Character Education Through Local Content Curriculum of Budaya Alam Minangkabau

Zuwirna, Ahmad Johari Sihes, Mutiara Felicita: Character Education through...

AL-TA’LIM JOURNAL, 27 (2), 2020, (179-191)

(Print ISSN 1410-7546 Online ISSN 2355-7893) Available online at http://journal.tarbiyahiainib.ac.id/index.php/attalim Character Education through Local Content Curriculum of Budaya Alam Minangkabau

Received: 12th April 2020; Revised: 31th May 2020; Accepted: 30th July 2020 Permalink/DOI: http://dx.doi.org/10.15548/jt.v27i2.631

Zuwirna Abstract: The study aims to determine whether Budaya Alam Universitas Negeri Padang, Indoesia Minangkabau subject is able to shape the character of students in E-mail: [email protected] accordance with Minangkabau cultural values. The selection of learning strategies, the availability of teaching materials, and learning Ahmad Johari Sihes media determines the success of students' character planting. A Mixed Universitas Teknologi Malaysia, Method was carried out where the population of this study was Malaysia elementary school teachers in Padang. Budaya Alam Minangkabau is E-mail: [email protected] taught in grades 4, 5, and 6. The numbers of elementary school teachers are 939. For quantitative data, a sample of 100 teachers was determined, while for qualitative data the headmaster and school Mutiara Felicita Amsal*) supervisor were assigned. Based on the results of research that has Universitas Negeri Padang, Indonesia been done, the subjects of the Budaya Alam Minangkabau play a role E-mail: [email protected] in the formation of character, namely the planting of cultural values, ethics, morals and local wisdom. Thus, students have a high sensitivity to the cultural values of the region in order to remain sustainable and *) Corresponding Author not uprooted from its own cultural roots. The formation of character in students is a value education, character education, and formal education, character education that aims to develop the ability of all school members to provide good and bad decisions, exemplary, maintain what is good and realize goodness in everyday life to the fullest heart. Through Budaya Alam Minangkabau subjects, students are expected to be able to recognize and become familiar with their own natural, social and cultural environment. Students have the stock, abilities and skills as well as knowledge about the area that is useful for themselves and the community in general, and develop noble values of local culture in order to support national development.

Keywords: Character education; local content curriculum; Budaya Alam Minangkabau.

How to Cite: Zuwirna, Z., Sihes, A. & Amsal, M. (2020). Character Education through Local Content Curriculum of Budaya Alam Minangkabau. Al-Ta lim Journal, 27(2). doi:https://doi.org/10.15548/jt.v27i2.631

INTRODUCTION self-control, personality, intelligence, noble character, as well as the skills required by The curriculum developed for each himself, society, nation and state" level of education must refer to Law No. 20 (Greenwood, 2013; Gruenewald, 2003; of 2003 concerning the National Education Schroder, 2006; Ukpokodu, 2007). System, which states that "Education is a conscious and planned effort to create an The first character expected is to have atmosphere of learning and learning process religious spiritual power. Ministry of National so that students actively develop their Education (2009) explains that this means potential to have spiritual spiritual strength, students have attitudes and behaviors that are obedient in carrying out the teachings of their

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religion, tolerant of the implementation of The existence of local content subjects other religious worship, and live in harmony is a strategic approach in the context of with followers of other religions (Amalia, character formation, inculcation of cultural 2018; Berthold & Ruch, 2014; Levitt, 2004). values, ethics, morals and local wisdom, so Furthermore, self-control means being able to that students have a high sensitivity to the control him in any situation so that it can be cultural values of their area and are not seen from actions those do not harm him and uprooted from their own cultural roots. others. Students have personality means they (Masnur, 2011; Narwanti, 2011). The local are able to show their identity positively and content curriculum is indeed determined can be valued as educated humans. Having based on the needs and characteristics of good character means having a positive certain regions with the decision of the attitude which is the actualization of the regional head. For the province of West understanding of the positive values that are Sumatra, subjects for the Budaya Alam adopted. Based on this description, it is clear Minangkabau, the Qur'anic Disability that character is an important goal of the (compulsory for all students), Traditional implementation of education. From this Skills, Malay Arabic Disability, and definition, there are at least some desirable Agricultural Skills (two out of the three characteristics of the implementation of an subjects were selected). educational process, namely, religious spiritual strength, self-control, personality, Based on observations and interviews intelligence and noble character. with teachers at school, it was found that the learning process was more information-only Character building can be said as through stories and explanations from the value education, character education, and teacher; subject matter was very dense with moral education, character education which history, customs and culture, and traditions aims to develop the ability of all school that exist in each region in Minangkabau. The members to provide good and bad decisions, subject material does not lead students to exemplary, maintain what is good and realize familiarize the behavior in accordance with that goodness in everyday life with all my the expected character, which is contained in heart (Isaacs, 2001; Marsh & Kleitman, 2005; the Budaya Alam Minangkabau subject Rahim, 2013). It means that character is a matter. Based on this phenomenon, it is process of instilling values including necessary to know how the implementation of character, behavior, morals, which leads to learning for the subjects of the Budaya Alam positive things in the form of good attitude in Minangkabau in schools aimed at the daily life. formation of students' character. The strategy and availability of teaching materials, as well However, there is an alarming as the media available in schools. phenomenon. There is a tendency for the organization of education to separate worldly Based on the explanation above, the life from religious (secularistic) supremacy, problems in this research are: first, how is the the depletion of the understanding of cultural application of character education through values, ethics, and moral values contained in local content curriculum of the Budaya Alam their environment. Values learned through Minangkabau in Primary Schools in Padang various subjects are not visible in their covering subject matter, strategies and behavior, although they can complete tasks learning media? Second, how is the immediately. Examples include adolescent development of teaching materials on local promiscuity, dress ethics, courtesy, respect for content in the Minangkabau Nature Culture in parents and teachers, acts of violence. Even Elementary Schools? fights carried out by students, hurting friends, even acts of violence committed by teenagers The basic theory of this study uses the in the form of bullying are increasing. concept of character education developed by Megawangi (2004) and the conception of

© 2020 by Al-Ta’lim. This work is licensed under (CC-BY-SA) Zuwirna, Ahmad Johari Sihes, Mutiara Felicita: Character Education through... 181 character education formulated by the with the attitude, knowledge, and skills to: 1) Ministry of National Education (2009) which Get to know and become more familiar with is used as a reference in organizing character the natural, social, and cultural environment; education in schools. The factors that will be 2) Having the ability and skills as well as examined in this study will influence the knowledge about the area that is useful for implementation of character education in himself and the community in general; and 3) schools. Models of implementing character Have attitudes and behaviors that are in line education in schools are sometimes delivered with the values / rules that apply in the region, through one subject (subject matter), some are as well as preserving and developing the integrated in each subject (integrated model), noble values of local culture in order to correlation models with similar subjects, support national development. supplements models, and combined models (Althof & Berkowitz*, 2006; Berkowitz, The Budaya Alam Minangkabau 2002; Berkowitz & Bier, 2004; Lapsley & subject is a local subject for the Province of Narvaez, 2007) West Sumatra. The study material in the Budaya Alam Minangkabau lesson was lifted The implementation of character from the culture and values that apply in the education in Indonesia does not yet have a life of the Minangkabau community. definite pattern or model. More characters are Minangkabau society or tribe has a discussed as informative knowledge; little is philosophy which is used as a guideline in the applied in the daily behavior of students. The social life of the community which reads learning approach developed in the 2013 "Adat bersendi syara ', syara' bersendi curriculum has been oriented towards the Kitabullah" (Adat is based on syara ', Religion application of character values. Religious and is based on the Book of God (al-Quran). social competencies are developed indirectly While its education follows the philosophy of when students learn about knowledge and the "Alam Takambang Jadi Guru "(ATJG) application of knowledge. How to apply (nature unfolds into teacher). The philosophy character values in each subject and in every is poured through the Budaya Alam activity in school needs to be studied, to get Minangkabau subject. All students at the the right pattern for character education basic education level must follow it. These (Curriculum 2013). Attachment of the lessons have special characteristics that at the Minister of Education and Culture Regulation same time beautify and enrich life values that of the Republic of Indonesia Number 81A of need to be a means the character building of 2013 concerning the Implementation of the students as Minangkabau residents, which is Local Content Development Guidelines at the same time a national cultural asset.The Curriculum in article 77P includes stating scope of the material for the Budaya Alam that: (1) District / city regional governments Minangkabau was developed based on studies coordinate and supervise local content conducted by the government with the West management in basic education; (2) Sumatra Minangkabau Natural Density Management of local content includes the Institute (LKAAM). preparation, preparation and evaluation of local content documents, textbooks and Strategies for Implementing Character teacher manuals; and (3) In the case that all Education in Schools regencies / cities in 1 (one) province agree to determine 1 (one) local content, coordination The effort to carry out character and supervision of curriculum management in education is the availability of a curriculum basic education is carried out by the based on a holistic approach, which is provincial government. integrating character development into every aspect of school life. Following are the Local content as study material that characteristics of a holistic approach; 1) forms an understanding of the potential in the Everything in school is determined based on area of residence is useful to provide students

the development of relationships between Minangkabau community. All students at this students, teachers and the community; 2) The level are obliged to follow it. This lesson also school is a caring student community where serves as a means of character building for there is a clear bond connecting students, students as Minangkabau citizens, who are teachers, and schools; 3) Emotional and social also national cultural assets. The scope of learning is equivalent to academic learning; 4) material for the Budaya Alam Minangkabau Cooperation and collaboration among (Budaya Alam Minangkabau) covers material students become more important than related to: 1) Kinship system; 2) Leadership; competition; 5) Values such as fairness, 3) Heritage and inheritance; 4) Customs based respect, and honesty become a part of daily on Islamic teachings; 5) Traditional skills, 6) learning both inside and outside the Information about the history of the classroom; 6) Learners are given many Minangkabau Kingdom. In accordance with opportunities to practice their moral behavior the previous description, even this learning through activities such as learning to provide needs to implement character values in services 7) Discipline and class management accordance with the characteristics and are the focus of solving problems rather than culture of the community, and the curriculum giving rewards and punishment; 8) Teacher- developed must be adapted to these centered learning models must be abandoned characteristics. and move on to class democracy where teachers and students gather to foster unity, METHOD norms, and problem solving (Bajovic et al., 2009; Berkowitz & Bier, 2005; Mislia et al., The research methodology used is a 2016; Pearson & Nicholson, 2000; combination approach (Mixed Method Design). This approach was chosen in RETNAWATİ et al., 2018; Suherman, 2018). accordance with the problem under study, Budaya Alam Minangkabau Lessons namely regarding character education through the Budaya Alam Minangkabau subject. The West Sumatra (Minangkabau) is one combination of these two approaches of the regions in Indonesia that has culture, strengthens studies related to the whole customs, language, traditional arts, and phenomenon under investigation. various skills inherited from generation to generation. These characteristics are bound by To get quantitative data, a a very strong philosophy, namely "Customs questionnaire was developed based on based on syara ', syara' with scriptures". This research indicators. The research sample was philosophy also became the cultural identity 100 teachers who taught Budaya Alam of the Minangkabau. This characteristic Minangkabau. For qualitative data, beautifies and enriches life values that need to instruments were used in the form of be nurtured and maintained through observation guidelines, interview guidelines, education. There are many ways that can be and documentation. The object of research is done; one of the ways taken is to include it in teachers and students who are actively the curriculum learned in schools in the form involved in the process of character education of a local content curriculum (Andrian et al., through Budaya Alam Minangkabau. The data 2018; Yamin, 2017). The Budaya Alam source is a teacher who teaches Budaya Alam Minangkabau is used as one of the subjects in Minangkabau. Sources of qualitative data are the local content curriculum for the West the Headmaster and School Superintendents. Sumatra region. This subject is taught in grades 3, 4, 5, and 6 elementary and junior RESULT AND DISCUSSION high. Local content curriculum is a strategic The study material in the Budaya step in the field of formal education in Alam Minangkabau lesson was lifted from the developing human resources, to develop culture and values that apply in the life of the capabilities that are in accordance with the

© 2020 by Al-Ta’lim. This work is licensed under (CC-BY-SA) Zuwirna, Ahmad Johari Sihes, Mutiara Felicita: Character Education through... 183 interests of the region in controlling all the with a focus of research looking at the way potential they have. This study aims to teachers apply character values formulated by examine the implementation of the curriculum the Ministry of Education and Culture of local content in the Minangkabau Natural through the subjects of Minangkabau Natural Culture. The results of this study are studies Culture. The character values are as follows: conducted in elementary schools in Padang

Table 1. Core Competencies, Character Values and Indicators

Core Character Indicator Competencies Values Religious Religious Students implement religious values in class. Attitude Honest Apply honest behavior in the classroom. Love peace Attitudes, words and actions that cause others to feel happy and safe in his presence. Love the Ways of thinking, behaving, and acting that show loyalty, care and high respect motherland for language, physical environment, social, economic culture, nation and religion. Social Tolerance Attitudes and actions that respect differences in religion, ethnicity, ethnicity, Attitude opinions, attitudes, and actions of others that are different from him. Discipline Actions that exhibit orderly behavior and comply with various rules and regulations. Environmental Familiarize students with protecting the environment. care Creating a classroom atmosphere that supports students to be independent. Social care Attitudes and actions that always want to provide assistance to others and people in need. Responsible The attitude and behavior of a person to carry out the duties and obligations that should be done, towards oneself, friends, the environment and God Almighty. Democratic The way of thinking, behaving, and acting that values the rights and obligations of himself and others. Spirit of A way of thinking, acting and having insight that places the interests of the nationality nation and the state above self and group interests. Friendly / Actions that show pleasure in talking, hanging out, and working with others. communicative Like to read The habit of providing time to read various readings that provide good for yourself. Knowledge Curiosity Creating a class atmosphere that invites curiosity. Reward Give proper appreciation to students. achievements Hard work Behavior that shows earnest effort in overcoming various barriers to learning, tasks and completing tasks as well as possible. Skills Creative Think and do something to produce a new way or result from something you already have. Independent Attitudes and behaviors that are not easy depend on others in completing tasks.

Based on responses and responses local content that must be taught by schools in obtained from questionnaires distributed in the regional government of West Sumatra the field, then analyzed based on the Province. After the 2013 Curriculum was following points. implemented, some schools in Padang integrated BAM into the subjects of arts and The Important of Budaya Alam culture. Minangkabau Subject

The subject of the Budaya Alam Minangkabau (BAM) is one of the subjects of

Table 2. Level of Needs of BAM Subjects According to Respondents

Level of Needs NO. STATEMENT 1 2 3 4 5 1 Budaya Alam Minangkabau subjects are important to 0 0 2 28 70 learn for character formation 2 Studying the origins of Minangkabau is an important 0 0 0 40 60 material in Budaya Alam Minangkabau subjects Total 0 0 2 68 130 Mean (%) 0 0 1 34 65

Based on the table, it was found that and dynamizes community life. The respondents rated Budaya Alam Minangkabau philosophy is in accordance with the subjects ranked number 5 (very important), objectives of national education in shaping with an average of 65%, number 4 the expected character that is having spiritual (important) with an average of 34%, number spiritual strength, self-control, personality, 3 (hesitant) with an average average of 1%, and noble character. Spiritual religion refers and no one gives an assessment with the to the teachings of Islam, because syara number 2 (not important) and number 1 (very 'which is meant is the teachings of Islam, not not important). Thus it can be concluded that other religions. Self-control referred to is the the majority of respondents view Budaya control of behavior based on customs and Alam Minangkabau subjects as very culture, as well as the religion professed, important to be taught in Padang Elementary namely Islam. Personality and noble character Schools in order to instill character. also reflects the personality as a Muslim. The implementation of the philosophy and values The Budaya Alam Minangkabau is outlined in the Budaya Alam Minangkabau subject is a local subject for the Province of subject. It is expected that the learning West Sumatra. The study material in the process of Budaya Alam Minangkabau should Budaya Alam Minangkabau lesson was lifted provide experience to students to form the from the culture and values that apply in the expected character. life of the Minangkabau community. Adat Basandi Syarak, Syara Bersandi Kitabullah Budaya Alam Minangkabau is one (ABS-SBK) is a philosophy of life of the step in answering the social problem of Minangkabau people which includes planting cultural values in the next generation customary rules based on Islam, which in Minangkabau. The socialization of cultural contain customary values and customary values in addition to through cultural savanna (true customary customs), customary activities in the midst of the community, customs (customary customs) which is formal education in schools is one of the right condensed), customed teradat (adapted choices to instill cultural values. The most custom) and customs (customs). important inculcation of cultural values is values and norms related to individual The Natural Philosophy of Alam character. The existence of subjects covered Takambang Jadi Guru (nature that stretches in the local content curriculum is a strategic to become a teacher) is the concept of approach in the context of character building, developing science and technology based on inculcation of cultural values, ethics, morals the principle of natural dynamics, by making and local wisdom, so students have a high all elements and natural events as sources, sensitivity to the cultural values of their area media and role models in student and are not uprooted from their own cultural development and efforts to advance people's roots. lives. These noble values are the unique wealth of community life and the Along with the implementation of the Minangkabau culture that lives and develops 2013 curriculum in several schools in the city

© 2020 by Al-Ta’lim. This work is licensed under (CC-BY-SA) Zuwirna, Ahmad Johari Sihes, Mutiara Felicita: Character Education through... 185 of Padang, Budaya Alam Minangkabau informative knowledge, little of which was subjects are integrated into the subjects of arts applied in the daily behavior of students. The and culture. This integration means learning approach developed in the 2013 eliminating Budaya Alam Minangkabau curriculum has been oriented towards the subject hours, but some Budaya Alam application of character values. Religious and Minangkabau material is studied in social competencies are developed indirectly conjunction with cultural and art learning when students learn about knowledge and the material. This integration makes the application of knowledge. How the compaction of material in the subjects of art application of character values in each subject and culture which impact on the and in every activity in the school needs to be ineffectiveness of the learning process. For studied, to get the right pattern for character schools that are still implementing the 2006 education. Curriculum (KTSP) they still maintain Budaya Alam Minangkabau as a separate Based on Law No. 20 of 2003 subject. concerning the National Education System can be emphasized that the character that Based on the results of the research must be formed through education is to make conducted, the teacher as the respondent students have spiritual spiritual strength, self- responded that Budaya Alam Minangkabau is control, personality, intelligence and noble very important to remain taught as a separate character. To make students have such subject. Integrating Budaya Alam characters, the learning process that is Minangkabau with other subjects in designed must be adapted to the expected elementary schools is considered ineffective character formation. The learning undertaken in the learning process. Budaya Alam should integrate aspects of learning in an Minangkabau learning which is full of integrated manner, so as to display intact, Minangkabau cultural values and meanings characterized behavior. Character values in should get wider special time at school. Thus the 2013 curriculum are grouped into four the teacher can more freely introduce cultural categories, namely religious attitude core values to students. competency (KI 1), social attitude core competency (KI 2), knowledge core Application if Character Values in competency (KI 3), and knowledge Learning implementation core competency (KI 4). KI 3 and KI 4 must be formulated operationally The important thing from Budaya and seen in the learning process, while KI 1 Alam Minangkabau subjects is the inculcation and KI 2 are effects that will emerge after of cultural characters and values to students as students master KI 3 and KI 4 (2013 the next generation of the nation. Previously Curriculum). the characters were more talked about as

Table 1. Core Competention of Curriculum 2013

No. Core Competention 1. Religious Accept, practice and respect the teachings of the religion they hold. Attitudes (KI 1) 2. Social Attitudes Show honest behavior, discipline, responsibility, courtesy, caring, and confident in (KI 2) interacting with family, friends, teachers, and neighbors. 3. Knowledge Understanding factual knowledge by observing and asking questions based on (KI 3) curiosity about himself, God's creatures and their activities, and objects they encounter at home, at school and at playgrounds 4. Skills (KI 4) Present factual knowledge in clear, systematic and logical language, in aesthetic works, in movements that reflect healthy children, and in actions that reflect the behavior of children of faith and noble character.

Character education in the behavior, discipline, responsibility, education unit has been formulated into 18 courtesy, caring and confident in values originating from Religion, interacting with family, friends, teachers Pancasila, Culture, and national education and neighbors. Character values contained goals. These values are: (1) Religious, (2) in KI-2 are tolerance, discipline, Honest, (3) Tolerance, (4) Discipline, (5) environmental care, social care, Hard Work, (6) Creative, (7) Independent, responsibility, democracy, national spirit, (8) Democratic, (9) Curiosity, (10) Spirit friendly / communicative and fond of of Nationality, (11) Love of the reading. Motherland, (12) Appreciation of Table 4. Importance of Character Values in Core Achievement, (13) Friendly / Curriculum-2 Communicative, (14) Peace of Love, (15) Love of Reading, (16) Caring for Level of Needs Surrounding Nature, ( 17) Social Care, Total 1 27 125 929 813 5 (18) Responsibilities. Mean 0.05 1.42 6.58 48.89 42.78 0.26 KI-1 Religious Attitudes Based on the table it was found that KI-1 in K13 is the inculcation of respondents rated the formation of social religious aspects in students in which the attitudes through BAM subjects ranked translation is to accept, practice and number 5 (very important) with an average appreciate the teachings of the religion of 42.78%, number 4 (important) with an they hold. The character values contained average of 48.89%, number 3 (hesitant) in KI-1 are religious, honest, love for with an average of 6.58%, number 2 (not peace and love for the motherland. important) with an average of 1.42%, Table 3. Importance of Character Values in Core number 1 (very unimportant) with an Curriculum-1 average of 0.05% and respondents did not vote / abstain as much as 0.26%. Level of Needs 1 2 3 4 5 a KI-3 Knowledge 1 2 3 4 5 A Total 12 34 95 636 619 4 KI-3 is a cognitive aspect group Mean 2.4 whose translation is to understand factual 0.86 3 6.79 45.43 44.21 0.29 knowledge by observing and asking questions based on curiosity about himself, God's creatures and their activities, and Based on the table it was found that objects they encounter at home, at school respondents rated the formation of and in playgrounds. Character values in religious attitudes through Budaya Alam KI-3 are curiosity, respect for Minangkabau subjects ranked number 5 achievement, and hard work. (very important) with an average of 44.21%, number 4 (important) with an Table 5. Importance of Character Values in Core average of 45.43%, number 3 (hesitant) Curriculum-3 with an average of 6.79%, number 2 (not Level of Needs important) with an average of 2.43%, Total 1 5 26 258 219 1 number 1 (very unimportant) with an Mean 0.2 1 5.2 49.6 43.8 0.2 average of 0.86% and respondents did not vote / abstain as much as 0.29%. Based on the table it was found that KI-2 Social Attitudes respondents rated the formation of KI-2 is a social attitude group with knowledge through BAM subjects ranked the elaboration of showing honest number 5 (very important) with an average

© 2020 by Al-Ta’lim. This work is licensed under (CC-BY-SA) Zuwirna, Ahmad Johari Sihes, Mutiara Felicita: Character Education through... 187 of 43.8%, number 4 (important) with an nature of nature toward humanity and average of 49.6%, number 3 (doubtful - better civilization". Character education is ragu) with an average of 5.2%, number 2 a process that is very sustainable and never (unimportant) with an average of 1%, ends (never ending process), so that it number 1 (very unimportant) with an results in continuous quality improvement, average of 0.2% and respondents do not which is aimed at the realization of the vote / abstain as much as 0 , 2%. human figure of the future, and is rooted in national cultural values. Character KI-4 Skills education must foster philosophical values KI-4 is a group of aspects of skills and practice the entire character of the whose translation is to present factual nation as a whole and comprehensively. knowledge in clear, systematic and logical To form a superior and moral language, in aesthetic works, in person requires a systematic and planned movements that reflect the behavior of effort through character education at children of faith and noble character. The various levels of education. Character character values on KI-4 are creative and education is an effort to help the independent. development of the souls of children both Table 6. Importance of Character Values in Core physically and mentally, from the nature of Curriculum-4 nature toward humanity and a better civilization. According to Gunawan (2012) Level of Needs character education is a deliberate effort to Total 4 5 29 210 152 0 Mean 1 1.25 7.25 52.5 388 0 understand humans, care and the core of ethical / moral values. Where we think about the kinds of characters we want for Based on the table the respondents our children, it is clear that we want them rated the formation of student skills to be able to judge what is truth, care through BAM subjects ranked number 5 deeply about what is truth / rights, and (very important) with an average of 38%, then do what they believe to be true, even number 4 (important) with an average of in the face of pressure from without and in 52.5%, number 3 (hesitant) with an temptation. Thus character education is average of 7.25%, number 2 (not everything that teachers do that is able to important) with an average of 1.25%, influence the character of students. The number 1 (very unimportant) with an teacher helps shape the character of average of 1% and respondents not voting students. This includes exemplary how the / abstaining as much as 0%. teacher behaves, the way the teacher talks Character education has a higher or delivers material, how the teacher meaning than moral education, because tolerates and various other related matters. character education is not only related to Application of Character Values the problem of right and wrong, but how to through Budaya Alam Minangkabau instill habits (habits) about good things in Subject life, so that students have high awareness and understanding, as well as caring and Planting character values in commitment to applying virtue in students can be done through learning everyday life. materials / study materials at every level of According to Mulyasa (2016) education. The study material in the "Character education is an effort to help Budaya Alam Minangkabau lesson was the development of the souls of children lifted from the culture and values that both physically and mentally, from the apply in the life of the Minangkabau community. All students at this level must

follow it. This lesson also serves as a teaching material completely based on the means of character building for students as teacher's explanation without processing it Minangkabau citizens, who are also first. Thus, in the expository strategy the national assets. The scope of Budaya Alam teacher functions as a conveyor of Minangkabau material includes the information. following material: 1) Kinship System in Minangkabau; 2) Leadership in The learning process using Minangkabau; 3) Heritage in students' discovery strategies is required to Minangkabau; 4) Custom Based on be active in finding and finding teaching Islamic Teachings; 5) Minangkabau materials through various activities, so that Traditional Skills; 6) History of the the teacher's task is more as a facilitator Minangkabau Kingdom and guide for the students. Various learning activities undertaken by students in this strategy are field trips to the Budaya Alam Minangkabau Learning Adityawarman Museum, discussing, Strategies wearing traditional clothing, attending The selection of learning strategies traditional ceremonies, playing traditional that are in accordance with the musical instruments, individual and group characteristics of Budaya Alam assignments. Minangkabau learning materials is an effort that must be done by the teacher. Budaya Alam Minangkabau Learning According to Sanjaya, (2007). In the world Media of education, strategy is defined as planning which contains a series of Many media can be used by activities designed to achieve certain teachers in the learning process. Learning educational goals. While Dasgupta (2005) media are used with the aim to improve the explains that the learning strategy is a quality of teaching and learning process learning activity that must be done by which in turn is expected to improve teachers and students so that learning student learning outcomes. The reason for objectives can be achieved effectively and the importance of using learning media in efficiently. This was also said by Dick and an effort is to improve the quality of the Carey that the learning strategy was a set process and student learning outcomes. of learning materials and procedures that With the ability of the media, learning were used together to produce learning materials that are abstract will be concrete, outcomes for students (Sanjaya, 2006). clear and easily understood by students. The learning strategy that is Learning media are often grouped commonly used by teachers in Budaya using different criteria. Each type of media Alam Minangkabau learning is the has its main characteristics and advantages exposition-discovery learning strategy. In and disadvantages. Therefore, in choosing the exposition strategy the subject matter is the media to be developed and used it is presented to students in the finished form necessary to consider its suitability with and students are required to master the the material and expected learning material that has been delivered. This can objectives. In addition, it is also important be seen from the results of the to pay attention to student characteristics, questionnaire distributed that the learning strategies used, time allocation, media activities that are usually done by teachers availability, supporting facilities and cost are explaining and delivering teaching efficiency. material to their students. In this case the The media allows an object or obligation of students is to master the event to be transformed through space, and

© 2020 by Al-Ta’lim. This work is licensed under (CC-BY-SA) Zuwirna, Ahmad Johari Sihes, Mutiara Felicita: Character Education through... 189 at the same time the event is presented to a cultural roots alone. The formation of large number of students with relatively character in students is a value education, similar stimulus experiences of the event. character education, formal education, According to Miarso (2004) argues that character education which aims to develop "Learning media are all things that are the ability of all school members to used to channel messages and can provide good and bad decisions, stimulate the mind, feelings, attention, and exemplary, maintain what is good and willingness of the learning so that it can realize good in everyday life to the fullest encourage the learning process". Learning heart. media is a messenger technology that can be utilized for learning purposes. Thus it Through Budaya Alam can be concluded that the need for learning Minangkabau subjects, students are media is something that teachers must expected to be able to recognize and provide in teaching. become familiar with their own natural, social and cultural environment. Students have the stock, abilities and skills as well CONCLUSION AND as knowledge about the area that is useful RECOMMENDATION for themselves and the community in Local content curriculum is a general. Having attitudes and behaviors strategic step in the field of formal that are in line with the values prevailing education in developing human resources, in the area and can preserve and develop to develop capabilities that are in the noble values of local culture in order to accordance with the interests of the region support national development. in controlling all the potential they have. It is recommended that Budaya Budaya Alam Minangkabau subjects as Alam Minangkabau subjects must be a curriculum subjects for local content in concern of the regional government of West Sumatra are expected to be able to West Sumatra Province in order to remain convey cultural values to future a subject of local content which must be generations. Philosophy of Adat Basandi studied at various levels of education even Syarak, Syarak Bersandi Kitabulla which though the national curriculum always is a noble value of wealth typical of changes from year to year. Budaya Alam Minangkabau life and culture that needs to Minangkabau must get the allocation of be preserved. The philosophy is in time in school so that cultural values can accordance with the objectives of national still be introduced to the next generation. It education in shaping the expected hopes that teachers are expected to always character that is having spiritual spiritual increase their competence in educating and strength, self-control, personality, and teaching. To teach and shape the personal noble character. character of students the teacher is Efforts to establish character in required to be able to create fun learning accordance with the cultural values of each activities. In short, the cultivation of region need to be done in formal character values in students must always institutions. Based on the results of be done by the teacher in every learning research that has been done, Budaya Alam activity in learning any material. Students Minangkabau subjects play a role in who have high academic values and are character building, inculcation of cultural supported by noble values that are values, ethics, morals and local wisdom, so contained in their personalities will make that students have a high sensitivity to education output better. regional cultural values in order to remain sustainable and not uprooted from their

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