Vol. 73 | No. 5 | May 2017 International Journal of Sciences and Research CHARACTER BUILDING THROUGH TEACHING LEARNING PROCESS: LESSON IN INDONESIA ARITA MARINI (Department of Elementary School Teacher Eduation, Faculty of Education, The State University of Jakarta, Indonesia/ [email protected]) ABSTRACT This research was aimed to know about character building in teaching learning proces observed in 63 elementary schools in Jakarta in Indonesia. This survey research was conducted at 63 elementary schools in Jakarta. Data was collected through interviewing and observing. Character building in teaching learning process observed was related to preliminary, core, and closing activities. Preliminary activities of teaching learning process integrated character building in class preparation, students’ presence, and apperception. Character building in core activities in teaching learning process involved teaching method, two-way communication, students activities, learning resources. Integration of character building in closing activities of teaching learning process included concluding activities, giving feed back, reflecting, and following up. The result of this research showed that mean of character building through teaching learning process at 63 elementary schools in Jakarta reached was 44.87 or 97.54 % of the achievement of theoretical maximum score.from maximum score. It can be concluded that in teaching learning process, character building integrated has already been effective for 65.1 % of 63 elementary schools observed in Jakarta. On the other hand 9.6 % of 63 elementary schools observed in Jakarta has not been optimal in character building integration in teaching learning process. Keywords: Teaching Learning Process, Preliminary, Core, and Closing Activities and Character Building. 1. INTRODUCTION The outcome of education at elementary schools is graduates with academic achievement and good character. This can be done through integrating character building in teaching learning process at elementary schools. Character building can be integrated in all subjects and the process of teaching and learning. Therefore, the teachers should prepare character building starting from planning, acting, and evaluating. Character building integrated in the proces of teaching and learning can be conducted in preliminary, core, and closing activities. Integration of character building in core activities of the teaching and learning process can be conducted in exploration, elaboration, and confirmation activities. 2. LITERATURE REVIEW Adi, S. S. (2013) said that character building consisting of responsibility, fairness, and caring could be integrated in EFL classroom activities. The strategy used in this class was student centered teaching. Integration of the responsible value was done through narrative writing activities related to responsibility cases. Fairness value was integrated through explanation about their treating people and considering others’ feelings affected by their actions. Faiziyah, N. & Fachrurrazy (2012) found that there were character values integrated in lesson plans studied. The lesson plan integrated the values of confidence, logical thinking, 177 Vol. 73 | No. 5 | May 2017 International Journal of Sciences and Research creativity, innovativeness, open-mindedness, responsibility, politeness, activeness, politeness, respect, discipline, and cooperativeness.The most frequent character value integrated in teaching learning process was confidence.The less frequent character values integrated in the process of teaching and learning were logical thinking, respect, politeness, and discipline. According to Milson, A. J. & Mehlig, L. M (2002) & Hadi, R (2015), the teachers could use various methods to integrate character values in teaching learning process. However, the teachers were doubtful of integrating character values in teaching learning process.They focused on the materials too much so that they didn’t remember to integrate character values.This problem was also related to the teachers’ competences not good enough. Therefore, the teachers should improve their competences about character building. Dodds, D. M. (2016); Montonye, M; Butenhoff, S; Krinke, S. (2013); Patella, C (2003); Branson, C. (2004); Berkowitz, M. W & Bier, M. C. (2004); and Thompson, W. G. (2012) found that character building activities affect positively on positive behavior of the students leading to recommendations to implement character building in elementary schools. Negative behaviors of the students decreased whereas the student understanding of values improved. Character building should be integrated with the curriculum, not taught separately. The rules of classroom at school should be on the basis of good character principles. In addition to this, the teachers should be a model of good character observed by the student. Character should be taught for the students with hands-on activities contributing to the school and the community leading to improve student behavior. 3. METHODOLOGY This survey method was conducted at 63 elementary schools in Jakarta in Indonesia. Observation related to integration of character building in teaching learning process was conducted in class to find out the integration of character building in teaching learning process at 63 elementary schools in Jakarta. This research used quantitatively descriptive method with descriptive statistics, frequency distribution, and frequency histogram. Indicators of character building integration in teaching learning process for preliminary activities were related to teachers’ and students’ presence, apperception, and lesson plan. Indicators of character building integration of core activities in teaching learning process were related to two-way communication, teachers’ competence, students’ activities, teaching style, teaching methods, and authentic evaluation. Indicators of character building integration of closing activities in teaching learning process were related to concluding activities, reflection, giving feed back. 4. RESULTS This research was conducted at 63 elementary schools in Jakarta in Indonesia: SDN Cakung Timur 06, SDN Cakung Timur 09, SDN Rorotan 07 Pagi, SDN Cakung Timur 03 Pagi, SDN Marunda 03 Pagi, SDN Kebon Kacang 03, SDN Duren Sawit 01, SDN Duren Sawit 07, SDN Duren Sawit 03, SDN Cipinang Muara 12, SDN Cipedak 02, SDN Tanjung Barat 01, SDN Cipete Utara 01, SDN Jagakarsa 05, SDN Jagakarsa 03, SDN Cilincing 09 Pagi, SDN Cipinang Muara 03 Pagi, SDN Cipinang Muara 06 Pagi, SDN Kebon Pala 04 Pagi, SDN Jatinegara 09 Pagi, SD Kartika XI, SDN Cipinang Besar Selatan 16, SD Baitul Khair, SDN Kampung Melayu 01, SDN Rawa Bunga 12, SDN Kebon Pala 03 Pagi, SDN Cilincing 07 Pagi, SDN Cipinang Besar Selatan 15 Pagi, SDN Cilincing 04 Pagi, SDN Cilincing 02 Pagi, SDN Karet 06 Pagi, SDN Menteng Atas 01 Pagi, SDN Menteng Atas 11 Pagi, SDN Menteng Atas 17 Pagi, SDN Pasar Manggis 02 Petang, SDN Menteng Atas 21 Pagi, SDN Guntur 01 Pagi, SDN Duren Sawit 13 Pagi, SDN Tegalur 15 Pagi, SDN Lagoa 03 178 Vol. 73 | No. 5 | May 2017 International Journal of Sciences and Research Petang, SDN Guntur 08 Pagi, SDN Karet 04 Pagi, SDN Menteng Atas 04 Pagi, SDN Menteng Atas 06 Pagi, SDN Menteng Atas 18 Petang, SDN Cilandak Timur 07 Pagi, SDN Cipinang Muara 20 Pagi, SDN Cipinang Besar Utara 11 Pagi, SDN Cipinang Besar Selatan 17 Pagi, SDN Penjaringan 10 Pagi, SDN Kedoya Utara 04, SDN Kedoya Utara 09, SDN Kedoya Utara 03, SDN Kedoya Utara 01, SDN Kepa Duri 11, SDN Batu Ampar 09 Pagi, SDN Batu Ampar 08 Pagi, SDN Lubang Buaya 01 Pagi, SDN Lubang Buaya 05 Pagi, SDN Lubang Buaya 13 Pagi, SDN Cipedak 06, SDN Tanjung Barat 03, and SDN Cipedak 01. Observations of character building integration in preliminary activities of teaching and learning process was related to: (1) teachers’ presence on time; (2) students’ praying before learning; (3) teachers’ inspection of the students’ neatness; (4) teachers’ inspection of the students’ presence; (5) teachers’ dress manners; (6) teachers being a model in teaching and learning process; (7) teachers and students in greetings before teaching and learning process; (8) lesson plan containing character values; (9) class management supporting dialogues happening in class. Observations of character building integration in core activities of teaching and learning process involved: (1) suitability between lesson plan dan action done; (2) teachers’ competences of teaching material by integrating character building; (3) students’ absorption of materials taught; (4) teachers’ attention to the students; (5) teachers’ guidance by integrating character building; (6) students’ assignment with character values; (7) two-way communication between teachers and students’ (8) teachers maintaining condusive situation with character values; (9) students activity and creativity; (10) teaching methods by integrating character building; (11) interesting teaching style; (12) teachers giving opportunity to ask for the students; (13) teachers giving rewards for the students appropriately; (14) teachers giving punishment educatively; (15) teachers giving confirmation; (16) two-way communication among students; (17) learning resources containing character values; (18) learning media using for character building; (19) authentic assessment; (20) friendly learning situation. Observation of character building in closing activities of teaching and learning process was related to: (1) teachers and students concluding lesson together; (2) students doing self- assessment; (3) teachers giving