478
C. Agus et al.
any time the opportunities emerged and did not necessarily follow list of lessons. It
should be delivered by each tutor while he or she was teaching language, history, culture or natural science, exact science, drawing, and so on” (Dewantara 2004, 2013a,
b, 2015; Agus 2017). Elaborating his concept, KHD offered for levels in organizing
the character education for students/learners at schools, which were syariat (syariat),
hakikat (essence), tarikat (tarikat), and makrifat (makrifat) (Dewantara 2004, 2013a,
b, 2015; Agus 2017).
a. Syariat: It was intended for kindergarten students. The basic character education
was delivered by habituating good conducts and putting the emphasis on personal
responsibility for following ethics, norms, and general social rules such as kissing
hands of elder people, especially parents, paying homage to teachers, greeting
friends, taking care and cleaning own equipments and environment, etc.
b. Hakikat/essence: It was intended for elementary school students. In this period of
education students were habituated doing good conducts following the existing
social norms and rules, but at the same time they were taught simple knowledge
of each of the lessons they have already got. Thus, they did not have to learn too
much lessons and to complete too much assignments, but they have to grasp and
digest the meanings of the lessons they got in real life.
c. Tarikat: It was intended for junior high school students. It was delivered by habituating good conducts following the existing social norms and rules, while they
were given the meaning and the importance of the good conducts through various
kinds of school activities in schooling situation and condition. For example sport,
poetry, and dance.
d. Makrifat: It was intended for senior high school or vocational school students. In
this education period the students were given a good understanding and awareness
so that the habituated good conducts did not merely become empty habits, but
they did all of the good conducts wholeheartedly. In other words, the students
did all of the habituated good conducts based on their own understanding and
awareness. According to KHD, this might be achieved by doing “Tri-nga” (ngerti
= to understand, ngrasa = to feel, nglakoni = to act) (Agus 2017).
The character education in Indonesia is intended for all of the people of Indonesia.
It was delivered in order to build Indonesian good characters. The national character
education is deliberate and well-planed effort to build national characters through
education (Agus 2017). It is not merely a schooling process, but a movement in
which schooling becomes an integral part of the national character education.
The character education plays an important role in improving the full-human
quality of Indonesian people. It was highly required at schools though its basis is
family environment supported by social environment. In addition to parents, teachers
also play an important role in building character at schools. Therefore, it must start
from the teachers. They must be able to prepare themselves to be the ones with
good personality and character because the objective of the character education is
to prepare Indonesian to be the citizens who loved their country, are intelligent and
of noble character with broad national insight and of Indonesian personality. They
C. Agus et al.
any time the opportunities emerged and did not necessarily follow list of lessons. It
should be delivered by each tutor while he or she was teaching language, history, culture or natural science, exact science, drawing, and so on” (Dewantara 2004, 2013a,
b, 2015; Agus 2017). Elaborating his concept, KHD offered for levels in organizing
the character education for students/learners at schools, which were syariat (syariat),
hakikat (essence), tarikat (tarikat), and makrifat (makrifat) (Dewantara 2004, 2013a,
b, 2015; Agus 2017).
a. Syariat: It was intended for kindergarten students. The basic character education
was delivered by habituating good conducts and putting the emphasis on personal
responsibility for following ethics, norms, and general social rules such as kissing
hands of elder people, especially parents, paying homage to teachers, greeting
friends, taking care and cleaning own equipments and environment, etc.
b. Hakikat/essence: It was intended for elementary school students. In this period of
education students were habituated doing good conducts following the existing
social norms and rules, but at the same time they were taught simple knowledge
of each of the lessons they have already got. Thus, they did not have to learn too
much lessons and to complete too much assignments, but they have to grasp and
digest the meanings of the lessons they got in real life.
c. Tarikat: It was intended for junior high school students. It was delivered by habituating good conducts following the existing social norms and rules, while they
were given the meaning and the importance of the good conducts through various
kinds of school activities in schooling situation and condition. For example sport,
poetry, and dance.
d. Makrifat: It was intended for senior high school or vocational school students. In
this education period the students were given a good understanding and awareness
so that the habituated good conducts did not merely become empty habits, but
they did all of the good conducts wholeheartedly. In other words, the students
did all of the habituated good conducts based on their own understanding and
awareness. According to KHD, this might be achieved by doing “Tri-nga” (ngerti
= to understand, ngrasa = to feel, nglakoni = to act) (Agus 2017).
The character education in Indonesia is intended for all of the people of Indonesia.
It was delivered in order to build Indonesian good characters. The national character
education is deliberate and well-planed effort to build national characters through
education (Agus 2017). It is not merely a schooling process, but a movement in
which schooling becomes an integral part of the national character education.
The character education plays an important role in improving the full-human
quality of Indonesian people. It was highly required at schools though its basis is
family environment supported by social environment. In addition to parents, teachers
also play an important role in building character at schools. Therefore, it must start
from the teachers. They must be able to prepare themselves to be the ones with
good personality and character because the objective of the character education is
to prepare Indonesian to be the citizens who loved their country, are intelligent and
of noble character with broad national insight and of Indonesian personality. They