In the theoretical level, character education is very promising to answer the problem of education in Indonesia. But in practice, there is often a bias in its application. But as an effort, character education must be a measurable program of achievement. Talking about measurements means there must be a measuring tool, if the measuring tool is clear mathematics education, love the exam if the value above the strandard graduation means he can. Well, what about character education?
If given a matter of character education then the problem does not really measure the real situation. For example, if you meet a lost person half way and do not have the money to go on what you are doing? For a good test score then the answer is to help the person, either give money or drive him to his destination. My question, if this really happens whether it will happen like his theory? Like the exam answers? Then what is the character education gauge? Observation or observation accompanied by the desired behavioral indicator. For example, observing a student in a class during a particular lesson, of course the student does not know while he is being observed. Well, we can determine the indicator if he has good behavior when the teacher explains, suppose listen carefully, no fuss and a complete record. Easy is not it? And this must be compared to some situations, not just in the classroom. There are many ways to measure this, use your creativity and humility to learn more maximally to make these measurements more perfect.
Establishing students with character is not an easy and quick effort. It requires constant effort and deep reflection to create a barrage of Moral Choice (moral decisions) to be followed up with concrete action, making it practical and reflective. It takes a certain amount of time to make it all custom and shape one's character or character. In addition, the character education campaign is intended to be one of the answers to the various problems of the nation that are currently widely seen, heard and perceived, in which many problems arise that in the identification stems from the failure of education in injecting moral values to learners. This is certainly very appropriate, because the purpose of education is not only to give birth to intelligent people, but also to create a strong character.
Many things can be done to realize character education in school. The concept of character is not enough to be used as a point in the syllabus and the lesson plan of learning in school, but must be more than that, executed and practiced. Start by studying obediently with school rules, and enforce it discipline. Schools should make character education a well-developed value system in schools embodied in real-life examples and demonstrations by educators and educational staff at school in everyday activities at school.
Character education, on the other hand, is an effort that should involve all stakeholders in education, both the family, the school and the school environment as well as the wider community. Therefore, the first step that needs to be done is to rebuild partnerships and educational networks that seem to be interrupted among the three closest stakeholders in the school environment ie teachers, families and communities. Character formation and education will not work as long as there is no continuity and harmony between education stakeholders.
Thus, households and families as the first and foremost character building and education environments should be more empowered which is then supported by the environment and learning conditions in schools that strengthen the formation cycle. Besides, it is not less important in society education. The community environment also greatly affects the character and character of a person. The wider community environment greatly influences the success of ethical, aesthetic values for character formation.
