This study aimed at developing the integrated character education model based on local wisdom in elementary schools in Bantul, Yogyakarta, Indonesia. The method used was the model proposed by Borg and Gall. This resea...This study aimed at developing the integrated character education model based on local wisdom in elementary schools in Bantul, Yogyakarta, Indonesia. The method used was the model proposed by Borg and Gall. This research has been in 7th step of 10 steps. The data were collected through Focused-Group Discussion （FGD）, questionnaire distribution, and observation. The data were analysed qualitatively and quantitatively. The data then were validated by using content validation. Meanwhile, the qualitative data were validated through triangulation. The model consists of three main topics： （1） batik making on pottery piggie banks which integrates creativity, determination, and responsibility; （2） traditional song called ＂Cublak-cublak Suweng＂ integrating knowledge loving value, honesty, and responsibility; and （3） traditional game and song ＂Gundhul-gnndhul Pacul＂ integrating some values such as modesty, carefulness, and cooperation. This research needs to be continued to the next step, namely： field testing, finishing, deissemination, and implementation.展开更多
Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.The...Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.展开更多
文摘This study aimed at developing the integrated character education model based on local wisdom in elementary schools in Bantul, Yogyakarta, Indonesia. The method used was the model proposed by Borg and Gall. This research has been in 7th step of 10 steps. The data were collected through Focused-Group Discussion （FGD）, questionnaire distribution, and observation. The data were analysed qualitatively and quantitatively. The data then were validated by using content validation. Meanwhile, the qualitative data were validated through triangulation. The model consists of three main topics： （1） batik making on pottery piggie banks which integrates creativity, determination, and responsibility; （2） traditional song called ＂Cublak-cublak Suweng＂ integrating knowledge loving value, honesty, and responsibility; and （3） traditional game and song ＂Gundhul-gnndhul Pacul＂ integrating some values such as modesty, carefulness, and cooperation. This research needs to be continued to the next step, namely： field testing, finishing, deissemination, and implementation.
文摘Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.
