Famahato Lase, Noibe Halawa

Development of Honest Character Values in Students: a Study of the Influence of CFI-CE Services on Content Mastery

Introduction

Development of honest character values in students: a study of the influence of cfi-ce services on content mastery . Examine how CFI-CE & Content Mastery Services (CMS) influence students' honest & intelligent character development. Findings show a significant positive impact. Counselors should implement these services.

Abstract

Classroom-format intelligent character education (CFI-CE) combined with content mastery services (CMS) can foster the development of intelligent and honest character values in students. The purpose of this study was to examine the influence of CFI-CE and CMS on the development of intelligent and honest character values in students. Multiple linear regression analysis was used to test the proposed research hypotheses. The study population comprised all students in the Guidance and Counseling Study Program, Faculty of Teacher Training and Education, Nias University. A purposive sampling method was used to select 45 students. The data collection tool used was a closed-ended questionnaire. The results revealed that the CFI-CE and CMS service significantly contributed to the development of intelligent and honest character values in participants, both collectively and partially. Every 1.00% increase in CFI-CE and CMS was followed by an increase in students' intelligent and honest character. Counselors are advised to plan and implement this service to foster the development of intelligent and honest character values in students.

Review

The paper addresses a highly relevant and critical area in education: the development of character values in students, specifically focusing on honesty and intelligence. The introduction of "Classroom-format intelligent character education (CFI-CE) combined with content mastery services (CMS)" presents an interesting and potentially impactful approach to character formation. The stated purpose—to examine the influence of these services on students' intelligent and honest character values—is clear and directly aligns with the research question. The findings, indicating a significant collective and partial contribution of CFI-CE and CMS to these values, offer valuable insights for educators and counselors. The actionable recommendation for counselors to implement these services is a commendable practical outcome of the study. While the study provides compelling results, several methodological aspects warrant further consideration. The use of a purposive sample of 45 students from a single Guidance and Counseling Study Program at Nias University raises concerns about the generalizability of the findings to a broader student population or different academic contexts. Character development is often highly context-dependent, and the unique characteristics of this specific program's students may influence the outcomes. Furthermore, relying solely on a closed-ended questionnaire for data collection, particularly concerning subjective attributes like "honest character values," might introduce social desirability bias, where participants respond in ways they perceive as favorable rather than entirely truthful. Elaboration on the validity and reliability of this instrument would strengthen the methodology. The phrasing "Every 1.00% increase in CFI-CE and CMS was followed by an increase in students' intelligent and honest character" requires clarification; while regression can show association, attributing a direct causal "increase" based solely on this analysis could be an overstatement without further evidence of a controlled experimental design, and the meaning of a "1.00% increase" in the services itself needs careful definition for practical interpretation. Despite these points, the study offers a promising foundation for understanding effective character education interventions. The demonstrated statistical significance of the CFI-CE and CMS services suggests a positive correlation that warrants further exploration. Future research could enhance the robustness of these findings by employing a larger, more diverse, and randomly selected sample from various educational institutions and programs. Integrating qualitative methods, such as interviews or observational studies, could provide a richer, more nuanced understanding of *how* these services facilitate character development, moving beyond statistical correlations to explore the mechanisms of influence. Additionally, exploring long-term impacts and employing multi-method assessments for character values would offer a more comprehensive evaluation of the intervention's effectiveness. Overall, this paper makes a valuable initial contribution to the literature on character education, paving the way for more detailed and extensive investigations into these promising pedagogical approaches.

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