Character Education Based on Reflective Pedagogical Paradigm and Its Effect on Conscience and Compassion of Students

Autor/in	Fitri, Agus Zaenul
Titel	Character Education Based on Reflective Pedagogical Paradigm and Its Effect on Conscience and Compassion of Students
Quelle	In: European Journal of Psychology and Educational Research, 5 (2022) 2, S.77-87 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fitri, Agus Zaenul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Values Education; Altruism; Violence; Bullying; Victims; Empathy; Comparative Analysis; Imitation; Educational Environment; Reflective Teaching; Teaching Methods; Attitude Change; Student Attitudes; Outcomes of Education; Ethics; Prosocial Behavior; Metacognition; Junior High School Students + Suchen Sie Ihr Suchwort? Werterziehung; Altruistic behavior; Altruismus; Gewalt; Mobbing; Victim; Opfer; Empathie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Schülerverhalten; Lernleistung; Schulerfolg; Ethik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	This research is motivated by the high level of imitation of adolescents on the negative behavior of adults, in addition to the high concern of educators on the failure of character education in schools. As many as 40% of adolescents have been bullied at school and 32% reported being victims of physical violence indicating high levels of juvenile violence, bullying, and lack of empathy. So schools need to strengthen their conscience and compassion to deal with this. The study aims to investigate the effect of character education management with a reflective pedagogical paradigm on conscience and compassion. This study was conducted with a quantitative experimental method with a quasi-experimental type. Data collection instruments both questionaries and documentation are used as instruments to collect the data. Hypothesis testing is done through multivariate analysis of variance (MANOVA) because the dependent variable is more than one. The results of this study prove that based the MANOVA test, the study revealed that there was a significant and positive influence between character education and the reflective pedagogical paradigm on the conscience of students 71.5%, and compassion of students 69.1%. It turns out that aspects of students' conscience and affection can be influenced by character education with a reflective pedagogical paradigm. This shows that schools need to manage their character education system with a reflective pedagogic paradigm so that students feel changes in attitudes and behavior due to the involvement of all school members in strengthening and sharpening character education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01