Main Article Content
This study aims to determine the implementation of special character education on the impact for students and school components at Madrasah Aliyah Negeri (MAN) Insan Cendekia Gorontalo. This research method is a qualitative field research. Data collection was carried out through preliminary or pre-observational studies, observations, and interviews. The characters developed in this madrasa include disciplined, religious, polite, responsible, hard work and cooperation. In other words, this character development is carried out in the madrasah program of activities both through learning, as well as extra ¬ curricular as well as religious and self-development activities. The impact of the results of the implementation of character education at MAN Insan Cendekia Gorontalo has a positive impact for all groups, especially for students and the school community. The impact of character education for school components. The implementation of character education at MAN Insan Cendekia Gorontalo is very beneficial for students, due to changes in attitudes that are even better and according to the expectations of parents, where their children live disciplined, productive, independent and able to practice religious teachings.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Agboola, A., & Tsai, K. C. (2012). Bring Character Education into Classroom. European journal of educational research, 1(2), 163-170.
Datuk, A. (2020). Internalization of Character Education in Era 4.0 as A Moral Conservation Solution for Students in Kupang City. In The 5th Progressive and Fun Education International Conference (PFEIC 2020) (pp. 21-30). Atlantis Press.
Davies, I., Gorard, S., & McGuinn, N. (2005). Citizenship education and character education: Similarities and contrasts. British Journal of Educational Studies, 53(3), 341-358.
Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Secondary lenses on learning participant book: Team leadership for mathematics in middle and high schools, 313-344.
Freeth, D. S., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2008). Effective interprofessional education: development, delivery, and evaluation. John Wiley & Sons.
Hasib, M., Nahruddin, Z., Tahir, M. M., Handam, M., Akbar, M. F., & Nurdiansyah, W. (2017). Local Wisdom and Character Education in Youth Organizations--A Case Study of South Sulawesi Province, Indonesia. In International Conference on Administrative Science (ICAS 2017). Atlantis Press.
Joo-Nagata, J., Abad, F. M., Giner, J. G. B., & García-Peñalvo, F. J. (2017). Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Computers & Education, 111, 1-17.
Kanu, Y. (1996). Educating teachers for the improvement of the quality of basic education in developing countries. International Journal of Educational Development, 16(2), 173-184.
Kellaghan, T., & Greaney, V. (2001). Using assessment to improve the quality of education (p. 98). Unesco, International Institute for Educational Planning.
Staats, B. R., Brunner, D. J., & Upton, D. M. (2011). Lean principles, learning, and knowledge work: Evidence from a software services provider. Journal of operations management, 29(5), 376-390.
Subroto, W. T. (2013). Entrepreneurship development course to foster character merchandise in support economic growth. Asian Economic and Financial Review, 3(6), 762.