THE IMPORTANCE OF MATERIAL

OF LEARNING PLANNING
BASED ON CHARACTER
EDUCATION
Zahra Alwi, Ernalida, Yenni Lidyawati
The lecturers at Language and Art Department, FKIP Unsri
zahra_alwi@fkip.unsri.ac.id, ernalida.unsri@gmail.com,
yennilidyawati@unsri.ac.id

Abstract:  Learning Planning is one of the compulsory subjects in
FKIP that must be followed by all college students and must be pass,
as   a   prerequisite   to   be   able   to   follow   the   practice   of   teaching
experience   (PPL)   or   the   introduction   of   learning   implementation
program (P4). To know the existence of teaching materials Learning
Planning that has been used and the importance of teaching materials
based on character education, has done documentation studies and
questionnaires to college students and lecturers. The result can be
concluded   that   lecture   of   Learning   Planning   takes   place   in
accordance with the syllabus prepared by the lecturer, conducted by
various   methods,   the   students   perform   the   simulation   and
observation, the teaching materials used refers from some books, no
dictates,   modules,   or   teaching   materials   prepared   by   the   lecturer
together students who are in accordance with current conditions and
curriculum   demands.   Taking   into   account   the   current   living
conditions,   is   actually   very   important   teaching   materials   that   can
encourage   learners   to   be   better   and   more   berahlak.   Based   on   the
suggestion   written   by   the   respondents,   it   is   stated   that   it   is   very
important to prepare teaching learning materials based on character
education.

Keywords: teaching materials, learning planning, character education

1. Background

The 2013 curriculum has been revised to the 2017 edition.  The changes are focused on
improving the linkage between core competencies and basic competencies. Therefore, in
the development of the lesson plan should appear four things, namely: 1) strengthening
character   education,   2)   literacy,   3)   2nd   century   skills:   creative,   critical   thinking,
communicative, and collaborative (4C); and 4) integrating Higher Order Thinking Skill
(HOTS). For that we need to understand about the curriculum, such as about the design of
character education­based learning. In Zubaedi (2011) it is stated that character education
is a genuine effort to understand, shape, nurture ethical values, both for oneself and for all
citizens of society as a whole. Alwi, et al (2016) states that the strengthened character,
especially: religious, nationalist, independent, mutual cooperation, and integrity.
Language Learning (especially Bahasa Indonesia) courses, including in Learning
subject clusters (there are 8 courses, one of which is Language Learning Planning). This
course   aims   to   give   students   the   competence   to   understand   the   essence   of   language
teaching   planning,   the   Indonesian   language   and   literature   teaching   models,   the
formulation of teaching objectives, the selection of materials, the selection of media, the
selection of strategies, methods, models, and teaching techniques, and the development of
evaluation (FKIP Unsri, 2017: 21).
Learning Outcomes of a  Learning Plans, including: 1) Attitudes and Values, 2)
Knowledge, and 3) Vocational Skills (Ability to Work, Authority, and Responsibility). In
line   with   the   revised   2013   Curriculum   2017,   one   focus   of   its   development   is   the
strengthening of character education. Therefore, to be able to implement the character
education­based learning, it is necessary to formulate a learning plan based on character
education.
As an effort to fulfill the professional educator, who is required to develop the
learning plan in accordance with the applicable curriculum, it is necessary to conduct
research and development of Learning Lecture course materials in line with the demands
of   curriculum   2013   /   Curriculum   2013   revision   2017,   which   is   based   on   character
education and approach scientific (Puskur, 2014).
To find out how lecturing program implementation of language learning during
this and the availability of teaching materials based on character education, it is necessary
to   do   initial   research   aimed   to   get   data   about   lecturing   program   implementation   of
Language   Learning   and   describe   about   student   requirement   as   teacher   candidate   to
materials of language learning planning based on character education .
This research is important to be done in the effort of procurement of teaching
materials  for   lecturing language  learning program  which  is  relevant  to the  applicable
curriculum, considering that until now the sixth semester students, as prospective teachers
have no knowledge and understanding about the preparation of educational tools based on
character  education.  The teaching materials that  will be  produced are very useful  for
students as prospective teachers to become professional teachers, as well as for teachers
in   the   field   in   order   to   design   and   implement   character   education­based   learning.   In
addition, the results of this study are also very useful for lecturers in the field. Lecturers
can utilize teaching materials that will be developed to design and implement learning in
the classroom  so that lecturers  no longer  have  difficulty in preparing and developing
educational­based learning planning tools and scientific approaches that are in line with
the 2017 revised edition/ 2013 curriculum.

2. Theoretical Basic

Education   applied   in   schools   other   than   required   to   maximize   skills   and   cognitive
abilities, is also required to provide character education, as mandated in the Curriculum
2013   revision   2017.   Character   education   is   very   important,   as   a   counterweight   to
cognitive   skills.   Character   is   the   nature   of   psychology,   morals   or   character   that
characterizes a person or a group of people (Majid, Abdul and Dian Andayani, 2010).
Unwitting character education has been overlooked. Character education not only
teaches   what   is   right   and   what   is   wrong   to   the   child,   but   must   be   able   to   inculcate
habituation (good habituation) so that learners understand, able to feel, and want to do
good. In Alwi, et al (2017) stated that this character education brings the same mission
with moral education or moral education. In Akhwan (2011), Lickona (1991) stated there
are three main elements, namely knowing the good (knowing the good), love (desiring
the good), and do it (doing the good).
With the exploration of character education in the curriculum, it is expected that
learners can have more positive attitude and positive character. Teachers should be able
to design learning activities that can foster positive attitudes of learners. As written in the
Curriculum (Puskur, 2018), there are a number of core competencies described that must
be mastered and practiced by learners. As Alwi et al (2017) pointed out that character
education should be formulated in the curriculum, applied in educational methods, and
practiced in learning.

3. Method

This   preliminary   research   used   qualitative   descriptive   method,   with   observation

technique,   documentation   study,   and   questionnaire.   Observation   is   conducted   on   the
implementation   of   lectures   and   the   availability   of   teaching   materials   for   language
learning planning and documentation done on the available teaching materials. This needs
to be done in line with Cunningsworth's (1995: 41) opinion, which is to prepare a set of
learning goals directed to the needs of learners. The questionnaire is arranged according
to   Likert   scale,   with   4   alternative   answer   options.   Creswell   (1014:   552),   states
"Questionnaires, are for used in a survey design that participant in a study complete and
return   to   the   researcher."   Questionnaires   contain   statements   about   the   execution   of
lectures   lesson   planning   language   as   well   as   the   availability   and   the   need   tehadap
materials Such teachings, especially those based on character education.
Data   obtained   from   the   observation,   documentation,   and   questionnaire   were
analyzed and described qualitatively and quantitatively.
The   subjects   of   this   study   were   the   students   of   the   Indonesian   Language
Education   Study   Program   in   the   6th   semester   of   the   academic   year   2017/2018   (75
persons:   35   Inderalayan   classes   and   40   Palembang   classes)   and   7th   semester   of   the
academic year 2018/2019 (81 persons: 42 Inderalaya classes and 39 Palembang classes) .
The   subject   of   this   research   has   been   following   the   lectures   of   Language   Learning
Planning.

4. Results and Discussion

4.1 Observation results and documentation studies

After   observation   and   documentation   study   on   lecturing   and   teaching   materials

availability of language learning plan in semester 6 academic year 2017/2018, it is known
that Learning Planning Lecture takes place in accordance with the syllabus prepared by
lecturers. There are 16 lectures designed by lecturers, communicated to students, and
implemented by various methods.  Lecturers  teach using lecture  method,  question and
answer,   presentation,   simulation,   and   assignment,   students   perform   simulation   and
observation.
Based on observation also obtained data that lectures language learning planning 
conducted in the class only based on existing textbooks, there is no special textbook 
planning Indonesian language learning, there is no teaching materials planning language 
learning prepared by lecturers.
The teaching materials used refer from several books. The textbook used is still 
general; there are no diktats, modules, or teaching materials prepared by faculty with 
students in accordance with current conditions and curriculum demands. Examples 
contained in the textbook are also not in accordance with local conditions, and do not 
consider the current living conditions. Students experience difficulties when preparing 
examples of learning tools based on character education that are appropriate to local 
conditions. Indeed, lectures should use teaching materials in accordance with the needs in
the field, the lecturer should be able to arrange the teaching materials of each subject he 
diampunya.

4.2 Results of questionnaires

4.2.1   Results   Questionnaire   Students   Empowerment   about   the   Implementation   and

Availability of Teaching Materials Language learning planning that has been used

To   know   the   student's   response   to   the   implementation   and   availability   of   teaching

materials of language learning planning used so far, data collection has been done using
questionnaire in July 2017 to the subject of research. Questionnaire contains 9 statements
with 4 choices of answers, namely: 1. incorrect / unsuitable / rare, 3. true / appropriate /
ever, and 4. very true / very appropriate / always; and 1 suggestion. Here's the analysis.
Of  the  75  respondents,  94%  gave  the  answer  to  the  first  statement  about  the
implementation of the Learning Planning course in accordance with the syllabus. The
Statement on the Implementation of Learning Planning lecture was stated by 93% of
respondents that the lecturers used various methods. 93% of respondents stated that the
Language   Learning   Planning   Course   uses   a   common   textbook.   100%   of   respondents
stated   that   the   Language   Learning   Planning   Lesson   does   not   use   special   teaching
materials / dictates / modules. 53% of respondents stated that the Language Learning
Planning Program does not use appropriate textbooks. 80% of respondents stated that the
Language Learning Planning Program does not use  proper and incomplete  textbooks.
60% of respondents stated that the material in teaching materials of Language Learning
Planning is not suitable. 92% of respondents said teaching materials Language Learning
Plans are not equipped with examples of Character Education Based Learning Planning
Tools. 80% of respondents stated the instructional material is unclear and incomplete.
Here is a graph of the results of the analysis of respondents' answers.

Graph   4.1.   Result   of   Questionnaire   of   Respondent's   Response   to   Lecture

Implementation and Material Availability of Indonesian Language Learning Planning
80
70
60
50
40
30
20
10
0

SANGAT SESUAI (4)

SESUAI (3)
KURANG SESUAI (2)
TIDA K SESUAI (1)

Based on the results of questionnaire data analysis about the student's response to
the lecture and the availability of teaching materials Language Learning Planning, it can
be concluded that the implementation has been running in accordance with the syllabus,
but  the availability  of   teaching materials   has   not  been appropriate,  not  complete,   not
specific,   no   special   teaching   materials   Learning   Planning   appropriate   curriculum   and
character­based education. Therefore, it is suggested by the respondent to prepare special
instructional materials for special language learning planning which is in accordance with
the curriculum.

4.2.2 Results Questionnaire Respondents Needs on Teaching Material Learning­Based
Learning Planning Character

In order to obtain information about the respondent's need for instructional materials of
language learning planning that will be developed, has been distributed questionnaire to
the research subject, in May 2018. Questionnaire contains 9 statements and 1 suggestion.
Statement   with   4   choices   of   answers,   namely:   1.   unnecessary   /   unnecessary,   2.   less
needed / less necessary, 3. needed / necessary, and 4. very necessary / very necessary.
Here's the analysis.
All respondents stated that they need special teaching materials about Indonesian
Language Learning Planning (100%). Almost all respondents also stated that they need
new instructional materials for new Language Learning (92%), it is very necessary for
teaching materials of complete Language Learning Planning (96%); very much need of
learning   materials   of   clear   language   planning   (93%);   and   very   need   instructional
materials Language Learning Planning with examples (98%); All respondents also stated
that there is a need for examples of Language Learning Planning Tool based on character
education (100%). According to the respondents, it is necessary to compile the contents
of teaching materials Systematic Language Planning (92%), it is necessary to compile the
content of learning materials Balanced Language Learning Planning between materials,
samples, tasks and tests (90%). In addition, 76 respondents (93%) also stated that there is
a   need   for   sentences   that   use   standard   language   in   teaching   materials   of   Language
Learning Planning. Here's the graph.

Graph 4.2. Result of Questionnaire Questionnaire Needed for Learning Material Based
Learning in Indonesia Character
90
80
70
60
50
40
30
20
10
0
sangat setuju (4)
setuju (3)
kurang set uju (2)
tidak setuju (1)

From the results  of  questionnaires  analysis  of  respondents'  needs  of  materials

Learning   Learning   Indonesian   Based   on   Character,   it   can   be   concluded   that   all
respondents said it is very necessary to compile a special teaching materials Indonesian
Language   Learning   Planning;   accompanied   by   examples   of   special   learning   devices;
compiled using complete and clear sentences; according to systematics: there are goals,
materials, and exercises; equipped exercises; in line with the curriculum and character­
based education.

5. Closing
Based   on   preliminary   observation,   documentation   and   questionnaire   studies,   it   is
concluded   that:   1)   in   the   curriculum   there   are   courses   of   Learning   Planning   to   be
followed by students in semester 6, 2) no specific teaching materials on language learning
planning, 3) in textbook very little material on language learning planning, the material is
still very general 4) there is no specific book that discusses the planning of language
learning, 5) examples of language learning planning given more from outside the region,
6) available textbooks are not in line with curriculum 2013, not yet based on karakte
education, 7) it is very necessary to prepare instructional materials for learning specific
Indonesian lesson plans, with examples of learning tools based on character education.
Based on the results of preliminary data, it is necessary to prepare instructional
materials   for   language   learning   in   accordance   with   curriculum   demands   that   can   be
utilized by lecturers and students, who are character­based education and in accordance
with   the   latest   curriculum.   The   teaching   materials   can   be   used   by   the   students   as
prospective teachers, also useful for teachers in the field to become professional teachers.
This needs to be done so that prospective teachers and teachers in the field can develop
language learning planning tools that are in line with the curriculum, according to local
conditions, which are character­based.

Bibliography

Akhwan, M. (2011). Pendidikan Karakter: Konsep dan Implementasinya dalam
Pembelajaran di Sekolah/Madrasah. Makalah disajikan dalam diskusi dosen 
Fakultas Ilmu Agama Islam UII.

Alwi, Z. (2017). Pengembangan Bahan Ajar Perencanaan pembelajaran bahasa 
Berbasis Kearifan Lokal:Modul dan Compact Disk untuk Kelas IX MTs di Kota
Palembang. Disertasi Palembang: UIN Raden Fatah.

Alwi, Zahra, Abdullah Idi, dan Nurhayati. (2016). Perception and Needs Analysis
of Development Poem Teaching Materials Based on Local Wisdom. 2nd SULE­
IC 2016 (hal. 56­61). Palembang: Unsri.

Creswell, John W. (2014). Educational Research, Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Englewood Cliff, New Jersey: Pearson
Merill Prentice Hall.

Cunningsworth,   Alan.   (1995).  Choosing   Your   Coursebook.   Oxford:   Heinemann

Publishers Ltd.

Lickona, Thomas. (1991). Educating for Character: How Our School Can Teach Respect
and Responsibility. New York, Toronto, London, Sydney, Aucland: Bantam books.

Machsin, A. (2014). Implementasi Pendekatan Saintifik, Penamaan Karakter dan
Konservasi Pada Pembelajaran Materi Pertumbuhan. Jurnal Pendidikan
 IPA Vol. 3 No. 1 , 28­­35.

Majid, Abdul dan Dian Andayani. (2010). Pendidikan Karakter dalam Perspektif
Islam. Bandung: Insan Cita Utama.

Puskur. (2014). Kerangka Dasar Kurikulum 2013. Jakarta: Depdiknas.

Tim Penyusun. (2017). Panduan FKIP Unsri. Inderalaya: Unsri.

Zubaedi. (2011). Design Pendidikan Karakter. Jakarta: Prenada Media Group.