The Effectiveness of Textbook Character Education-Based in Madrasah Aliyah at Gorontalo
Article Sidebar
Main Article Content
Abstract
The objective of this study is to find out the effectiveness of character education in Madrasah Aliyah at Gorontalo. Four Madrasah Aliyah are used as research settings such as MAN Insan Cendekia, Madrasah Aliyah al-Khairaat, Madrasah Aliyah Muhammadiyah, and Madrasah Aliyah al-Yusra. The number of subjects in this study was 221 students divided into two groups control groups as many as 114 students and experimental groups of 107 students. In addition, researchers also involved four lecturers of the poetry appreciation universities. This study used an experimental method with an independent t-test model that compares the difference between the pre-test and post-test values of the control class and the experimental class. The result of the analysis shows that the average score of the experimental group is 15.68 and the control group average is 10.86. Then an independent t-test result of the t-count is 5.087 along with a significance value of 0.000. Due to the significance of 0.000 <0.05, the Ho was rejected and there was a significant difference between the pretest and the post-test, the experimental group and the control group. Thus, the character-based education is effectively used in higher education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish in Al-Lisan: Jurnal Bahasa (e-Journal) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Aldera, A. S. (2017). Teaching EFL in Saudi Arabian context: Textbooks and Culture. Journal of Language Teaching and Research, 8/(2), 221-228, March 2017.
Arnold, I. J.M. (2005). The effectiveness of academic dismissal policies in Dutch university education: an empirical investigation. Studies in Higher Education, 2015, 40/(6), 1068-1084, http://dx.doi.org/10.1080/03075079.2013.858684
Battistich, V. (2003). Effects of a school-based program to enhance prosocial development on children’s peer relations and social adjustment. Journal of Research in Character Education, 1/(1), 1-17.
Berkowitz, M. W. & Bier, M. (2004). What works in character education: a research-driven guide for teachers. Washington, DC: Character Education Partnership.
Brooks, D. (2001). Reading activities for character education: A resource guide for teachers and students. Petersborough, NH: Cobblestone Publishing.
Boulton, M. (1979). The anatomy of poetry. New York: Unwin Brothers Limited.
Cochran, E. K. (1999-2010). Definition of a textbook. New York: eHow Inc.
Cohen, L., et al. (2000). Research methods in education. London: TJ International Ltd, Padstow, Cornwall.
Creasy. (2008). “What is character education?”, in Education Policy. 3/(12), 172-180.
Cunningworth, L. (2000). Choosing your coursebook. London: The Bath Press.
Greenberg, M. T. at al., (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58,(6/7), 466-474.
Gronlund, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching 6th edition. New York: Macmillan Publishing Company.
Hengki., Baso Jabu. & Kisman Salija. (2017). The effectiveness of cooperative learning strategy through english village for teaching speaking skill. Journal of Language Teaching and Research, 8/(2), 306-312.
Hunter L. (2000). Birthwork. Pacifica Press, La Jolla.
Hoge, J. (2002). Character education, citizenship education, and the social studies. Social Studies, 93/(3), 103-108.
Howard, R. W., Berkowitz, M. W. & Schaeffer, E. F. (2004). Politics of character education. Educational Policy, 18/(1), 188–215.
Kennedy, X.J. (1971). An introduction to poetry. Boston: Little, Bronw and Company.
Kirkgos, Y. (2008). Using poetry as a model for creating English poems. Journal of Language and Linguistic Studies, 4, 94-106. University of Aston.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam.
Lickona, T. (2013). Character matters: how to help our children develop good judgment, integrity, and essential. New York: A Taochstone Book, Simon & Schuter.
Leming, J. S. (1993). Character education: lessons from the past, models for the future. Camden, ME: The Institute for Global Ethics.
Leming, J. S. (2000). What works in character education: a review of research in the field. Washington, DC: Character Education Partnership.
O’neill, R. (1982). Why use textbooks? ELT Journal, J6, 2.
Paiman, N., Yaf Ngee Thai & Chan Mei Yuit. (2015). Effectiveness of morphemic analysis of graeco-latin word parts as a vocabulary learning strategy among ESL learners. 3L: The Southeast Asian Journal of English Language Studies, 2/(12), 31-45.
Perrine, L. (1974). Sound and sense: an introduction to poetry. Now York: State University of New York Press.
Pike, M. A. (2010). Christianity and character education: faith in core values? Journal of Beliefs & Values: Studies in Religion & Education, 31/(3), 311-312.
Pingel, F. (2007). UNESCO guidebook on textbook research and textbook. Paris: United Nations Educational, Scientific and Cultural Organization.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.Schultz, L. H., Barr, D. J. & Selman, R. L. (2001). The value of a developmental approach to evaluating character development programs: An outcome study of facing history and ourselves. Journal of Moral Education, 30/(1), 3-27.
Schultz, L. H., & Selman, R. (2004). The development of psychosocial maturity in young children: a measure for evaluating character education programs. Journal of Research in Character Education, 2/(1), 19-44.
Stetson, E., Hurley, A. M. & Miller, G. E. (2003). Can universal affective education programs be used to promote empathy in elementary aged children? a review of five curricula. Journal of Research in Character Education, 1/(2), 129-147.
Sayuti, A. S. (2010). Berkenalan dengan puisi [Introduction to Poetry]. Yogyakarta: Gama Media.
Tomlison, B. et al. (2001). ELT courses for adults. ELT Journal, 55/(1), 80-101.
Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.
Vardin, P. (2003). Character education in America. Montessori Life, 15/(2), 32-34.
Waluyo, H. J. (2002). Apresiasi puisi untuk pelajar dan mahasiswa [Poetry appreciation for senior high school students and university students]. Jakarta: Gramedia Pustaka Utama.
Waluyo, H. J. (2010). Pengkajian dan apresiasi puisi [Poetry assessment and appreciation]. Salatiga: Widya Sari Press.