Character Education-Based Project: Need Analysis to Encounter

Society 5.0

Winda Trisnawati

, Levandra Balti

, Nur Habibah

and dan Dedek Helida Pitra

English Education Study Program, Faculty of Teacher Training and Education,

Muhammadiyah University of Muara Bungo, Rangkayo Hitam Street, Muara Bungo – Jambi, Indonesia

Elemantary Teacher Education Study Program, Faculty of Teacher Training and Education,

Muhammadiyah University of Muara Bungo, Rangkayo Hitam Street, Muara Bungo – Jambi, Indonesia

Keywords: Character Education, Character Education-Based Project, Character Education Need, MBKM Curriculum,

Society 5.0.

Abstract: This research aims to formulate the need analysis of character education-based project. Character education

has been considered and recommended for a wide variety of reasons. This research uses qualitative method.

For collecting the data, the researcher uses questionnaire as the instrument. The questionnaires are distributed

to elementary teachers in Muara Bungo. It analyses six indicators of content area in character education-based

project. The finding shows that character education-based project is needed in this era. The key of character

is positive action that students must have to build the self-protection to face the society 5.0 era. The research

finds six need analysis: social skill and awareness, Personal Improvement and awareness, problem solving

and decision making, self-identified as character education, explicit focus on values and ethics, and academic

curriculum integration.Character education-based project modelis a learning model which combine the

technology-based and character-based. This model aims to create the students have good emotional quotient

intelligent (EQ) and good Intelligent quotient (IQ). By implementing character education-based project,it is

expected the learning activities experienced by students will be very meaningful in their lives, where they will

always remember the character values. By utilizing technology, it could help students in learning process..

1 INTRODUCTION

Character education is needed to face society 5.0 era

in Indonesia. Society 5.0 as global trend that everyone

has to struggle to facesociety 5.0. The concept of

society 5.0 was explained as a new vision for Japan

by the Japanese Prime Minister at the 2019 World

Economic Forum Annual Meeting in Davos,

Switzerland. The concept of society 5.0 is an

information society by accessing data-based services

on the internet. It emphasizes an integrated, easy and

fast life(Triweko, 2020). It makes human life be

practical and automatic. For example, the use of

robots that can help restaurants, clean houses which

could be controlled by computers and internet.

Practical and automatic in human life is a concern

https://orcid.org/0000-0003-1947-708X

https://orcid.org/0000-0002-3521-3650

https://orcid.org/0000-0002-4458-0356

https://orcid.org/0000-0001-7522-4330

which will cause the erosion of character values as a

human being.

In Indonesia, society 5.0 must be anticipated by

strengthening national education and culture so that

there will be a mature transformation by mitigating

the risk factors that can arise. To achieve this goal,

there are two important factors, they are Education

and Culture(Kemdikbud, 2022). Education is as a

medium to prepare the intellectual aspects of youth,

while culture is as a medium to strengthen aspects of

"soft skills". In society 5.0, artificial Intelligence (AI)

and the Internet of Things (IoT) are used as tools to

help humans live a higher quality. It does not become

human to be victims of technological sophistication,

including symptoms that appear to be no longer able

to think critically and fully believe in the capabilities

Trisnawati, W., Balti, L., Habibah, N. and Pitra, D.

Character Education-Based Project: Need Analysis to Encounter Society 5.0.

DOI: 10.5220/0012196700003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 73-79

ISBN: 978-989-758-669-9; ISSN: 2975-9676

of technology. This is the reason why character

education is important.

Character education is all the actions performed

by teacher, who is able to influence the learners’

character. Teachers help to form the student

character. This includes how the behaviour of the

teacher, the way the teacher talks or deliver material,

how does teachers do the tolerance, and various

related matters other. Good character really needs to

be formed from an early age. Early age is critical

period for the formation of human character. The

formation of human character must be carried out

systematically and continuously involving aspects of

knowledge, feeling, loving, and acting. It requires the

practice of moral implementation continuously, not

memorizing or just knowing, in order to become

sturdy and strong. The success of character education

must also be supported with an effort to provide the

environment which has good education atmosphere

and good socialization for students(Sukesi et al.,

2020).

The realization of a good educational atmosphere

must be supported by a curriculum design that

contains character values. Starting from the academic

year of 2022/2023, MBKM Curriculum is one of the

options that can be chosen voluntarily by educational

units or school. There are several advantages of the

MBKM Curriculum(Ineu et al., 2022). First, it is

simpler and more in-depth because this curriculum

will focus on essential material and the development

of student competencies in its phases. Second,

teachers and students will be more independent

because students can choose subjects according to

their interests, talents, and aspirations, while for

teachers, they will teach according to the stages of

achievement and students’ development. Third,

schools have the authority to develop and manage

curriculum and learning process in accordance with

the characteristics of school and students. Fourth,

learning based project activities will provide wider

opportunities for students to actively explore actual

issues, to support the development of the students’

character and the competencies of the Pancasila

Student Profile.

Team-based project method is one of the methods

on the main performance indicators of MBKM

curriculum(Seidel & Godfrey, 2005)(Lubis,

2015).The goal is to develop student characters and

the competencies of Pancasila Student Profile. Based

on the explanation, the researcher takes the important

point that character education-based project is

expected to be able to form the students’ character.

This is expected to eliminate the moral crisis in

student, because good morals can lead students to be

ready to face the era of society 5.0.

The character education-based project is a new

design of learning model to face that era. Therefore,

a need analysis is needed to gather input from target

situation and learning situation. This paper focuses on

need analysis from teachers.Need analysis is carried

out to answer the accuracy and suitability programs

with students and curriculum.

2 RESEARCH METHOD

The research was conducted by using qualitative

research design. The data collecting technique was

conducted by Forum Group Discussion (FGD) of

elementary teachers of one Public School in Bungo-

Jambi, Indonesia. The questionnaire was distributed

in the end of FGD session. The questionnaire was

used to obtain the suggestion about the needs of

character values in elementary students’ school

project. Needs analysis can be carried out through

questionnaire as research instrument. The

questionnaire consisted of the values which guided by

religion, Pancasila, culture, and the goals of National

Education. The data is suggestion from elementary

teachers toward character education-based project as

a new model design of teaching and learning. The

qualitative data was analysed by using Miles and

Huberman Model (Sugiyono, 2018). This model

consists of data reduction, data presentation, and data

conclusion.

In the data reduction process, the researcher

shorted out and classified the data based on the

indicator of need analysis about character education-

based project, target situation analysis, and learning

situation analysis. After that, researcher designed data

presentation by using description and table. By the

presentation of these data, the datawould be easier to

understand. Final step was data conclusion to get the

finding of the research.

3 RESULT AND DISCUSSION

This need analysis aims to analyse the character

education-based project that will be implemented

with the MBKM curriculum at elementary school.

After that, the need analysis is divided into three

parts: target situation, learning situation, and teacher

analysis.

3.1 Character Education Based Project

to Face Society 5.0

The character education-based project is a

combination of team-based project learning method

with character education content.Team-based project

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

is a learning method that uses projects or activities as

learning tools. Teaching approach that is built on

learning activities and real tasks that are challenged

to students related to daily needs to be solved in

groups. Project based learning has the main objective

of providing training to students to be more able to

collaborate, work together, and empathize with

others(Prastyaningrum et al., 2018). Based on those

objectives, the researcher would combine character

education into team-based project method. Project

based learning has the main objective of providing

training to students to be more able to collaborate,

work together, and empathize with

others(Khotimahet al., 2021). The objectives of team-

based project consists of moral content.

These moral contents are integrated into the

society 5.0 era to create the good quality of students.

In the Society 5.0 era, the students must not only be

equipped by critical thinkingbut also,they must have

high analysis skills and creativity.High Other

Thinking Skills (HOTS) is a breakthrough in finding

the concept of knowledge by practicing directly and

experiencing how to deal with the problems in the

environment(Miterianifa et al., 2021).In this era, the

teachers and the students use cell phones and laptops

in their daily activities. These two devices are the

important tools that can be utilized in the current

learning process.The internet network is an important

support system in maximizing the transfer of

knowledge to students.

Transformation of education to face society 5.0

needs to be carried out from learning infrastructure as

well as ways to provide direction and knowledge to

students.The character education-based project is an

innovation offer in this educational transformation.

this is a challenge for teachers to adjust to learning

process that must be technology-based and character-

based. The technology-based and character-based are

combined into a learning model, it is called character

education-based project model.

Character education-based project can be

implemented in all subjects especially in elementary

school. The students are given the simple project that

relate with daily life, so they can develop their

creativity and their emotional intelligence. By

developing the emotional intelligence, the students

are able to have good character. It is not only about

student, but also teacher. Teachers must be able to

develop their emotional intelligence and their

creativity in implementing this model. Teacher as a

role model of students, must be able to show the good

behaviour and develop moral knowing, moral feeling,

and moral action. The syntax of character education-

based project as follow.

Table 1: Syntax of Character Education-based Project.

o Learning

Steps

Teacher

Activities

Students

Activities

1 Orientation

of basic

question

The teacher

presents the topic

and asks

questions how to

solve the

problem.

Asking basic

questions what

students should

do about the

topic/problem

solving.

2 Designing

product

plan

integrated

technolog

y-based

and

character-

based

The teacher

ensures that each

student in the

group chooses

and knows the

procedure for

making the

project (product)

that will be

produced.

Students discuss

preparing a plan

for making a

problem-solving

project including

the division of

tasks, preparation

of tools,

materials, media,

and resources

needed.

3 Arrange a

project

schedule

Teacher and

student make an

agreement about

the stages of

making a project

and collection.

Students arrange

a project

completion

schedule by

paying attention

to the deadline.

Monitor

the activity

and

progress of

the project

y using

technolog

y-based

and

character-

based

The teacher

monitors the

activity of

students while

carrying out the

project,

monitors the

realization of

progress and

guides if they

experience

difficulties.

Students make

projects

according to

schedule,

record each

stage, discuss

problems that

arise during

project

completion with

the teacher.

Test result

Teachers

discuss project

prototypes,

monitor student

involvement,

measure

achievement of

standards.

Discuss the

validity of

projects that

have been made

and make

product/work

reports to be

presented to

others.

Evaluation

of Learning

Experience

The teacher

guides the

project

presentation

process,

responds to the

results, then the

teacher and

students reflect/

conclude.

Each student

presents a

report, other

students

provide

feedback, and

together with

the teacher

concludes the

results of the

ect.

Character Education-Based Project: Need Analysis to Encounter Society 5.0

By implementing character education-based

project, the learning activities experienced by

students will be very meaningful in their lives, where

they will always remember the character values. By

utilizing technology, it could help students in learning

process.

This model aimsto create the students have good

emotional quotient intelligent (EQ) and good

Intelligent quotient (IQ). It creates the human

resource that have good quality for the future. In

addition, by using this model will provide skills on

how to become long-life education for students and

teachers.

3.2 Target Situation Analysis

Analyse needs on target situationthat will use the

character education-based project model is important

part in need analysis. These analysis states: teacher

responses and behaviours towards school situations;

what is the scope of the material, who will use this

learning model;what competencies must the teacher

have to apply this learning model; whether this

learning model can be applied in the MBKM

curriculum. The situation of using the character

education-based project model is expected to have an

impact on a more enjoyable learning situation.

3.2.1 School Potential

This need analysis is not only focus in developing the

learning model, but some aspect that support to get

the achievement also must be analysed.Based on the

FGD, the respondent said about the facilities that

school has as a potential aspect which can support the

implementation character education – based project

learning model.

Table 2: School Potential.

No Learnin

Facilities

Response

1 School building

The school building

consists of:

• classrooms,

• library,

• health unit room,

• teacher room,

• administrative office,

• headmaster room,

• musholla,

• canteen

2 The facility and

the media of

learning

White board

Books

Sport equipmen

3 Extracurricular Scou

Drumban

The result of school potential analysis, it shows

that still has a lack of learning facilities, such as

science laboratories, computer laboratories, sports

fields, LCD, projectors, etc. For the extracurricular

activities, there are still not many offers for interest

and talent development activities.

3.2.2 Students’ Potential

The potential of students affects the success of the

implementation of this learning model. By Exploring

students’ potential makes them have chance to

improve their soft skill in learning process. The soft

skills are needed to develop students’ character and

moral. The respondents note some moral knowledge

which students’ need.

Table 3: Students’ Character Potential.

o Component of

Character

Response

1 Moral knowing

• Moral awareness

• Decision making

• Self-knowledge

• Perspective takin

2 Moral feeling

• Conscience

• Self esteem

• Empathy

• Humility

• Self-control

3 Moral action

• Competence

• Will

• Habi

The result of need analysis in students’ potential

aspect show that students must have moral awareness,

decision making, self-knowledge, perspective taking

in exploring students’ moral knowing in learning

process. Someone who has the knowledge of

goodness not necessarily able to act based on his

knowledge, if not trained to be habit of doing good.

Character also includes the area of emotion and self-

habit(Jusmawati et al., 2020). The area of emotion

that students must develop includes conscience, self-

esteem, empathy, humility, and self-control. After

students develop their moral feeling, it is needed

action. Moral action that students implement in

learning process become students’ soft skill

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

competences. These competences change into will.

Moral will that students have implemented in daily

activity become habit. So, it needs three a good

component namely moral knowing (knowledge about

morals), moral feeling (emotional reinforcement),

and morals action (moral behaviour).

3.3 Learning Situation Analysis

The learning situation analysis is needed in

developing character education-based project

learning model. The learning situation that is

analysed include school potential, students’ potential,

and teachers’ potential.

3.3.1 Curriculum Potential

The developing of character education – based project

learning model need analysis the school curriculum.

Based on the FGD, the school use the MBKM

curriculum for first grade and fourth grade. The

MBKM is a new policy related to improving the

curriculum issued by the Indonesian Ministry of

Education and Culture for school learning. It is a

more flexible curriculum, while also focusing on

essential material and developing the character and

competence of students(Kebijakan& Tantangan,

2022). The learning can be adapted to the learning

needs and students’ interests.

This curriculum aims to produce the millennial

generation able to understand the material taught by

the teacher quickly, not justremember the materials

given by the teacher. Students are also expected able

to utilize technology in the learning process(Amalia,

2022). Currently technology has animportant role in

education such as the use of electronic media as a

source of learning besides teachers, the emergence of

new learning methods such as the blended learning

method for facilitate the learning process, and the use

of the internet for online learning. There are some

activities in this curriculum designed to develop

students’ character to face society 5.0 era.

The curriculum consists of intracurricular

activities, the project to strengthen the Pancasila

student profile, and extracurricular. The project to

strengthen the Pancasila student profile is carried out

by training students to explore real issues in the

surrounding environment and collaborate to solve the

problem. The concept of MBKM curriculum

include(Maulida, 2022):

 Project-based learning that aims to develop soft

skills and character according to the profile of

Pancasila students.

 Focus on essential materials, such as literacy

and numeracy.

 The flexibility of the teacher to carry out

differentiated learning based on the abilities of

the students.

Based on these concepts, the character education-

based project learning model can be applied to the

MBKM curriculum. This learning model combines

the project-based instructions that integrated the

implementation of character values. Character

education in elementary schools must get more

attention to form a strong foundation of noble

character for students(Fajri et al., 2007). Optimization

in education shape the personality of students who are

good at sorting and selecting associations, actions,

and actions in accordance with applicable norms.

This implementation is expected to be able to produce

a superior generation for golden Indonesia in 2045.

The content of character values in the MBKM

curriculum can be seen in the dimensions of Pancasila

student profile(Kemendikbudristek, 2022).

Table 4: The Dimensions of Pancasila Students profile.

No Dimension Element

1 Believe Allah

the Almighty,

have noble

character

• Religious moral

• Personality moral

• Humanity moral

• Moral to Nature

• Patriotic moral

2 Global

diversity

• know and appreciate culture

• Interculturalcommunication

and interaction

• Reflectionand responsibility

for the experience of diversity

• Social justice

3 Work together

• Collaborate

• Care

• Sharin

4 Independence

• Self-understanding and

situation

• self-regulation: management

of motivation, goal setting, and

evaluation of goal achievement

• Critical reasonin

5 Critical

reasoning

• Acquire and process

information and ideas

• Analyse and evaluate

reasoning

• Reflect and evaluate their own

thinking

6 Creative

• Generate original ideas

• Produce original works and

actions

• Have the flexibility to think in

finding alternative solutions to

roblems

Character Education-Based Project: Need Analysis to Encounter Society 5.0

The result show that character values in the

dimension of Pancasila students’ profile have the

achievement at the beginning of elementary school.

Students can recognize the symbols of Pancasila and

the Garuda Pancasila State Emblem. Implement

Pancasila values in the daily life when do the school

project(Trisnawati et al., 2022). Project based

learning is implemented in cocurricular activity.

There are two types activity, namely cross-subject

learning and contextual and authentic learning

(Rosidah & Pramulia, 2021).

Cross-subject learning consists of the project

integrates the core competencies learned from each

subject.The main learning objective is to achieve the

Pancasila Student Profile(Jupriani et al., 2020). It is

designed accordingly the developmental stage of the

students.

Contextual and authentic learning is more flexible

and more informal learning.The project is designed

based local content. Therefore, the project also is

designed based on the conditions and resources of the

school and surrounding environment, issues that are

currently developing, and according to students’

interest. Teachers must be able to teach from

exploring confidence in each student's ability to learn.

By simple projects that are appropriate to the

ability level of elementary school students, creative

and innovative products will be produced. The goal is

not only to produce products, but how students

interact in completing their products by implementing

character education values. Character values are also

applied by the teacher in Action, so that students see

the behaviour of their teacher as an example.

There are three stages of character education:

knowing stage, acting stage, and habit stage. The

knowing stage consists of components of good

character, namely moral knowing and moral feeling.

The acting stage consists of academic curriculum

integration. Habit stage consists of moral action.

These stages become the indicators in character

education-based project model for the MBKM

curriculum in elementary school(Zahir et al., 2022).

It also prepares students’ soft skill to face society 5.0

era. So, the students’ project must be integrated in

character-based and technology-based.

Society 5.0 era requires people to be able to solve

social problems or dynamics by utilizing technology,

such as the Internet of Things (IoT), Artificial

Intelligence (AI), robot technology, or even big

data(Balti, 2021). Therefore, the students need to

improve their soft skills in order to be able to improve

skills in order to become good quality human

resources in the future.Students gain knowledge that

is integrated with the implementation of character

values and utilize the technology in learning process.

It becomes a habit for students.

4 CONCLUSION

The character education-based project model is an

adaptation of the development of the team-based

project method. This learning model fills in the

character values on student projects. the project given

to students is a project related to daily activities.

Through this model, students are expected to have

good character traits so that they become living

capital to face the era of society 5.0.The character

education-based project is an innovation offer in this

educational transformation. this is a challenge for

teachers to adjust to learning process that must be

technology-based and character-based.

Need analysis of the character education-based

project model was carried out at an elementary school

in Muara Bungo. researchers analysed the target

situation and learning situation. In the target situation

analysis, the researcher observed school potential and

students' potential. school potential is related to the

readiness of learning facilities at school, while

students' potential is related to the moral potential of

students to be developed. In the learning situation

analysis, the researcher observed the MBKM

curriculum that had been implemented at the

elementary school in grades 1 and 4.

Based on this analysis, the character education-

based project could be tried out at these schools.

There are six need analysis in developing character

values of students: 1. social skill and awareness, 2.

Personal Improvement and awareness, 3. problem

solving and decision making, 4. self-identified as

character education, 5. explicit focus on values and

ethics, and 6. academic curriculum integration.By

implementing character education-based project, it is

expected the learning activities experienced by

students will be very meaningful in their lives, where

they will always remember the character values. By

utilizing technology, it could help students in learning

process.

ACKNOWLEDGEMENTS

Alhamdulillah, this paper would not be done without

any helps from some wonderful people.Thanks to

Headmaster and the teachers who have given the

contribution in FGD. Thanks to Head of LP2M

Muhammadiyah University of Muara Bungo. Special

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

thanks to the 4

International Conference on

Innovation in Education (ICoIE 4) committee that

already provided the wonderful event.

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