The role of creative literature teaching based character on character development Peran pengajaran sastra kreatif berbasis karakter dalam pengembangan karakter
Article Sidebar
Published:
Jul 5, 2023
Keywords:
creative literature teaching, character development, Indonesian language
Main Article Content
Abstract
The purpose of this study was to investigate the effectiveness of character-based creative literature learning in developing student character which includes attitudes, behavior, and personality. The research method used was a quasi-experimental involving 250 high school students. The sample was selected using random sampling technique. The findings show that learning character-based creative literature makes a positive contribution to the development of student character, which includes attitudes, behavior, and student personality. The effect of learning literature on student character produces t values at the posttest stage for each aspect of attitude, behavior, and personality (4.452, 3.683, and 4.579) and p values less than 0.05. In addition, the effect size of character-based literary learning on character development is 5.80 which has a significant influence. So, it can be concluded that teaching character-based creative literature has a significant positive influence on character development (attitudes, behavior, and personality) in high school students. The implication of this research is that literature can be used as an alternative in instilling character in students.
Downloads
Download data is not yet available.
Article Details
How to Cite
Noviadi, A., Sumiyadi, S., & Permadi, T. (2023). The role of creative literature teaching based character on character development. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(3), 645-654. https://doi.org/10.30872/diglosia.v6i3.693
Issue
Section
Articles
Every work in Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC BY-SA 4.0 DEED Attribution-ShareAlike 4.0 Internationalthat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Baehr, J. (2017). The Varieties of Character and Some Implications for Character Education. Journal of Youth and Adolescence, 46(6), 1153–1161. https://doi.org/10.1007/s10964-017-0654-z
Belzer, A., & Grotlüschen, A. (2022). The imagined learner in adult literacy education policy research: An international comparison. International Review of Education, 68(3), 369–388. https://doi.org/10.1007/s11159-022-09956-8
Ciampa, K., & Wolfe, Z. M. (2021). Integrating character education into an elementary common core standards-aligned curriculum: a pilot study. Curriculum Perspectives, 41(1), 59–69. https://doi.org/10.1007/s41297-020-00116-2
Dempster, M. (2020). An exploration of character education as a tool of ‘moral repair’ in the developing world. Journal of Religious Education, 68(2), 249–265. https://doi.org/10.1007/s40839-020-00107-5
Fernández, N., Benitez, F., & Romero-Maltrana, D. (2021). Social Character of Science and Its Connection to Epistemic Reliability. Science and Education, 1429–1448. https://doi.org/10.1007/s11191-021-00290-3
Fialho, O. (2019). What is literature for? The role of transformative reading. Cogent Arts and Humanities, 6(1). https://doi.org/10.1080/23311983.2019.1692532
Gedrimiene, E., Silvola, A., Pursiainen, J., Rusanen, J., & Muukkonen, H. (2020). Learning Analytics in Education: Literature Review and Case Examples From Vocational Education. Scandinavian Journal of Educational Research, 64(7), 1105–1119. https://doi.org/10.1080/00313831.2019.1649718
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021). Enhancing scientific argumentation skill through partnership comprehensive literacy. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/2098/1/012015
Hadianto, D., S. Damaianti, V., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1), 0–13. https://doi.org/10.1080/2331186X.2021.2016040
Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259–271. https://doi.org/10.1023/A:1026431003032
Jónsson, Ó. P., Harðarson, A., Sigurðardóttir, Þ. B., Jack, R., & Jóelsdóttir, S. S. (2021). Young People, Old Literature and Character Education in Icelandic Schools. Scandinavian Journal of Educational Research, 65(2), 212–225. https://doi.org/10.1080/00313831.2019.1659407
Klöker, M. (2020). The model of entanglement and change in literary history: peculiarity and performance of a pattern for pre-national literature. Journal of Baltic Studies, 51(3), 333–348. https://doi.org/10.1080/01629778.2020.1782956
Kobe, C. M., Turcotte, L. M., & Sadak, K. T. (2020). A Narrative Literature Review and Environmental Scan of Self-management Education Programs for Adolescent and Young Adult Survivors of Childhood Cancer. Journal of Cancer Education, 35(4), 731–735. https://doi.org/10.1007/s13187-019-01520-7
Littman-Ovadia, H., & Freidlin, P. (2022). Paired learning duration and character strengths use as predictors of learning satisfaction: a dyadic longitudinal study among Chevruta students in Yeshivas. Higher Education, 83(3), 655–672. https://doi.org/10.1007/s10734-021-00690-y
Luukka, E. (2021). Meanings attributed to literature in language education. Language Learning Journal, 51(1), 1–15. https://doi.org/10.1080/09571736.2021.1922491
Mello, C., Doecke, B., McLean Davies, L., & Buzacott, L. (2019). Literary sociability: a transnational perspective. English in Education, 53(2), 175–189. https://doi.org/10.1080/04250494.2018.1561149
O’Byrne, R., Thompson, R., Friedmann, J. S., & Lumley, M. N. (2022). Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. International Journal of Applied Positive Psychology, 7(3), 355–377. https://doi.org/10.1007/s41042-022-00072-4
Or, J., Greenberger, S., & Milliken, M. A. (2021). Character Strengths and Ethical Engagement in Online Faculty. Journal of Academic Ethics, 533–547. https://doi.org/10.1007/s10805-021-09428-y
Pinto, D., Lopes, A., & Mouraz, A. (2019). Perspectives on the transition to higher education in Europe: an approach focused on literature. Research in Post-Compulsory Education, 24(4), 356–374. https://doi.org/10.1080/13596748.2019.1584429
Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: a literature review. Distance Education, 39(3), 411–432. https://doi.org/10.1080/01587919.2018.1476840
Sawyer, W., & McLean Davies, L. (2021). What Do We Want Students to Know from Being Taught a Poem? Changing English: Studies in Culture and Education, 28(1), 103–117. https://doi.org/10.1080/1358684X.2020.1842174
Váňa, J. (2020). Theorizing the Social Through Literary Fiction: For a New Sociology of Literature. Cultural Sociology, 14(2), 180–200. https://doi.org/10.1177/1749975520922469
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999
Belzer, A., & Grotlüschen, A. (2022). The imagined learner in adult literacy education policy research: An international comparison. International Review of Education, 68(3), 369–388. https://doi.org/10.1007/s11159-022-09956-8
Ciampa, K., & Wolfe, Z. M. (2021). Integrating character education into an elementary common core standards-aligned curriculum: a pilot study. Curriculum Perspectives, 41(1), 59–69. https://doi.org/10.1007/s41297-020-00116-2
Dempster, M. (2020). An exploration of character education as a tool of ‘moral repair’ in the developing world. Journal of Religious Education, 68(2), 249–265. https://doi.org/10.1007/s40839-020-00107-5
Fernández, N., Benitez, F., & Romero-Maltrana, D. (2021). Social Character of Science and Its Connection to Epistemic Reliability. Science and Education, 1429–1448. https://doi.org/10.1007/s11191-021-00290-3
Fialho, O. (2019). What is literature for? The role of transformative reading. Cogent Arts and Humanities, 6(1). https://doi.org/10.1080/23311983.2019.1692532
Gedrimiene, E., Silvola, A., Pursiainen, J., Rusanen, J., & Muukkonen, H. (2020). Learning Analytics in Education: Literature Review and Case Examples From Vocational Education. Scandinavian Journal of Educational Research, 64(7), 1105–1119. https://doi.org/10.1080/00313831.2019.1649718
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021). Enhancing scientific argumentation skill through partnership comprehensive literacy. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/2098/1/012015
Hadianto, D., S. Damaianti, V., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1), 0–13. https://doi.org/10.1080/2331186X.2021.2016040
Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259–271. https://doi.org/10.1023/A:1026431003032
Jónsson, Ó. P., Harðarson, A., Sigurðardóttir, Þ. B., Jack, R., & Jóelsdóttir, S. S. (2021). Young People, Old Literature and Character Education in Icelandic Schools. Scandinavian Journal of Educational Research, 65(2), 212–225. https://doi.org/10.1080/00313831.2019.1659407
Klöker, M. (2020). The model of entanglement and change in literary history: peculiarity and performance of a pattern for pre-national literature. Journal of Baltic Studies, 51(3), 333–348. https://doi.org/10.1080/01629778.2020.1782956
Kobe, C. M., Turcotte, L. M., & Sadak, K. T. (2020). A Narrative Literature Review and Environmental Scan of Self-management Education Programs for Adolescent and Young Adult Survivors of Childhood Cancer. Journal of Cancer Education, 35(4), 731–735. https://doi.org/10.1007/s13187-019-01520-7
Littman-Ovadia, H., & Freidlin, P. (2022). Paired learning duration and character strengths use as predictors of learning satisfaction: a dyadic longitudinal study among Chevruta students in Yeshivas. Higher Education, 83(3), 655–672. https://doi.org/10.1007/s10734-021-00690-y
Luukka, E. (2021). Meanings attributed to literature in language education. Language Learning Journal, 51(1), 1–15. https://doi.org/10.1080/09571736.2021.1922491
Mello, C., Doecke, B., McLean Davies, L., & Buzacott, L. (2019). Literary sociability: a transnational perspective. English in Education, 53(2), 175–189. https://doi.org/10.1080/04250494.2018.1561149
O’Byrne, R., Thompson, R., Friedmann, J. S., & Lumley, M. N. (2022). Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. International Journal of Applied Positive Psychology, 7(3), 355–377. https://doi.org/10.1007/s41042-022-00072-4
Or, J., Greenberger, S., & Milliken, M. A. (2021). Character Strengths and Ethical Engagement in Online Faculty. Journal of Academic Ethics, 533–547. https://doi.org/10.1007/s10805-021-09428-y
Pinto, D., Lopes, A., & Mouraz, A. (2019). Perspectives on the transition to higher education in Europe: an approach focused on literature. Research in Post-Compulsory Education, 24(4), 356–374. https://doi.org/10.1080/13596748.2019.1584429
Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: a literature review. Distance Education, 39(3), 411–432. https://doi.org/10.1080/01587919.2018.1476840
Sawyer, W., & McLean Davies, L. (2021). What Do We Want Students to Know from Being Taught a Poem? Changing English: Studies in Culture and Education, 28(1), 103–117. https://doi.org/10.1080/1358684X.2020.1842174
Váňa, J. (2020). Theorizing the Social Through Literary Fiction: For a New Sociology of Literature. Cultural Sociology, 14(2), 180–200. https://doi.org/10.1177/1749975520922469
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999