An Analysis of Insert Model-Cases Methode (IM-CM) to Develop

Character Education at Junior Middle Schools: Case How to

Teach Unity of Indonesia

Azwar Ananda

, Hendri

and Agustina Rahmawati

Sekolah Pascasarjana, Universitas Negeri Padang, Jln. Prof. Dr. Hamka, Kota Padang, Indonesia

Ilmu Pendidikan, Universitas Negeri Padang, Kota Pariaman, Indonesia

Keywords: Character Education, Insert Model-Case Method, Deep Learning, Values of Indonesia Unity.

Abstract: This study aims to find steps and analyze the effectiveness of the Insert Model-Case Method (IM-CM) in

special character education in instilling the values of Indonesian Unity. Character education is the primary

mission in the design of education in Indonesia. One of the characteristics that must be instilled in every

Indonesian citizen is the value of Indonesian Unity because Indonesia is a plural nation, not a homogeneous

or heterogeneous nation prone to disintegration. This study applies library research methods. Data were

collected through document study and data analysis using content analysis techniques. This study found, First,

there are five steps of the Insert Model-Case Method (IM-CM), namely: 1). Introducing the topic to be

inserted; 2). Presenting relevant cases as triggers; 3). Small group discussions; 4). Class discussion; and 5).

Reflection and reinforcement. Second, the Insert-Case Method (IM-CM) Model effectively instills the value

of Indonesian Unity because this model encourages students to learn in-depth (deep learning). Through this,

there is a process of internalizing the value of Indonesian Unity through in-depth analysis of relevant cases.

1 INTRODUCTION

One of the problems in education in Indonesia that

need to be discussed is the implementation of

character education. By design, Indonesian education

emphasizes the importance of character education. It

is stated in national education goals (Law No. 20 of

2003 concerning the National Education System).

However, the problem of character education is seen

in national education practice at all types and levels

of education. Cognitive and psychomotor aspects and

minimal affective aspects still dominate the practice

of learning in the classroom. Even though the

curriculum for each type and level of education

clearly states the importance of character education,

it must be carried out. Facing and solving this

problem, experts need to create/create models and/or

character learning methods that are practical, easy,

and practicable without disrupting the overall

learning process. One model that fits this idea is the

https://orcid.org/0009-0007-2790-6661

https://orcid.org/0009-0002-2563-0909

https://orcid.org/0009-0000-5488-0806

Insert Model-Case Method (IM-CM) learning model.

By design, the Indonesian education program is

designed to create whole human beings, a nation with

excellence in all respects. For this reason, one thing

needs to be built in the character of Indonesian

citizens (nation and character building). Undang-

undang nomor 20 Tahun 2003 Pasal 3, the main goal

of National Education in Indonesia is to make every

citizen have a national character consisting of:

a) Have faith in God Almighty and always obey

God.

b) Have a good character.

c) Scientific and scientific.

d) Smart.

e) Creative.

f) Democratic and responsible.

g) Physically and mentally healthy.

Character learning requires learning scenarios

different from learning in the cognitive and

psychomotor domains. Character learning requires

Ananda, A., Hendri, . and Rahmawati, A.

An Analysis of Insert Model-Cases Methode (IM-CM) to Develop Character Education at Junior Middle Schools: Case How to Teach Unity of Indonesia.

DOI: 10.5220/0012201300003738

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 369-373

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

369

students' deep physical and mental-emotional

involvement (deep learning) so that the learning

process reaches the internalization aspect of character

values. The character learning process that does not

involve students physically, mentally-emotionally in

depth is feared that the material being studied will not

impact students whose learning process is shallow

(surface learning).

Character is a collection of good qualities that

become daily behavior and is manifested in carrying

out tasks, functions, and roles to carry out mandates

and responsibilities (Erie Sudewo). Prayitno

explained that character is a relatively stable personal

trait as a basis for behavior based on values and

norms. So character is good behavior that must be

enculturated from one generation to the next so that

the younger generation as adults can follow the norms

of morality, manners, customs, and legal norms in

society.

Temiz (2019) explains in-depth character

education, which involves the affective domain in

Bloom's Taxonomy (1956). Temiz continued that

affective domain learning is complex because it

involves cognition, behavior, and emotions in an

integrated manner. Furthermore, quoting Howard

(2004), Temiz suggests there are three approaches to

character learning, namely (1) the cognitive

development approach for "knowing good," (2) the

caring approach for "desiring the good," and (3)

traditional character education for doing good”

(Temiz, 2019:1320).

According to experts, the educational process in

the affective domain goes through 5 (five) stages,

starting from the simplest to the highest level, which

is complex. The five levels are receiving/attending,

responding, valuing, organization, and

internalization/characterizing (Krathwohl et al.

(1964). Receiving/attending is where the individual is

ready to pay attention to a phenomenon. At this level,

the individual wants (willingly) and pays attention to

and obtains information/data relating to a

phenomenon or the natural environment. The

responding level is where the individual reacts in-

depth, participates, and takes the initiative in existing

cases or phenomena. Then the valuing level, the

individual's attitude moves from simple acceptance to

decisive action. Individuals can explain the basis and

rationale of a value and defend and make decisions

based on a value. Then, at the organizational level, the

individual takes new values into the existing value

system within him. This level helps individuals solve

if there is a moral conflict within them. Finally, level

internalization Pa da this level is the highest level of

the affective domain. At this level, the individual

already behaves/behaves following the new values

that have been internalized through a process.

Based on these five levels of the affective domain,

a character learning model will be developed, namely

the Insert-case method (IM-CM) model. The

theoretical model is efficient and easy because it does

not interfere with the learning process as a whole. The

teacher can still teach to deliver the material well.

After the primary material is finished, the teacher

inserts this model at the end of the learning process.

This model only takes 20 minutes to generate values.

All teachers in all subjects can apply this model.

One of the character values that must be instilled

in every Indonesian citizen is the value of Indonesian

Unity. This value is significant because naturally or

given the mosaic of the Indonesian nation, it is a

plural nation. A plural nation is entirely different, but

none is higher than the other, unlike the United States,

which is heterogeneous, where they have a reference

value, namely WASP (White Anglo-Saxon

Protestant) values. The layers of the nation are from

top to bottom. Homogeneous nations have no

problem because they all have the same physique and

values as Japan and China.

Figure 1: White Anglo-Saxon Protestant.

The character of Indonesian unity, based on the

Pancasila state principle, has several value indicators,

including 1). Placing the nation's unity, integrity,

interests, and security above personal or group

interests; 2). Willing to sacrifice for the interests of

the state and nation; 3) love the homeland and nation

of Indonesia; 4). Gangga is the nation of Indonesia

and has a homeland; 5). It promotes national unity

and unity based on Bineka Tunggal Ika. With

understanding, appreciation, and internalization of

the values of Indonesian unity, it is hoped that the

Indonesian unitary state will always be eternal.

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

370

Figure 2: The Value of Indonesia Unity.

In character learning, the involvement of students

physically and mentally is significant because it will

encourage them to activate or “turn on” character

values in students. Character values are in the active

" on " state, making it easier for the teacher to instill

or internalize new values.

This learning design model is called the Insert

Model-Case Method (IM-CM), developed based on

the Insert Model in Civics Learning in Elementary

Schools (SD) created by Azwar Ananda and Junaidi

Indrawadi (2015). This model is built based on

constructivist learning theory, which emphasizes that

learning cannot be forced from outside itself.

However, the learner must reconstruct the meaning of

the teaching material individually. Likewise,

character values must be internalized by students

consciously and/or with their own will. The steps of

the Insert Model in learning values in 2015 were

adopted and adapted into the Insert Model-Case

Method (IM-CM) with the syntax or hypothetical

steps as follows:

Table 1: Development of the Moral Dilemma Insert Model

Learning Design (DP-MIDM) to the insert Case Method.

Steps

Value Learning

Insert Model in

Elementary School.

Insert Model-Case Method

(IM-CM) in Junior Middle

School

1 Submission of

stimuli in the form

of cases, problems,

or stories

Opening of learning. Explain

the topic and the purpose of

the sequence of activities to

e carried out.

2 Teacher and

students discuss

Presenting cases in the form

of stories or cases of moral

dilemmas in writing that

must be solved

Presenting cases in the form

of stories or cases of moral

dilemmas in writing that

must be solve

3 Conducting values

coaching through

discussion.

Students carry out small

group discussions of 4-5

people and write reports

solving existing problems or

ilemmas with reasons.

4 I am concluding

together between

teacher and student.

Conduct class discussions

based on small group

discussion reports.

Reflecting on the character

values that will be

internalized, then the teacher

conducts dialogue and

reinforcement in students to

develop the character values

eing studied.

6 Closin

2 METHODOLOGY

The method used in this research is the library

research method. According to Luo, research value in

academic libraries is well documented in the

literature. Kaelan in library research is sometimes

descriptive and also historical because this kind of

research has a historical dimension, and so on.

Therefore, library research will deal with data sources

in the form of very large books, requiring adequate

methods. For this reason, in library research, book

collection must be gradual. There will be difficulties

if this is not the case.

The location of this research analysis was carried

out in junior high schools. Middle school was chosen

because, at this time, a human child is looking for

self-identity or puberty, a crucial phase in forming

one's character. Therefore, the period of junior

secondary education was chosen as the center of this

research study.

Data collection techniques, in this case, the author

will identify discourse from books, papers or articles,

magazines, journals, the web (internet), or other

information related to the title of the writing to look

for things or variables in the form of notes,

transcripts, books, newspapers, magazines, etc.

Regarding the study of increasing citizen literacy in

the 4.0 revolution era. Then the steps are as follows:

a) Collect existing data through books,

documents, and internet magazines (web).

b) Analyze data so that researchers can

conclude the problem being studied.

Data analysis techniques use data analysis studies

introduced by the Miles and Huberman model with

the following steps: data reduction, data presentation,

and conclusion descriptions or literacy verification

required by Indonesian citizens regionally,

nationally, and internationally. Live in the 21st

century.

An Analysis of Insert Model-Cases Methode (IM-CM) to Develop Character Education at Junior Middle Schools: Case How to Teach Unity

of Indonesia

371

AN ALTERNATIVE TO INSTRUCT

CHARACTER EDUCATION IS

IM-CM MODEL

1. NOT DISTURB A TEACHER PLANNINNG IN

TEACHING

2. INSERT CAHARACTER EDUCATION MIGHT BE

NEED 20-25 MINUTES

3. SIMPLE, PRACTICE AND EASY TO IMPLEMENT

SYNTAXIS OF INSERT MODEL-CASE

METHOD (IM-CM MODEL):

1.INTRODUCTION 0F TOPIC

2. DELIVER THE CASE AS TRIGGER

3. SMALL GROUP DISCUSSION

4. CLASS DISCUSSION

5. REFLECTION AND REINFORCEMENT.

II. INSERT MODEL-CASE METHOD (IM-CM)

PROMOTE ACTIVE, CREATIVE AND

DEEP LEARNING WHERE A STUDENT

CAN MULL OVER THE VALUES BEING

LEARNED.

Figure 3: Insert Model-Case Method (IM-CM) Syntax.

FRAME OF

REFERENCE IS THE

KOGNITION,

CONCEPTS, VALUE,

EMOTION,

AS SO CI ATIO N THAT

FORM OUR

EXPERIECES.

HABIT OF MIND IS THE WAY OF THINKING,

FEELING AND ACTING INFLUECED BY SET CODE IN

CULTURAL, SOCIAL, EDUCATION, ECONOMIC,

POLITICAL OR PSYCHOLOGICAL

POINT OF VIEW IS A CONSTELLATION OF BELIEF,

VALUES JUDGMENT, ATTITUDE AND FEELING

THAT SHAPE PATICULAR INTERPREATION.

REFLECTION: PBL, PJBL,

DOISCOVERY, COLABORATION, ECT

WHEN NEW SKILLS, NEW

INFORAMTION, NEW COMPETENCIES

NEEDED

Figure 4: Terms of Reference are the Concepts of

Cognition, Values, Emotions, and Associations that Shape

our Experiences.

3 RESEARCH RESULTS AND

DISCUSSION

Research data shows that the Insert Model-Case

Method (IM-CM) encourages students to learn in-

depth (deep learning). This model involves students

physically and mentally exploring the character

values being studied because several steps involve

students learning in depth. There are 5 (five) steps or

syntax in the Insert-Case Method (IM-CM) model,

namely 1). they are conveying the topic of the

material to be inserted. 2). convey cases that are

relevant to the topic, 3). Small group discussion, 4.

Class discussion, and 5). Reflection and

reinforcement. Through these five steps, students will

be involved mentally and physically in discussing the

material.

First, the first step focuses students on a topic or

character that will be instilled in the lesson.

Second, presenting a case as a discussion trigger

or turning students' mental and physical turn on in a

value or situation. The cases that will be included are

in the form of cases related to national unity in the

form of printed materials, short videos, or in the form

of photographs.

Third, students are asked to discuss or dialogue in

small groups. Students will be fully involved

mentally and physically in exploring the studied case

at this step. They will argue, debate, and exchange

opinions on how to solve the case being discussed

together. Then they will write a report to present in

class discussion. The process of writing the report

will engage students mentally and physically.

Fourth class discussion. In-class discussions.

Again the students will debate, exchange opinions,

and argue about solving the discussed problem. In

class discussions, students are asked to present the

results of small group discussions. In this phase,

students will discuss classically. It, of course,

increases students' understanding of the values being

discussed.

Fifth, reflection and reinforcement. In this phase,

the teacher and students have a dialogue. Students

self-reflect on understanding the values of Indonesian

unity, and the teacher reinforces, convinces, corrects,

and confirms the correct values following the

Indonesian Pesrstuan question based on the Pancasila

state.

Thus the IM-CM model is theoretically efficient

and effective for character learning at the junior

secondary level and may also be used in senior

secondary education. This model's five steps will

Turn On every student mentally and physically in

learning. Students' mental and physical involvement

in learning values, then deep learning occurs. Deep

learning in learning values will lead students to the

process of internalizing the importance of the value

of Indonesian unity in a pluralistic mosaic of nations.

4 CONCLUSION

a) Educating or teaching character is very important

in Indonesian education programs.

b) Education and teaching experts must find

alternative methods/models of teaching character

to help teachers.

c) The Insert Model-Case method (IM-CM Model)

is an alternative teacher can use to teach

character education.

d) The IM-CM model is practical, simple, and easy

to implement in actual classes.

ACKNOWLEDGEMENTS

Design in the Indonesian education program is an

advantage for building the nation and the character of

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

372

Indonesian citizens. Undang-undang Nomor 20

Tahun 2003 Pasal 3, the main goal of National

Education in Indonesia is to make every citizen have

a national character which consists of :

1. Have faith in God Almighty and always obey

God.

2. Have a good character.

3. Scientific and scientific.

4. Smart.

5. Creative.

6. Democratic and responsible.

7. Physically and mentally healthy.

This learning design model is called the Insert Model-

Case Method (IM-CM).

REFERENCES

Bruce Joyce et al. Model of Teaching (Nine Edition).

Yogyakarta: Pustaka Pelajar.

Jack Mezirow. Transformative Learning: Theory to

Practice. New Directions for Adult and Continuing

Publishers.

Jean Piaget, Driscol (1994).

Lev Vigotsky, Mcinerney (1994)

Miles and Huberman (1992).

Paulo Freire (1991).

Pembukaan Undang-undang Dasar Negara Republik

Indonesia Tahun 1945.

Undang-undang Nomor 20 Tahun 2003 tentang Sistem

Pendidikan Nasional.

An Analysis of Insert Model-Cases Methode (IM-CM) to Develop Character Education at Junior Middle Schools: Case How to Teach Unity

of Indonesia

373