Coffee VS Pregnancy

Coffee VS Pregnancy

 For many couples, the child is a gift that God entrusted to be maintained and cared for. Children also become the desire of many people who are already married. That is why the news of the pregnancy would be a happy news to celebrate.

That is also why pregnant women are required to maintain the condition that the content of the bad things that are not desirable as miscarriages occur. One factor that could increase the likelihood of miscarriage is from food and beverages. And it turns out, the drinks that many people enjoy these include considerable danger.

According to a recent study, drinking caffeinated coffee a height of 2 times a day in the weeks before giving birth it could increase the potential for miscarriage until doubled. The potential of miscarriage is also increased if the mother is more than 2 servings of caffeinated coffee during the first 7 weeks of pregnancy.

Caffeine is already known to increase the likelihood of miscarriage in previous health studies, but which became the new news in this study is the coffee consumption in men was also a factor affecting the health of his wife.

It is not yet known exactly why caffeine increases the likelihood of miscarriage, allegedly caffeine possibility of turning off some genes or certain qualities in sperm. However, the researchers are confident that excessive caffeine consumption is not good for the womb.

Coffee drinking habits before pregnancy also affects pregnancy. So should you stop coffee consumption if they plan to become pregnant. Prepare the body first to be free of caffeine, keep body weight and multiply nutrients from food.

However, the content of each woman's condition is different. Although not mean that coffee can make you a miscarriage just like that, but it helps you pay attention to the consumption of coffee from now. Please be healthy yes ladies.

How To Overcome Cholesterol

How To Overcome Cholesterol

If you go to the doctor and he tells you your cholesterol levels, you are usually told TOTAL cholesterol in your blood. Have you ever wondered how the entry of cholesterol into your blood? Some cholesterol is absorbed by the body comes from the food you eat.

Why does the body NEED cholesterol?

The human body needs cholesterol to make hormones important one of the hormones estrogen and testosterone. In addition, cholesterol is part of the protective membrane that surrounds nerves and other cells. Cholesterol is a fatty substance that is shaped like substance.

Any food that contains cholesterol?

Food of animal origin are the ONLY foods containing cholesterol. Such as meat, cheese, milk, etc. Foods derived from plant-based foods is NOT contain cholesterol. Actually, there are a number of factors that affect your blood cholesterol levels. But food is an important factor that a greater role in raising cholesterol levels in the blood.

Before buying food are encouraged to read food labels beforehand to see whether the food is low in cholesterol or not. How do you know if the product is low in cholesterol? Dikemasan usually written in INFORMATION NUTRITIONAL VALUE, the food is low-fat or not.

Instructions for cholesterol per serving:

1. Free Cholesterol - The percentage of less than 2 mg of cholesterol and less than or equal to 2 g of saturated fat

2. Low Cholesterol - Less than or equal to 20 mg of cholesterol and less than or equal to 2 g of saturated fat

3. Reduced OR Less Cholesterol - At least 25% less cholesterol than the original and less than or equal to 2 g of saturated fat

Saturated fats increase levels of "bad" LDL cholesterol in the blood.

Unsaturated fat levels are actually lower than the levels of LDL cholesterol. In addition to cholesterol-lowering "bad" LDL cholesterol, polyunsaturated fats also lower levels of "good" HDL cholesterol.

For maximum benefit and effectiveness, you should continue to eat foods low in fat and cholesterol and keep exercising.

Medically speaking, doctors have been using medications to control blood cholesterol levels. Cholesterol-lowering drugs known as "antihyperlipidemic agent". One example of traditional medicine that can be used to lower blood cholesterol levels, namely: water decoction of bay leaves, bay leaves only used for flavoring dishes because it has flavonoid and tannin substances which can serve to lower cholesterol.

Five Things You Need To Know About High Cholesterol

1. High Cholesterol You Can Be Cause of Death you.

High cholesterol is a risk factor that is most significant for coronary heart disease. To prevent this, find out now if you have high cholesterol. If your cholesterol level is high, you can take steps to lower it.

2. Does Your Body Need Some Cholesterol

3. How Much You Have Cholesterol?

If you do not know your blood cholesterol level, you need to check it out. So if your cholesterol level is 800, it means you have 800 milligrams of cholesterol in every tenth of a liter of blood. And that means you have very high cholesterol levels. Because normal cholesterol level is 200 mg / dL.

4. There are 3 Kinds of Cholesterol.

Total cholesterol consists of three types of cholesterol:

- LDL cholesterol, also known as bad cholesterol.

- Cholesterol HDL, or good cholesterol, and

- VLDL cholesterol (which is not considered so important).

Doctors recommend that you keep your LDL cholesterol levels below the cholesterol level of 100 mg / dL, and HDL above 40 mg / dL.

5. You Can Reduce Your High Cholesterol.

To reduce total cholesterol, doctors and nutritionists recommend eating less fat and eat more foods that are high in fiber (such as oatmeal, for example) and exercise, for example aerobic improve our cardiovascular function.

Cholesterol is a danger of the Invisible.

Cholesterol is nothing more than an association of steroids, lipid and alcohol were found in the cell membranes of all body tissues. It is transported into the blood and can be found in all animals. Cholesterol has the chemical formula C27H45OH cholesterol.

Many things have been said about cholesterol. Some doctors only recommend free diet foods that contain cholesterol and some of the others are still allowed to eat food with cholesterol albeit with a certain level.

LDL and HDL: what's the difference?

LDL (low density lipoprotein) and HDL (high density lipoprotein) is a type of cholesterol. Each with a different role, but they are all the same.

LDL cholesterol is commonly called "bad cholesterol" because high levels of LDL can lead to coronary disease. HDL is considered "good cholesterol". Remember that the higher the levels of LDL and lower HDL levels can cause arteriosclerosis (narrowing of the arteries), while keeping a low level of LDL cholesterol and high HDL helps prevent that happening.

People are always worried about the level of normal cholesterol levels. Here is a simple guide to cholesterol:

 Total cholesterol: should be kept below 200

 LDL cholesterol: should be kept below 130

 HDL cholesterol: should be kept 60 or higher

The most important thing about cholesterol, ignoring all these figures, it should be done by simply keeping under 200.

Some Things You Can Prevent High Cholesterol

People can do several things to prevent high cholesterol from occurring and to reduce cholesterol levels if they are already high:

1. Frequent Sports

2. Stop smoking

3. Avoid Junk Food

4. Eat plenty of fresh fruits and vegetables

5. Drink tea juices and soft drinks INSTEAD

6. Avoid alcoholic beverages

7. Lose weight if you are overweight or obese.

The most important thing to do is to keep cholesterol under control. Proverb says that "Prevention is better than cure".

Article

Environmental education

Environment and human life is a component interdependencies. Environment consists of biotic and abiotic environment. Biotic environment is an environment that consists of a community of living organisms, such as plants and animals. While of an environmental abiotic environment is composed of inanimate objects, such as light, temperature, air, water, soil, minerals and moisture. Humans need the environment to support daily activities and human environments require that the results of the environment can be best utilized. Therefore, because the environment is very important for humans, the humans must preserve it and use it wisely. For that, people need to be equipped for Environmental Education from an early age in order to properly treat the environment around it. This is also confirmed by the signing of a memorandum of understanding (MoU) between the Ministry of National Education (MONE) and Ministry of Environment (MOE) in 1996 and then revised in June 2005. The signing of the MOU is significant as an attempt to seek how the love of the environment can be as a charge of education for students of students from an early age in formal education. Because all composed or structured from the start, is expected to provide results or achievement of better environmental management.

   There are different kinds of understanding of Environmental Education (EE). According to the convention of UNESCO in 1997, the Environmental Education is a process that aims to create a global community with a concern for the environment and the problems associated therein and has the knowledge, motivation, commitment and skills to work both individually and collectively in seeking or provide alternative solutions to environmental problems that exist now and to avoid environmental problems of life.

    According to Yusuf (1994) Environmental education is a process of developing an appreciation of the interdependence between human and biophysical and auxiliaries that terbina attitudes and values ​​would memelihra harmonious relationship between the components of the environment.

    Then according Soeriatmadja in 1997, Environmental education is a process that aims to develop an awareness of humanity will be living environment with all the problems contained therein. Thus, we can conclude the understanding of Environmental Education (EE) is a process that has the aim to create a society that is aware of the environment by taking into account environmental problems that occur and can provide solutions to overcome them.

  Environmental Education (EE) also has a vision and mission. Vision for Environmental Education is the realization of human beings who have the knowledge, awareness and skills to play an active role in rangkaa preserving and improving the environment. While the mission of the Environmental Education, among others:

• Develop a national education policy paradigm of the environment

• Improving access to information evenly environmental education

• Increase synergies between actors of environmental education

• Develop institutional capacity for environmental education

     Environmental education is directed to aspects of the attitudes and behavior of student learners to understand the importance of the environment for life and how to love and maintain the environment so that it becomes embedded in their daily lives. With the environmental education is taught, it is expected to encourage and give people an opportunity to acquire the knowledge, skills and attitudes that can foster awareness, commitment to protect and improve and utilize the environment wisely, it can also create new patterns of behavior that is friendly to environment and are able to develop environmental ethics.

    Environmental quality has been bad this time was different to the environment at an earlier age. This is a result of increased pertambahn population and rapid technological development. Pollution is everywhere and make people worry about the state of the environment. Seeing the environmental problems that occur when rapidly evolving and complex, expected for Environmental Education is able to contribute to the environmental quality of life better. Keep in mind once again that the environment and human interdependence, need each other. So, people must start from now to more wisely manage the environment so that in the future our children can feel the quality of the environment is good.

Character Education For Success Foundation of Civilization Nation

Character Education For Success Foundation of Civilization Nation

            Character education is now indeed become a major issue of education, in addition to being part of the process of forming the morals of the nation, character education is also expected to become a major foundation in the success of Indonesia Gold 2025. In Kemdiknas own character education becomes the focus of education at all levels of education are dibinannya , Not except in higher education, character education also receive considerable attention, yesterday (1/06) Indonesian Education University (UPI) held a consultation Nasioanal with the theme "Building National Character by the National Perspective". Event held at the meeting hall of this UPI, dibidani by the National Center for Education Pancasila and Insights Nationality UPI.

             In addition to the Deputy Minister of National Education, Prof.dr.Fasli Jalal, Ph.D, also attended as a speaker like Prof.Dr.Mahfud, MD, SH, SU. Prof.Dr.Jimly Asshiddiqie, SH. Prof.Dr.Djohermansyah Djohan, M.A. Prof.Dr.H.Sunaryo Kartadinata, M.Pd. Prof.Dr.H.Dadan Wildfire, M.Hum and Drs. Yadi Ruyadi, M.Sc.

Wamendiknas in this event reveals the importance of character education to the nation, he also explained that the character education are closely and motivated by the desire to realize a national consensus paradigm of Pancasila and the 1945 Constitution Consensus is further clarified through Law No. 20 of 2003 on Education System national, which reads "the national education serves to develop the ability and character development and civilization of the nation's dignity in the context of the intellectual life of the nation, is aimed at developing students' potentials in order to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible. "

From the wording of the article, Wamendiknas revealed that there have been 5 of 8 potential learners implementation very closely with the goal of establishing character education. Stickiness is the basic law of the fundamental importance of the implementation of character education.

Wamendiknas also said that, basically it starts from the formation of character given the nature of the Divine, which later formed the identity and behavior. In the process itself this divine nature dangat influenced by environmental conditions, so that the environment has an significant role in shaping the identity and behavior.

           Therefore Wamendiknas said that the school as part of the environment has a very important role. Wamendiknas recommends that every school and all educational institutions have a school culture, where every school chooses a discipline and the habits of the character that will be formed. Wamendiknas any further notice, so that the leaders and educators that institution can afford to provide role models of the characters.

Wamendiknas also said that character education should not be a formal curriculum, but rather socialized through a learning process. Besides the means-infrastructures, character education has no special infrastructure, because that is needed is the awareness and the process of habituation.

Prihal development itself, Wamendiknas see that local knowledge and education in pesantern can be used as reference material on the development of character education, given the scope of its own ssangatlah comprehensive character education.

The day prior the event held in this UPI (31/05), in the Meeting Room of Commission X, the House of Representatives, held a working meeting which discussed character education. The dirapat present in addition to 25 members of the faction, is Menkokesra, Minister of Education, Minister of Religious Affairs, Minister of Culture, Sports Minister, Wamendiknas, Representative of the Ministry of Interior, as well as first echelon officials relevant ministry.

           In a working meeting was discussed about the readiness of each ministry on the character education. Menkokesra as coordinator of the framers of character education is that every ministry is bound to have programs on character education plan later submitted as material for the birth mengagas decree regarding character education. Menkokesra also said that later this character education will be a joint action in its implementation.

The faction members also see the character education is very important in shaping the character and the paradigm of Indonesian society. Hopefully, character education is not only a search process for national character alone, but as the main mouthpiece of the turning point of civilization's success.

Kids Character Education

Kids Character Education

Kids Character Education - Character is ethics-related behavior and attitudes. Articles of character education to be very important in order to provide an understanding of the children and parents. The development process of character education should start early so that children can have a strong foundation regarding what should be done and what should not be done. Character education is an effective child at the time of children aged 5-11 years. This period became the golden age of the child in developing his personal character. Therefore, parents and teachers should take this time to instill good characters in children.

Pillars of Character Education and Children's Pages

The pillars of character education of children is based on ethical values, namely that everyone could agree on a value system that does not contain elements of political, cultural bias, as well as religious. Several articles

things that can be done to help students become acquainted with educational articles

characters at once understand the pillars of character education can be done in the following way.

Article character education, the first is the confidence (trustworthiness). These values ​​can be inculcated in children by familiarizing behave honestly, should not cheat, plagiarize or steal. Character education placement agencies should be able to teach students to be reliable, is to do what is spoken, has mental to do the right thing, and to build a good reputation and obedient. This value must be instilled confidence in yourself, family, friends, and nations. The second is respect (respect). Children should be taught how to be tolerant of differences, always pay attention to manners, to consider the feelings of others, and respecting others.

Next is the responsibility. Children must be equipped with a high sense of responsibility, namely the master control myself, to think before acting, consider the consequences of his actions, and dare to bear any result that has been done. Furthermore, children should be instilled a sense of caring for others, incapable of being fair, and has a love for the homeland is very high. Articles of character education should reveal some important things to efforts to shape the character.

papers Character Education in Learning CHAPTER I INTRODUCTION

papers

Character Education in Learning

CHAPTER I INTRODUCTION

1.1 Background

One of the missions to realize the vision of Indonesia's future has included in the Outlines of State Policy which is to realize the system and the educational climate of national democratic and quality in order to strengthen noble character, creative, innovative, insightful nationality, intelligent, healthy, disciplined and responsible, skilled and master of science and technology in order to improve the quality of Indonesian human clearly, the Guidelines mandates the direction of policy in the field of education, namely: improving academic skills and professionals as well as improve the welfare of education personnel so that educators were able to function optimally, especially in improving the education of character and manners in order to restore the prestige of the institution and education personnel; empower educational institutions, both the school and outside the school as the center of civilizing values, attitudes, and abilities, as well as increasing participation of families and communities, supported by adequate infrastructure.

Meanwhile, Act 20 of 2003 on National Education System states that the National Education national Education serves to develop the ability and character development and civilization of the nation's dignity in the context of the intellectual life of the nation, is aimed at developing students' potentials in order to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.

Departing from the above, a formal effort to set conditions, facilities / infrastructure, activities, education, and curriculum that leads to the formation of character and manners of the nation's youth have a strong legal basis. However, the signal is only realized when the moral crisis that hit all levels of society. No exception is also in children of school age. To prevent more severe moral crisis, now those efforts initiated through the education of the nation's character. In granting the national character education in schools, the experts disagree. There are at least three opinions is growing. First, given that the national character education stands alone as a subject. The second opinion, given the national character education in an integrated manner in the subjects of Civic Education, subjects AAMA and other relevant subjects. The third opinion, national character education integrated into all subjects.

In response to the above, the author prefers the third opinion. Therefore in this paper the authors take the title of "Answering the National Character Education Through Integration of Learning Implementation"

1.2. Formulation of the problem

Based on the problems above, the writer makes biodegradable formulation of the problem as follows:

1. Is the National Character Education can be integrated into all subjects?

2 How do I implement the National Character Education has been integrated into all subjects?

3. How does the process of development of National Character Education?

1.3 Scope

The scope of this paper will parse the efforts of schools to develop National Character Education to scrutinize the implementation of National Character Education in integration of learning. The peel more include rationalization of integration, forms of integrated learning, implementation scenarios National Character Education in integration of learning

CHAPTER II BASIS THEORY AND DISCUSSION

2.1 Rationalization Integration

Education towards the formation of the national character of the students is the responsibility of all teachers. Therefore, its development must by all teachers. Thus, the less accurate to say that educating students to have a national character only ditimpahkan teachers certain subjects, such as civics teacher or teachers of religious education. Although it is understood that the dominant portion of the nation to teach character education is the teachers that are relevant to the educational character of the nation.

Without exception, all teachers must make himself as exemplary authoritative figure for the students. For it is not going to have any meaning if a teacher teaches Civics solve a problem that is contrary to the democratic way, while other teachers in an authoritarian manner. Or a teacher of religious education students in answering questions in a way that reason is to give an example of the behavior of the Prophet and his companions, while other teachers just say random in answer

Indeed, every teacher must be in accordance with the purpose of education intact. Whole goal of education is much broader than the mission of teaching that is packaged in Basic Competency (KD). The formulation of objectives based on the views of behaviorism and memorization alone is untenable Teachers should be able to open up in developing the approach formulated objectives, because not all the human qualities can be expressed measured by a specific recitation. Therefore, according to (Hasan, 2000) imposition of a development goal in basic competence can not be maintained longer when only refers to the mere memorization.

Results of learning or the learning experience of a learning process can impact directly and indirectly. According to (Joni, 1996) said the direct impact of the teaching of so-called impact instructional (instrucional effects) while the indirect impact of the involvement of students in a variety of learning activities are distinctively designed by teachers called impact Bridesmaids (nurturant effects) Here the authors give an example of learning intact prepared a lesson plan teachers through character.

RPP

Subjects: Indonesian

Theme: Environment

Child Theme: Doing something based on the explanations given orally

- Commenting on the figures of children's story presented orally

- Telling a memorable experience with the use of coherent sentences and easy to understand

Class / Semester: IV / 1

Time: 2 X 35 minutes

Instructional impact

Through observation, debriefing, training, and the teacher's explanation about "making a simple letter to a friend" students are expected to:

- Students can explain the instructions to create gauges dust

- Students can make inquiries on how to use

- Students can specify the name and nature of the characters in the stories of animals

- Students can give feedback and reasons of animal characters

- Students can tell natural events through observation image

impact Companion

After completing this lesson, students are expected to gradually develop character

Discipline (Discipline)

Diligent (diligence)

Responsibility (responsibility)

Accuracy (carefulness)

Cooperation (Cooperation)

Tolerance (Tolerance)

Confident (Confidence)

Bravery (Bravery)

From the above examples can be seen that the whole purpose of the learning experience should be able to show the impact of instructional and impact accompanist. Bridesmaids impact is national character education should be developed, can not be reached directly, can only be reached after several learning activities take place. In the assessment of learning outcomes, all teachers will and should measure students' skills in all aspects (Waridjan, 1991). With such a judgment it will be reflected in the actual figure of the whole student. That is, in determining student success must be judged from various domains such as knowledge (cognitive), attitudes (affective) and behaviors (psychomotor). A student who took ujianMatematika in writing, the student actually assessed the ability of reasoning: the ability of Mathematics working on the problems. Also assessed the ability of the character education of his people is the ability to honesty with no cheating and asking friends and this is addressed because such actions are not good. In addition, it assessed the ability of movements, namely the ability to work on the problems with writing exam organized, neat and easy to read (Waridjan, 1991).

In addition to assessment conducted on all of the capabilities at the time of the exam, a teacher may take into account the behavior of students outside the exam. A teacher might not pass a student who took the exam certain subjects because of the behavior of the student daily was less polite, always nosy and likes to do mischief although in doing the test the student's work well without cheat and write down the answers to the exam by writing clear and uncluttered. Therefore, it would be appropriate if in each subject formulated teaching objectives includes the ability in all aspects. That is, in every lesson plan contained's cognitive, affective, and psychomotor; instructional impact; and the impact of accompaniment. Thus, a teacher will assess ability in all aspects of a subject exam legitimately, without a doubt, and can dipertangungjawabkan.

Based on the ideas and principles, it can be understood that the nation's character education requires the integration in learning with all subjects. National character education integrated into all subjects, thus avoiding the "new subjects, a tool of political interests, and rote learning is boring."

2.2. Forms Integrated Learning The Bekarakter

According to Cohen in Degeng (1989), there are three possible variations integrated learning with regard to education conducted in an atmosphere of progressive education that is integrated curriculum (integrated curriculum), the integrated (integrated day), and integrated learning (integrated learning). Integrated curriculum is the integration of various materials to organize the activities of subjects through a cross-cutting themes form a meaningful whole so that the boundaries between different fields of study are not tight or virtually non-existent. Today the integrated form of planning the activities of the students of the class something on a particular day to study or do various activities according to their interests. Meanwhile, integrated learning refers to learning activities that are organized in a more structured contradictory on certain themes or specific subjects as its center point (center core / center of interst).

Furthermore, innovative learning models and integrated that may be adapted, as written by Trianto, 2009, in his book entitled Learning Oriented Innovative Constructivistic is as follows.

(1) Fragmentation

In this model, a separate and distinct discipline developed is an area of ​​a subject

(2) Connections

In this model, within each topic to topic, theme to theme or concept to the concept of the course content is expressly linked

(3) Sarang

In this model, the teacher is targeting a variety of skills (social, thinking, and specialized skills) of each subject.

(4) Circuit / Order

In this model, topic or learning units compiled and sorted in harmony with others. The same idea is given in the same activities while noting the different concepts.

(5) Joint Venture

In this model, planning and learning together in two disciplines concept / idea emerged as a complementary system.

(6) Jala-nets

In this model, a theme / topic that branches linked to the curriculum. By using the theme, look for learning concepts / ideas right.

(7) The string knot

In this model, an approach to establish metakurikuler thinking skills, social intelligence, technique and learning skills through a variety of disciplines.

(8) Integration

In this model, an interdisciplinary approach between the pair of subjects to complement the topics and concepts with several teams of teachers in the model of real integration.

(9) Consolidation

In this model, a discipline became an integral part of the expertise, the learner to capture all the contents through the expertise and experience into the mix.

(10) Network

In this model, learners encompass all learning through the eyes of expertise and create a network of internal relationships leading to external networks of expertise related to the field

2.3. The integration of National Character Education in Learning

National character education in the integration of learning with all subjects goal of integration is the subject matter, delivery procedures, as well as the meaning of the learning experience of the students. Consequences of integrated learning, the students' learning mode should vary according to the character of each student studying variation that can be read reference materials, observation, experiment, interview sources, and so by way of a group or individually.

The implementation of the variation in student performance mode to be supported by a variety of delivery modes lessons by teachers. Habit of delivering lessons exclusively and ekspositorik approach should be developed to a more diverse approach as diskoveri and inquiry. Event information delivery, strengthening of the concept, the disclosure of experiences the students through a monologue by the teacher needs to be replaced with the mode of delivery which is characterized by the active involvement of students both intellectually (significant) and emotional (internalized usefulness) so it is more responsive to efforts to realize the goal of the whole education. With the stock varisai the learning mode, the learning scenarios in which education-related character of the nation as the following example can be implemented more meaningful.

Placement of a national character education integrated with all subjects does not mean no consequences. Therefore, there needs to be a commitment to agreed and addressed carefully as kosekuensi logical. The commitments are as follows. Educational character of the nation (as part of the curriculum) to be integrated in all subjects, in the development process must cover all three dimensions of the curriculum as an idea, curriculum as a document, and the curriculum as a process (Hasan, 2000) of all subjects loaded with character education nation , Furthermore, Hasan (2000) parse that folisifi development ideas with regard to curriculum, curriculum models, approaches and learning theories, approaches or models of evaluation. Development of documents relating to the decision about the type of information and documents that will be generated, form / format Syllabus and curriculum components that must be developed. Meanwhile, the development process with respect to the development on the empirical level as lesson plans, learning in the classroom, and the corresponding evaluation. In order for the development of this process is a continuation of the development of ideas and documents must be preceded by a process of socialization by the people involved in the process, or at least in the process of curriculum development as a document.

In the integrated learning that effective teaching and proceeds as expected there are requirements that must be possessed, namely (a) the foresight of professional teachers in anticipation of exploiting the various possibilities for the direction of the hook that must be done by the students to lead the establishment of linkages conceptual intra or antarmata field of study and (b ) acquisition of material to fields of study that needs to be tied (Joni, 1996). In connection with the national character education as learning integrated with all subjects that are intended landing hooks may be questions to be answered or tasks that must be done by the students that lead to the development of the nation's character education and development of human qualities.

CHAPTER III CLOSING

3.1 Conclusions

Based on the theoretical basis and the discussion that decomposes ditas it can be concluded as follows:

1. It is reasonable when the nation's character education in learning is integrated into all subjects. The reasons for that is because it increases the sublime character of students is the responsibility of all teachers, all teachers must be exemplary authoritative, the whole purpose of education is to form the figure of the student as a whole, should cover the impact of educational attainment and impact instructional companion.

2. Implementation of the nation's character education integrated into all subjects, more adequate development in an integrated curriculum model and integrated learning by determining the center core on the subjects to be covered.

3. The process of developing a national character education as an integrated learning should be processed like other kuriklum is as ideas, documents, and processes; professional flair and mastery of subject matter; educational support outside of school; the direction of spontaneous and immediate reinforcement; ratings vary; diffusion, innovation and socialization are commitments that must be accepted and addressed in an integrated learning launching a national character education.

3.2 Suggestions

1. The integration of character education is the educational activity. Character education into the activities expected in discussions, simulations, and the appearance of various school activities for the teacher is expected to be more active in learning

2. The positive school environment helps build character. For that fix the school environment in order to be a positive environment.

3. Teachers must first student discipline will surely follow discipline

Embedding the Character Education through the School and Family

Embedding the Character Education through the School and Family


Education is the most important factor to shape human personality. With education, will form a good personality and a bad man. Education can be done with two systems, namely the system of formal and non formal education. A person's personality can be influenced through school, family, and community. At school through student teaching and learning activities will be implanted character education that will shape their personality. Education can be the planting of eighteen (18) the character values inserted in each subject matter. These values form of religious value, the value of honesty, tolerance, the value of discipline, values of hard work, the creative value, the value of an independent, democratic values, curiosity value, the value of the national spirit, the value of patriotism, appreciate the value of achievement, value friends , the value of peace, love reading value, the value of environmental care, social care value, and the value of responsibility. Values tersbut expected to make learners have a good personality through school subjects.
In addition to the school, the human personality is also developed through education in the family. The family has an important role. Of someone's family will grow character. The family is the first environment for children to learn basic education before continuing further education. Through family also children can recognize themselves and form a personality. This can be done by a process such as acquainted with a family member in the vicinity. Families will be responsible for the preparation of children prior to interact in society. Children in the family will be taught to behave everyday, principled, and the values of life.
The child has an important role for the family. Children become the successor to the survival of the family in the future. To that end, the child's family is given a lesson so that he can develop their potential. The subjects such as religious studies, taught children from praying. With the religious instruction of children are expected to know what a good thing and a bad thing.

Embedding the Character Education in Primary Schools

Embedding the Character Education in Primary Schools

At this time, the character is one thing that is very rare in the community. Because it can be seen from the frequently encountered injustice lies fibers is often done in the community. Both from the lower level to the higher level. The character itself is a way of thinking and behaving become the hallmark of every individual's life work together both at the family level to the state and nation. While individuals who have good character is an individual who is always willing to make decisions and account of the decisions taken. It actually has a good character already exists within every human being from birth. But to keep these characters would have to constantly nurtured from an early age. Through education is one place that can support the formation of a character.

Character education in the elementary school is one of the beginning of the planting of character because it is still in the developing stages in him. Because they can not deny that at this moment the easy generation does not recognize itself as a nation of diverse ethnic, social culture and a different culture - different. Despite the fact that all the elements should be responsible for educating the next generation of characters, the family remains the most important in this regard. But for the moment, perhaps from parental supervision itself is also experiencing difficulties, because a lot of the time these parents have a solid routine. So from that character education is also very necessary given at school. Starting from the park right - right or play group.

That is why the role of the teacher is also spearheading, because they are the one who directly deal with students, and should provide a good example of behaving. What more if it had been included in the primary school, for character education in primary schools is also important. If a teacher fails to grow the characters to their students, who because of a teacher is not able to show the character as someone who embraced. Because being a teacher is not always simply about conveying meteri lessons, but also should be an inspiration and example for the students. If the character of a child that has been formed from childhood to the social environment as an example in primary school, eat later generations of Indonesia will be the generation that has the character to become the nation's next to the community of honest, fair, and responsible. As the words of Dr. Martin Luther King who said that "Intelligence plus character, that is the goal of true education", which means intelligence character is the ultimate goal of true education.

While character education itself is an education about the character plus, that there are some aspects such as feeling (feeling), knowledge (cognitive), and action (action). And hopefully soon in every primary school in particular can immediately apply the character educators in each school, so that future generations are a lot of smart and feature characters that match the values ​​- noble values ​​of the nation and the State.

"CHARACTER BUILDING"

"CHARACTER BUILDING"

Forming student character is not an easy and quick effort. It requires continuous effort and deep reflection to make a series of moral decisions must be followed up with concrete action, so that it becomes practical and reflective. The necessary amount of time to make it into a habit and character development or a person's character.

Besides the declaration of character education is certainly meant to be one of the answers to the diverse problems facing the nation that is currently widely seen, heard, and felt, which is where many problems arise that in the identification comes from the failure of education in injecting values ​​- moral values ​​to their students. This is certainly very appropriate, for the purpose of education is not only intelligent beings who give birth, but also created man of strong character. As Dr. Martin Luther King, namely intelligence character is the ultimate goal of true education.

Many things can be done to realize the character education in schools. The concept of the character is not quite serve as a point in the syllabus and lesson plan in schools, but it must be more than that, run and practiced. Begin by learning to obey the school rules, and enforce that discipline. Schools must make character education as a value system that developed well in school are realized in the examples and real appeal is demonstrated by educators in schools in everyday school activities.

On the other hand, character education is an effort that should involve all interests in education, the family, the school, the school environment, and the wider community. Therefore, the first step that needs to be done is to rebuild educational partnerships and networks that seem to be breaking down between the school environment, namely teachers, families, and communities. Formation and character education will not succeed as long as the educational environment there is no continuity and harmony. Thus, the household and the family as the environment and the formation of the first and main character education must be improved which is further supported by the environment and learning conditions in schools that reinforce the process of formation.

In addition, no less important in public education. Community environment is also greatly affects the person's character. The public environment greatly affects the success of planting values ​​- ethics, aesthetics for the formation of character. According Qurais Shihab, social situations with the value system espoused, influence the attitudes and perspectives of society as a whole. If the system of values ​​and their view is limited to the now and here, the efforts and ambitions are limited to the same thing.

Character education through schools, not only - the learning eye of knowledge per se, but more than that, the planting of moral values ​​- ethics, aesthetics, and a noble character. Additionally characters among which the students need to have cooperation, discipline, obedience, and responsibility. And the important thing is to do with the practice and discipline by every element of the school.

ARTIKEL "MENANAMKAN PENDIDIKAN KARAKTER MELALUI RUMAH SASTRA BREBES INDONESIA "

MENANAMKAN PENDIDIKAN KARAKTER 

MELALUI RUMAH SASTRA BREBES INDONESIA

A.             Latar Belakang

         Kondisi masyarakat dewasa ini sangat memprihatinkan. Perkelahian, pembunuhan, kesenjangan sosial, ketidakadilan, perampokan, korupsi, pelecehan seksual, penipuan, fitnah terjadi di mana-mana. Hal itu dapat diketahui lewat berbagai media cetak atau elektronik, seperti surat kabar, televisi atau  internet. Bahkan, tidak jarang kondisi seperti itu dapat disaksikan secara langsung di tengah masyarakat. Keprihatinan terhadap kondisi masyarakat yang demikian itu, menumbuhkan semangat untuk mengkaji sebab dan mencari pemecahannya. Penelitian dan seminar mengenai masalah tersebut telah berkali-kali diselenggarakan oleh berbagai instansi, baik pemerintah maupun swasta. Ujungnya adalah persamaaan persepsi terhadap pentingnya menggalakkan pendidikan karakter. Respon masyarakat terhadap pendidikan karakter berbeda-beda. Dikalangan kelompok pendidik  muncul pendapat tentang perlunya pendidikan budi pekerti, sedangkan  agamawan memandang perlunya  penguatan pendidikan agama. Mereka yang berkecimpung di bidang politik mengusulkan revitalisasi pendidikan Pancasila.  Dalam hal ini, Kemendiknas telah merespon berbagai pendapat itu dengan membentuk Tim Pengembang Pendidikan Karakter.

         Selanjutnya, para guru terutama guru bahasa dan sastra Indonesia ingin menyumbangkan pemikiran tentang perlunya pendidikan apresiasi sastra terhadap pembentukan karakter siswa. Melalui sastra diharapkan dapat terwariskan nilai-nilai luhur kearifan lokal guna membendung pengaruh negatif era globalisasi.

B.              Spesifikasi Teknis

Pendidikan Karakter dan Rumah Sastra Brebes Indonesia

a.         Pendidikan Karakter

         Membentuk siswa yang berkarakter bukan suatu upaya mudah dan cepat. Hal tersebut memerlukan upaya terus menerus dan refleksi mendalam untuk membuat rentetan keputusan moral yang harus ditindak lanjuti dengan aksi nyata, sehingga menjadi hal yang praktis dan reflektif. Diperlukan sejumlah waktu untuk membuat semua itu menjadi kebiasaan dan membentuk watak atau tabiat seseorang.

Selain itu, pencanangan pendidikan karakter tentunya dimaksudkan untuk menjadi salah satu jawaban terhadap beragam persoalan bangsa yang saat ini banyak dilihat, didengar, dan dirasakan, yang mana banyak persoalan muncul yang diindentifikasi bersumber dari gagalnya pendidikan dalam menyuntikkan nilai - nilai moral terhadap peserta didiknya. Hal ini tentunya sangat tepat, karena tujuan pendidikan bukan hanya melahirkan insan yang cerdas, namun juga menciptakan insan yang berkarakter kuat. Seperti yang dikatakan Dr. Martin Luther King, yakni kecerdasan yang berkarakter adalah tujuan akhir pendidikan yang sebenarnya.

   Banyak hal yang dapat dilakukan untuk merealisasikan pendidikan karakter di sekolah. Konsep karakter tidak cukup dijadikan sebagai suatu poin dalam silabus dan rencana pelaksanaan pembelajaran di sekolah, namun harus lebih dari itu, dijalankan dan dipraktekkan. Mulailah dengan belajar taat dengan peraturan sekolah, dan tegakkan itu secara disiplin. Sekolah harus menjadikan pendidikan karakter sebagai sebuah tatanan nilai yang berkembang dengan baik di sekolah yang diwujudkan dalam contoh dan seruan nyata yang dipertontonkan oleh tenaga pendidik dan kependidikan di sekolah dalam keseharian kegiatan di sekolah.

   Di sisi lain, pendidikan karakter merupakan upaya yang harus melibatkan semua kepentingan dalam pendidikan, baik pihak keluarga, sekolah, lingkungan sekolah, dan juga masyarakat luas. Oleh karena itu, langkah awal yang perlu dilakukan adalah membangun kembali kemitraan dan jejaring pendidikan yang kelihatannya mulai terputus antara lingkungan sekolah yaitu guru, keluarga, dan masyarakat. Pembentukan dan pendidikan karakter tidak akan berhasil selama antara lingkungan pendidikan tidak ada kesinambungan dan keharmonisan. Dengan demikian, rumah tangga dan keluarga sebagai lingkungan pembentukan dan pendidikan karakter pertama dan utama harus lebih diberdayakan yang kemudian didukung oleh lingkungan dan kondisi pembelajaran di sekolah yang memperkuat proses pembentukan tersebut.

Di samping itu, tidak kalah pentingnya pendidikan di masyarakat. Lingkungan masyarakat juga sangat mempengaruhi terhadap karakter seseorang. Lingkungan masyarakat luas sangat mempengaruhi terhadap keberhasilan penanaman nilai - nilai etika, estetika untuk pembentukan karakter. Menurut Qurais Shihab, situasi kemasyarakatan dengan sistem nilai yang dianutnya, mempengaruhi sikap dan cara pandang masyarakat secara keseluruhan. Jika sistem nilai dan pandangan mereka terbatas pada kini dan disini, maka upaya dan ambisinya terbatas pada hal yang sama.

Pendidikan karakter melalui sekolah, tidak semata - mata pembelajaran pengetahuan semata, tetapi lebih dari itu, yaitu penanaman moral, nilai - nilai etika, estetika, dan budi pekerti yang luhur. Selain itu karakter yang harus dimiliki siswa diantaranya yaitu kerja sama, disiplin, taat, dan tanggung jawab dan yang terpenting adalah praktekkan dan lakukan dengan disiplin oleh setiap elemen sekolah.

b.         Rumah Sastra Brebes Indonesia

Dalam Wikipedia Indonesia, sastra merupakan kata serapan dari bahasa Sansekerta śāstra, yang berarti “teks yang mengandung instruksi” atau “pedoman”, dari kata dasar śās- yang berarti “instruksi” atau “ajaran”. Dalam bahasa Indonesia kata ini biasa digunakan untuk merujuk kepada “kesusastraan” atau sebuah jenis tulisan yang memiliki arti atau keindahan tertentu. Selain itu dalam arti kesusastraan, sastra bisa dibagi menjadi sastra tertulis dan sastra lisan. Maksud dari sastra lisan di sini ialah sastra yang tidak banyak berhubungan dengan tulisan, tetapi dengan bahasa yang dijadikan wahana untuk mengekspresikan pengalaman atau pemikiran tertentu.

“Rumah Sastra Brebes Indonesia” adalah salah satu media atau wadah pendidikan karya siswa-siswi indonesia khususnya masyarakat brebes yang memiliki kreativitas dan inovasi dibidang sastra. Kata sastra pada “Rumah Sastra Brebes indonesia” tidak selalu identik hanya terfokus pada tulisan saja, tetapi lebih bersifat umum dalam artian “Rumah Sastra Brebes Indonesia” ini mencoba untuk berbagi ilmu dan pengetahuan baik secara langsung maupun tidak langsung. Diharapkan dengan melalui “Rumah Sastra Brebes Indonesia” sedikitnya bisa membantu untuk mencerdaskan serta menanamkan pendidikan karakter yang lebih baik lagi. Di dalam “Rumah Sastra Brebes Indonesia” terdapat berbagai macam pendidikan baik secara formal maupun non formal.

Pendidikan formal misalnya adalah SMK Nurul Islam larangan tempat penulis berbagi ilmu. Di sekolahan tersebut, penulis mencoba membuat komunitas “Rumah Sastra SMK Nurul Islam larangan” Kegiatan pada komunitas Rumah Sastra SMK Nurul Islam pun  bervariasi, mulai dari membaca puisi, belajar membuat cerpen, belajar membuat pantun, bermain drama, sampai dengan tutorial teknik perbaikan sepeda motor dan mobil. Semua kegiatan tersebut bisa di lihat di youtube atau blogger yang sudah penulis buat.

Sedangkan untuk pendidikan non formal misalnya kegiatan belajar al quran bersama di masjid al ikhlas setiap sore, belajar komputer bersama di rumah penulis walaupun masih sangat sederhana dan sedikit penyuluhan kepada masyarakat tentang pentingnya pendidikan.

C.             Proses dan Tata Cara Kerja

1.            Relevansi Sastra terhadap Pendidikan Karakter di Kalangan Siswa

Siswa adalah generasi muda, generasi penerus, yang akan menjadi pemilik masa depan bangsa. Akan seperti apa wajah bangsa Indonesia di masa depan sangat tergantung pada bagaimana kita membentuk karakter siswa sejak sekarang. Oleh karena itu, membangun karakter siswa menjadi pekerjaan bersama (khususnya para guru dan orang tua) yang amat penting.

Pengajaran di sekolah, termasuk pengajaran sastra,  menjadi tumpuan yang sangat vital. Jika kita gagal membentuk karakter yang positif dan unggul pada diri siswa, bisa-bisa masa depan bangsa ini akan semakin terpuruk, kehilangan harapan, atau setidaknya akan kehilangan kepribadian dan gampang dijajah serta ”diperbudak” oleh bangsa lain yang lebih adidaya.

Belajar sastra adalah salah satu keterampilan yang imajinatif dan komunikatif bagi siswa sebagai pencipta maupun penikmat sastra. Didalamnya terdapat muatan mendidik yang tersirat dan tidak bersifat doktrin. Siswa juga bisa mencerna sesuai dengan perkembangan jiwanya dan membuatnya sangat peka terhadap karya sastra itu sendiri. Kenyataan ini menunjukkan bahwa sastra sangat relevan dengan pendidikan karakter. Karya sastra sarat dengan nilai-nilai pendidikan akhlak seperti dikehendaki dalam pendidikan karakter.  Cerita rakyat “Malin Kundang” mengajarkan kepada kita bagaimana kita berbakti sama orang tua.”Jaka Tarub” mengajarkan anak mengenai pentingnya menjunjung tinggi nilai kejujuran dan kepercayaan. Cerita binatang ”Pelanduk Jenaka” mengandung pendidikan tentang harga diri, sikap kritis, dan protes sosial. Sementara itu, bentuk puisi seperti pepatah,  pantun, dan bidal penuh dengan nilai pendidikan.

2.   Pengaruh Apresiasi Sastra Terhadap Karakter Siswa

Minat terhadap sastra kini mengalami degradasi. Hal ini disebabkan oleh tuntutan jaman yang serba instan dan serba cepat. Karya sastra anak didominasi oleh komik-komik dari luar negeri seperti Spongebob, Dora the Explorer, Naruto, dan sebagainya. Bahkan tradisi mendongeng untuk peninabobokan anak sebagai pengantar tidur sang anak sudah tidak menarik lagi bagi seorang anak dan menjadi sesuatu yang sangat asing.

         Membaca karya sastra bukan hanya untuk mendapatkan kepuasan karena keindahannya, melainkan juga untuk memperkaya wawasan dan daya nalar. Sastra adalah vitamin batin, karena mengajarkan nilai-nilai luhur kemanusiaan kepada pembacanya dan memberikan pencerahan. Mengingat peranan sastra dalam pengembangan kepribadian pembacanya, maka pengajaran sastra di sekolah sangatlah penting.

           Melalui pengajaran sastra, siswa tidak hanya diperkenalkan kekayaan sastra Indonesia dan dunia, tokoh-tokoh dalam kesusastraan, bahkan juga diperkenalkan pada kekayaan isi karya sastra itu sendiri. Dengan membaca dan memahami karya sastra, berarti siswa mencoba memahami kehidupan, mencoba memperoleh nilai-nilai positif dan luhur dari kehidupan, dan pada akhirnya memperkaya batinnya. Sebagaimana yang dikatakan oleh Sidney (dalam Alwasilah, 2001:31) Apresiasi sastra akan berjalan baik jika didasari oleh minat yang tinggi pada karya sastra. Banyak hal yang dapat diperoleh dari sastra. Haryadi (1994) mengemukakan sembilan manfaat yang dapat diambil dari sastra lama yaitu sebagai berikut:

a)      Dapat berperan sebagai hiburan dan media pendidikan,

b)       Isinya dapat menumbuhkan kecintaan, kebanggaan berbangsa dan hormat  pada leluhur.

c)      Isinya dapat memperluas wawasan tentang kepercayaan, adat-istiadat, dan peradaban bangsa,

d)     Pergelarannya dapat menumbuhkan rasa persatuan dan kesatuan,

e)       Proses penciptaannya menumbuhkan jiwa kreatif, responsif, dan dinamis,

f)       Sumber inspirasi bagi penciptaan bentuk seni yang lain,

g)      Proses penciptaannya merupakan contoh tentang cara kerja yang tekun, profesional, dan rendah hati,

h)      Pergelarannya memberikan teladan kerja sama yang kompak dan harmonis,

i)        Pengaruh asing yang ada di dalamnya memberi gambaran tentang tata pergaulan dan pandangan hidup yang luas.

3.      Pemberdayaan Pembelajaran Apresiasi Sastra di Sekolah

         Dalam Standar Isi mata pelajaran Bahasa Indonesia Kurikulum 2006 (KTSP) disebutkan bahwa mata pelajaran bahasa Indonesia bertujuan antara lain agar peserta didik memiliki kemampuan menikmati dan memanfaatkan karya sastra untuk memperluas wawasan, memperhalus budi pekerti, serta meningkatkan pengetahuan dan kemampuan berbahasa, juga menghargai dan membanggakan sastra Indonesia sebagai khazanah budaya dan intelektual manusia Indonesia.

Seperti penjelasan di atas, sesungguhnya pembelajaran sastra memiliki tujuan yang mulia dan besar. Hanya saja, tujuan tersebut cuma akan menjadi slogan apabila dalam pembelajaran sastra di sekolah tidak dilakukan secara maksimal. Jadi, untuk mewujudkan dan mengembalikan pembelajaran sastra pada tujuan tersebut, maka pembelajaran apresiasi sastra yang saat ini lesu dan tak berdaya ini harus kembali diberdayakan. Dalam rangka pemberdayaan pembelajaran apresiasi sastra di sekolah, ada beberapa strategi yang bisa dilakukan yaitu sebagai berikut:

a)      Memasukkan pendidikan karakter ke dalam semua mata pelajaran di sekolah.

b)      Membuat slogan-slogan atau yel-yel yang dapat menumbuhkan kebiasaan semua masyarakat sekolah untuk bertingkah laku yang baik.

c)      Membiasakan perilaku yang positif di kalangan warga sekolah. 

d)     Melakukan pemantauan secara kontinyu.

Selain strategi tersebut, guru sebagai pendidik juga harus mempunyai ketertarikan terhadap sastra, berikut beberapa hal yang perlu dicermati oleh guru itu sendiri:

A.     Sikap Guru

        Selama ini guru seolah terpasung kreativitas dan jiwa inovasinya dalam melaksanakan tugasnya bila hasil upayanya hanya selalu dikaitkan dengan hasil Ujian Nasional. Banyak pihak yang menghakimi guru hanya berdasarkan pencapaian nilai Ujian Nasional yang mampu diraih oleh siswanya. Bila siswanya meraih nilai Ujian Nasional yang tinggi, maka hal ini dijadikan indikator bahwa guru yang bersangkutan telah cukup berhasil dalam melaksanakan pembelajaran. Anggapan yang demikian berakibat banyak guru yang cenderung pada pelatihan mengerjakan soal kepada siswa-siswanya. Kecenderungan semacam ini justru mencederai tujuan dan hakikat  pembelajaran apresiasi sastra.

Untuk itu, pada pemberdayaan pembelajaran apresiasi sastra hendaknyasikap guru perlu diubah. Dalam diri guru harus ditumbuhkan sikap untuk membuang jauh-jauh orientasi ke nilai Ujian Nasional. Sebab, pembelajaran apresiasi sastra bukan semata-mata ditujukan agar meraih nilai Ujian Nasional yang tinggi, melainkan pembelajaran mengenai nilai-nilai kehidupan, mengingat banyak kandungan nilai yang terdapat dalam sastra yang dapat dijadikan bekal siswa dalam kehidupannya.

B.     Peran Guru

 Dalam pembelajaran apresiasi sastra selama ini, terkesan bahwa guru banyak berperan sebagai informator tunggal. Sehingga terbuka kemungkinan guru dijadikan sumber utama dan satu-satunya sumber informasi bagi siswa. Hal ini melahirkan kecenderungan guru  untuk memerankan diri sebagai ’hakim’ yang sangat menentukan ’ini benar’ dan ’ini salah’.

Pembelajaran apresiasi sastra akan lebih berdaya bila guru mampu menempatkan diri sebagai:

1.      Apresiator yang menjembatani antara karya sastra sebagai bahan ajar dan siswa sebagai penikmat karya   sastra.

2.      Motivator yang mampu menumbuhkan rasa apresiasi pada diri siswa.

3.      Perunding yang mampu dengan penuh kearifan dan kebijakan mengakomodasikan berbagai tanggapan dari siswa sebagai bentuk apresiasi mereka terhadap karya sastra yang tengah dinikmati serta dihayati

C.    Kualifikasi Guru

Secara teknis, guru-guru bahasa umumnya tidak otomatis juga mampu menjadi guru sastra. Akibatnya, pembelajaran apresiasi sastra akan cenderung bersifat teknis-teoretis. Lebih ironis lagi bila guru sendiri tidak menyukai sastra sehingga tak pernah menambah wawasan sastranya dengan membaca buku-buku sastra berkualitas. Bagaimana siswa akan mencintai sastra apabila guru belum mampu menjadi contoh bagi siswanya?

Berkenaan dengan hal tersebut, pemberdayaan pembelajaran apresiasi sastra akan semakin berarti apabila guru bahasa mau dan mampu meningkatkan dan mengembangkan dirinya sebagai guru sastra. Guru harus benar-benar memahami hakikat dan tujuan pembelajaran apresiasi sastra, termasuk di dalamnya mampu dan terampil mengapresiasi karya sastra. Selain itu, guru juga memiliki rasa cinta kepada sastra, memiliki pemikiran kritis dalam menganalisis karya sastra, serta memiliki pandangan tertentu tentang sikap hidup dan nilai-nilai hidup sehingga mampu memilih dan memilah karya sastra yang tepat untuk diberikan kepada siswa serta cara menyajikannya.

D.    Lingkungan yang Mendukung

Pemberdayaan pembelajaran apresiasi sastra tidak dapat dilepaskan bila lingkungan yang ada turut mendukung. Hal ini harus diciptakan baik oleh guru, siswa, maupun sekolah. Salah satu di antaranya adalah penyediaan bacaan-bacaan sastra. Dalam hal ini perpustakaan memegang peran yang utama.

Hanya saja bacaan sastra di perpustakaan sekolah seringkali sangat terbatas. Untuk menyiasatinya, guru dapat mengajak siswa mengumpulkan bacaan sastra dari media cetak atau internet yang disusun dalam bentuk kliping yang dapat dibaca oleh semua. Bila upaya-upaya tersebut dapat dilakukan, bukan tidak mungkin pembelajaran sastra di sekolah menjadi bergairah sehingga mampu mencapai tujuan yang telah dirumuskan.

4.      Upaya yang Bisa Dilakukan Pendidik Melalui Sastra

Sebagai wujud untuk menyampaikan atau menginjeksikan pendidikan karakter dalam sastra kepada peserta didik ada beberapa upaya yang bisa dilakukan oleh pendidik dalam mata pelajaran bahasa Indonesia. Pendidik mengungkapkan nilai-nilai dalam mata pelajaran bahasa dan sastra Indonesia dengan pengintegrasian langsung nilai-nilai karakter yang menjadi bagian terpadu dari mata pelajaran tersebut.

a.      Cerpen

   Pendidik bisa menggunakan perbandingan cerita pendek berdasarkan kehidupan atau kejadian-kejadian dalam hidup para peserta didik. Bisa juga menggunakan cerita untuk memunculkan nilai-nilai karakter dengan menceritakan kisah hidup orang-orang besar. Dengan kisah nyata yang dialami orang-orang besar dan terkenal bisa menjadikan peserta didik akan terpikat dan mengidolakan serta pastinya ingin menjadi seperti idolanya  tersebut.

a.          Puisi (lagu)
Seperti yang kita ketahui, musik / lagu bisa memberikan efek yang sangat dalam bagi pendengarnya. Bahkan kabar terkini yang telah kita ketahui bersama, bayi dalam kandungan pun bisa dipengaruhi dengan lagu yang diputar dekat dengan perut ibunya. Dengan dasar ini pendidik bisa menggunakan lagu-lagu dan musik (musikalisasi puisi) untuk mengintegrasikan nilai-nilai karakter dalam benak peserta didik.

b.   Drama
        Pendidik bisa juga menggunakan drama sebagai media untuk melukiskan kejadian-kejadian yang berisikan nilai-nilai karakter. Sehingga secara audio visual serta aplikasi langsung (pementasan drama) menjadikan peserta didik lebih mudah untuk memahami dan menyerap nilai-nilai karakter tersebut. Selain itu, tugas-tugas yang bisa dikerjakan dirumah dapat mengambil contoh tentang apa yang dilihat peserta didik di televisi kemudian pendidik akan menjelaskan sekaligus meluruskan nilai-nilai apa saja yang ada dalam film di televisi tersebut. Ini akan lebih menggoreskan nilai-nilai pendidikan karakter yang didapat di benak peserta didik.
d.    Novel
           Menggunakan novel sebagai media untuk mengungkapkan nilai-nilai atau norma-norma dalam masyarakat melalui diskusi pun bisa digunakan oleh pendidik. Novel banyak memberikan kisah-kisah yang mampu menjadikan pembacanya berimajinasi dan masuk dalam cerita novel tersebut. Banyak penikmat novel yang terpengaruh dengan isi yang ada dalam novel, baik itu gaya berbicara, busana bahkan perilaku tentunya setelah membaca dan memahaminya. Hal ini sangat baik apabila pendidik mampu memasukkan pendidikan karakter untuk bisa mempengaruhi peserta  didiknya.
e.      Pantun
Peserta didik diajak membuat berbagai pantun nasehat untuk memunculkan berbagai nilai-nilai karakter dalam kehidupan peserta didik. Nasehat-nasehat yang dibuat akan menggores diingatannya, peserta didik akan mengaplikasikannya karena nasehat itu berasal dari dirinya sendiri untuk    teman-temannya.
f.     Cerita Lisan
         Penggunaan contoh sastra lisan dalam hal ini cerita rakyat merupakan sarana yang baik untuk memberikan contoh kepada peserta didik. Apalagi cerita yang disampaikan adalah cerita rakyat dari daerah peserta didik sendiri.

Selain cara-cara di atas masih banyak cara-cara yang lainnya yang bisa digunakan oleh pendidik atau bahkan dikombinasikan untuk menyampaikan nilai-nilai dalam pendidikan karakter, namun jangan terlepas dari penyeleksian atau pemilihan bahan ajar yang tepat. Karena dengan memilih bahan ajar yang tepat, peserta didik akan merasakan kedalaman materi yang membuat mereka menyadari makna kehidupan. Kesadaran itulah yang akan membuat pembelajaran bukan sekadar mengajarkan materi, tetapi juga mendidik.

Saran

      Melalui pengajaran sastra, diharapkan dapat berperan dalam membentuk karakter  yang positif pada diri siswa. Namun, pembentukan karakter siswa itu tidak akan maksimal, atau bahkan gagal, jika pengajaran sastra gagal menumbuhkan minat baca siswa pada karya sastra, dan mereka tetap tidak memiliki sikap apresiatif terhadap karya sastra.

Biodata Penulis

Nama                           : Purwanto, S.Pd

Tempat tanggal Lahir  : Brebes, 12 Agustus 1983

Alamat                                    : Desa Banjarharjo, RT 09 RW 04 Banjarharjo

Pekerjaan                     : Guru SMK Nurul Islam Larangan Brebes

No Hp                         : 0857 4224 3232

Email /gmail                : p.edi86@yahoo.co.id / rumahsastraindonesia@gmail.com

               : www.rumahsastraindonesia.blogspot.co.id

DAFTAR PUSTAKA

1.         Anonim. 2010. Pengembangan Pendidikan dan Karakter Bangsa. Tersedia pada http://www.riaupos.co.id/spesial.php?act=full&id=56&kat=2.

2.         Adicita. 2010. Pardigma Baru Pengajaran Sastra Indonesia. Tersedia padahttp://www.adicita.com/artikel/detail/id/600/Paradigma-Baru-Pengaja ran-Apresiasi-Sastra-Indonesia. 

3.          Jibis. 2010. Mengakrabi Sastra Membangun Karakter Bangsa. Tersedia pada http://jibis.pnri.go.id/artikel-27-mengakrabi-sastra-membangun-karakter -bangsa.html. 

4.            Bektipatria. 2010. Memberdayakan Pembelajaran Apresiasi Sastra di Sekolah. Tersedia pada http://bektipatria.wordpress.com/2010/12/30/  memberdayakan-pembelajaran-apresiasi-sastra-di-sekolah.

5.         Deny Purwanto. 2011. http://fkip.um-surabaya.ac.id/2011/04/29/pendidikan-karakter-melalui-pembelajaran-sastra .

6.         Suyanto. 2009. Urgensi Pendidikan Karakter. http:// www. mandikdasmen. depdiknas. go.id/web/pages/urgensi.html. 

7.       Pritchard, I. 1988. ”Character \education: Research Prospect and Problem” American Journal of Education.

8.      Haryadi. 1994. Sastra Melayu. Yogyakarta: IKIP Yogyakarta.