Skala karakter toleransi: konsep dan operasional aspek kedamaian, menghargai perbedaan dan kesadaran individu

Agus Supriyanto; Amien Wahyudi

doi:10.25273/counsellia.v7i2.1710

Skala karakter toleransi: konsep dan operasional aspek kedamaian, menghargai perbedaan dan kesadaran individu

Agus Supriyanto, Amien Wahyudi

Abstract

Abstrak

Pendidikan karakter di sekolah bagian integral dari program penguatan karakter. Karakter toleransi berfungsi untuk menumbuhkan kompetensi multikultural siswa. Fenomena kasus intoleransi perlu dicegah melalui pengembangan pendidikan karakter di sekolah. Tujuan penelitian untuk menemukan butir-butir pernyataan yang valid dan reliabel pada instrumen skala karakter toleransi. Penelitian ini menggunakan pendekatan mixed methods. Rancangan penelitian menggunakan rancangan transformatif sekuensial. Intrument penelitian ini melalui studi dokumentasi beruapa analisis teks, wawancara, dan survei. Analisis penelitian menggunakan analisis deskriptif kualitatif tentang kajian jurnal dan buku sebagai studi dokumentasi, forum group dicussion penentuan butir-butir pernyataan dan analisis deskriptif kuantitatif dari hasil uji beda untuk mengetahui validitas dan reliabilitas instrumen karakter toleransi. Temuan mengungkap konsep dan operasionalisasi skala karakter toleransi melalui tiga aspek, yaitu (1) aspek kedamaian meliputi indikator peduli, ketidaktakutan, dan cinta, (2) aspek menghargai perbedaan dan individu meliputi indikator saling menghargai satu sama lain, menghargai perbedaan orang lain, dan menghargai diri sendiri, serta (3) aspek kesadaran meliputi indikator menghargai kebaikan orang lain, terbuka, reseptif, kenyamanan dalam kehidupan, dan kenyamanan dengan orang lain. Skala karakter toleransi memiliki 39 butir pernyataan yang valid. Koefisien reliabilitas skala karakter toleransi adalah 0,777 yang termasuk dalam kategori reliabilitas tinggi. Skala karakter toleransi dapat digunakan untuk mengidentifikasi tingkat karakter toleransi.

Kata Kunci: Karakter Toleransi

Abstract

Character education in schools an integral part of the character strengthening programs. Tolerance character serves to foster multicultural competence in students. The phenomenon of intolerance cases should be prevented through the development of character education in schools. The goal of research to find a grain of valid and reliable statements on the instrument scale tolerance character. This research uses mixed methods approach. Design research uses sequential transformative design. Instrument this research through documentation study in form of text analysis, interview, and survey. Research analysis used qualitative descriptive analysis about study of journals and books as documentation studies, and forum group discussion for the determination of statement items and quantitative descriptive analysis from different test results to know validity and reliability of instrument tolerance character. The findings reveal the concept and operationalization of tolerant character scale through three aspects: (1) peace aspects include indicators care, fear, and love, (2) value diversity and individual aspects include indicators respect each other, respect differences of others, and respect ourselves, and (3) awareness aspects include indicators of appreciating the goodness of others, open, receptive, comfort in life, and comfort with others. Tolerance character scale has 39 valid statement items. Tolerance character scale reliability coefficient is 0.777 which was included in category of high reliability. Scale tolerance character can be used to identify the level of tolerance character.

Keywords: Character Tolerance

Keywords

Character Tolerance

Full Text:

PDF

References

Andersen, R., & Fetner, T. (2008). Economic inequality and intolerance: Attitudes toward homosexuality in 35 democracies.

American Journal of Political Science, 52(4), 942-958.

Dewi, N. K. (2016). Pengembangan Model Bimbingan Kelompok Berbasis Nilai Karakter Lokal Jawa untuk Meningkatkan Kesadaran Diri (Self Awareness) Siswa. Counsellia: Jurnal Bimbingan dan Konseling, 3(1).

Elias, M. J., Parker, S. J., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. Handbook of moral and character education, 248-266.

Galtung, J. (1967). Theories of Peace: A Synthetic Approach to Peace Thinking. Oslo: International Peace Research Institute.

Galtung, J., & Fischer, D. (2013). Positive and negative peace. In Johan Galtung. Springer Berlin Heidelberg. 173-178.

Giugni, M., & Morariu, M. (2010). Intolerance begets intolerance: Explaining negative attitudes towards foreigners and Muslims in Switzerland, 1996-2007. In: Simon Hug and Hanspeter Kriesi. Value change in Switzerland. Lexington Books.

Khan, T., Österman, K., & Björkqvist, K. (2017). Severity and Reasons Behind Religious Intolerance in Pakistan: Perceptions of Sunnis, Shias, Ahmadis, and Christians. EJSER European Journal of Social Sciences Education and Research Articles, 10(2), 193-202

Marshall, J. C., Caldwell, S. D., & Foster, J. (2011). Moral education the character. Journal of Moral Education, 40(1), 51-72.

Nurdin, E. S. (2015). The Policies on Civic Education in Developing National Character in Indonesia. International Education Studies, 8(8), 199-209.

Parker, D. C., Nelson, J. S., & Burns, M. K. (2010). Comparison of correlates of classroom behavior problems in schools with and without a school‐wide character education program. Psychology in the Schools, 47(8), 817-827.

Richardson, R. C., Tolson, H., Huang, T. Y., & Lee, Y. H. (2009). Character education: Lessons for teaching social and emotional competence. Children & Schools, 31(2), 71-78.Sanderse, W. (2013). The meaning of role modelling in moral and character education. Journal of Moral Education, 42(1), 28-42.

Setiawan, D. (2015). Kasus Intoleransi, DI Yogyakarta Diminta Waspada (Ed). regional.kompas.com.

Suciartini, N. N. A. (2017). Urgensi Pendidikan Toleransi dalam Wajah Pembelajaran sebagai Upaya Meningkatkan Kualitas Pendidikan. Jurnal Penjaminan Mutu, 3(1), 12-22.

Sultoni, A., & Hilmi, H. S. (2015). Pembelajaran Sastra Berbasis Kearifan Lokal Sebagai Upaya Optimalisasi Pendidikan Karakter Kebangsaan Menuju Masyarakat Ekonomi ASEAN (MEA). Proceedings. Seminar Nasional Pendidikan Bahasa Indonesia.

Supriyanto, A. (2017). Rehabilitation Counseling: Concept Assessment Guidance and Counseling For Drugs Abuse. In Prosiding Seminar Nasional Bimbingan Konseling (Vol. 1, No. 1, pp. 19-30).

Tillman, Diane. 2004. Pendidikan Nilai Untuk Kaum Muda Dewasa (Terjemahan Risa Pratono). Jakarta: Grasindo

Trisiana, A. (2015). Action for Citizenship Education of Character Education Using Project Citizen Model at Senior High School In Indonesia. International Journal of Education and Psychology in the Community, 5(1/2), 42-53

Wahyudi, A. (2017). Character Education: Literatur Study Religious Tolerance Character. In Prosiding Seminar Nasional Bimbingan Konseling (Vol. 1, No. 1, pp. 49-56).

Wang, L. (2017). What Does It Mean to Be Canadian? Building National Identity for Secondary Students Through History. University of Toronto.