Cycle Model Of Integrative-Interconnective Strategy within Character Learning

Nurul Anam; I Nyoman Sudana Degeng; Dedi Kuswandi; Sulton

doi:10.21009/jtp.v26i1.44494

Authors

Nurul Anam Educational Technology Departement, Universitas Negeri Malang
I Nyoman Sudana Degeng Educational Technology Departement, Universitas Negeri Malang
Dedi Kuswandi Educational Technology Departement, Universitas Negeri Malang
Sulton Educational Technology Departement, Universitas Negeri Malang

DOI:

https://doi.org/10.21009/jtp.v26i1.44494

Keywords:

Character Learning Strategy, MTs, Islamic Boarding School

Abstract

Received: Revised: Accepted: This paper describes the cycle model of integrative-interactive character learning strategies at ‘MTs’ (Islamic Junior High School) Islamic Boarding School. The data is focused on MTs Al-Qodiri 1 and Nuris 1 Jember. This study used a qualitative approach having a multi-site research principle. The findings of this study showed that the application of the cycle model of integrative-interactive character learning strategies in MTs Islamic Boarding School has its own characteristics and can be considered to be a successful model of student character development. Character learning materials, especially the character values are the integration of values within the formal curriculum and Sufi based Islamic Boarding School typical curriculum. The materials are organized through the process of determining the material, structuring the order, constructing analogy, and summarizing the contents of character learning. Various interactive, collaborative and learning media are used, so that the transfer process of character learning material is easily understood and practiced in daily life. In order to ensure that the organization and the process of learning provision are more optimal, the character learning regulation is carried out by a 24-hour scheduling process followed by a continuous process of monitoring, motivational management, and supervision.

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