, ideology, and national goals respectively (cognitive domain); (3)
admit the excellence of democratic system in comparison with the authoritarianism system and
the communism system (affective domain); (4) apply a pattern of democratic life in the decision-
making process (psychomotor domain).
Character building of students should not only be done in the classroom when the lessons
take place, but must be continued outside the classroom through habituation on life character.
Inclusion programs that are conducted by all subjects in the classroom should be continued
outside the classroom by dividing responsibilities in directing behavior for each subject.
The success of character education can be known through several contributing factors as
follows: practicing religion in accordance with the stage of adolescent development,
understanding weakness and strength, showing an attitude of confidence, obeying the social rules
that apply in the wider environment, respecting for religious diversity, demonstrating the ability to
think logically, critically, and creatively, supporting of conducive school culture.
However, there are some inhibiting factors as part of character education failure, among
others: negative influence of television, impact of promiscuity, bad impact of tourist attractions,
Hedonism support, loss of spirit and dedication, preference to be consumers of the manufacturer,
love to hunt negative trends.
5. Analysis of Character Education Policy in Facing Asean Economic Community

In order to survive and meet the needs of living independently, a nation requires
resources: human resources, natural resources, or cultural resources. These resources can be
efficient if they are professionally managed. The main priority to be able to survive is the
managerial ability in transforming human resource into human capital. The existence of the
ASEAN Community is very likely to open opportunities and positive challenges in the future. The
opportunities and challenges are to develop local human resources to enter the ASEAN
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 community. The goal will be quickly achieved in cooperation with the Ministry of Foreign Affairs
and representatives of Indonesia in ASEAN countries which are has conceptually made "Master
Plan for the Acceleration Expansion of Indonesian Economic Development (MP3EI) 2011-2025"
which is supported by the "Master Plan on ASEAN Connectivity (MPAC )." The readiness, of
course, must be accompanied by adaptable regional regulatory system, improvement of
infrastructure, facilities and infrastructure for the smooth running of the business as well as social
infrastructure, in particular to increase the competence of human resources.
What can be done by ASEAN is creating regional economic and security stability so that
each country is able to respect the sovereignty of each and keep the peace to create good
neighborly life through the positive and realistic efforts. The publication of a blueprint for the
ASEAN economic community, blueprint of ASEAN Socio-Cultural Community, the blueprint for
the ASEAN Political and Security Community, and many more other ASEAN strategic
documents, are a file of roadmap that is ready to be operated by the various components of the
citizens in the ASEAN region with mutually beneficial cooperation by upholding principles of
liberte (freedom), egalite (equality), and fratenite (brotherhood).
The question raised then is about how the implementation of character education in
schools policy will be effective and can support the sustainability of ASEAN Community that is
so full of competition. In this case, character education has an important role, namely as a filter to
uphold harmony and peace among nations. And in many respects ASEAN is able to be an
example (trendsetter) for the world, such as the introduction of the eastern-life guidelines and
behavior which are polite and peaceful, art high culture, unlimited biological wealth, so that
ASEAN will become the center of world attention with its geopolitical and demographic aspects.
ASEAN is also capable of being the center of world interest.
Furthermore, theoretically, ideal policy implementation containing 6 variables as stated
by Van Meter and Van Horn (Budi Winarno, 2002: 111) is as follows:
a. Basic measurement and policy objectives
b. Policy resources
c. Communication among organizations and activities implementation
d. Characteristics of implementers
e. Economic, social, and political conditions
f. The tendency of implementers

In connection with the variable of the policy implementation, each Principal in all levels
of education will try to implement the policy of his superiors. Seeing the conditions in the school,
particularly the practice of implementation of the provisions from the superiors, the principals are
still pattern client, then it cannot be separated from the conditions and circumstances that existed
at the school, such as the number and quality of teachers, or the type of reference being used and
the readiness of teachers in implementing the character education itself.
Schools, in implementing character education, should be able to develop hard skills and
soft skills. Hard skills are the mastery of knowledge, technology and technical skills related to the
field of knowledge studied, while soft skills are the skills of a person in touch with other people
(interpersonal skills) and skills in organizing themselves (intra-personal skills), able to develop to
work maximally. Intra-Personal skills which are shaping the character, form a trust or confidence,
implement and manage changes, set the level of stress on yourselves, carry out and set the time,
the process of creative thinking, determining the purpose of life, accelerated learning techniques.
Examples of behaviors that reflect the soft skills are as follow: honesty, responsibility, justice, the
ability to cooperate, adaptability, communication skills, tolerance, respect for others, the ability to
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 take decisions, ability to solve problems, and many more. Mastering both skills of the youth will
strive to develop themselves. Finally, the graduates produced will be able to compete in the
complex Asean Economic Community.

C. CLOSING

Character education as an integral part of the overall order of the national education
system was developed and implemented in a systemic and holistic way in three national pillars of
character education, namely: education units (school, college, unit / non-formal education
program), family (nuclear family, extended family, single parent families), and community
(community, local community, region, nation, and state). Efforts of character formation are
adapted to the cultural development of the nation that will be able to compete in the Asean
Economic Community by developing the values of characters such as: religious characters,
honesty, discipline, tolerance, hard work, love of peace, responsibility and so on. Habituation
does not only teach about knowledge of right and wrong, but also able to feel the value of good
and not good, and willing to do the smallest unit like family to the wider coverage in the
community. The value needs to be cultivated by the learners who will ultimately be a reflection of
life of the Indonesian nation. Therefore, schools have a major role in the development of character
education as a civilizing role of the school as a center of culture through the development of
school education (school culture).
The success level of a policy can be measured through a process of implementation of the
policy, so that implementation is the most important process of the whole policy process. Policies
that have been formulated or have been produced intends to achieve certain goals. In other words,
a policy will not be successful if the implementation is not related to the intended purpose. Thus
the implementation of the policy is not a simple problem, however, because at the level of
implementation of a policy in it related to many different dimensions, ranging from the
interpretation, organization, support resources and sources of funding, as well as the cultural
mentality of society itself. Referring to the problem of implementing the policy, then the policy
development in the field of education is directed to enhance the role and function as well as the
participation of institutions of higher education in solving the problems faced by the region in
order to accelerate the improvement of people's welfare, and regional development in all fields.

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