INTRODUCTION
Corona
Virus Disease 2019 or known as COVID-19 outbreak was first discovered in Wuhan,
China in December 2019 and then designated as a pandemic by WHO on March 11,
2020 (WHO, 2020). Wabah ini
menyebar dengan sangat cepat dan infect almost all countries and regions of the
world. Since the announcement of the COVID-19 outbreak as a pandemic in
mid-March 2020, the number of confirmed cases has increased rapidly every day
around the world. Therefore, every country's top priority is to suppress the
spread of the virus and minimize its impact on society (Osman, 2020). Efforts are being
made across the country to minimize the spread of COVID-19 and its impacts.
Generally, the policies implemented by almost all countries in the world are
centered on two main policies, namely, social distancing and lockdown. (Herdiana, 2020). The policy proved
able to flatten the curve and control the transmission of the virus (Sintema, 2020).
Indonesia
as one of the countries exposed to COVID-19 also implemented a similar policy.
Since the first case of COVID-19 was confirmed on March 2, 2020 in Depok, West
Java the number of positive cases continues to grow quite quickly. As of June 2020 there were 31,186 confirmed cases with 1851 deaths
in Indonesia and counting over time.�
Even to date Monday (26/04) there are 1.6 million confirmed positive
cases in Indonesia. (Gugus Tugas COVID-19, 2021). Various efforts
have been made by the government in order to reduce, control and mitigate the
spread of the COVID-19 outbreak by implementing the following policies: (1)
Stay at Home; (2) Social and Physical Distancing restrictions; (3) Use of
personal protective equipment (masks); (4) Keeping yourself clean (Washing
hands); (5) Applying sneezing and coughing etiquette; (6) Work/Study From Home;
(7) Postpone all activities that gather crowds; (8) Procurement of COVID-19
tests (swab test or rapid test); (9) increase hospital capacity, especially
COVID-19 referral hospitals; (10) establish a national COVID-19 emergency team
and (11) Large-Scale Social Restrictions (PSBB) (Nugraha et al., 2020; Tuwu, 2020).
The
COVID-19 outbreak has had a mixed global impact on almost all sectors of
people's lives, particularly in the health, economy and education sectors. (Osman, 2020). Education is a
pillar in the development of every country, so education becomes the main thing
in the development and development of all countries in the world. The United
Nations Education, Scientific and Cultural Organization (UNESCO) said that the
COVID-19 pandemic has a huge impact on the world's education system, with each
country facing challenges ranging from changing the education curriculum to
closing the education system to avoid the spread of the virus. (Owusu-Fordjour et al., 2020; UNESCO, 2020). This is happening
in all countries around the world including Indonesia which makes the
government and related agencies must present alternatives to the progress of
the education system (Abidah et al., 2020). The closure of
educational institutions proved to be an efficient way to minimize the spread
of the virus despite posing many challenges for students, faculty, families and
the community (Aslam, 2020; Owusu-Fordjour et al., 2020). As a result of
social distancing policy, the government through the Ministry of Education and
Culture (Kemendikbud) applies the policy of Learning from Home (BDR) or
Distance Learning (PJJ). In this policy all learning is done online or offline
or combined both in accordance with the availability and readiness of
facilities and infrastructure. (SE Kemendikbud No 15/2020). Minister of
Education and Culture, Nadim Makarim through Circular Letter No. 4 of 2020 on
the Implementation of Education In the Emergency
Period of Corona Virus Disease (Covid-19) emphasizes that the principle of
distance learning is to provide a meaningful learning experience for students
without being burdened with demands to complete all curriculum achievements.
Education
as stated in the UU RI No 20 Tahun 2003 merupakan usaha sadar dan terencana
untuk realizing the atmosphere of learning and learning process so that
learners can actively develop the potential of didrinya to have religious
spiritual power, self-control, personality, intelligence, noble morals, as well
as the necessary skills themselves, society, nation, and country (Depdiknas,
2003). Entering the era of industrial revolution 4.0 where technological
advances can very rapidly result in adverse impacts such as the development of
individualist values, hedonists, materialistics and so on.� If left unchecked, the values of the nation's
personality will be further eroded, so there needs to be planting and strengthening
the character of the nation. In addition, moral degradation has now occurred in
almost all walks of life including learners. This can be seen from the number
of criminal cases, violence, drugs to corruption. Character education is
expected to have a good impact on the progress of people's lives, nations and
countries so as to form a moral and qualified generation. (Santika, 2020). The enactment of
PJJ policy as an effort by the government to keep education in Indonesia
running brings extra duties and responsibilities for teachers, parents and
related parties. In this era of the COVID-19 pandemic, teachers are challenged
to be able to create a learning environment that can develop the ethics,
responsibilities and character of students. On the other hand, since the
enactment of PJJ there are many obstacles faced by both students, teachers and
educational institutions that cause hampered learning process. (Jahroh & Sutarna, 2016; Santika, 2020; Sari et al., 2020). In the current
situation of the COVID-19 pandemic, where learning is conducted online which
makes the role of teachers limited, students are required to be independent in
learning. Therefore, it is necessary to continue to integrate character
education in online learning. The goal is for the character of learners to
develop, be able to independently increase knowledge and develop their
potential, and be able to apply it in social life. (Intania, 2020).
Based on
these issues, this study will provide ideas on the implementation of Character
Education during the COVID-19 pandemic and strategies that can be implemented.
METHOD
This
research uses the method of literature research or literature studies.
Literature research is a research that takes data sources from various
literature such as books, journals, documents, dictionaries, newspapers and so
on. This type of research is a multi-case study using qualitative approach.
Qualitative research is used to examine the condition of natural objects, where
researchers are as a key instrument, data collection techniques are carried out
triangulated (combined), data analysis is inductive or qualitative (Sugiyono, 2013).
Meanwhile, multi-case studies are researches that aim to intensively study
specific social units that include individuals, groups, institutions and
communities (Suryabrata, 1998). The main
kazracteristic of multistym studies is the research of two or more subjects,
background or place of data storage. In this study, the case studied was the
implementation of character education in the era of the COVID-19 pandemic in
three regions, namely Central Aceh, Ngawi, and Mojokerto districts.
RESULTS AND
DISCUSSION
1)
Impact of covid on
education
School
closures as a result of social distancing policies tend to increase pressure on
students, teachers, and parents, especially those with limited digital skills
and limited resources to continue their education. It also adds to the burden
on parents because they not only struggle to meet the needs of the household,
but also have to do supervisory tasks to ensure their children learn from home.
School closures can have a negative impact on academic interests and student
performance. If students are not productively involved in the learning process,
then it can lead to laziness that will lead to loss of learning interest,
declining academic achievement, dropouts and even the involvement of
adolescents in crime (Onyema et al., 2020). According to
Quentin (2014) school closures will have an impact on academic prestatsation
especially for students with special needs or those who have learning
difficulties and need more physical attention and guidance from teachers. While
technology can be used to correct some of the impacts of school closures, it is
still unable to replace the important effects of face-to-face interaction of
students and teachers.
According
to (UNESCO, 2020b) some of the harmful
impacts of school closures due to the COVID-19 outbreak are as follows: (1) The
disrupted learning process, in which the school provides essential basic
learning and when closed, students lose the opportunity to grow and develop;
(2) Nutrition, where many students rely on free or discounted meals provided at
school for healthy food and nutrition; (3) Gaps in accessing digital learning
portals, lack of access to technology or good internet connectivity for online
learning during school closures; (4) Increasing pressure on schools and school
systems that remain open, school closures may burden schools as parents tend to
direct their children to face-to-face schools; (5) Limited social access, given
the fact that educational institutions are centers of social activities and
human interaction, school closures may prevent teenagers and children from
conducting social communication and socialization that are essential for
students' learning, development and creativity.
2) Learning
Policy during the COVID-19 Pandemic in Indonesia
The
Government of Indonesia designated the COVID-19 outbreak as a National Disaster
on April 12, 2020 through Presidential Decree No. 12 of 2020 concerning the
Determination of Non-Natural Disasters spreading CORONA VIRUS DISEASE 2019
(COVID-19) as a National Disaster (Arifin, 2020). Previously, the
Government has established a large-scale social restriction policy (PSBB) as a
form of government efforts to prevent the spread of COVID-19. This policy is
regulated through Government Regulation No. 21 of 2020 and further regulated in
Regulation of the Minister of Health No. 9 of 2020 (Kemlu, 2020). PSBB is a
restriction on certain activities of residents in an area that is suspected of
being infected with COVID-19 to prevent its spread (PP No. 21/2020). The
implementation of PSBB policy is considered more appropriate and effective than
the implementation of Lockdown policy, where access to and out of an infected
area is closed and residents are required to be at home or a place provided by
the government and prohibited from doing activities outside the home including
to fulfill their needs. Meanwhile, in psbb policy, the government seeks to overcome
the spread of the virus while providing access to its residents to carry out
certain activities especially for the fulfillment of their needs based on the
provisions and restrictions set by the government (Herdiana, 2020; Nasruddin
& Haq, 2020). Quoted from the
Kompas.com of implementation of PSBB based on Permenkes No.9/2020 covering the
disbursement of schools and workplaces, restrictions on religious activities,
restrictions on activities in public places and facilities (except health care
facilities and public facilities for other basic needs), restrictions on social
and cultural activities (including all political, sports, entertainment,
academic and cultural meetings), and restrictions on other activities
specifically related to defense and security aspects (except for the purposes
of enforcing state sovereignty, maintaining territorial integrity, and
protecting the nation from threats of interference, and realizing security and
public order (Mukaromah, 2020)
Since
the government implemented social distancing policy, all activities involving
mass gatherings are limited, including teaching and learning activities in
educational institutions. Face-to-face learning activities are diverted to
Distance Learning (PJJ) online and offline to avoid the spread of viruses (Sari et al., 2020). The Government of
Indonesia through the Ministry of Education and Culture issued Circular Letter
No. 4 of 2020 concerning the Implementation of Education Policy in the
Emergency Period of Corona Virus Disease (COVID-19) which is further explained
in Circular Letter Sesjen No. 15 of 2020 concerning Guidelines for The
Implementation of Learning From Home In The Emergency
Period of the Spread of Covid-19. Details of the main points of application of
the learning process from home include: (1) The process of distance learning
(PJJ) can be done online, semi-online and offline. The learning process is not
expected to burden students to complete all curriculum achievements and promote
positive patterns of interaction and communication between teachers and
parents; (2) PJJ focuses more on life skills education or soft skills, such as
life skills in the face of the COVID-19 pandemic; (3) assignment activities
vary between regions, educational units, and participants who adjust the
experience to their respective interests and conditions including considering
the access gap to facilities for PJJ; (4) the results of the learner's learning
process can be done by providing qualitative and useful feedback by the teacher
without the need to give quantitative value.
3) Character
Education
Character
is a characteristic inherent in a person and can be seen from the consistency
of one's tendency to behave, while the behavior is not independent but
integrated with attitudes and values in the environment (Fahmy et al., 2015). according to Hill (2005), character
determines a person's way of thinking and acting, a good character is a
character who has an inner motivation to do something right according to the
standards of behavior in each situation. according to Lickona (2003) character consists
in three elements namely, moral knowing, moral feeling, and moral action. Based
on these three elements, a person is considered to have good character if he
knows things about moral knowledge, has an interest in moral /good things
(moral feeling) and doing good things (moral action). These three elements will
lead a person to have good habits in thinking, feeling and behaving towards God
Almighty, himself, fellow, environment and nation. Further Omeri (2015) adding that
character is a combination of morals, ethics and morals. Morals emphasize the
quality of individual actions, actions or behaviors that can be seen from
good/bad or right/wrong behavior. While ethics gives an assessment of the good
or bad behavior of a person based on the norms that apply in a particular
society. As for morality, morality is more to the nature of man itself, where
basically in man has embedded the belief that good and bad exist. Thus,
character education is defined as value education, ethical education, moral
education, character education, which aims to develop the ability of learners
in making decisions about the good, nurturing the good, and realizing or
applying it in daily life wholeheartedly.
Morgenthau (1991) suggests that a
great nation is seen from the character of the nation itself. The strength of
character of a nation is influenced by the individual character of its society,
if the character of the individual in the society is strong then the character
of the nation will also be strong (Koellhoffer, 2009). So as an important
element that determines the strength of a nation, the character of the nation
must be instilled in the younger generation as well as agents of national
change. Without efforts to internalize and socialize the values of the nation's
character, the younger generation will have a weak foundation as well.
Therefore, it is very important to give education to the younger generation (Rokhman et al., 2014). Character education
is a holistic educational process that connects the moral dimension with the
social realm in the lives of learners as the foundation of the formation of a
quality generation, able to live independently and have the right principles
that can be accounted for. (Raharjo, 2010). In the context of
Indonesian education, character education is an education of noble values
derived from the culture of the Indonesian nation itself in order to foster the
personality of the younger generation (Julaiha, 2014). �The Ministry of Education and Culture also
made efforts to revolutionize the nation's character through the Character
Education Strengthening Movement (GPPK). PPK is an educational movement in
schools to strengthen the character of students through harmonization of sports
(Ethics), Sports (Aesthetics), Thinking (literacy), and sports (Kinestetis)
with public engagement and work between the school, family and society.
Character values are grouped into five main characters and will become the
basic pillars of character education in Indonesia. These values are (Kemendikbud, 2018):
a. Religious,
reflecting faith in the one True God.
b. Nationalists,
putting the interests of the nation and the country above the interests of
themselves and their groups.
c. Integrity,
efforts to make himself as a person who can always be trusted in words,
actions, and work.
d. Gotong
royong, reflecting the act of appreciating the spirit of cooperation and
working together to solve problems together.
e. Independent,
independent of others and use energy, mind, time to realize hopes, dreams and
ideals.
4) Implementation
of Character Education during the COVID-19 Pandemic
Based on research
conducted by Rahayu & Taufiq (2020) The implementation
of character education in Mojokerto District precisely at SDN Kranggan 4
Mojokerto during the pandemic went well, despite some obstacles. Some of the
things applied by the school in order to instill character education to
students during the COVID-19 pandemic include: (1) students doing morning
gymnastics activities from home to instill the importance of maintaining health
and healthy living; (2) develop a 5S culture (Smile, greeting, greeting,
sungkem, and polite) conducted by teachers during online learning with the aim
of forming a polite and peace-loving character in students; and (3) instill a
culture of discipline shown by the teacher, where the teacher remains present
in the school to carry out teaching duties so that students are expected to
apply the culture of discipline. The school also involves the role of parents
in controlling and monitoring children's activities during the learning
process, so it is expected that the activities carried out by the child can be
observed and directed.
The
COVID-19 pandemic has caused educators to modify their learning plans in such a
way that the methods used are precise and easy for students to understand.
Online learning should also remain focused on character education, this is not
easy for educators considering the current situation that does not allow to
monitor the development of the character of learners directly. However,
teachers are required to find a solution to this problem. Moreover, many
obstacles faced by students, teachers, parents and education lemabaga during
the implementation of PJJ policies, such as limitations of mastery of
technology, inadequate facilities and infrastructure, limited internet access
and limited budget for the needs of PJJ (Syah, 2020). What teachers can
do is create interesting and fun learning content so that students are
comfortable to learn, and can also be varied with independent assignment
activities that are able to hone the character of students (Apriyanto et al., 2020). Teachers can also
conduct door-to-door or home visit learning system whenever possible so that
students can receive materials directly / face-to-face so as to facilitate in
absorbing the materials taught. This method utilizes the surrounding
environment so as to create meaningful and fun learning for students and
teachers can also monitor the development of the character of learners (Putri et al., 2021).
Another
thing teachers can do is maintain communication with
the parents of students. When learning from home students will be more at home
with family, while interaction with teachers online will be very limited so the
role of parents in learning in this pandemic is very important. This is because
parents act as the main educators in the household. Parents are required to
accompany and supervise the child during the learning is still done remotely so
that parents must play an active role in creating an effective learning
atmosphere so that the child can learn well (Hignasari & Wijaya,
2020). Parents can work
with teachers to provide information about a child's development during online
learning (Putria et al., 2020). The active role of
parents is one of the supporting factors for the effectiveness of the learning
process held at home and no less important plays a role in the formation of the
child's character, so parents must also understand the strategies that tapat to
educate the child properly and appropriately (Setiawan, 2019). Therefore, good
cooperation between parents, educators (teachers), communities and the
government (education units) is needed to achieve success in character building.
CONCLUSION
The ERA of the COVID-19
pandemic has had a considerable impact on various sectors of life, including
education. As a result, the learning system is conducted online, character
education is also needed for the future interests of the nation. To implement
character education during the COVID-19 pandemic, good cooperation between
parents, educators (teachers), communities and governments (educational units)
is needed to achieve success in character building.
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Implementation of Covid-19 on Character Education