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CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
Based on the discussion in chapter IV, it can be concluded that:
Firstly, the three teachers who became the participants and the data sources
of this research had already integrated character education in their class. The first
teacher or teacher A integrated two pillars of character education during sixty five
minutes of his class. He integrated pillar discipline and social care. Both
discipline and social care were displayed twice on the transcription. The second
teacher is teacher B. She taught her students for about one hour and fifty eight
minutes. During her class, she integrated pillar tolerance, respect of the
achievement, social care, democratic, communicative, and discipline. She
integrated tolerance three times, respect of the achievement three times, social
care four times, each democratic, communicative and discipline one time to all her
students. The last teacher is teacher C. She taught her students for about thirty two
minutes. She integrated eight pillars out of eighteen pillar of character education
proposed by Kemendiknas. She did integrate religiosity, curiosity, tolerance, and
democrat. Teacher C integrated curiosity once, religious four times and both
tolerance and democratic twice.
Secondly, there was no new strategy which was used by all the teachers in
integrating character education. The teachers mostly integrated character
education by some actions they did in teaching and learning process which
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actually most of their students did not notice. They did not clearly say or give
examples to what characters which become objectives or listed on the lesson plan.
The strategies which were mostly used by the teachers were only in the form of
advice. In addition, there was no strategy which was used by the teachers to assess
character education. This could happen because the teachers did not do any single
assessment to character education which they have transferred on that day.
5.2
Suggestions
Kategori