Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 91
~98
I
S
SN
: 225
2-8
8
2
2
91
In
cu
lca
tion
Meth
od
o
f
Cha
r
a
c
ter
Edu
c
a
t
i
o
n Ba
se
d
o
n
Perso
n
a
lity Types .... (M.J. Dewiya
n
i
S
)
Inculcati
o
n M
e
th
od of Ch
a
racter Education Based on
Person
al
ity T
y
pes Cl
assifi
cation in
Reali
z
ing Indon
e
sia Gold
en
Gen
e
rati
on
M
.
J
.
D
e
wiya
ni S
,
Tri Sag
i
ran
i
Information S
y
s
t
em Department
,
STMIK Surabay
a
, Indon
esia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Aug 23, 2013
Rev
i
sed
D
ec 20
, 20
14
Accepte
d April
21, 2014
"The rise of Indonesia Golden Gene
ration"
is the theme of National
Education Day
in 2012, In an effort to
create a g
o
lden gener
a
tion
;
education
m
u
st be interpr
e
ted
as a com
p
l
e
x problem
, in
parti
c
ular
the c
u
ltiva
tion of
character edu
c
ation that was or
iginal
ly
using in
doctrin
ation
method.
Given
the shifting of
the chang
i
ng times, indoctrin
ation methods are imprecis
e
because
y
oung people toda
y
w
ould
not ac
cept
the
doc
trin
e
of no
logic
tha
t
can b
e
dig
e
sted.
Regarding
the
c
ondition,
this r
e
search h
a
s to fin
d
a m
e
tho
d
that more focus on thinking process which can be accepted b
y
learners. The
m
e
thod used is
the
incul
c
ation
m
e
t
hod.
The
i
n
culcation
m
e
th
od will b
e
approach
ed thro
ugh differen
t
personality
ty
p
e
s that ar
e classified based on
the ty
p
e
of p
e
r
s
onality
b
y
D
a
vid Keir
sey
.
U
s
ing explorator
y qualitative
approach
for c
u
rricul
a
r a
c
tiv
iti
es
and n
a
tura
l
act
ivit
ies
f
orex
t
r
a-curri
cul
a
r
act
iviti
es
, the
re
s
earch
ob
tain
ed the chara
c
t
e
r ed
ucat
ion
in
culc
ati
on
m
e
thod
that m
o
re person
al, so this will b
e
m
ove
striking for self learn
e
r,
a
s
it is based
on the
profil
e
of ea
ch
individ
u
al
's cogn
itiv
e
(thinking)
proce
ss on th
e
personality
ty
pe. The dev
e
lop
m
ent of
this
res
earch is
the c
r
eat
ion of a
character edu
c
ation learning
model
with in
c
u
lca
tion m
e
tho
d
based on
classification of
pe
rsona
l
ity
ty
pe
.
Keyword:
The g
o
l
d
e
n
ge
nerat
i
o
n
In
d
onesi
a
Character E
d
ucation
In
cu
lcatio
n Meth
od
Perso
n
a
lity Typ
e
s
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
.
J. Dewiy
a
ni
S.,
Sy
stem
Inf
o
rm
ation
Depa
rte
m
ent,
STMIK S
u
ra
ba
ya,
Raya
K
e
dun
g Bar
u
k
9
8
,
Sur
a
b
a
ya, I
ndo
n
e
si
a.
Em
a
il: d
e
wiyan
i
@stiko
m
.ed
u
1.
INTRODUCTION
In t
h
e c
o
m
m
em
orat
i
on of
N
a
t
i
onal
Ed
ucat
i
on
Day
i
n
20
1
2
, t
h
e M
i
ni
st
ry
of E
d
ucat
i
on
and C
u
l
t
u
r
e
cho
s
e “T
he R
i
se o
f
I
n
do
nesi
a G
o
l
d
e
n
Gen
e
rat
i
on”as
t
h
e
t
h
em
e, by
har
m
oni
zi
ng t
h
i
s
wi
t
h
t
h
e
bi
g
p
l
an t
o
p
r
esen
t
Go
l
d
en Gen
e
ration
i
n
th
e 100
th
M
e
m
o
ri
al
of R
e
p
ubl
i
c
of
I
n
d
o
n
esi
a
I
nde
pe
nde
nce
Day
.
Acco
r
d
i
n
g t
o
the Minister of E
d
ucation a
n
d C
u
ltu
re
[1]
during
his
wel
c
om
e speech in t
h
e c
o
mm
e
m
oration of
National
Ed
ucat
i
on
Day
i
n
20
1
2
,
t
h
i
s
t
h
ou
g
h
t
i
s
based
on t
h
e nat
u
re o
f
ed
ucat
i
on t
h
a
t
has bee
n
st
res
s
ed by
t
h
e Fat
h
er o
f
In
d
onesi
a
n
E
d
ucat
i
o
n
,
Ki
Ha
jar
D
e
w
ant
a
ra
.
B
e
si
des,
on
t
h
e
sam
e
tim
e, t
h
e M
i
ni
st
er o
f
E
ducat
i
o
n a
n
d C
u
l
t
u
r
e
expl
ai
ne
d t
h
at
t
h
e t
h
o
u
g
h
t
i
s
al
so base
d o
n
t
h
e co
nsci
o
u
s
n
ess t
h
at
, d
u
ri
n
g
t
h
e pe
ri
o
d
fr
om
2010 t
o
2
0
35 t
h
e
In
d
onesi
a
n
s ar
e gra
n
t
e
d t
h
e p
o
t
e
nt
i
a
l
of
h
u
m
an reso
u
r
ces
i
n
t
h
e f
o
rm
of
pr
o
duct
i
v
e
-
ag
e
d
p
o
pul
at
i
o
n w
h
i
c
h i
s
t
h
e bi
g
g
est
on
e, com
p
ared t
o
chi
l
d
ren-
age
d
gr
o
up a
nd el
derl
y
-
a
g
ed
gr
o
u
p
.
If t
h
i
s
p
o
t
e
nt
i
a
l
i
s
m
a
naged a
n
d
u
tilized
prop
erly, it can
b
e
a de
m
o
g
r
aph
i
c d
i
v
i
d
e
n
d
.
In
o
r
de
r t
o
p
r
e
p
are t
h
e s
h
a
p
i
n
g
pr
ocess
of
G
o
l
d
e
n
Gene
rat
i
o
n
,
m
a
ssi
ve i
n
vest
m
e
nt
m
u
st
be
do
ne
fo
r
the
devel
opm
ent
of hum
a
n re
source. Certainly, it can
be
done
by
providing a
wi
de acces
s for all children
of
th
e n
a
tion
t
o
en
ter t
h
e ed
u
c
atio
n
system
sin
ce th
e early
ch
ild
hoo
d educatio
n
u
n
til
h
i
g
h
e
r edu
catio
n. Th
is
actio
n
h
a
s to
be fo
llowed
b
y
q
u
a
lity i
m
p
r
ove
m
e
n
t
o
f
edu
c
atio
n
sin
ce edu
catio
n
is the b
e
st syn
t
h
e
tic
so
cial
syste
m
to
i
m
p
r
o
v
e
wealth
y, prestig
e an
d d
i
gn
ity.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
9
1
– 98
92
On
e of th
e aspects, wh
ich
are th
oug
h
t
t
o
b
e
i
m
p
o
r
ta
n
t
t
o
the i
m
p
r
ov
em
en
t o
f
edu
cation
’
s qu
ality, is
characte
r
educ
ation. T
o
day’s
characte
r
education is
va
lued
as
o
n
e
of
strateg
i
c atte
mp
s to
sh
ap
e
Go
ld
en
Gene
rat
i
o
n o
f
In
d
onesi
a.
Thi
s
o
p
i
n
i
o
n i
s
ba
sed
on t
h
e fact
t
h
at
wh
en t
h
e I
n
d
o
n
esi
a
ns
di
s
r
ega
r
d e
d
ucat
i
on a
n
d
ch
aracter bu
ildin
g
o
f
th
e
n
a
tio
n, th
e resu
lt will b
e
th
er
e is n
o
d
e
term
in
at
io
n
an
d
self-mo
tiv
atio
n
i
n
side ev
ery
chi
l
d
of
t
h
e nat
i
on.
In
fact, it h
a
s to
b
e
hon
estly ad
m
i
tted
th
at t
h
e con
d
ition
of th
is n
a
tio
n
ten
d
s
t
o
th
e actio
n
s
sho
w
i
n
g
d
i
sresp
ectfu
l beh
a
v
i
o
r
and
unap
p
reciativ
e attitu
d
e
to
th
e
n
a
tio
n
’
s cu
lture.
So
m
e
o
f
th
em
can
b
e
no
ticed
fro
m
:
th
e v
a
n
i
sh
i
n
g o
f
un
ifying
an
d coop
erati
n
g
attitu
d
e
in
th
e Ind
o
n
e
si
an
s’ liv
es;th
e
ex
isten
ce
o
f
an
arch
ic
beha
vi
o
r
s a
nd
di
sh
o
n
est
y
whi
c
h are em
ergi
n
g
i
n
bot
h g
o
v
e
r
nm
ent
st
ruct
u
r
e an
d e
ducat
i
on
fi
el
d.
An e
x
am
pl
e
of ana
r
c
h
i
c
be
havi
ors a
nd di
sho
n
est
y
i
n
g
ove
r
n
m
e
nt
st
r
u
ct
u
r
e i
s
t
h
e
m
i
suse of aut
h
o
r
i
t
y
by
gov
ernm
ent
officials which im
pacts on the increase
of corruption alm
o
st in
all gove
rnm
e
nt instituti
ons. Ot
her e
x
am
ples of
t
h
e sam
e
beha
vi
o
r
s i
n
ed
ucat
i
on
fi
el
d a
r
e
br
awl
,
pl
agi
a
ri
s
m
and m
a
ss cheat
i
ng.
In
o
r
de
r t
o
at
t
a
i
n
I
n
do
nesi
an
Gol
d
en
Ge
ne
r
a
t
i
on acc
or
di
n
g
t
o
t
h
e
aspi
rat
i
on
o
f
Ki
Ha
ja
rDe
w
a
n
t
a
ra
,
whi
c
h i
s
t
o
gr
o
w
m
a
nners, m
i
nd a
n
d b
o
d
y
o
f
t
h
e st
u
d
ent
s
i
n
an i
n
t
e
grat
ed
f
o
rm
, a fo
rm
of endea
v
or i
s
s
o
ug
ht
t
o
gi
ve
cha
r
act
er i
n
c
u
l
cat
i
on t
o
t
h
e
In
d
one
si
an y
o
u
n
g
gen
e
r
a
t
i
on i
n
acc
or
d
a
nce wi
t
h
t
h
ei
r
devel
opm
ent
on t
h
e
w
a
y of
t
h
ink
i
ng
.
The
way of thinking that each lear
ner’s is
diffe
re
nt [2]. These
di
ffere
n
ces fit the di
fferences
of
p
e
rson
ality ty
p
e
s
wh
ich
are group
ed b
a
sed
o
n
classi
fi
catio
n
[3
]. Usin
g
t
h
is co
n
c
l
u
sion
, a m
e
th
o
d
of
i
n
cul
cat
i
o
n can be m
a
de fo
r
i
n
cul
cat
i
ng c
h
aract
er e
d
uca
t
i
on i
n
t
o
l
ear
n
e
rs. T
h
i
s
m
e
t
hod i
s
co
n
d
u
c
t
e
d by
in
cu
lcating
thro
ugh
t
h
e
u
n
d
e
rstand
ing
o
f
thin
k
i
ng pro
c
ess b
a
sed
on
p
e
rso
n
a
lity typ
e
s.
By referring to
t
h
e
p
r
ob
lem b
ack
groun
d, th
e
m
a
i
n
po
in
ts th
at will b
e
d
i
sc
u
s
sed
in
th
is co
ncep
tu
al-st
u
d
y
p
a
p
e
r are ou
tlin
ed
as
fo
llow.
i.
App
r
o
a
ch
t
o
incu
lcatio
n
of c
h
aracter e
d
ucation
ii.
Attributes of c
h
aracter e
ducat
ion
for t
h
e
st
ud
ent
s
i
n
I
n
f
o
rm
at
i
on Sy
st
em
s pro
g
ram
iii.
Classificatio
n
o
f
p
e
rso
n
a
lity typ
e
s
2.
THE COMPREHENSIVE T
H
EORITICAL BASIS
2.
1. I
n
cul
c
ati
o
n Me
th
od
o
f
Ch
arac
ter E
d
uca
t
i
o
n
No
wa
day
s
, y
o
u
n
g
ge
nerat
i
o
n
s
ha
ve ce
rt
ai
nl
y
dem
ons
trated a l
o
t of
diffe
r
en
ces
com
p
ared to earlie
r
gene
rat
i
o
n.T
h
e
nat
i
o
n’s
s
u
cc
essor
s
are
g
r
o
w
i
n
g i
n
i
n
dep
e
nde
nt
nat
u
re,
ad
vance
d
t
e
c
h
n
o
l
o
gy
a
n
d
l
i
f
e’s
easiness. T
h
es
e conditions
often cause the s
u
ccess
o
rs t
o
be
com
e
co
m
p
lac
e
nt about their
m
o
ralities. Education
app
r
oach
, w
h
i
c
h was t
h
o
u
g
h
t
t
o
be effect
i
v
e, i
s
no l
o
nge
r
sui
t
a
bl
e f
o
r de
vel
o
pi
n
g
t
o
day
’
s ge
nerat
i
o
n a
nd t
h
e
fo
llowing
g
e
n
e
ratio
n. In
t
h
e
prio
r g
e
n
e
ratio
n, in
cu
lcatio
n of edu
catio
n b
y
u
s
ing
i
n
do
ctrinatin
g
ap
pro
ach was
th
ou
gh
t to
b
e
p
r
op
er
for
k
e
ep
ing
th
e young
g
e
n
e
r
a
tio
n
of
f
im
p
r
op
er
b
e
h
a
v
i
o
r
s, in
b
o
t
h
so
cial and
r
e
lig
io
u
s
aspects.
Today
’
s young generation
wo
uld
not be willing t
o
accept
doctri
n
e
without any
logical explanation
th
ey cou
l
d
tak
e
in
.Critical th
ink
i
ng
is
un
ited
with
th
ei
r
p
e
rso
n
a
lities.
As su
b
s
titu
tion
to
th
e ind
o
c
trin
atin
g
app
r
oach
, it is
req
u
ired
a ch
aract
er edu
cation
ap
pro
ach
t
h
at
allo
ws th
e learn
e
rs to
b
e
ab
le
to
m
a
k
e
d
ecisio
n
s
ind
e
p
e
nd
en
tly in
selecting
th
e offered valu
es.
Id
eally, t
o
d
a
y
’
s
characte
r
e
duc
ation ca
nnot t
a
ke
pl
ace
by
using si
ngular strategy. But,
it nee
d
s m
u
ltiple approac
h
es
whic
h
oft
e
n cal
l
e
d
as
com
p
rehe
nsi
v
e ap
pr
oac
h
es
by
Ki
rsche
n
ba
um
. That
c
o
m
p
rehensi
v
e
t
e
rm
, whi
c
h
i
s
use
d
i
n
characte
r
educ
ation, includes
various aspec
t
s [4]. Firs
t, the content m
u
st be co
m
p
rehen
s
iv
e, in
clud
in
g
all
p
r
ob
lem
s
relat
e
d
to
selectio
n o
f
p
e
rso
n
a
l valu
es and
ex
p
a
nde
d t
o
gene
ral
quest
i
ons
o
f
et
hi
cs. Sec
o
n
d
, t
h
e
m
e
t
hod ha
s t
o
be com
p
rehe
nsi
v
e
.
Thi
s
i
n
cl
udes:
i
n
c
u
l
cat
i
ng val
u
es;
pr
o
v
i
d
i
n
g r
o
l
e
-m
odel
;
a
nd,
pr
epari
n
g
young ge
nerati
on to
be inde
pende
nt
by teaching a
nd
facilitating responsi
b
le m
o
ral decision-m
aking a
n
d life
sk
ills (
so
ft skills
). T
h
ird, cha
r
acter education sh
ould ta
ke
place in overall
edu
cation proc
esses
in classroom
s,
in
ex
tracu
r
ricular activ
ities, i
n
gu
id
an
ce and
cou
n
s
elin
g
pro
cesses, in
award
i
ng
ceremo
n
i
es, and
in
all l
i
v
i
n
g
aspects.Fourt
h
, character e
d
ucation s
h
oul
d
occu
r
wi
t
h
t
h
e su
pp
o
r
t
o
f
s
o
ci
et
y
,
pa
rent
s
,
rel
i
g
i
ous
l
eader
s
,
justice-enforce
m
ent office
rs, and s
o
ci
et
al
or
ga
ni
zat
i
ons
. Al
l
part
i
e
s are
re
qu
ired
to
tak
e
p
a
rt in
ch
aracter
ed
u
cation
.
Consisten
c
y of
all
p
a
r
ties in condu
ctin
g ch
ar
acter
ed
u
cation
i
n
f
l
u
e
n
c
es youn
g
g
e
n
e
r
a
tion
.
The m
e
t
hod
of
charact
e
r
i
n
c
u
l
cat
i
on has
t
h
e
charact
e
r
i
s
t
i
c
s [4]
,
i
n
cl
u
d
i
n
g:
(1
) t
o
c
o
m
m
u
n
i
cat
e t
r
us
t
and i
t
s
un
de
rl
y
i
ng reas
o
n
s, (
2
) t
o
t
r
eat
ot
her
s
fai
r
l
y
,(3
)
t
o
r
e
spect
ot
he
rs’
vi
ew
poi
nt
,
(4
)
to
ex
pr
ess doub
ts o
r
unt
rust
wo
rt
hi
n
e
ss f
o
l
l
o
w
e
d
b
y
reaso
n
s a
n
d
r
e
spect
s,
(5
)
not
t
o
f
u
l
l
y
co
nt
rol
t
h
e e
nvi
ro
nm
ent
f
o
r
i
m
provi
n
g
t
h
e
p
o
s
sib
ility o
f
deliv
ering
th
e valu
es an
d preven
tin
g fro
m
d
e
liv
ering
u
n
e
xpected
valu
es, (6
) to
create so
cial an
d
e
m
otional experiences a
b
out the expected
valu
es, no
t in
an
ex
trem
e way, (7) to
m
a
k
e
ru
les, to
reward an
d
t
o
pr
o
v
i
d
e co
nse
que
nces
wi
t
h
reaso
n
s
,
(
8
) t
o
keep t
h
e c
o
m
m
uni
cat
i
on ope
n t
o
t
h
e
part
i
e
s w
h
o d
i
sagre
e
(opposi
n
g pa
rt
ies),(9) to gi
ve
free
d
om
to di
ffe
rent
be
havi
ors
,
if thes
e
be
havi
ors
have
reached
unacce
ptable
degree, the
n
they shall be
di
re
cted
fo
r g
i
v
i
ng
th
e ch
a
n
ces
to
change.
Evaluation Warning : The document was created with Spire.PDF for Python.
Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 91
~98
I
S
SN
: 225
2-8
8
2
2
93
In
cu
lca
tion
Meth
od
o
f
Cha
r
a
c
ter
Edu
c
a
t
i
o
n Ba
se
d
o
n
Perso
n
a
lity Types .... (M.J. Dewiya
n
i
S
)
That chara
c
ter approach m
u
st not
u
s
e indo
ctrin
a
tion
m
e
th
od
[4
],
wh
ich
has o
ppo
site ch
aracteristics
to
in
cu
lcation
as p
r
ev
iou
s
ly ex
p
l
ain
e
d
.
She
ad
ds th
at
the
objective of cha
r
acter e
d
u
cation
h
a
s to
invo
lve th
ree
areas:
i
n
t
e
l
l
ecti
on/
reas
o
n
i
n
g,
feel
i
ngs a
n
d
beha
vi
o
r
s.
In
or
der t
o
acc
o
m
pli
s
h t
h
e objective of cha
r
acte
r
ed
u
cation
in
t
h
e fo
rm
o
f
go
od
b
e
h
a
v
i
ors, learn
e
rsm
u
st h
a
v
e
h
a
d
t
h
i
nkin
g
/
reason
ing
ab
ility to
tack
le th
e
v
a
lu
es/m
o
r
aliti
es to
t
h
e ex
ten
t
in wh
ich they can
m
a
k
e
d
ecision
s i
n
d
e
p
e
nd
en
tly on
selectin
g
wh
at
action
sho
u
l
d
be
t
a
ke
n.
2.
2.
At
tri
b
u
t
es
o
f
C
h
ar
ac
ter
E
duca
t
i
o
n
f
o
r
Inf
o
rm
ati
o
n
Sys
t
ems
Stu
d
e
n
ts
Acco
r
d
i
n
g t
o
“
G
ui
dance
i
n
H
o
n
o
r
abl
e
C
h
aracters Inc
u
lcation”
poc
k
et
b
ook
[5
], it is stressed
t
h
at the
real and esse
nt
ial unde
rstandi
ng
of c
h
aracte
r
is beha
vior.
Character als
o
invol
ve
s the a
ttitudes reflected by
b
e
h
a
v
i
ors.
In
ad
d
ition
to
th
is, ch
aracters’ attitu
d
e
s an
d
b
e
hav
i
ors cov
e
r
fiv
e
areas: (i) attitu
d
e
s and
b
e
hav
i
ors
in
th
e relatio
ns with
God
,
(i
i) attitu
d
e
s an
d
b
e
h
a
v
i
o
r
s in th
e relatio
n
s
with
on
e’s sel
f
, (iii) attitu
d
e
s an
d
b
e
h
a
v
i
ors i
n
the relatio
n
s
with
fam
ily, (iv
)
attitu
d
e
s and
b
e
hav
i
ors in
t
h
e relatio
n
s
with society an
d
n
a
tion
,
and
(v) attitu
d
e
s and
b
e
h
a
v
i
ors i
n
th
e relation
s
with
surrou
nd
ings.
Th
ese areas,
wh
ich
are co
vered
b
y
attitu
d
e
s an
d
b
e
h
a
v
i
o
r
s, are ex
p
l
ai
n
e
d
furth
e
r in
t
o
th
e sp
ecific
values
of c
h
a
r
a
c
ter. In this re
s
earch, these
va
lues are
called as
attributes of
charact
e
r
educ
ation.T
h
e
n
, the
y
are
fitted
in
to
attrib
u
t
es of character edu
cation
wh
ich
h
a
v
e
b
e
lon
g
e
d
to
o
n
e
o
f
h
i
gh
er ed
u
cation
that h
a
s
In
fo
rm
at
i
on Sy
st
em
s pro
g
r
am
. B
y
d
o
i
n
g
s
o
,
the selected att
r
ibutes of c
h
ar
acter education base
d
on thos
e five
areas ca
n
be structured as
foll
ow.
Tab
l
e 1
.
Attribu
t
es o
f
C
h
aract
er
Ed
u
cati
o
n
based
on
th
e Sco
p
e
of
Attitu
d
e
s and
Beh
a
v
i
o
r
s
Scope of
At
t
i
t
udes and Behaviors
At
t
r
ibut
e of
Charact
er Educat
ion
Attitudes and Behaviors in the relatio
ns with God
Close to God
Attitudes and Behaviors in the relatio
ns with the personal in one’s self
Never Give
Up
Never Complain
E
ager Learner
Attitudes and Behaviors in the relatio
ns withfa
m
i
l
y
B
e
Happy
Never Complain
Attitudes and Behaviors in the relatio
ns with society an
d nation
Motivator
B
e
Happy
Attitudes and Behaviors in th
e relatio
ns with surroundin
g
s
Motivator
Never Complain
Close to God
Th
e me
a
n
ing
of e
ach
a
t
tr
ibu
t
e
of ch
ar
ac
ter edu
c
a
tion can
be exp
l
a
i
ned
a
s
fo
llow
:
i.
Clo
s
e to
Go
d
The esse
nce
o
f
t
h
i
s
at
t
r
i
b
ut
e
of c
h
a
r
act
er e
ducat
i
o
n i
s
st
r
e
ngt
heni
ng
t
h
e
st
ude
nt
s’
fai
t
h
-
b
ase
d
an
d
pi
et
y
-
base
d
va
l
u
es.
It
hap
p
e
n
s by
rem
i
ndi
n
g
a
g
ai
n
t
h
at
i
n
t
h
i
s
wo
rl
d
o
n
l
y
Go
d
w
h
o
c
a
n m
a
ke i
m
possi
bl
e
th
in
gs
b
eco
m
e
po
ssib
l
e on
es.If
an ind
i
v
i
du
al wan
t
to
stay clo
s
e
to
h
i
s/h
e
r Creato
r
, h
e
/sh
e
will certain
ly d
o
wh
at are goo
d
an
d
will stay away so
m
e
th
in
g th
at m
u
st b
e
av
o
i
d
e
d. By do
in
g
t
h
is, th
e
stud
en
ts are ex
p
e
cted
t
o
b
e
ab
le to
im
it
ate God’s ch
aracteristics.
ii.
E
ager
Le
arner
Second
value
contains a gui
d
ance t
o
be
a
pers
on who is
always hum
b
le
(
be h
u
m
b
l
e
)
and i
s
al
way
s
eager to learn, beca
use
the
s
k
y is t
h
e lim
it. As
the
can
di
d
a
t
e
s f
o
r
t
h
e
na
t
i
on’s
l
eade
r
s,
t
h
e st
u
d
e
n
t
s
s
h
oul
d
realize that, as
hum
an, they a
r
e im
perfect creatures.
As
a
metap
h
o
r, th
e
p
a
rticip
ating
st
u
d
e
n
t
s are inv
ited
to
rem
e
m
b
er an
d
to
loo
k
at a
g
l
ass fo
r
a wh
ile.
Wh
en
we
po
ur
water t
o
th
e
g
l
ass fu
ll of water,
wh
at
will h
a
ppen
?
Th
e
water wil
l
b
e
sp
ilt ou
t o
f
the g
l
ass. Th
is illu
strates si
m
ilar th
in
g
o
n
u
s
.
If someo
n
e
wan
t
s
to
g
a
i
n
kn
o
w
l
e
d
g
e
or
new
ex
pe
ri
enc
e
s i
n
l
i
f
e,
he/
s
he
has t
o
t
r
y
t
o
be a
n
em
pt
y
gl
ass.T
h
e
bi
g
g
e
r h
o
p
e i
s
s
h
o
u
l
d
y
o
u
not
be a m
e
re gl
ass, b
u
t
be
a bar
r
el
w
h
i
c
h
i
s
bi
gge
r t
h
a
n
a gl
ass. B
e
a (wat
er
) sp
ri
n
g
f
o
r y
o
u
r
nei
g
hb
o
r
s
.
Stude
nts a
r
e e
x
pected t
o
as
k t
h
em
selves if they have
em
pt
i
e
d t
h
ei
r
gl
asses
or
eve
n
t
r
i
e
d t
o
ex
pan
d
t
h
em
.
iii.
Never
Give
Up
The esse
nce
of
t
h
e t
h
i
r
d
val
u
e gi
ves
st
re
ngt
h t
o
t
h
e st
u
d
e
n
t
s
not
t
o
gi
ve
up
easi
l
y
. The
st
ude
nt
s ar
e
aske
d i
f
t
h
ey
h
a
ve
hear
d t
h
e s
t
ory
of t
h
e l
i
g
h
t
bul
b i
n
ve
nt
o
r
. T
hom
as Al
fa
Edi
s
o
n
,
t
h
e l
i
g
ht
b
u
l
b
i
n
vent
o
r
,
ha
d
had 9.998 fail
ures
be
fore
he
succee
d.
Self-reflection
s
h
ould be
done
by
im
agining:
if
Thom
as Alfa Edison
h
a
d
h
a
d g
i
v
e
n
u
p
on th
e 9.997
th
e
xpe
ri
m
e
nt
, t
h
e
w
o
rl
d
wo
u
l
d, i
ndee
d
,
ha
v
e
bee
n
so
da
r
k
i
n
t
h
e
ni
ght
n
o
w
a
n
d
i
n
t
h
e
f
u
t
u
re.L
earni
ng
f
r
om
t
h
i
s
st
o
r
y
,
t
h
e s
t
ude
nt
s a
r
e e
x
pect
ed
t
o
al
wa
y
s
pre
s
ent
t
h
ei
r
best
a
n
d
n
o
t
t
o
gi
ve
u
p
easily to
th
e situ
atio
n.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
9
1
– 98
94
iv
.
Never C
o
mplain
As lead
ers,
we are no
t allo
wed
t
o
co
m
p
lain
in
ev
e
r
y
t
h
i
ng. T
h
i
s
i
s
t
a
ug
ht
b
y
th
e
fo
urth
sp
irit.
Co
m
p
lain
in
g
,
i
n
d
e
ed
, is no
t so
m
e
th
in
g
th
atcan
so
lv
e a pro
b
le
m
.
To
co
m
p
l
a
in
is no
t a
way to
so
l
v
e a
pro
b
l
em
.
Yet
,
i
t
can
ca
u
s
e an
o
p
posi
t
e
effect
,
w
h
i
c
h i
s
n
one
ot
her
t
h
a
n
t
h
e
at
m
o
sphe
re
get
t
i
ng
w
o
rs
ened
.
v.
M
o
t
i
v
at
or
As cand
id
ates
o
f
th
e
n
a
tion
’
s
lead
ers in
t
h
e
fu
ture, st
ud
en
ts
m
u
st h
a
v
e
t
h
e
ab
ility to
b
e
mo
tiv
ators
o
r
pi
o
n
eer
fo
r t
h
e
peo
p
l
e
i
n
t
h
ei
r
sur
r
o
u
n
d
i
n
g s
o
ci
et
y
,
t
o
bec
o
m
e
t
h
e sou
r
ce
of e
n
er
gy
f
o
r a
n
o
r
gani
zat
i
o
n,
or at
least to
b
e
co
me h
e
lpfu
l fo
r oth
e
rs lik
e a
g
e
n
e
rat
o
r.In
th
e
en
d, th
e f
i
f
t
h
pr
ov
id
es a tr
i
g
ger
for
th
e studen
t
s to
make othe
rs happy
or s
u
cces
sful
because
of us
. It can
bri
ng satisfacti
o
n for us; a pric
eless satisfaction.W
e
sho
u
l
d
av
oi
d s
e
l
f
i
s
hne
ss.
Al
s
o
,
we s
h
o
u
l
d
a
l
way
s
bear i
n
mind that the s
m
arter and th
e
richer we a
r
e, but i
f
we
ju
st
d
o
i
t
f
o
r
o
u
r
s
el
ves,
t
h
at
w
o
ul
d
be
m
eani
ngl
ess.
Ka
rma
, wh
ich
we
o
f
ten
h
ear, says th
at the
m
o
re we
sow the
m
o
re we
harvest
(de
p
ends
on
what
our see
d
s
ar
e, good
see
d
s or evil
seed
s
)
. Then,
be a
m
o
tivator.
vi.
Be Happ
y
Co
n
t
en
t o
f
t
h
e last v
a
lu
e from th
e sp
irit o
f
th
e wi
nn
er
says th
at th
is life is d
y
n
a
m
i
c.
Stu
d
e
n
t
s are
expecte
d
to live ha
ppily and
with sm
ile because
ha
ppi
ne
ss
is the m
o
st effective m
e
dicine for a
n
y ki
nd
of
di
seases, i
n
cl
u
d
i
n
g t
h
e
wo
rst
one
(
h
eart
b
r
o
k
e
n)
.B
y
sm
i
l
i
ng and c
h
ee
r u
p
ou
r m
ood
, pas
s
i
on a
n
d ne
w e
n
er
gy
will rise to mak
e
t
h
is world m
o
re b
e
au
tifu
l
. St
u
d
en
ts
are ask
e
d
t
o
imag
in
e: if th
ey
were asked to lead
a
m
eet
i
ng ang
r
i
l
y
, sup
p
o
rt
ed
by
a bu
rni
n
g
and t
e
nse
d
a
t
m
o
sphe
re. It
can be ass
u
red that the meeting
p
a
rticip
an
ts wo
u
l
d
feel u
n
c
om
fo
rtab
le an
d wou
l
d
no
t enj
o
y th
e m
eet
in
g
.
Add
itio
n
a
lly, th
e
m
eet
in
g resu
lt
wo
ul
d
n
o
t
be a
s
g
o
o
d
as
pos
si
bl
e. S
o
,
we
s
h
o
u
l
d
l
i
v
e
o
u
r
l
i
v
es by
bei
n
g
ha
ppy
.
2.
3.
Cl
as
si
fi
ca
ti
on
o
f
Pers
on
al
i
t
y
T
y
pe
s
In t
h
e
wo
rl
d o
f
ed
ucat
i
o
n
,
di
ffe
rences i
n
be
havi
ors a
nd c
h
aract
ers are s
o
vi
si
bl
e t
o
t
h
e i
ndi
vi
dual
s
who
ha
ve
role
s inside
the
s
c
ope
.
A teac
her
has s
o
m
e
differe
nces
wit
h
othe
r t
eache
r
s in the
m
e
th
od of
teaching, way of thi
nki
ng, as well as
m
e
thod of asse
ssing the learne
rs. Am
ong the learners them
selves, it is
o
b
v
i
ou
sly n
o
t
i
ced
th
ese d
i
fferen
ces. Ho
wever, in
th
at k
i
nd
o
f
cond
itio
n, learn
i
n
g
an
d
teach
i
ng
p
r
o
cesses h
a
v
e
to take
place.
Despite a l
o
t of di
ffe
rences
e
x
ist, teache
r
s
a
nd lea
r
ne
rs s
hould
be a
b
le to
unite these
differences
without elim
in
ating t
h
eir
real
charact
e
r
istics, in
orde
r t
o
bui
ldconducive
at
m
o
sphere
for learni
ng and teachi
ng
processes
.
How can t
h
is unification for s
u
c
ceeding l
earning a
n
d teaching proce
sse
s ha
ppe
n
?
One
wa
y is by
unde
rstanding diffe
re
nces of
each indivi
dual, either as
teac
hers
or as
learners
Th
ese
b
e
h
a
v
i
oral d
i
fferen
ces are often
call
e
d
,
b
y
th
e p
s
ych
o
l
o
g
i
sts,
as Perso
n
a
lities. Perso
n
a
lity
is
i
n
t
e
rp
ret
e
d as
expl
a
n
at
o
r
y
de
scri
pt
i
o
n o
f
be
havi
ors
w
i
t
h
ou
t
pr
ovi
di
n
g
val
u
es. Da
vi
d Kei
r
sey
(K
ei
rsey
, 19
9
8
)
,
a p
s
ycho
log
y
p
r
o
f
essor fro
m
Califo
r
n
i
a State Un
iv
ers
ity, classifies p
e
rso
n
a
lities in
to
fo
ur group
s,
n
a
mely
:
Gu
ard
i
an
, Artisan
,
Ration
a
l, an
d
Id
ealist.
Th
is
classi
fi
cat
i
o
n
i
s
base
d
o
n
:
h
o
w
s
o
m
e
one
gai
n
s
hi
s e
n
er
gy
(Ex
t
rov
e
rt
o
r
In
t
r
ov
ert
)
; how so
m
e
o
n
e
tak
e
s
in
inform
at
io
n (Sen
sing
o
r
In
tu
itiv
e);
ho
w so
m
e
o
n
e
m
a
k
e
s a
d
ecision
(Th
i
nk
ing
o
r
Feelin
g)
; and
ho
w h
i
s
lif
e-
b
a
se’
s
style is lik
e (Judg
in
g or
Per
ceiv
i
ng
).
Ev
ery p
e
rson
ality
t
y
p
e
,
in
d
e
ed
, h
a
s g
e
n
e
ral
ch
ar
acteristics
wh
ich
h
a
v
e
to
b
e
un
d
e
rstoo
d
b
y
each
teacher. There
are diffe
rence
s
in th
e way of thinki
ng bet
w
een the
pers
onality types [2]. In
understandi
ng
a
p
r
ob
lem
,
as a
n
in
itial step
,
th
e Ratio
n
a
l typ
e
wo
u
l
d
do it b
y
fo
llowin
g
t
h
e seq
u
e
nce o
f
sen
t
en
ces in
th
e
p
r
ob
lem state
m
en
t, tak
i
n
g
in
th
e sen
t
ence’s su
mm
ary
,
th
en
sym
b
o
lizin
g
th
e summary. Mean
wh
ile,
Id
ealisttyp
e
wo
u
l
d
do
it b
y
fo
llo
wi
n
g
t
h
e seq
u
e
n
ce
o
f
senten
ces in
th
e
prob
lem
sta
t
e
m
en
t, supp
orted
b
y
an
illu
stratio
n
o
f
b
eco
m
i
n
g
an
acto
r i
n
t
h
e
p
r
ob
lem
,
with
ou
t
b
e
ing
sym
b
o
lized
. Artisan
typ
e
, i
n
itially, wan
t
t
o
kn
o
w
t
h
e q
u
est
i
on. Fi
nal
l
y
, t
h
e Guar
di
a
n
t
y
pe, un
de
rst
a
n
d
t
h
e pr
o
b
l
e
m
by
fol
l
o
wi
n
g
t
h
e s
e
nt
ences
’ seq
u
e
nce
,
t
h
en t
a
ki
n
g
t
h
e
sent
ence
s’ m
eani
n
g a
nd
hi
gh
l
i
ght
i
ngt
he i
m
po
rt
ant
part
s.
To s
u
m
up, ac
cor
d
i
n
g t
o
t
h
e
use
of
a
specific procedure of problem
solvi
n
g, it can be known t
h
at each
personality has diff
ere
n
t
profile
of t
h
inking
pr
ocess
.
Th
ese
d
i
fferences in
t
h
e th
i
n
k
i
n
g
pro
cess will b
e
u
s
ed for con
v
i
n
c
in
g attribu
t
es
o
f
ch
aracter
ed
u
cation
b
y
usin
g
th
e
m
e
th
od
o
f
in
cu
lcatio
n
.
2.
4. Met
h
o
d
of Ch
ar
acter
E
duca
t
i
o
n
I
n
cul
c
a
t
i
o
n ba
sed
o
n
Cl
assi
fi
cati
on o
f
Pe
rson
al
i
t
y
T
y
p
e
s
f
o
r
Stude
nts
in I
n
form
ation
S
y
s
t
ems Pr
ogram
.
Ideal
l
y
, C
h
a
r
a
c
t
e
r Ed
ucat
i
o
n
m
u
st
be co
nd
uct
e
d c
o
m
p
reh
e
nsi
v
el
y
,
by
l
o
oki
ng i
n
t
o
t
h
e
cont
e
n
t
as
well as th
e
m
e
t
h
od
.
An
in
cu
lcatio
n
m
e
th
od
based
[4
] o
n
classificatio
n
of person
ality typ
e
s is p
r
op
osed
fo
r th
e
In
fo
rm
at
i
on Sy
st
em
s st
udent
s.
Thi
s
pr
o
posal
cove
rs t
h
e l
ear
ni
n
g
t
opi
csi
n
co-c
ur
ri
cul
a
r a
n
d ext
r
ac
ur
ri
cul
a
r as
well as in
curri
cu
lar areas
b
y
u
s
ing
the standard
of th
e
first
and sec
o
nd as
pects,
whic
h a
r
e com
p
rehe
nsi
v
e in
co
n
t
en
t an
d meth
od
. Th
ese asp
ects are
u
s
ed b
ecau
s
e bo
th
o
f
th
em
will en
sou
l
an
d influen
ce
ov
erall learn
i
n
g
process
.
Other
aspects a
d
just t
o
the
fi
rst a
n
d
second as
pect.
Each i
n
culcati
o
n m
odel
of c
h
aracter e
d
ucation is
Evaluation Warning : The document was created with Spire.PDF for Python.
Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 91
~98
I
S
SN
: 225
2-8
8
2
2
95
In
cu
lca
tion
Meth
od
o
f
Cha
r
a
c
ter
Edu
c
a
t
i
o
n Ba
se
d
o
n
Perso
n
a
lity Types .... (M.J. Dewiya
n
i
S
)
ex
p
l
ain
e
d
b
y
fittin
g
th
em
in
t
o
each
p
e
rso
n
ality t
y
p
e
. Also
, t
h
ese m
o
d
e
ls will b
e
app
lied
to
learn
i
n
g
to
p
i
cs
cove
ra
ge in
co
-cu
rric
u
lar a
n
d
extrac
ur
ricula
r as well as curricular areas.
Co-c
urricular a
n
d ext
r
acurric
u
lar areas
Man
y
op
in
i
o
n
s
say th
at in
cu
lcatio
n
o
f
ch
aracter edu
cation
i
n
th
e n
a
t
u
re wi
ll b
e
m
o
re effectiv
e to
d
o
because the
na
ture
will provi
d
e the
r
eal experiences
whic
h can be e
n
c
o
unter
ed directly.Every
form
of events
wh
ich
are exp
e
rien
ced
b
y
th
e train
i
ng
particip
an
ts
in
th
e o
p
e
n-air will b
e
k
e
p
t
in
min
d
and
will b
e
unforgettable expe
riences
. In orde
r to
m
e
et the target
, i
t
is certain
ly
req
u
i
red
so
m
e
stag
es. Reg
a
rdin
g
th
e
effective lea
r
ning
process i
n
ope
n
-ai
r
, el
aborates st
ag
es in
train
i
n
g
, in
clud
ing:(a) stage ofe
xpe
rienc
e
sha
p
ing(
ex
peri
ence)
,
(b) sta
g
e of
reflectio
n
(
reflect)
, (c) s
t
age o
f
co
nce
p
t form
ing (
fo
rm
c
o
n
c
ep
t
)
, and (
d
)
st
age of
c
o
nce
p
t
t
e
st
i
ng (
test co
n
c
ep
t)
[6
]
.
Mo
d
e
l o
f
ch
aracter d
e
v
e
l
o
pmen
t
will
b
e
co
ndu
cted
t
h
ro
ugh
o
u
t
d
o
o
r
train
i
ng
.
C
o
nseq
u
e
n
tly,th
e
conce
p
t
w
h
i
c
h
has been
pre
v
i
ousl
y
expl
ai
n
e
d i
s
used i
n
t
h
e t
r
ai
ni
n
g
. T
h
e st
udent
s
get
expe
ri
ences t
h
at
are
en
coun
tered
directly after p
u
t
in
to
practice an
d
tried
the p
r
ep
ared
g
a
mes. In
th
is ou
tdo
o
r train
i
ng
, the
p
a
rticip
an
ts are ask
e
d
to
exp
l
ain
th
e ex
p
e
rien
ces g
a
i
n
ed
from th
e act
iv
itie
s th
ey h
a
v
e
don
e. An
in
stru
ct
o
r
will
co
nv
in
ce th
e
p
a
rticip
an
ts so th
at th
ey
are willin
g to
share th
ei
r ex
p
e
rien
ces of
what th
ey feel ab
ou
t t
h
e
activ
ities th
ey h
a
v
e
do
n
e
.The stag
e of con
cep
t
fo
rm
in
g is ex
ecu
ted
wh
en th
e
p
a
rticip
an
ts elab
orate th
e
mean
in
g
o
f
an actio
n
w
h
i
ch
i
s
con
t
ain
e
d
i
n
th
e g
a
m
e
s o
r
o
t
h
e
r activ
ities th
ey h
a
v
e
don
e. Th
e fou
r
t
h
stag
e,
wh
ich
is co
n
c
ep
t testin
g
,
are
g
a
in
ed
fro
m
reflectin
g
th
e
re
s
u
l
t
s
t
h
at
have
been
obt
ai
ned
and e
xpe
ri
ence
d, t
h
e
n
relatin
g
t
h
em
t
o
su
rroun
d
i
ng
s’ situ
ation
,
i
n
bo
th
un
iv
ersity en
v
i
ron
m
en
t an
d society.
Activ
ities in
this o
u
t
do
or trai
nin
g
are en
co
untered
t
h
ro
ugh
so
m
e
g
a
m
e
m
o
d
e
ls an
d g
e
n
e
ral reflection
as well as th
e v
a
lu
e
o
f
liv
es
co
n
t
ain
e
d
inside th
ese ac
tiv
ities. Th
ere are
fo
ur g
a
m
e
s an
d g
e
n
e
ral activ
ities th
at
can
b
e
d
o
n
e
i
n
g
r
ou
p. Th
ese activ
ities are d
e
scrib
e
d
in Tab
l
e 2
.
Tab
l
e 2
.
Gam
e
Activ
ities
and
Reflectio
n
Activ
i
ties
Execution Mecha
n
is
m
Ga
me 1
:
Br
eaking thr
ough t
h
e
Im
possibilities
In the ga
m
e
of breaking through th
e
i
m
possibilities, p
a
rticipants are e
xpected to be able to absorb
personal abilities’ values and to have
high sel
f
-confi
d
ence. This ga
m
e
is designed for participants so
that they
can go thr
ough a tunnel w
h
ich
m
a
de fr
o
m
ropes and wir
e
/bam
boo constr
uction.
At th
e
botto
m
par
t
of the tunnel,
water
e
d soil has been pr
epar
ed.
Focus of this activity is
to str
e
ngthen these values:
never give up, never
complain, eager learner,
motivator.
Ga
me 2
:
Above-
a
ver
a
ge target
Next,
the gam
e
is
continued with
bei
ng pio
n
eer
.
I
n
this gam
e
,
every
tea
m
m
e
m
b
er
has to contr
i
bute
to the team
by
giving
up all
his/h
e
r
belongin
g
s.
E
ach team
m
u
st co
m
p
ete to constr
uc
t those
contributions to be
a tea
m
with the
m
o
st contr
i
bution
fr
o
m
its
m
e
m
b
er
s.
Focus of this activi
t
y is
to str
e
ngthen these values:
eager learner, motivator, never complain
Ga
me 3
:
Tru
s
t
The following ga
m
e
is
waterfall
,
which is desi
gned
u
s
ing
four
-
s
ided co
nstr
uction.
E
ach team
has to
co
m
p
ete by coor
dinating its
m
e
m
b
ers str
i
ctly
to pu
ll a
pail of water. Thi
s
ga
m
e
requires ef
fective
co
m
m
unication am
ong tea
m
m
e
m
b
ers. If they
cannot
co
m
m
unicate effectively
,
they
will fa
il to pull
the pail of water a
nd the pail will hurt a tea
m
m
e
m
b
er
w
ho is below it.
Focus of this activi
t
y is
to str
e
ngthen these values:
never
complain, be happ
y, motivator
Ga
me 4
:
Leadership
Next gam
e
is
coconut-
h
ead
i
n
which
ever
y
tea
m
m
e
m
b
er
has to
br
ing a
co
conut
on t
h
eir
heads.
T
h
e
values that are
de
m
onstrated in this
ga
m
e
a
r
e t
e
a
m
-wo
r
k and leadership.
Each tea
m
m
e
m
b
e
r
has to
be able to work
with other
m
e
m
b
er so that
they
can bring the
coc
onut s
u
ccessfully
to the
destination.This gam
e
is designed like this because
all o
r
ganizations have visions and every ele
m
ent
of the or
ganization
s
m
u
st wor
k
coope
r
a
tively to r
ealize these visions.
Focus of this activity is
to str
e
ngthen these values:
eager learner, motiv
ator, never give up, never
complain
Reflec
tio
n
:
Welco
m
e the
Daw
n
Next activity is having a tr
ip in near
ly
dawn. I
n
th
is activity
,
all par
ticipants have to go along a tr
ack
(rough terrain). But, in the end,
the
y
will seebeautiful scenery
of the dawn in a
m
ountain.
Focus of this activity is
to str
e
ngthen
these values:
close
to god,
never give up, never compl
a
in, be
happy
Next activity
is general reflection which will be
done
so that
participants can gain
the
m
e
aning o
f
overall activities w
e
ll and can use the
activ
ities’ values i
n
their daily activit
y.
Th
e sp
ecificity o
f
t
h
is ch
aracter d
e
v
e
lop
m
e
n
t m
o
d
e
l is on every stage
which is e
x
ecute
d bas
e
d
on
p
e
rson
ality typ
e
s. Th
e
pu
rpo
s
e o
f
t
h
e techn
i
q
u
e
is t
o
m
a
k
e
th
e m
o
d
e
l fits in
to
ind
i
v
i
d
u
a
l’s th
ink
i
ng
p
r
o
cess
so
t
h
at d
ecisi
on
s can
b
e
m
a
d
e
in
d
e
p
e
n
d
e
n
tly in
selecting
the in
stilled
v
a
l
u
es.
3.
R
E
SEARC
H M
ETHOD
In cu
rric
u
lar a
r
ea, be
fo
re f
o
r
m
ulating the conte
n
t
o
n
sp
ecific su
bj
ect, it
is req
u
i
red
to
in
v
e
stig
ate
wh
ich
attribu
t
es of ch
aracter
ed
u
cation h
a
v
e
b
e
en
o
w
n
e
d
b
y
so
m
e
sp
ecific p
e
rso
n
a
lity typ
e
s an
d which
of
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
9
1
– 98
96
th
em
h
a
v
e
n
o
t
. Th
e
p
u
rp
o
s
e o
f
th
is action is to
m
a
k
e
a su
itab
l
e learn
i
n
g
m
o
d
e
l th
at
can
in
still th
e weak
at
t
r
i
but
es
of
ch
aract
er e
d
ucat
i
o
n
as
wel
l
as t
o
i
m
pro
v
e
ot
he
r at
t
r
i
b
ut
es
whi
c
h
have
bee
n
m
a
de.
Fo
r g
a
i
n
ing
att
r
ibu
t
es of ch
aracter edu
cation
th
at
will b
e
i
m
p
r
ov
ed in
sp
ecific
p
e
rsonality t
y
p
e
in
cu
rricu
l
ar area, th
e selected
resear
ch typ
e
which
will b
e
u
s
ed
is th
e
qua
lita
tive
and
ex
pl
o
r
at
i
v
e
one
.
Q
u
a
l
i
t
a
t
i
v
e
r
e
search
is
sel
e
cted
b
e
cause bo
t
h
t
h
e d
e
t
e
r
m
in
ati
on o
f
t
h
e st
ud
en
t
s
’
t
h
i
n
k
i
ng
prof
ile
and
def
i
n
iti
on o
f
ch
ar
acter
educati
on’
s targ
et
ed
v
a
l
u
es
h
a
v
e
n
a
t
u
r
a
l
b
a
ckground.
A
l
so, t
h
e m
a
in
i
n
strum
e
n
t
of t
h
e
r
e
sear
ch
i
s
t
h
e
r
e
sear
chers
th
e
m
s
e
lv
es
. The
re
se
ar
ch
h
a
s to
be
exp
lo
ra
tive
b
e
cau
se
th
e ta
rge
t
ed
va
lu
e
s
of
char
a
c
t
er
edu
c
a
t
ion
arego
i
ng
to
b
e
exp
l
ored
.
Steps of
t
h
e research,
wh
ich
w
ill
b
e
ex
ecu
te
d, consist
of
: sel
ecti
n
g
subj
ect, choo
si
ng
suppor
ti
ng
ins
t
ru
me
n
t
for
th
e r
e
se
ar
ch,
comp
o
s
ing p
r
oc
edur
e
for d
a
ta
co
llec
tion,
and
an
a
l
yz
ing
da
ta.
T
h
i
s
r
e
s
e
a
r
c
h
i
s
t
r
y
i
n
g
to desc
ribe t
h
e
phe
nom
e
non
in natural setting. T
h
e ph
e
n
om
enon is a sit
u
ation i
n
whic
h the st
ude
nt
witha
sp
ecific p
e
rsonality
typ
e
d
e
m
o
n
s
trates attributes o
f
ch
ar
acter edu
catio
n
from th
e in
sid
e
o
f
h
i
s/h
e
r self,
wh
en
h
e
/sh
e
is
g
i
v
e
n a p
r
ob
lem
-
so
lv
ing
statem
en
t
.
Th
is st
u
d
e
n
t
’s situ
atio
n
will b
e
evalu
a
ted
based
o
n
a
v
i
ewp
o
i
n
t
.
That
vi
ew
poi
nt
i
s
t
o
det
e
rm
i
n
et
he pe
rs
onal
i
t
y
val
u
e,
w
h
i
c
h
has
bee
n
deci
d
e
d t
o
be
o
b
se
rv
ed.
Th
e
p
r
od
u
c
ed d
a
ta is
qu
alitativ
e, in th
e
fo
rm
o
f
d
e
scrip
tio
n resu
lt abo
u
t
t
h
e st
u
d
e
nts’ ch
aracter
ed
u
cation
attri
b
u
t
es
b
a
sed
on
certain p
e
rso
n
a
lity typ
e
.
Data co
llection
is don
e
b
y
g
i
v
i
ng
p
r
ob
lem
s
to
th
e
researc
h
subj
e
c
ts who ha
ve
been gr
oupe
d
according to ce
rtain personality
types. The
n
,
the resea
r
ch subj
ects
are free to s
o
lve the problem
s with th
eir own
way.
Wh
ile th
e subj
ects so
l
v
ing
th
e prob
l
e
m
s
, th
ey h
a
v
e
to
b
e
k
e
p
t
away from a h
i
g
h
-
p
r
essu
re co
nd
itio
n. It h
a
s to
don
e th
at way so
that th
e ex
p
ected n
a
tu
ral situ
atio
n
can
be obtaine
d
.
Researche
r
s record
verbal expressi
ons
of the re
sear
c
h
subjects and write down t
h
e
sub
j
ect
s
’
be
ha
v
i
ors i
n
cl
udi
ng
uni
que t
h
i
n
gs t
h
ey
d
o
w
h
i
l
e
s
o
l
v
i
n
g m
a
t
h
em
at
i
cal
pro
b
l
e
m
s
.F
r
o
m
t
h
e
r
e
c
o
r
d
e
d
vi
de
o, it is e
xpecte
d
t
h
at t
h
e
values
of c
h
a
r
act
er e
d
uc
ati
o
n
insi
d
e
the st
ud
en
t
s
’ can
b
e
seen. If there is incom
p
lete
d
a
t
a
,
a
clar
i
f
icat
ion h
a
s
t
o
b
e
condu
ct
ed
b
y
do
i
ng
a r
e
-
i
n
t
erv
i
ew.
T
o
get
at
t
r
i
b
ut
es o
f
c
h
a
r
act
e
r
e
d
uc
at
i
o
n w
h
i
c
h
m
u
st
be d
e
vel
o
p
e
d i
n
e
a
c
h
pe
rs
o
n
a
l
i
t
y
t
y
pe
, t
h
e m
a
i
n
r
e
s
e
arch
in
s
t
rume
n
t
is
th
e
r
e
s
e
a
r
ch
er
s
the
m
s
e
lv
es.
No
t on
ly do
r
e
s
e
arch
er
s
ac
t
a
s
r
e
s
ear
ch
org
a
n
i
z
e
r
s
,
bu
t
also
th
e
m
a
in
inst
ru
m
e
nts i
n
d
a
t
a
co
ll
ection.
As t
h
e
m
a
in
inst
ru
m
e
nts, t
h
ey canno
t
be substit
u
t
ed b
y
o
t
her
i
n
st
ru
m
e
n
t
s.
Besid
e
s,
th
er
e is
wo
rksh
eet instru
m
e
n
t
.
Th
e
work
sheet inst
rum
e
nt i
n
t
h
is
rese
arc
h
is
m
a
them
atical
worksheet
s,
wh
ich w
ill
b
e
giv
e
n
t
o
ev
er
y
r
e
sear
ch subj
ect
s.
In
an
effor
t
to
g
e
t t
h
e att
r
i
b
u
t
es of
character
edu
c
ati
o
n
,
data
analysi
s
process is condu
ct
ed
b
y
fo
ll
ow
i
ng
th
es
e
s
t
eps
:
(1)
T
r
an
sc
r
i
b
i
ng
colle
c
t
ed
verb
a
l
(2)
An
a
l
yz
ing
a
l
l
av
a
ilab
l
e
da
ta
fro
m
v
a
r
i
ed
sour
ce
in
c
l
ud
ing
:
(v
ideo)
reco
rd, subj
ect’s work
result, i
n
terv
i
e
w,
and
written ob
se
rvation
t
h
at
h
a
s
been
m
a
d
e
fro
m
no
t
e
s t
a
k
e
n
d
i
rectly
duri
n
g
t
h
e observ
a
ti
on
(3)
Redu
ci
ng
data b
y
m
a
k
i
ng
ab
st
ra
cti
o
n
(4)
C
o
n
s
t
r
ucti
ng
i
n
un
it
s wh
ich
will b
e
cat
egorized
by
m
a
ki
n
g
c
o
d
i
n
g
(
5
) A
n
al
y
z
i
n
g
t
a
r
g
et
e
d
va
l
u
e
s
of c
h
a
r
ac
t
e
r
e
d
u
cat
i
o
n (
6
) A
n
al
y
z
i
n
g
i
n
t
e
r
e
st
i
n
g
t
h
i
n
gs (
7
)
Co
m
i
ng t
o
con
c
lusi
on
.
On
ce the con
c
lusi
on
abou
t t
h
e attri
b
u
t
es
o
f
charact
er education
i
n
ev
ery
p
e
rson
ality ty
pe h
a
s been
a
c
h
i
ev
ed,
th
e
ne
x
t
stag
e
is
ma
k
i
ng
th
e
le
arn
i
ng
mo
de
l in
eve
r
y subje
c
t
.
This
s
t
ag
e
h
a
s
tob
e
exe
c
u
t
ed
until the
expected ch
aracter
educati
o
n
v
a
l
u
es
ar
e im
p
l
an
t
e
d
i
n
each
stud
en
t
t
h
rough
th
e lect
ures’
sy
llab
i
.
By
do
i
ng th
i
s
,
through
t
h
e
l
ect
ur
es’
syllab
i
, no
t on
ly do
t
h
e stud
en
t
s
’
h
a
rd
sk
ill
s
ar
e b
e
i
n
g
d
e
vel
o
p
e
d, bu
t also
t
h
ei
r
so
f
t
sk
ill
s
ar
e
bei
n
g s
h
a
r
pe
ne
d t
o
gai
n
t
h
e
values
of cha
r
ac
ter e
d
uc
ati
on. It
m
eans t
h
at
, t
h
e fi
rst a
n
d se
c
ond as
pect
s,
whi
c
h a
r
e
con
t
en
t and
m
e
t
hod, hav
e
b
e
en don
e
co
m
p
r
e
hen
s
i
v
ely
.
4.
RESULT AND DIS
C
USSI
ON
T
h
e de
vel
o
pm
ent of
c
h
a
r
acte
r
educati
on
s
k
ill
s
a
r
e a
n
im
porta
nt pa
rt of a
c
h
i
l
d'
s aca
dem
i
c
s
u
c
c
e
ss [7]
.
Th
er
efor
e,
ch
ara
c
t
er
edu
c
a
t
ion
e
ffor
t
s
to b
e
effe
c
t
iv
e
wh
en im
p
l
em
en
t
e
d st
rict
ly and scien
t
i
f
ically-based.
I
n
c
h
a
r
a
c
t
e
r e
d
uc
at
i
o
n e
f
f
o
rt
s i
n
or
d
e
r t
o
r
u
n p
r
o
p
e
r
l
y
i
m
pl
em
ent
e
d, i
t
w
o
ul
d re
q
u
i
r
e a c
a
r
e
f
u
l
pl
a
n
ni
n
g
i
n
pr
actice. In
t
h
i
s
ar
t
i
cle, p
l
ann
i
ng
m
a
de invo
l
v
i
n
g
person
alit
y type
on
each of
t
h
e st
uden
t
s, i
n
ord
e
r
t
o
carr
y
out
acti
v
ities to
co
i
n
ci
de wit
h
t
h
e though
t pro
cess
o
f
every type
of person
alit
y. A st
uden
t
's ho
li
stic t
h
i
n
k
i
ng
sk
il
l
exper
i
en
ce and so
ci
al sensiti
vity can
be ach
i
eved
through know
i
n
g
th
e
w
i
nn
er
's zeal and
b
e
i
n
g
im
p
l
em
en
ted
dur
i
n
g
t
r
ai
n
i
ng pro
c
ess.
Ou
t
bound
t
r
ai
n
i
ng i
s
don
e
b
y
form
in
g
group
i
n
ou
t
bound
t
r
ai
n
i
ng
; t
hus, st
ud
en
t
s
are
ex
p
ect
e
d
t
o
m
a
ke
c
o
m
m
uni
c
a
t
i
o
n
bet
w
e
e
n
i
n
di
vi
d
u
al
;
t
eam
w
o
r
k
i
s
real
l
y
e
x
p
e
ct
e
d
t
o
fi
ni
s
h
m
a
ny
c
h
al
l
e
n
g
e
s
so
th
at each
i
n
d
i
v
i
du
al
will learn
t
o
t
h
i
n
k
log
i
call
y
and
sy
stem
atically ev
ery time faci
ng
group
's ch
all
e
ng
e
i
n
ever
y gam
e
. Tr
yi
ng
t
o
g
i
ve cr
iti
cal suggesti
o
n
t
o
o
t
her
t
hough
t and b
e
i
n
g
cr
eati
ve w
i
t
h
i
n
group
and
rel
easi
n
g
/
con
t
rolling
n
e
g
a
ti
ve
em
o
tion
,
h
a
v
i
ng
sel
f
con
t
ro
l
,
and
st
ress hand
li
ng
beco
m
e
a
m
o
re positi
v
e
en
erg
y
. In
social
s
e
nsiti
vi
ty trai
ni
ng
act
ivity
,
st
ude
n
t
s
a
r
e
as
ked
t
o
thi
n
k
sy
stem
atically
,
critically,
and
em
p
a
th
y
on
env
i
ron
m
en
t
si
t
u
ati
on and an
econo
m
i
cally
unlu
c
k
y
so
ciety
.
Besi
de
s t
h
at, t
h
e c
o
m
p
osit
e
s
u
mm
ary sc
ore
of
c
h
a
r
a
c
te
r
e
ducati
o
n crit
e
r
ia
i
s
positi
vely c
o
rrel
ate
d
wi
t
h
acad
e
m
i
c ind
i
cators a cro
s
s year
s
[8
]. Thus,
it is b
e
li
ev
ed
t
h
rough
ex
t
r
a curr
icu
l
ar
curr
icu
l
u
m
, wh
ich
was
bu
ilt
through
t
h
e m
e
n
t
al
wi
nn
er
,
w
i
l
l
h
a
ve a
positi
ve im
p
act t
o
acad
em
ic
g
r
ad
es.
Th
er
efor
e
p
l
an
t
i
ng
char
act
er
edu
c
at
i
on
Evaluation Warning : The document was created with Spire.PDF for Python.
Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 91
~98
I
S
SN
: 225
2-8
8
2
2
97
In
cu
lca
tion
Meth
od
o
f
Cha
r
a
c
ter
Edu
c
a
t
i
o
n Ba
se
d
o
n
Perso
n
a
lity Types .... (M.J. Dewiya
n
i
S
)
is g
i
ven
t
o
n
e
w
st
ud
en
ts, it is
exp
e
cted
t
h
a t
e
ach
st
ud
en
t
will
und
er
go
i
n
g
t
h
e course, will be
co
m
p
let
e
ly successfu
l
in co
m
p
leti
ng all
du
ties.
In short
,
activity gui
dance
on
each sta
g
e for
every si
ngle
pe
rsonality type
can
be specifie
d
as follow.
Table
3.
Activi
t
y Guida
n
ce
on Each Personal
ity Type
St
age
Rational
Idealist
Guardian
Artisan
Experience
Giving br
ief expla
n
ation
of what will be
exper
i
enced by
stressing
on the logic str
ong
ly
.
Pr
oviding gam
e
s
which
use m
o
r
e
pr
oble
m
solving an
d logical
thinking.
E
xplaining br
iefly
about
the gam
e
sthatare g
o
ing
to be play
ed by
str
e
ssing str
ongly
on
what values that w
ill be
obtained.
Pr
oviding gam
e
s that
give the participants the
possibility to co
m
p
ete
with the
m
selves.
Gr
ouping in s
m
all-sized
tea
m
.
E
xplaining objecti
v
es of
each ga
m
e
clea
rly
as well
as benefits and tasks of
the ga
m
e
s.
Pr
oviding gam
e
s
which ar
e
full of com
p
etition
s
and
entertain
m
ent.
An
d, the
gam
e
s have to give
opportu
nities to the
participants to express
the
m
s
e
lves.
Reflect
Giving opp
or
tuniti
es to
this gr
oup f
o
r
thinking
deeply in detail.
Gr
oup discussion s
hould
not be enfor
ced.
Handing out a pap
e
r
to
each participant f
o
r
writing their
reflec
tions.
Inviting the participants
by
telling stor
ies about
what will happen i
f
the
gam
e
s ar
e conducted
m
o
r
e
often.
Giving clear
and concr
e
te
explanation about what
m
u
st
be ref
l
ected f
r
o
m
the
ga
m
e
the pa
rticipa
n
ts
have done.
Also,
discussing the r
e
lations of
the gam
e
to the past and
the future.
Setting a condition for
reflection by tellin
g
stor
ies to other
team
me
mb
e
r
s
.
E
n
cour
aging ever
y team
m
e
m
b
er
to de
m
ons
tr
ate,
to interpret and to t
e
ll
stor
y
to one another
.
B
y
doing so,
they
can have
self-reflection from
the
gam
e
which has been
done.
Giving co
m
p
etitio
n to
pr
oduce best r
e
flection.
Fo
rm
concept
By
using pr
oblem
-solving
m
e
thod and
exper
i
m
e
nts,
directing
this gr
oup to be ab
le to
develop concept o
f
ever
y
existing gam
e
and
character
values
expected to be instilled.
Developing conce
p
t for
this gr
oup can be star
ted
by
expr
essing the ideas
and values of the
pr
oblem
sencountered in
realit
y.
Using paper
s
to write
the concepts which are
obtained by
the
participants.
L
e
tting ever
y tea
m
m
e
m
b
e
r
tell
stories
of the
concept they
obtained.
Besides,
giving clear
,
accurate and
concrete
explanation is im
p
o
r
t
ant
to
m
a
ke the conce
p
t
develop
m
ent inside each
tea
m
m
e
m
b
er
can
be
noticed clearly.
Telling benef
its of
each
character instilled i
n
every t
e
a
m
m
e
m
b
e
r
.
Initially,
explaining
benefits o
f
m
a
ster
ing the
gam
e
’
s
concept.
Providing oppor
tunities to
each tea
m
m
e
m
b
e
r
to
present their f
i
ndings’
concept.
Making a co
m
p
etit
ive
atm
o
spher
e
.
Test
concept
L
e
tting ever
y tea
m
m
e
m
b
er
find the next
plan which is an
application of the
concepts they got
pr
eviously
,
by
using
their
str
ong logical
thinkin
g
.
I
f
possibl
e,
let
them
to add the plan by
extracting inform
a
tion
fro
m
readings, inte
rnet,
etc.
The results of
ever
y
tea
m
m
e
m
b
er
can
be
collected and
su
mm
a
r
ized.
Collecting all ideas of
this gr
oup’
s
m
e
m
b
er
s.
T
h
en,
adding valu
es to
the collection can r
e
sult
a
form
ula
for
the
futur
e
plans.
Every idea
m
u
st
be
respected and
m
u
st
not
be co
m
p
ared to ot
her
ideas so that
co
m
p
eti
tions can be
avoided.
I
t
is because
the persons in this
gr
oup have been
co
m
p
eting wi
th
the
m
s
e
lves.
Pr
oviding clear
explanation about the
benefits of future plan
co
m
position.
Giving ever
y
team
m
e
m
b
er
an oppor
tunity
to
express their f
u
ture plans.
In this occasion, other
t
e
a
m
me
mb
e
r
s
a
r
e
allowed to add ideas to
so
m
e
one’
s
plan that is
being told at that m
o
m
e
nt.
Str
e
ssing on ever
y
findi
ng
that has been der
i
ved.
Initially,
giving a c
l
ear
explanation o
f
what
benefits can be obt
ained
fr
o
m
m
a
king futur
e
plans.
Makinga co
m
p
etiti
ve
atm
o
spher
e
.
It will
be better if every
team
m
e
m
b
er is given an
oppor
tu
nity
to pr
es
ent
their
findings in an
enter
t
aining atm
o
s
pher
e
so that they can be
m
o
re
ef
f
i
cient in express
i
ng
their ideas.
5. CO
N
C
L
U
S
I
ON
R
e
gar
d
i
n
g t
h
e
di
scussi
on i
n
t
h
i
s
conce
p
t
u
al
-st
udy
jo
ur
n
a
l
,
som
e
poi
n
t
s can be co
n
c
l
ude
d an
d
recomm
ended as
follow:
1.
According to unde
rstanding
of thi
nki
ng proc
essin solvi
n
g problem
s
, it
can be
found that
each personality
t
y
pe has
di
ffe
r
e
nt
at
t
r
i
but
es
of c
h
ar
act
er e
ducat
i
o
n.
B
a
se
d o
n
t
h
e rec
o
g
n
i
t
i
on
of at
t
r
i
b
ut
es i
n
c
h
aract
er
ed
u
cation in
si
d
e
each
p
e
rson
ality typ
e
, it is kno
wn
wh
ich
attri
b
u
t
es shou
ld
b
e
i
m
p
r
o
v
e
d
o
n
each
p
e
rson
ality typ
e
. Besid
e
s, it is also
ackn
o
wled
g
e
d
wh
ich
v
a
lu
es h
a
v
e
to
b
e
m
a
in
tain
ed
as
th
ese v
a
l
u
es are
th
ou
gh
t to b
e
go
od
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
9
1
– 98
98
2.
Attributes of c
h
aracter e
ducat
ion, wh
ich are
goi
ng to be
applied,
can be
fi
tted into the
pl
ace in
which t
h
is
m
e
thod
will be
exec
uted.
3.
Th
e
g
a
m
e
s, th
at are
g
o
i
n
g
to
b
e
p
l
ayed
, also can b
e
su
ited
for
attribu
t
es of
ch
aracter
ed
ucatio
n
wh
ich
will
be a
ppl
i
e
d
.
4.
The i
n
culcation m
e
thod
for
characte
r
e
duc
ation base
d on
cla
ssification
of
pe
rsonality types is belie
ve
d
can r
e
sul
t
i
n
i
m
provem
e
nt
o
n
t
h
e
nat
i
o
n
’
s c
h
aract
er
, es
pec
i
al
l
y
on t
h
e
I
n
d
one
si
an y
o
u
n
g
gene
rat
i
o
n.
If
t
h
i
s
i
s
bei
n
g d
o
n
e
cont
i
n
u
o
u
sl
y
,
i
t
i
s
ho
ped
t
h
at
t
h
e I
n
do
nesi
an e
d
ucat
i
on
w
o
rl
d can
prese
n
t
Gol
d
e
n
Gene
rat
i
o
n
on
t
h
e m
e
m
o
ri
al
of t
h
e
1
0
0
th
R
e
p
ubl
i
c
of
I
n
d
o
n
e
s
i
a
In
de
pen
d
e
n
ce Day
.
Recommendation
1.
In
cu
l
cati
o
n
m
e
thod
can
b
e
app
l
ied
con
t
i
nuou
sl
y
in
o
t
her
subj
ects
and
i
n
H
i
gh
Schoo
l or
i
n
El
em
en
tar
y
Schoo
l
,
af
t
e
r
t
h
e classes
ar
e group
ed b
a
sed on
person
al
ity
ty
p
e
s b
y
D
a
v
i
d K
e
i
r
sey.
2.
Co
m
p
let
e
dev
e
l
o
p
m
en
t
of the l
e
arn
i
ng
m
o
d
e
l
s
and
i
n
stru
m
e
n
t
s is th
e
fo
ll
owi
n
g
acti
v
ity in
t
h
e hop
e
of
b
r
i
n
g
i
ng
th
i
s
st
ud
y
t
o
it
s p
e
rfecti
on
.
3.
D
i
ssem
in
ati
o
n
of
r
e
sear
ch
r
e
sult to
t
h
e teachers is a co
m
p
u
l
sor
y
acti
v
ity that
h
a
s t
o
b
e
conducted
i
n
t
h
e
fo
r
m
of
In
cu
l
cati
o
n
Method
for C
h
aracter Edu
c
ati
o
n
Based
on
Person
ality
Ty
p
e
s Work
shop.Th
is work
shop
i
s
m
a
in
ly
for
teachers
of
an
y
subjects i
n
H
i
gher
Educat
ion
and
H
i
gh Sc
hool as
well
as
El
em
en
tary
Schoo
l
,
and
,
it
is
targeted for
:
a)
Pa
rtici
p
a
n
ts
real
ize
t
h
e im
porta
n
c
e
of
c
h
aract
e
r
ed
u
c
a
t
io
n
a
t
tr
ib
u
t
es fo
r th
e
i
r st
u
d
en
ts.
b)
Par
tici
p
an
ts
h
a
ve cl
ear
know
ledg
e and
und
erstand
i
ng
of
t
h
e l
e
arn
i
ng m
o
del.
c)
Partici
p
an
ts
can
d
e
si
gn
and
devel
o
p
learn
i
ng instru
m
e
n
t
s i
n
th
e
form
of R
PP
and
syll
ab
i
th
at
su
its t
h
e
ai
m
e
d
l
e
a
r
ni
n
g
m
odel
.
d)
Par
tici
p
an
ts
h
a
ve
r
e
al
exp
e
r
i
ences
o
f
app
l
yi
ng t
h
ei
r R
P
P and
sy
llab
i
i
n
learn
i
ng sim
u
lati
on.
P
a
r
tic
ipan
ts
can u
s
e
and
ev
a
l
u
a
te
r
e
su
lts for
improv
ing
th
e n
e
xt
le
arn
i
ng pro
ces
s
e
s
.
REFERE
NC
ES
[1]
Nuh M.,“Sambutan Men
t
eri Pen
d
idikan
Nasional Pa
da Per
i
ngatan
Hari Pend
id
ik
an
Nasional tahun
2012”, 2012
.
[2]
Dewiy
a
ni, “Th
e
Thinking Process ProfileThe Stu
d
ents of
Inform
a
tics S
y
st
em
Departem
ent
in Solv
ing Mathem
at
ics
ProblemBased on The Persona
lity
Ty
p
e
and Gender”,
Proceed
i
ng of the Inter
national Confer
ence on Higher
Education
, 2012
.
[3]
Keirse
y
D.
, “
P
lease Understand
Me II : Tem
p
eram
ent Chara
c
te
r Intelli
genc
e
”,
California, Pro
m
otheus Nemesis
Book Compan
y
,
1998.
[4]
Darmiy
ati, “Pendidikan
Kara
k
t
er
dengan
Pendek
a
tan Komprehens
if”, Yog
y
akar
ta,
UNY Press, 2010.
[5]
Samani M., “Konsepda
n Model
PendidikanKar
akter”
,
B
a
ndung,
PT Remaja Rosda kar
y
a, 2011.
[6]
Ancok D., "Outb
ond Manajemen
Train
i
ng
",
Yog
y
akarta, Uli Pr
ess, 2002
.
[7]
A
y
nur P
a
la
, “
T
he Need for Charact
er Educ
ation
”
,
Internationa
l Journal of Social
Sciences and Humanity Studies
,
vol/issue: 3(2),
2
011.
[8]
Jacques S. Benn
inga, “T
he R
e
lationship of Character Education
Im
plem
entation and
Academ
ic Achievem
ent in
Elem
ent
a
r
y
S
c
h
ools
”
,
Journal o
f
Research
ind
C
haracter Edu
c
ation
, pp
19-32, 20
03.
BIOGRAP
HI
ES OF
AUTH
ORS
Dewi
yani is
a
le
cturer
at S
T
M
I
K S
u
raba
ya. S
i
n
ce s
t
ud
y in
S
3
program
, purs
u
e
m
a
them
atic
al
learn
i
ng model in order to improve the quality
of learning
. Realizing th
e importance of soft
skills in th
e dev
e
lopm
ent of
a student
, the
res
e
a
r
ch is design
ed
to com
p
lem
e
nt
t
h
e le
arning
process.
em
ail :
d
e
wi
ya
ni@stikom.edu
Tri
Sagi
ra
ni
is
a r
e
s
ear
cher
a
nd le
cturer
in
Departm
e
nt of
Inform
ation S
y
s
t
em
, S
T
M
I
K
Surabay
a
. She
is inter
e
st in h
o
w human inte
ract with comp
uters through
learning
, such
as
techno
log
y
for
educ
ation
,
t
ech
nolog
y for s
p
ec
i
a
l edu
c
a
tion,
an
d us
er expe
rien
c
e
in
apli
ca
tion
com
puter.
Currentl
y
,
s
h
e
is
a do
ctora
l
s
t
ud
ent
in Dep
a
rt
e
m
en of El
ec
tic
al
Engin
eering
an
d Inform
ation
Techno
log
y
, GadjahMada University
.
Em
ail:
tri
.
sagir
a
ni@gm
a
il.
com
Evaluation Warning : The document was created with Spire.PDF for Python.