Artikel Pendidikan: Konsep Pendidikan Karakter

Sistem pendidikan di Indonesia secara umum masih dititikberatkan pada kecerdasan kognitif. Hal ini dapat dilihat dari orientasi sekolah sekolah yang ada masih disibukkan dengan ujian, mulai dari ujian mid, ujian akhir hingga ujian nasional. Ditambah latihan-latihan soal harian dan pekerjaan rumah untuk memecahkan pertanyaan di buku pelajaran yang biasanya tak relevan dengan kehidupan sehari hari para siswa.

Saatnya para pengambil kebijakan, para pendidik, orang tua dan masyarakat senantiasa memperkaya persepsi bahwa ukuran keberhasilan tak melulu dilihat dari prestasi angka angka. Hendaknya institusi sekolah menjadi tempat yang senantiasa menciptakan pengalaman pengalaman bagi siswa untuk membangun dan membentuk karakter unggul.

Pengertian Pendidikan Karakter
Pengertian karakter menurut Pusat Bahasa Depdiknas adalah “bawaan, hati, jiwa, kepribadian, budi pekerti, perilaku, personalitas, sifat, tabiat, temperamen, watak”. Adapun berkarakter adalah berkepribadian, berperilaku, bersifat, bertabiat, dan berwatak”. Menurut Tadkiroatun Musfiroh (UNY, 2008), karakter mengacu kepada serangkaian sikap (attitudes), perilaku (behaviors), motivasi (motivations), dan keterampilan (skills). Karakter berasal dari bahasa Yunani yang berarti “to mark” atau menandai dan memfokuskan bagaimana mengaplikasikan nilai kebaikan dalam bentuk tindakan atau tingkah laku, sehingga orang yang tidak jujur, kejam, rakus dan perilaku jelek lainnya dikatakan orang berkarakter jelek. Sebaliknya, orang yang perilakunya sesuai dengan kaidah moral disebut dengan berkarakter mulia.

Konsep Pendidikan Karakter
Karakter mulia berarti individu memiliki pengetahuan tentang potensi dirinya, yang ditandai dengan nilai-nilai seperti reflektif, percaya diri, rasional, logis, kritis, analitis, kreatif dan inovatif, mandiri, hidup sehat, bertanggung jawab, cinta ilmu, sabar, berhati-hati, rela berkorban, pemberani, dapat dipercaya, jujur, menepati janji, adil, rendah hati, malu berbuat salah, pemaaf, berhati lembut, setia, bekerja keras, tekun, ulet/gigih, teliti, berinisiatif, berpikir positif, disiplin, antisipatif, inisiatif, visioner, bersahaja, bersemangat, dinamis, hemat/efisien, menghargai waktu, pengabdian/dedikatif, pengendalian diri, produktif, ramah, cinta keindahan (estetis), sportif, tabah, terbuka, tertib. Individu juga memiliki kesadaran untuk berbuat yang terbaik atau unggul, dan individu juga mampu bertindak sesuai potensi dan kesadarannya tersebut. Karakteristik adalah realisasi perkembangan positif sebagai individu (intelektual, emosional, sosial, etika, dan perilaku).

Individu yang berkarakter baik atau unggul adalah seseorang yang berusaha melakukan hal-hal yang terbaik terhadap Tuhan YME, dirinya, sesama, lingkungan, bangsa dan negara serta dunia internasional pada umumnya dengan mengoptimalkan potensi (pengetahuan) dirinya dan disertai dengan kesadaran, emosi dan motivasinya (perasaannya).

Pendidikan karakter adalah suatu sistem penanaman nilai-nilai karakter kepada warga sekolah yang meliputi komponen pengetahuan, kesadaran atau kemauan, dan tindakan untuk melaksanakan nilai-nilai tersebut. Pendidikan karakter dapat dimaknai sebagai “the deliberate use of all dimensions of school life to foster optimal character development”. Dalam pendidikan karakter di sekolah, semua komponen (pemangku pendidikan) harus dilibatkan, termasuk komponen-komponen pendidikan itu sendiri, yaitu isi kurikulum, proses pembelajaran dan penilaian, penanganan atau pengelolaan mata pelajaran, pengelolaan sekolah, pelaksanaan aktivitas atau kegiatan ko-kurikuler, pemberdayaan sarana prasarana, pembiayaan, dan ethos kerja seluruh warga sekolah/lingkungan. Di samping itu, pendidikan karakter dimaknai sebagai suatu perilaku warga sekolah yang dalam menyelenggarakan pendidikan harus berkarakter.

Menurut David Elkind & Freddy Sweet Ph.D. (2004), pendidikan karakter dimaknai sebagai berikut: “character education is the deliberate effort to help people understand, care about, and act upon core ethical values. When we think about the kind of character we want for our children, it is clear that we want them to be able to judge what is right, care deeply about what is right, and then do what they believe to be right, even in the face of pressure from without and temptation from within”.

Lebih lanjut dijelaskan bahwa pendidikan karakter adalah segala sesuatu yang dilakukan guru, yang mampu mempengaruhi karakter peserta didik. Guru membantu membentuk watak peserta didik. Hal ini mencakup keteladanan bagaimana perilaku guru, cara guru berbicara atau menyampaikan materi, bagaimana guru bertoleransi, dan berbagai hal terkait lainnya.

Menurut T. Ramli (2003), pendidikan karakter memiliki esensi dan makna yang sama dengan pendidikan moral dan pendidikan akhlak. Tujuannya adalah membentuk pribadi anak, supaya menjadi manusia yang baik, warga masyarakat, dan warga negara yang baik. Adapun kriteria manusia yang baik, warga masyarakat yang baik, dan warga negara yang baik bagi suatu masyarakat atau bangsa, secara umum adalah nilai-nilai sosial tertentu, yang banyak dipengaruhi oleh budaya masyarakat dan bangsanya. Oleh karena itu, hakikat dari pendidikan karakter dalam konteks pendidikan di Indonesia adalah pedidikan nilai, yakni pendidikan nilai-nilai luhur yang bersumber dari budaya bangsa Indonesia sendiri, dalam rangka membina kepribadian generasi muda.

Pendidikan karakter berpijak dari karakter dasar manusia, yang bersumber dari nilai moral universal (bersifat absolut) yang bersumber dari agama yang juga disebut sebagai the golden rule. Pendidikan karakter dapat memiliki tujuan yang pasti, apabila berpijak dari nilai-nilai karakter dasar tersebut. Menurut para ahli psikolog, beberapa nilai karakter dasar tersebut adalah: cinta kepada Allah dan ciptaann-Nya (alam dengan isinya), tanggung jawab, jujur, hormat dan santun, kasih sayang, peduli, dan kerjasama, percaya diri, kreatif, kerja keras, dan pantang menyerah, keadilan dan kepemimpinan; baik dan rendah hati, toleransi, cinta damai, dan cinta persatuan. Pendapat lain mengatakan bahwa karakter dasar manusia terdiri dari: dapat dipercaya, rasa hormat dan perhatian, peduli, jujur, tanggung jawab; kewarganegaraan, ketulusan, berani, tekun, disiplin, visioner, adil, dan punya integritas. Penyelenggaraan pendidikan karakter di sekolah harus berpijak kepada nilai-nilai karakter dasar, yang selanjutnya dikembangkan menjadi nilai-nilai yang lebih banyak atau lebih tinggi (yang bersifat tidak absolut atau bersifat relatif) sesuai dengan kebutuhan, kondisi, dan lingkungan sekolah itu sendiri.

Dewasa ini banyak pihak menuntut peningkatan intensitas dan kualitas pelaksanaan pendidikan karakter pada lembaga pendidikan formal. Tuntutan tersebut didasarkan pada fenomena sosial yang berkembang, yakni meningkatnya kenakalan remaja dalam masyarakat, seperti perkelahian massal dan berbagai kasus dekadensi moral lainnya. Bahkan di kota-kota besar tertentu, gejala tersebut telah sampai pada taraf yang sangat meresahkan. Oleh karena itu, lembaga pendidikan formal sebagai wadah resmi pembinaan generasi muda diharapkan dapat meningkatkan peranannya dalam pembentukan kepribadian peserta didik melalui peningkatan intensitas dan kualitas pendidikan karakter.

Para pakar pendidikan pada umumnya sependapat tentang pentingnya upaya peningkatan pendidikan karakter pada jalur pendidikan formal. Namun demikian, ada perbedaan-perbedaan pendapat di antara mereka tentang pendekatan dan modus pendidikannya. Berhubungan dengan pendekatan, sebagian pakar menyarankan penggunaan pendekatan-pendekatan pendidikan moral yang dikembangkan di negara-negara barat, seperti: pendekatan perkembangan moral kognitif, pendekatan analisis nilai, dan pendekatan klarifikasi nilai. Sebagian yang lain menyarankan penggunaan pendekatan tradisional, yakni melalui penanaman nilai-nilai sosial tertentu dalam diri peserta didik.

Berdasarkan grand design yang dikembangkan Kemendiknas (2010), secara psikologis dan sosial kultural pembentukan karakter dalam diri individu merupakan fungsi dari seluruh potensi individu manusia (kognitif, afektif, konatif, dan psikomotorik) dalam konteks interaksi sosial kultural (dalam keluarga, sekolah, dan masyarakat) dan berlangsung sepanjang hayat. Konfigurasi karakter dalam konteks totalitas proses psikologis dan sosial-kultural tersebut dapat dikelompokkan dalam: Olah Hati (Spiritual and emotional development) , Olah Pikir (intellectual development), Olah Raga dan Kinestetik (Physical and kinestetic development), dan Olah Rasa dan Karsa (Affective and Creativity development) yang secara diagramatik dapat digambarkan sebagai berikut.

Kofigurasi Karakter
Para pakar telah mengemukakan berbagai teori tentang pendidikan moral. Menurut Hersh, et. al. (1980), di antara berbagai teori yang berkembang, ada enam teori yang banyak digunakan; yaitu: pendekatan pengembangan rasional, pendekatan pertimbangan, pendekatan klarifikasi nilai, pendekatan pengembangan moral kognitif, dan pendekatan perilaku sosial. Berbeda dengan klasifikasi tersebut, Elias (1989) mengklasifikasikan berbagai teori yang berkembang menjadi tiga, yakni: pendekatan kognitif, pendekatan afektif, dan pendekatan perilaku. Klasifikasi didasarkan pada tiga unsur moralitas, yang biasa menjadi tumpuan kajian psikologi, yakni: perilaku, kognisi, dan afeksi.

Berdasarkan pembahasan di atas dapat ditegaskan bahwa pendidikan karakter merupakan upaya-upaya yang dirancang dan dilaksanakan secara sistematis untuk membantu peserta didik memahami nilai-nilai perilaku manusia yang berhubungan dengan Tuhan Yang Maha Esa, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hukum, tata krama, budaya, dan adat istiadat.

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Sumber http://elementary-education-schools.blogspot.com/2011/08/all-about-elementary-education-in.html

ARTIKEL OLAHRAGA | MEMBAKAR LEMAK DENGAN INTENSITAS LATIHAN

In addition to the type of exercise, another important factor in fat burning is an appropriate exercise intensity. You can measure it by measuring heart rate during exercise, Dr. Research. George Brooks of the University of California, Berkeley, showed that the use of fat as an energy source will be maximal if dilakukar exercise intensity below the 65% maximum heart second. On top of these figures, the body will use more carbohydrate than fat as fuel.

While the British study to prove that the most fat burning If you train with intensity of 63% maximum heart rate. Similarly, studies at Laval University, Canada, showed that those who train with high intensity fat loss more than low-intensity exercise.

The importance of an appropriate intensity to burn fat is also revealed in research for eight months at Duke University. The team led by Dr. Cris Slentz concludes:
• People who practice intensively, running 20 miles a week with an intensity of 65% -80% of maximum heart rate, decrease with the addition of fat and muscle rnassa more than people who walk 12 miles per week at 65% -80% maximum heart rate . Both groups are equally not a diet.
• Sports intensive form muscle tissue. The bigger the muscle, the more calories and fat to be used when the body is in normal circumstances. Intensive exercise also burn more fat after exercise compared to low-intensity exercise. The body will use energy from carbohydrates during exercise and during a break from fat, as well as for tissue repair. Amount more than if you do low intensity exercise.

One way to determine the intensity of the exercise is to test speech. This test is very subjective, but effective enough to ensure you are still a long zone of safe and comfortable workout. As long as you can still talk on the sidelines of the exercise without difficulty means you are classified as medium-intensity exercise.

As for measuring the heart rate can be performed using such a measuring device at hand. But you can also do it manually, by putting your middle finger and index finger just below the ear, then slide to the fingers directly beneath the jaw. Press gently. Starting the count from zero in the first pulse and count the next pulse for ten seconds, then multiply by six. That's what your heart rate. While the maximum heart rate is 220 your age.

MANFAAT MELAKUKAN PEMANASAN SEBELUM BEROLAHRAGA

Perhaps you from small heating was used to perform activities or warming up before exercising. At the time of first school we are taught to warm up first before getting into sports practice lessons in the field. At least we were told to jog around the field or around the streets outside the school. When the gym early in the morning along with any movement would warm up exercises for those who come not too late.

There may be wondering why the heating should be done? what functions and benefits of warming up prior to heavy physical activity like sports? And various other questions which may not be answered until today. What is certain is very important to do warm up before exercise. Than sorry later because it does not heat up yourself, then do warm up even if only briefly.

A. Function / Benefit Warming Before Sports

Sports involving the movement of muscles, joints and bones in a large enough intensity. By doing so warm blood sport that is rich in nutrients and oxygen will flow to the muscles so it's ready to be driven harder work. While the usefulness or benefits of exercise itself is to strengthen muscles, bones, heart, lungs and the circulation of blood.

B. Type / Shape Heating The Quick and Easy

Heating or warming up can be done without the help of any tools and without cost, ie with light jogging, light aerobics, jog in place, and others. Enough to our body sweaty, hot and feeling quite heating approximately 5 to 15 minutes can be followed by muscle stretching or streching for a few minutes for your muscles more flexible to use later.

C. Effects, Impact, and Effect Not Doing Warming Sport

Without an adequate warm up before doing exercise a dominant activity moves the muscles, joints and bones can result in injury to muscles and joints injuries. Of course, the injury will greatly interfere with activities and may be very painful and need further medical treatment. Muscle injury can be a sprain, whiplash, sprains, muscle cramps, muscle pain, and so forth.

D. Stretching / Streching the Good and True

After warming up that makes a little sweat, then followed by muscle stretching or strenching. Both heating and stretching should be done in a lightweight, low-capacity not too excessive. If done excess can lead to joint injury. Do not let the sport has not been feeling tired or exhausted heavy. If it is done properly then the body will be ready to do sports activities. Then work out with joyous feelings without coercion and forget all the problems that exist.

PERBEDAAAN ANTARA PENDIDIKAN JASMANI DAN OLAHRAGA

There are 4 aspects that differentiate between the Sport and Physical Education, among others:

1. The purpose of Physical Education tailored to the educational goals related to personal development of all students, while the Sports goal is to refer to the performance achievement of motor behavior as high in order to win the match.
2. Learning Content in physical education tailored to students' ability level, while the sports content of learning or training content is the target to be met.
3. Learning Orientation physical education centered on students. This means that students are not able to reach the destination in time given the chance again, while in sport athlete who can not achieve the goal line with the target time is not considered talented and should be replaced with other athletes.
4. The nature of physical education activities in scouting talent that is used to determine the entry behavior, while in the exercise aimed to select a talented athlete.

MENGENAL PERMAINAN SEPAK TAKRAW

1. Sepaktakraw Field

Badminton court-sized with
Length: 13.40 m
Width: 6.10 m

2. Players

Each team consists of 3 people, 1 person as a "Tekong" and 2 others called "Apit Apit Right and Left".
. Players Clothing
* Son: Shirt-sleeved uniform shirts and rubber shoes.
* Princess: round-neck T-shirt, knee pants.

Not allowed to wear clothing which endanger the opponent.
Well-dressed, shirt and the obligatory T-shirt tucked / insert.
Captain must wear band on the left hand.
Clothing should be numbered backs, no only 1 -15.

Substitution of Players
Substitution at all times when the ball dead.
Each team is allowed only once in a set.
Players who get "red card" could be replaced with a provision there has been no previous substitution.
If a team of players less than 3 (three), it should not continue the game and the team is otherwise lost.

3. The match officials.

* 1 (one) official referee.
* 2 (two) referees (main referee and umpire II)
* 6 (six) lineman / linesman's (4 side underlined the field and 2 rear)

. Sweepstakes & Heating Players

Before the game starts, the referee will conduct the draw, who won the lottery right to choose "football first."
Heating for 2 (two) minutes and only (five) persons are allowed on the field during heating. Consists of 3 (three players) and coaches.

Position players at the time of service.
In doing sepakmula, one of the legs Tekong is in a loop to do sepakmula.
Both wedge players who perform service, must be within a quarter circle.
Opponent freely move within the field itself.

4. Error (Cancel)

An error on the part of the service.
o Apit as pelambung still play ball.
o Apit lift the foot, stepping on the line, touch or pass under the net when the ball stomach.
o Tekong dilambungkan not punt that to him.
o The ball touches one of his players (friends own) before the ball over the net.
o The ball fell out of the field.
o The ball was not over the net.
o Tekong when kick while jumping.
* Error by the recipient
o Trying to divert attention or loud opponent against the opponent.
* Errors on both sides
o There are players who took the ball on the opponent field
o There are players or equipment passing through the opponent's field
o playing the ball more than 3 (three) times
o The ball on hand
o Holding / pinch the ball between the arms and body, two legs or body.
o The ball on the attic / roof or wall (other objects)
o There are players who deliberately slow down the game unnecessarily.

5. Event rate calculation

Figures / points are awarded to the team that shut down the ball or opponent membyat error.

4 CARA MENGAJARKAN RENANG KEPADA ANAK

The kids really like water sports as fun activities and find many interesting things. If your child is afraid of water, do not worry, doubt as it is a very normal reaction, even if accompanied by an experienced trainer to lease that will help your child progress from fear to be confident and safe in the water.

Here are tips on how to start the process and techniques of swimming for beginners. These steps in a logical sequence and is designed to strengthen confidence in the water. Here are 4 easy tips to swim for children and beginners:

The first is to familiarize your child with the feeling of getting their faces wet. In swimming lessons taught how to blow bubbles. Do it in the shallow pond so that children do not become anxious and disturbed by the depth of water.

Second is to create a child to learn how to put their head completely under water. This is a step that introduces water as something very different from what they use and must be handled with care hati.kita they hold to this point, so that children have the anchor to grip. Some swimming instructors using the technique of "doll" in which children held their breath as they continue to carry water to the doll behind.

Third is to teach children how to lie down on the water to actually swim. This technique is to teach them how to float and then turned and began moving their own arms and legs simultaneously. Support the child by placing your hands stomach them and help them move forward as they begin to learn the strokes.

Fourth is to teach jump into the water from the side and then swim back to the wall. This is the basic water safety measures that all children should know they've fallen into a swimming pool accident.

Once you reach the 4 ways to swim for children and beginners develop a level of confidence that they are no longer afraid of water and will have fun. Once your child has the basics of water safety on the other swimming techniques can be more easily taught.