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2015. Rafika Bayu Kusumandari Istyarini. This is a research/review paper, distributed under the terms of the Creative Commons

Attribution-Noncommercial 3.0 Unported License http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial use,distribution, and reproduction inany medium, provided the original work is properly cited.

Global Journal of Computer Science and Technology: HInformation & TechnologyVolume 15 Issue 3 Version 1.0 Year 2015

Type: Double Blind Peer Reviewed International Research Journal

Publisher: Global Journals Inc. (USA)

Online ISSN: 0975-4172 & Print ISSN: 0975-4350

Character Education Development Model-based E-Learning and

Multiple in Telegency in Childhood in Central Java

By Rafika Bayu Kusumandari IstyariniSemarang State University

Abstract- Kusumandari, et al. 2015. Character Education Development Model-Based E-Learning

and Multiple Intelegency In Childhood In Central Java. Competitive Research Grant. Faculty of

Education. Semarang State University.

Keywords: character education, e-learning and multiple intelegency.

GJCST-H Classification: I.2.11

CharacterEducationDevelopmentModelbasedELearningandMultipleinTelegencyinChildhoodinCentralJava

Strictly as per the compliance and regulations of:


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Character Education Development Model-based

E-Learning and Multiple in Telegency in

Childhood in Central Java

Rafika Bayu Kusumandari Istyarini

Kusumandari et al. 2015. Character Education

Development Model-Based E-Learning and Multiple

Intelegency In Childhood In Central Java. Competitive

Research Grant. Faculty of Education. Semarang State

University.

haracter education will be more meaningful ifcarried out since early childhood. At the early age

of 0-6 years, the brain develops very rapidly up to80 percent. At that age the brain to receive and absorbvarious kinds of information, does not look good and thebad. That is the period in which physical, mental andspiritual child will begin to form. On the implementationof character education for early childhood adapted tothe characteristics of each school and the emphasis ofeach institution penyelenggarakan early childhoodeducation. Moreover, childhood is a time of play will bemore fun if the learning utilizing e-learning andsimultaneously develop multiple intelligences (multipleintegency). This study intends to develop charactereducation model based on e-learning and multiple

intelligences in early childhood based in Central Java.As the above description, the problem in this researchare: development of character education model basedon e-learning and multiple intelligences in earlychildhood based in Central Java. Referring to theresearch to be conducted, a "Research andDevelopment", meaning that a research programfollowed up with a development program for the repairor improvement (Arikunto, 1996: 9). To produce aprototype management of character education in earlychildhood based on e-learning and multiple intelegencyin Central Java, taken systematic steps in the form of the

process of action, reflection, evaluation and innovationby applying qualitative research methods, descriptive,development, experimentation, and evaluation.

Research result

I. Introduction

a) BackgroundCharacter development which is an effort to

mandate embodiment of Pancasila and the 1945Constitution was motivated by the reality of a growing

Author: Semarang State University. e-mail:[email protected]

national problem today, such as disorientation and notdihayatinya Pancasila values; limitations of integratedpolicy tools in realizing the values of Pancasila; shiftingthe value of ethics in the life of the nation; waningawareness of the cultural values of the nation; the threatof national disintegration; and the weakening of nationalindependence (Parent Book Character Development ofNational Policy 2010-2025). To support the realization ofthe ideals of character development, as mandated in the

Pancasila and the 1945 Constitution as well asaddressing the problems of nationality today, theGovernment makes character development as one ofthe priority programs of national development wherecharacter education is placed as a foundation forrealizing the vision of national development, namely "people realize noble, moral, ethical, cultural, and basedon the philosophy of Pancasila. "

Character education will be more meaningful ifcarried out since early childhood. At the early age of 0-6years, the brain develops very rapidly up to 80percent.At that age the brain to receive and absorb various kinds

of information, does not look good and the bad. That isthe period in which physical, mental and spiritual childwill begin to form. Therefore, many are calling thisperiod as the golden days of the child (golden age).This is also due early childhood education is thefoundation for the formation of character. On theimplementation of character education for earlychildhood adapted to the characteristics of each schooland the emphasis of each institution penyelenggarakanearly childhood education. Moreover, childhood is atime of play will be more fun if the learning utilizing e-learning and simultaneously develop multiple

intelligences (multiple integency).

This study intends to develop charactereducation model based on e-learning and multipleintelligences in early childhood based in Central Java.

i.

Issues to be examined

As the above description, the problem in thisresearch are: development of character educationmodel based on e-learning and multiple intelligences inearly childhood based in Central Java.

ii.

Special Purpose

In keeping with the focus of research, inparticular the objectives to be achieved through this

C

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Keywords: character education, e-learning and multiple

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research is to find once described the development ofcharacter education model based on e-learning andmultiple intelligences in early childhood based in CentralJava.

II.

ResearchMethods

The research method is equipped with a flow

chart that illustrates what research has been done andachieved before appropriate roadmap college research.It would be better if the presentation can be associatedwith the achievements of researchers that can be usedas a reference to resume the research activities will beproposed and will be done during the study period.Methods must explain fully clear stages of research,outcomes, measurable achievement indicators at eachstage.

Referring to the objectives to be achieved, thisresearch program was designed with a "Research andDevelopment", meaning that a research programfollowed up with a development program for the repair

or improvement (Arikunto, 1996: 9). To produce aprototype management of character education in earlychildhood based on e-learning and multiple intelegencyin Central Java, taken systematic steps in the form of theprocess of action, reflection, evaluation and innovationby applying qualitative research methods, descriptive,development, experimentation, and evaluation.Thisstudy aims to gain in-depth picture of the model ofcharacter education in early childhood based on e-learning and multiple intelegency in Central Java.Reason uses a qualitative method because it uses theknowledge of researchers, there are no results of the

assessment and empirical research specifically aboutthe model character education in early childhood basedon e-learning and multiple intelegency in Central Java.Therefore, as was common in scientific research stepstaken by the researcher is doing exploratory(exploration) of the object being studied. In thatconnection the qualitative method is one method ofresearch that offers design exploratory research aiming.Unlike the design of experimental research for exampleon the design of qualitative research investigators didnot starts from a certain frame of mind, but let thenatural setting of research / as they are and seeks tounderstand the phenomenon that is by putting yourselfin the object being studied (empathy). Another reason isbecause the use of qualitative methods with qualitativemethods ideas, concerns, attitudes and values of anumber of people who are being studied can be easilyunderstood (Zelker, 1989 in Utomo 1997: 71).

Data were collected from experiencedbackground (natural setting) as the data source directly.Purposing the data can only be done if the depthobtained on facts obtained. This study is expected tobuild an inductive theory of abstractions of datacollected about character education models in early

childhood based on e-learning and multiple intelegency

in Central Java is based on the findings of significancein the background experienced. Early childhood

education is the object of research is the educationalinstitutions of early childhood education e-learning-based characters and multiple intelegency that exist inCentral Java.The principle of qualitative research

emphasized that any findings (provisional) based on thedata, so finding it increasingly tersahihkan beforecrowned as theory (Alwasilah, 2003: 102). Qualitativeresearch design focuses on certain phenomena whichdo not have the generalizability and comparability, buthas internal validity and contextual understanding. Whatto do researchers to achieve the objectives of theresearch on the outline four, namely (1) to buildfamiliarity with the respondent, (2) sampling, (3) datacollection, and (4) data analysis. This research is notsimply linked to the knowledge that can be reworded(proportional knowledge), but also about knowledge

that can not be reworded (tacit knowledge), which isalmost impossible to obtain through rationality approach(Lincoln and Guba in Alwasilah, 2003: 103). Casesstudied is a model of character education in earlychildhood based on e-learning and multiple intelegencyin institutions of early childhood education that has adistinctive background. Although the design of thisstudy will be gradual, but the events (event) specialobservations were made simultaneously.

Based on the conceptual findings from theschool, then performed the comparative analysis andconceptual development, to receive an abstract of thecharacteristics of the model of character education inearly childhood based on e-learning and multipleintelegency in Central Java. In line with the design of

qualitative research, this study sought to understand themeaning of events and interactions of people in certainsituations. To be able to understand the meaning ofevents and interactions of people, used the theoreticalorientation or theoretical perspective with aphenomenological approach (phenomenologicalapproach). This approach is determined by observingthe phenomena observed subjects conceptual worldthrough the actions and thoughts in order to understandthe meaning compiled by the subject in everyday

events.

This research program will be gradually carried out withthe following activities:

a.

To study literature in an interdisciplinary and criticalanalysis of the results of previous studies that arerelevant to the theme of the research.

b.

Designing and carrying out preliminary studies toproduce a complete description of the developmentmodel of character education in early childhoodbased on e-learning and multiple intelegency inCentral Java.

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c. Based on the development of the existing charactereducation and a number of relevant theory,prepared (developed) a prototype model ofcharacter education in early childhood based on e-learning and multiple intelegency in Central Java.

d. Conducting seminars workshops with relevantexperts and praktisis on prototype models of

character education in early childhood based on e-learning and multiple intelegency in Central Java.The target of this workshop seminar is drafting"book character education models in earlychildhood based on e-learning and multipleintelegency", who socialized in the institutions ofearly childhood education as a reference for theimplementation of character education based on e-learning and multiple intelegency.

e. To disseminate the educational model of characterdevelopment in early childhood based on e-learningand multiple intelegency in Central Java.

f.

Conducting trials to determine the effectiveness ofcharacter education models in early childhoodbased on e-learning and multiple intelegencydeveloped in the implementation of charactereducation.

g.

Revising the development model of charactereducation in early childhood based on e-learningand multiple intelegency in Central Java based onthe test results as the final result of the researchprogram conducted.

This penelitiaan are multi-year, which wasdesigned in three stages of activity. In the first year,conducted a study to map the needs of the

development of models and devices through a learningneeds analysis / needs assessment to formulate designmodels. The second year, made the application,evaluation, and determination of the final model. Thirdyear, made the implementation of the final model in thedevelopment of character education models in earlychildhood based on e-learning and multiple intelegencyin Central Java.

Sourceof data in this study consisted of:

1.

The primary source is the activity of the modeldevelopment process of

character education in

early childhood based on e-learning and multipleintelegency in Central Java (which include:curriculum, syllabus, lesson plans, teachingmaterials, instructional media, instructionalevaluation tool), educator or instructor and learners.

2.

A secondary source is the organizer of the charactereducation program in early childhood educationinstitutions were regarded as supportive of theprimary data sources, literature, photographs ofactivities, and other documents from the institution

that life skills education providers are expected toprovide information about the issues beinginvestigated.

Data collection techniques in this study are:1. The non-participant observation conducted in a

focused and thorough observation sheetinstruments are structured using a scale to obtaindata relating to the learning process and learningtools that have been used in the charactereducation program. Recording the results of

observations followed by the recording of learningthrough a photo camera.In-depth interviews (in-depth interviewing) with open interview guideinstrument made to capture data from keyinformants with a flexible structure so that theinformation obtained has sufficient depth. Interviewswere conducted to educators, learners andproviders of early childhood education programs.

2. Questionnaire with instruments to complete theenclosed questionnaire data can not be obtainedthrough in-depth interviews of key informants.

3. The documentary studies, performed on documentsrelating to permasalahan research, including a

review of the literature sources.Validity of the data in this study pursued by: (a)

test of the credibility that includes triangulation,perseverance observation, discussion with colleagues;(B) transferability test by presenting data that is easy tounderstand, detailed reports; (C) test of dependabilityby conducting an audit of the whole process ofresearch; (D) confirmability test, the results of theresearch process.

III. Results and Discussion

a) Research Result

Based on research proposals that have beensubmitted by the research team, this research took four(4) areas within the province of Central Java as aresearch sample. The third area is Banyumas,Semarang City, Tegal and Holy District. Here below wepresent briefly our results is based on data collectionactivities in all four areas. We use a Focus GroupDiscussion (FGD), observations, and questionnaires tocollect data from the field. In the first stage of the study,there are two activities that are carried out preliminarystudies and field studies on the implementation ofcharacter education based on e-learning and multiple

intelligences.Before discussing in more detail the dataobtained in the field by the data collection team, someof the data and information collected through searchesof information by the data collection team beforeheading to the field is relatively strengthened by the dataand information when it plunged into the field.

For schools that we make sample in eachdistrict / city taken two pieces of schools where onepublic school and one private school. For our publicschools take the Pembina State kindergarten pilotschools for each district / city. As for the private school


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we took a school that has a diverse kualitass. This wasdone to provide an overview of the implementation ofmultiple intelligence-based character education and e-learning.

In the event of preliminary studies conductedfield needs analysis in this study include: the subject ofresearch, data related to the condition of learners, and

conditions associated with the learning process ofstudents in kindergarten. Subject of this research thatPembina State TK Semarang, Semarang Labschoolkindergarten, kindergarten Pembina State Holy, HolyBatik kindergarten, kindergarten Pembina State Tegal,Tegal Aisyiah kindergarten, kindergarten andkindergarten State Trustees Pertiwi Cindaga Purwokerto,Banyumas. Data about the condition of the studentsthroughout the school that is the subject of research aswell as everything that is needed in the learning processis described in a preliminary study (exploratory study).Conditions associated with the learning process ofstudents were analyzed by means of understanding thelearners and study the problems that occur in thelearning process, then define its needs. Researchersdevelop Multimedia Interactive Learning for cultivation ofcharacter education in accordance with the conditionsof each subject of study. This is because each of theresearch subjects have characteristics that differ fromone another even though the characters are developedequally, but for different implementation.

1. Implementation of Character Education Based E-Learning and Multiple Intelegency in Each School

Character education model based on e-learningand multiple intelegency in Central Java revealed

aspects of the scope of objectives, materials, costs,schedule of teaching, learning tools, implementation,evaluation systems, and facilities.

This component of the research results arepresented in the following table.

Table 5.1: Program Planning Programme

No omponent Persentage

1 Purpose

95 %

2 Content

65 %

3 Cost

88%

4 ScheduleofLearning

100 %

5 Learning tools

90 %

6 Implementation ofactivities

85 %

7 Evaluation system

65 %

8 Facilities

76 %

9 The ability of

teachersinimplementing the

learning

100%

10

The ability of teachersin

preparingmedia 69%

Based onthe table above, show

sthatres

pondents in

this study stated purpose

92%, materials65%, the cost of

88%, 100% learning

schedule, learning

devices

90%, 85% implementation, evaluation systems

65%, and

76% facility.

Based onempirical studies

on

character

education modelbased on e-learningandmultipleintelegency, the design of the initial modelisstructured as follows.

Feedback

Figure 4 . 1 : HypotheticalModel-based Character

Educatione-learning andmultiplein

telegency

Character education model based on e-learningand multiple intelegency was developed to adjust to thecharacteristics and Khasan to each school. To improvethe model to

be applied, then the activities of FGD

(Focus Group Discussion) by inviting practitioners AUD,Kajur ECD Unnes and Multimedia Expert Learning (FromBPM). FGD activities held on July 26, 2015 at 09:00 heldat the Pembina State TK Semarang. This event was

attended by five people namely Ms. Suliyem (PrincipalTK Pembina State Semarang, AUD educationpractitioners, and trainers AUD national level), Ms. Arum(AUD practitioners and kindergarten teacher PembinaState), Mr. Agustiarso (multi media expert penbelajaranfrom BPM) and Research Team.

FGD conducted to find a character-basededucation model based on e-learning and multipleintelegency appropriate so that it will achieve the goalsthat have been set optimally. This model is also tofacilitate the implementation of character educationbased on e-learning and multiple intelegency for youngchildren.

From the result sobtained discussion ofcharacter

ducation model

based on e-learning and

multiplein

telegencyas

follows:

UNNES

Program

Planning

Education

AuthoritiesK

EvaluationProgram

Implementat


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Feedback

Figure

4.2 :

Model-Based Character Educatione-learningandmultipleintelegency

From the above model, the implementation ofcharacter education based on e-learning and multipleintelegency in each institution to forward to Khasan eachschool. Additionally, the

implementation is alsocustomize the capabilities of each school. Learningtools will be made to the implementation and evaluationof more focused so that the expected results aresatisfactory.

Here are presented the results of a needs

analysis and preliminary study in each school

a)

Pembina State Kindergarten of Semarang

As a kindergarten pilot project at the provincial

level, kindergarten Pembina State Semarang trying tobecome a pioneer in the formation of character.Moreover, character education given

to children at anearly age they will be a strong foundation in theformation of character. For characters that aredeveloped are trying to develop 18 values derived fromreligion, Pancasila, culture and national education goals.However, more emphasis on

the spirit of nationalism,religious, discipline and patriotism. For values of othercharacters follow the most important thing to do ishabituation. In the implementation of charactereducation, every Monday is always held the flagceremony, it is intended that the children understand thespirit of nationalism through respect for the statesymbols and the national anthem Indonesia Raya.Religious values instilled by their religious education inaccordance with the religion and beliefs held bylearners. In

addition, every day children are encouragedto save and charity by putting money into the almsboxes placed in front of the teacher's office. The amountof savings and charity are not determined to train thesincerity of learners. This is done to embed children'sunderstanding of the importance of sharing and caring

with each other. The value of discipline instilled by

coming to school on time, in uniform in accordance withapplicable regulations, carrying supplies and keepingthe environment clean. While the value of patriotisminstilled by providing teaching national anthems, localclothes, folk songs, and culture that exist in Indonesia.

b)

Lab School KindergartenUnnes Semarang City

TK Lab School to develop a program on thegrounds that children learn best way is through play. It isbased on the results of studies showing that the playgives them a chance to learn that encourage socialrelationships, language development, understandingnumbers, letter recognition, thinking skills, along withother core subject areas. While the children play theyalso learn about life skills and values such as teamwork,creativity and tolerance with others.Implementation ofcharacter-based learning e-learning and multipleintelegency held every Thursday so-called CreativeThursday. Each child will work with the parents as asustainable project with program / learning theme. Forthe best creations will be given a trophy so the parentswill be more enthusiastic to join the program as a formof wonderful cooperation between children andparents.The focus in terms of the characters in thecharacter education planting love of the homeland andthe nation through learning programs in the classroom.

UNNES

Program

Education

Evaluation)Program

Implementation

Schoolsasimplementingprogramspreparelearning devicein

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Implementation of character-based learning e-learning and multiple intelegency held every Wednesday

for Thursday's class A and class B. This is because ofthe limited CD Learning about the limited charactereducation and LCD projectors owned. While the materialusually take from CD Character Education LearningCenter shipment of IGTKI and buy the appropriate CD.Sometimes teachers also download the material on theinternet. The new school currently has 4 pieces of LCDprojectors and 6 laptops. All teachers are required tohave a laptop, especially who have received teachercertification allowance (currently 100% kindergartenteacher Semarang State Trustees have received teachercertification allowance) so that all teachers are able toimplement e-learning-based learning. The ability of theteacher is obtained from following a course and training.There are even some teachers who participated in thebuilt BPM for interactive learning media. The skills theyhave, and then transmitted to colleagues at the schoolso that all teachers have sufficient ability inimplementing e-learning based education. For theprocurement of infrastructure and media education, theschool always conduct needs analysis beginning ofeach new school year so that the purchase ofinfrastructure adapted to the needs. In the multipleintelligences (multiple intelegency) which focused onlinguistic-verbal intelligence, kinesthetic intelligence,

interpersonal intelligence, intrapersonal intelligence andnaturalist intelligence. Although for developmentadapted to the intelligence (talent) of each child.


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It also added knowledge about gender as well as theformation of good habits at school. Technologydevelopment through multimedia learning class in theclassroom. In the e-learning-based learning and multipleintelegency, applied since 2011, once a week childrenare introduced to learning by using multimedia.Teachers here also absolute need to be able to use

educational games in any form. It also developed thebook "I Am a Child Terrific" which contains the order ofgood behavior according to the customs and norms ofIndonesia and age. With this book as a disciplineembedded expected characteristic of Indonesianchildren.In addition, multiple intelligences (multipleintelegency) developed more emphasis on kinestheticintelligence, interpersonal intelligence, intrapersonalintelligence and naturalist intelligence. There are someactivities undertaken to support the development ofmultiple intelegency namely (1) extra feeding conductedtwo times each month on Wednesday week 2 and 4.The purpose is to introduce healthy food to students, to

develop aspects of student progress and to trainstudents' independence, especially in terms ofprocedures for eating. (2) outdoor activities held everySaturday held the first week in the pool Hotel Patrajasaat 8:00 to 10:00 pm. Activities include swimming, sandplay and whirlpool. Each child is required accompaniedby a parent or caregiver.E-learning material, obtained bythe procurement of instructional CD and download onthe internet. Incidentally Unnes also many students whodo research at the Lab School kindergarten thesistheme associated with MPI. As for the provision offacilities and infrastructure, all supplied by the State

University of Semarang with road apply for the provisionof facilities and infrastructure required and also of thecontribution of parents. This is done so that the facilitiesand infrastructures needs can be met in order tofacilitate the learning process.

c) Pembina State Kindergarten of PurwokertoAs a pilot school in Banyumas, character

education becomes the focus of learning in kindergartenPembina State Purwokerto. Implemented charactereducation in kindergarten Purwokerto Pembina Statedoes not implement all (18 value) directly, but moreemphasis on patriotism, discipline and religious.

Character education is very important to beimplemented in early childhood with the aim to developattitudes and behavior. For the other value will followcustomized with habituation to the main children withdiscipline. Implementation is guided by the applicablenational curriculum. The goal is self-reliance and socialresponsibility of the child. For the implementation ofcharacter education is integrated in the daily learning.Implementation of character education based on e-learning and multiple intelegency been implementedbecause it is more acceptable to the students and easyto understand. For media used partly bought and partly

made by teachers although the extent of the form ofpower point (not Multimedia Interactive Learning). Theability of teachers to implement character educationlearning-based e-learning and multiple intelegency withtraining and coaching on hold teachers.While in theprocurement of facilities and infrastructure, the schooldid not count on help from the government, but more

emphasis on self-help themselves. Teachers alreadyskilled in making learning media, although not able tocreate a more modern. But it is good enough for theimplementation of active learning, interactive and fun sothat students do not feel tired and better able tounderstand the material presented by the teacher. Allteachers have prepared a complete learning device.

Until now, the implications and impact of theimplementation of character education based on e-learning and multiple intelegency already noticeable.Like, courtesy of students as evidenced by the goodbehavior as already noticeable. Like, courtesy ofstudents as evidenced by the good behavior like kissing

the hand of a teacher when met, spoken word childrentoo polite. In addition, if there are children who do notbehave well, will remind his friends by saying the adviceof teachers and media impressions delivered inclassroom learning. This is a reflection of the successfulimplementation of character education.No obstacles inthe implementation, because the infrastructure isalready complete enough that in each class is alreadyavailable LCD television, VCD player, fan, APE to allareas, and laptops. Although this laptop is a laptopbelonging to a teacher, because all the teachers alreadyhave a laptop. Principals carry out supervision once

every 3 months. Results of supervision will be used asthe basis for drafting improvement program and itsimplementation in the coming semesters.

d) Pertiwi Kindergarten, Cindaga, BanyumasImplementation of character education in

kindergarten Pertiwi Cindaga conducted on Wednesday,with an emphasis emphasis on ethics education andpatriotism. Education characters become a major focusof learning for a given character education as early aspossible will be the foundation of character formation ofstudents so that they become character generation andberakhlakul karimah. Learning characters starting from

the discipline, learning start with a prayer and beforeclass children have to line up one by one to make itmore orderly.

Character education based on e-learning andmultiple intelegency been implemented because it is thedemands of today we all have to follow the developmentof science and technology, besides this method issuitable for early childhood learning because it can bemore interactive. Implementation using existing laptopsand LCD, this time TK Pertiwi new Cindaga have 1 piece1 piece laptop and LCD. For the material, learning CDused procurement by buying. This is because the


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teachers no one has the ability to make MPI (MultimediaInteractive Learning). For the implementation ofcharacter education based on e-learning and multipleturns intelegency implemented considering the limitedfacilities and infrastructure owned. Multiple intelligences(multiple intelegency) developed more emphasis onkinesthetic intelligence, interpersonal intelligence, and

intrapersonal intelligence.Before the implementation of the learning takesplace, teachers prepare RKH and media required inaccordance with the theme of which will be taught onthat day. Barriers that often arises is the limited-ownedmedia. Because it is not possible if the same mediareused to teach, would be boring. Supervision is doneby the principal every 3 months to monitor theimplementation of learning.

e)

Pembina State Kindergarten of TegalCharacter education becomes the focus of

kindergarten education in the State of Trustees of Tegal.

It is given that the character became one of the mainpoints in a child's success in the future. To that end,Pembina State TK Tegal implement a program called S3(day Thousand Only) in which each child was given a tinsavings made from former tennis balls. They shall savea thousand coins each day that will be collected to theschool at the end of the month. Savings of the child willbe collected by schools and manifested in the form ofcharity lunch for the needy who were around the school.ALMS is done every Friday where the school boughtlunch pack and a glass of mineral water, children whowill distribute directly to the needy such as pedicabdrivers, homeless, scavengers and construction workers

they encountered. This activity has been going on for 4years and already showing results in which manychildren who then have a high social awareness. Eventhough there are some children who have gone up tothe primary school, still following the S3 program inkindergarten Pembina State Tegal. It is very proud of theschool because it means school programs to shape thecharacter of the students already showing results. Sothe S3 program will be continued as a hallmark ofcharacter building program in kindergarten TegalPembina State. Because the results of this program isconsidered good, then Mrs. Principal who also once

chairman IGTK Tegal, trying to transmit the program toother schools in Tegal. However, for the implementationdepending on each school, want to implement or not.

While the implementation of e-learning-basedlearning and multiple intelegency, for each class heldturns. Although in each classroom is equipped withcomplete facilities and infrastructure such as laptop,LCD, TV, VCD, fans, etc. This is because power is stillsmall, feared if all classes turn on the laptop and LCD,then the electricity will "njegleg". Learning materialemphasizes the character of patriotism while multipleintelligences developed in emphasis kinesthetic

intelligence, interpersonal intelligence, intrapersonalintelligence and naturalist intelligence. For learningmaterials, is still limited to downloading on the internet.While the ability to operate a learning-based e-learning,all teachers are able to implement. Principals obliges allteachers to set aside money teacher certification, usedto buy a laptop and to operate a computer course.

School head teachers always emphasize theunderstanding that funds teacher certification is not justto enrich themselves, but it should be emphasized to beused to improve the competence of teachers.

For the provision of school infrastructures, theschool did not wait for help from the government, buttrying to mobilize and independently so that theinfrastructure is in kindergarten Pembina State could beequipped.

f) Aisyiah Kindergarten of Tegal

Karakater education is very important for youngchildren so that they will have good behavior. Character

education in early childhood focus on planting the goodbehavior of children and thus the character educationwill be imprinted on the child until she was an adult.Schools implement character education throughhabituation is done every day, talked and talked andwhen he was playing and their implementation based onthe national curriculum and the curriculum foundation.The purpose of the implementation of charactereducation is to train children to behave decently,manners, respect

for parents, friends and noble

character. For the application to be integrated withlearning activities. TK Aisyiah 1 Tegal already

implementing character education based on e-learningand multiple intelegency. This is done so that thelearning more fun so that students will easily absorb thematerials provided for the learning more interesting. Asfor the provision of facilities and infrastructure, thesupply of government aid schools and parents. Inpractice principals supervision by direct observation withattention to the teacher when giving lessons.

Teachers in implementing character educationbased on e-learning and multiple intelegency have theskills to do so. The ability of the internet and laptopoperationalize obtained through two ways, namely by

way of self-taught and through training. Teachingmaterial obtained through procurement assistance fromthe government and parents. For the preparation of itsimplementation, teachers set the theme of the search formaterial on the Internet and then setting up the tool andthe material. The result is quite good because studentscan understand the material given by the teacher andapply them in daily life. In addition, another implication isthe child's emotional development is good. Children aremore aware

of the good and pious deeds, they behave

more polite, etc. While the obstacles encountered wasthe limited facilities and infrastructure, so that the


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implementation is only done once a week every Fridayfor Saturday's class A and class B.

g)

Pembina State Kindergarten of Kudus

Patrons of Pembina State Kindergarten ofKudus teachers demanded more professional, whereequipment and infrastructure 70% is the result of thework of teachers themselves. Thus, teachers will be

more competent. Each teacher makes Prota, RKM andRKH and they will choose the method that is appropriateto the material. For character-based learning e-learningand multiple intelegency, of 18 characters can not all beimplemented in accordance with the child's ability asdiscipline, honesty, and religion.Character educationimplemented by habituation in everyday life. Whenlearning takes place, teachers have a record of childevaluation, the evaluation will be included in the dailyassessment, then monthly assessment and come to theassessment that half entered the summary assessmentwhich will enter the narrative. For a complete

infrastructure where for each classroom is equippedwith an LCD, TV, VCD player.

Effect of very large character education wherethe teacher as early as possible will know the potentialof students which is distributed in the race. Evenrecently, one of the students won 1 competition dancing(as a kinesthetic intelligence) provincial level. This is theimplication of the successful implementation ofcharacter education based on e-learning and multipleintelegency. In addition to storytelling ability (intelligencelanguage) and geguritan (musical intelligence), fromstudents to follow the race at the provincial level.In fact,not only the students who are able to compete at the

provincial level, thus gurupun. Bu Diah is the creatordolanan child is capable won at the national level. Ofcourse this is a proof that the Holy Pembina State TKalready successfully implement character educationbased on e-learning and multiple intelegency. Characterpatriotism already implied by loving culture of the area,Pembina State kindergarten students won one for therace play while singing using the Java language levelCentral Java.

For procurement advice and infrastructure ofgovernment assistance and independentlyown.Learning material taken from the VCD help from the

government and from the purchase itself in the shopand download on the internet. The ability of the teacherin the learning multimedia operationalize obtained bytraining and courses at their own expense. All teachersalready have their own laptop, and even most teachersuse the HP smartphone.

There are no significant obstacles faced by theteachers and the schools in implementing charactereducation based on e-learning and multiple intelegency.Supervision is done by the principal two times in the firstsemester. Results of supervision are used for repairs

and basic planning of the implementation of learning inthe next semester.

i.

Batik Kindergarten, Kudus

As one private kindergarten, Batik Kindergarten,Kudus, trying to become early childhood educationinstitutions that promote character education. This isbecause that character education is very important andvery basic. The school always tries to build closenesswith students by conducting a home visit so that any

problems can be addressed students. Charactereducation implemented by the method of learning by

doing. Where teachers become role models for studentsfor example, teachers ask students to use a neatclothing, the teachers wear clothing that is neat as anexample for students. Incidentally surroundingcommunities TK is lower middle income people, theschool tried to dive into the character of the community.This will allow the school to implement an appropriatelearning method for students.

Learning-based character education e-learningand multiple intelegency implemented by utilizing owned

media, although still limited. In addition, sometimes theteacher download the material on the internet. Butsometimes, the media in the download does notconform with the wishes of the teacher, then the teacherwill modify the off-line media such as media ownedconcrete objects, media geometry, etc. Thus, studentswill more easily understand the material presented bythe teacher. For multiple intelligences (multipleintelegency) developed more emphasis on kinestheticintelligence, interpersonal intelligence, intrapersonalintelligence and naturalist intelligence. This is so thatstudents can develop their potential. If children

understand but do not understand, of course it isuseless. Every day is only open 2 area for children to godeeper in the material provided by the teacher.

IV.

Discussion

The character of a nation is an important aspect

that affects the socio-economic development. Highquality character of the community will surely grow a

strong desire to improve the quality of the nation. Thekey to successful success of a country is determined by

the extent to which the public has the character that isconducive to advancing the so-called "social capital"

(social capital). So, is not determined by the amount ofnatural resources or the large number of residents andspacious geoografisnya. In the book Fukuyamastressed the competition that exists today is not thecompetition between ideology system. However,

competition between countries that have a high socialcapital. Countries that have a high social capital is highsociety a sense of togetherness, mutual trust (vertical orhorizontal), and low levels of conflict in the

country.Social capital can be realized if each individual can


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uphold togetherness, loyalty, honesty, hard work andobligations.


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Character development is best if started at anearly age. A phrase that is widely believed to declare "ifwe fail to be good at an early age, in adulthood wewould be troubled person or a bad person".

Character is derived from the Greek word

meaning charassein carve forming a pattern means tohave good character is not automatically belong toevery human being so he was born but requires a longprocess through parenting and education. The child willgrow into a character can be realized if children growwithin the character, the nature of the holy child borncan is developed optimally, it requires the participationof all the families, schools and all components in societyexample religious institutions,

sports associations, thebusiness community and others. Therefore the charactereducation in schools, especially kindergarten andelementary school also needs to be done of course inaccordance with the stage of development of the child'sage.

Learning is

defined as a deliberate effort byeducators to support student learning activities. Ingeneral, the learning issues in early childhood include:

a)

Learning, playing, singing. In this case studyprepared by developing the essence of play

b)

Learning life skills. Social skills are skills possessedwere a man to dare to face the problems of life andnatural life with no feeling depressed, thenproactively and creatively search for and find asolution to the solution (MONE, 2002).

c)

Learning from concrete objects. At an early agechildren in the sensory motor stage to pre-

operational and children learn best from real objects

d)

Integrated Learning. Learning unfounded subjectsbut integrated with themes based on specific(thematic). Basic themes selected from theeveryday events experienced by, for example:water, sand, animals, sky, rain etc. Basic theme canbe developed into a sub-theme, the theme isdeveloped into a fountain water, river water, drinkingwater, sea water, rain water.

With regard to learning in

kindergarten, a modelof a model teaching program pembejaran the contentsof various programs and learning activities that use avariety of methods. In a literature review found there are

2 major models in the learning program for children ofearly age, namely:

a)

Learning Model Cooperative (Cooperative Learning)

This model is intended that educators can

become facilitators in the learning activities and canhelp students become independent learners (Halpern,2005). Besides believed to increase studentachievement, this model is also an alternative to thetraditional model of teaching load filled with variousinstructions of the educator (Siegel, 2005). During usecooperative learning model, children are activelyinvolved with other children and learning materials. Thesuccessful implementation of this model is the activity orprogram should be planned, organized, and structuredwith tasks related to the goals of learning (Halpern, 005).As for some form of this model are

1)

Discussion in pairs to exchange mind.

2)

Gather information that is a lot in a short time bydividing groups of students.

3)

Playing the role (role playing), children play socialskills.

4)

Playing with the search for traces (maze or maps).

b)

Social cognitive learning model (Cognitive-sociallearning model)

The purpose of this model is to improve the

social skills of children through social cognitive learningeffective strategies to provide opportunities for childrento practice social behavior in various social contexts. Ateach learning session, there are three social skills wasintroduced (using annotations, the child's opinion, and

non-verbal expressions displayed when social skillsappear). This learning model is divided 5 continuoussessions with different situations presented. The

firstsession, in situations when the child wants to play withother children.Second session, how they can convey anidea or activity that is desired.Third session, childrendibelajarkan how attitudes and positive way amongfriends. The fourth session, children dibelajarkan how hecan share toys with other children.As well as the fifthsession dibelajarkan children how they can solve theproblem of natural various conflict situations. Thepurpose of the first session is to help the child to takethe initiative in forming positive social interaction with

peers. While other sessions is to keep the child canmaintain positive social relationships with peers.Asdescribed in the findings of the research, theimplementation of character education based on e-learning and multiple intelegency in all schools that theresearch samples combining the two models above.Where the use of cooperative learning model, childrenare actively involved with other children and learningmaterials. The successful implementation of this modelis the activity or program should be planned, organized,


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and structured with tasks related to the objectives oflearning and improving social skills of children through

Quality characters need to be established andnurtured from an early age. Early childhood is a criticalperiod for the establishment of a person's character,moral cultivation through character education as earlyas mengkin to children is the key to building the nation.According to experts the study of children in thedevelopment of the human brain (neouroscience) where

at an early age in children are not given the education,upbringing, good stimulation will affect the structure ofbrain development, this happens because the braindevelopment occurs very rapidly under the age of 7years where 90 percent of the brain is formed at thisage.


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social cognitive learning strategies effectively byproviding the opportunity for children to practice socialbehavior in wide variety of social contexts.

c)

The development of character education in earlychildhood based on e-learning and multipleintelegency in Central Java

1)

Procedures and measures the development of

character education in schools.To realize thecharacter education in all school activities, do thefollowing steps:a) Select and determine the valuesare prioritized to be developed based on the resultsof the analysis of the context by considering theavailability of facilities and conditions.

b) The headof the school to disseminate to all schools so that allcitizens of the school community have a sharedcommitment to realize the formation of characterthrough the values prioritized.c) To disseminate toparents of

students and school committee tosupport the implementation of character education

and synchronize the implementation of charactereducation at school and at home or in the localcommunities.

2)

Planning and Implementation Culture-BasedCharacter Education Program Java

a)

Planning Phase

At the beginning of activities throughout

kindergarten, using a curriculum that serves as areference for activities performed. This curriculum is acurriculum prepared by the Centre. In this curriculumalready contains a range of values that should bedeveloped, namely in the field of development through

the establishment of habituation behavior. The value ofthe priority is hygiene, religious, independence, care forthe environment, tolerance. The selected values outlined

in the Vision, Mission, and Goals school.

b)

Implementation Phase

For the implementation of character education

based on e-learning and multiple intelegency, first madelearning plan to pack the good and the quality oflearning, where teachers make RKH (Daily Activity Plan).There are 10 centers of learning were developed,namely: (a) preparation center number, (b) preparationcenter number, (c) solid nature centers, (d) liquefied

natural centers, (e) centers IMTAQ, (f) the center of thebeam, (g ) centers

play a role, (h) center for English, (i)the center of the arts, and (j) the center of the body.

Implementation of character-based learning e-

learning and multiple intelegency in the samekindergarten with learning on weekdays, only itsimplementation tailored to the availability of facilities andinfrastructure of each school.

c)

Evaluation Stage

For the evaluation of the activities carried out

regularly by the principal. Teachers only observe the

student's mastery of the material-based charactereducation e-learning and multiple intelegency.

1.

Borba, Michele. 2008. Building Moral Intelligence:The Seven Virtues Key To High Moral Child. Tr.ByLina Jusur. Jakarta : PT. Gramedia Pustaka Utama

2.

Burhan, Bungin. 2001. Qualitative ResearchMethods: Actualization methodology to DirectionVariety Varian Contemporary. Jakarta : PT. RajaGrafindo Persada

3.

Depdiknas. 2004. Character Development School.Jakarta : Depdiknas RI

4.

Doni Koesoema. A. 2007. Character Education:Educating Children Strategies in the Global Age.Jakarta : Grasindo. Cetakan Pertama

5.

Kemdiknas. (2010). Parent Book CharacterDevelopment. Jakarta.

6.

Kemdiknas. (2010). Character Education Parentdesign (pp. 8-9).Jakarta.

7.

Kemdiknas. (2010). National Action Plan forCharacter Education. Jakarta.

8.

Pusat Kurikulum. (2009). Development andEducation Culture and National Character:Guidelines for Schools (pp. 9-10). Jakarta.

9.

Nasution. 1980. Qualitative ResearchMethodsBandung : Tarsito

10.

Suryabrata, Sumadi. 1990. Methodology ofResearch (fifth edition).Jakarta : Rajawali


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References Rfrences Referencias


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Global Journals Inc. (US)

Guidelines Handbook 2015

www.GlobalJournals.org

Documents

4 Character Education Development