Rika Fauziyah Saprudin, Alvina Giovanni, Nina Herlina, Suherli Kusmana

Indonesian Language as a Means of Positive Student Character Building

Introduction

Indonesian language as a means of positive student character building. Indonesian language learning in elementary schools builds positive student character. Discover teacher strategies like modeling, tasks, & polite language that instill honesty & moral values.

Abstract

Indonesian language learning in elementary schools not only aims to improve language skills, but also serves as a character building tool for students. This study aims to describe the role of Indonesian language learning in students' character building and identify the teacher's strategy as a teacher in integrating character values. The approach used was descriptive qualitative through total sampling technique involving all fourth grade students at SDN 2 Sitiwinangun. Data were collected through interviews, observation and documentation, then analyzed using the Miles and Huberman model. This model includes data reduction, data presentation, and conclusion drawing. The results of this study show that Bahasa Indonesia contributes greatly to character building. As many as 84% of students stated that this learning teaches honesty, 89% assessed that teachers emphasize good manners, and 79% said that reading texts are full of good values. The strategies used by teachers include modeling (79%), giving meaningful tasks (74%), educational reprimands (68%), and habituation of polite language (63%). The results of this study show that Indonesian language learning is effective in shaping students' positive character through the integration of moral values in the learning process, so that it becomes an important provision in social and community life. Highlights: Indonesian lessons instill honesty, manners, and moral values. Teachers use modeling, tasks, and polite language habits. Language learning supports students’ social development. Keywords: Indonesian Language Learning, Character Building, Elementary Education, Teacher Strategies, Moral Values  

Review

This study effectively highlights the crucial, yet often overlooked, role of Indonesian language learning in fostering positive character development among elementary school students. The research clearly articulates its objective to describe this role and identify specific teacher strategies employed, offering valuable insights into an integrated pedagogical approach. Utilizing a descriptive qualitative approach with multiple data collection methods (interviews, observation, and documentation), the study provides robust evidence that Indonesian language education significantly contributes to instilling values such as honesty, good manners, and moral principles, as perceived by a high percentage of students. The identification of teacher strategies like modeling, meaningful tasks, and habituation of polite language offers practical guidance for educators aiming to cultivate character through language. While the study provides compelling findings, there are aspects that could be further elaborated for enhanced clarity and broader applicability. The use of specific percentages (e.g., 84% for honesty, 79% for modeling) within a "descriptive qualitative" framework could benefit from a brief explanation of how these quantifications were derived from qualitative data, such as through thematic analysis leading to frequency counts of certain responses. Additionally, the focus on a single school and grade level, while appropriate for a case study, inherently limits the generalizability of the findings. Future iterations might consider discussing the specific types of language activities (e.g., particular stories, discussion prompts) that are most effective in conveying these moral values, offering more concrete examples of integration. The implications of this research are significant, underscoring the potential of language education as a powerful vehicle for holistic student development beyond linguistic proficiency. For future research, expanding the study to include a wider range of schools, grade levels, or even comparative studies with other subjects could provide a broader understanding of character building dynamics. Such endeavors could also explore the long-term impact of these strategies on student behavior and social competence. Ultimately, this study serves as a valuable foundation, urging educators and policymakers to recognize and actively leverage Indonesian language learning as an indispensable tool for nurturing responsible and well-mannered citizens.

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