Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries

International Journal of Multicultural http://ijmmu.com

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ISSN 2364-5369
and Multireligious Understanding Volume 6, Special Issue 2
February, 2019
Jakarta International Conference on Social Sciences and Humanities Pages: 27-42

Education Learning Development of Character Education-Based State Defense

Aniek Irawatie1; Iswahyuni2; Marina Eri Setyawati3
1
Jurusan Ilmu Komunikasi, UPN VeteranJakarta, Indonesia
2
Jurusan Ilmu Politik, UPN VeteranJakarta, Indonesia
3
Jurusan Kesehatan Masyarakat, UPN VeteranJakarta, Indonesia

Abstract

National character education process must be carried out in developing the learning process
actively. Education organizations do this through internationalization process and the comprehension of
character values reflected in the curriculum. The state defense-contained curriculum development build
ups "local wisdom" reflected in the education learning of state defense. It is definitely manifested in the
general compulsory subject of the universities and colleges, i.e. Pancasila Education and Civic Education.
This research uses qualitative approach because the research problem is dynamic, and therefore, the
research process is intended to understand the situation compehensively and results in recommendation
on the education learning methods of character-education based state defense. The descriptive method is
also used in this research as problem solving procedure on how the Education Learning Development of
Character Education-Based State Defense at University of UPN Veteran Jakarta and how the lecturers as
communicators carry out their role when they implement the Education Learning Development of
Character Education Based State Defense at University of UPN Veteran Jakarta with critical thinking
oriented and problem solving oriented model. The research results show that University of UPN Veteran
Jakarta as the campus of "State Defense" has active role when it does socialization of state defense values
through the Subject of Pancasila Education and Civic Education as " local wisdom" of Character
Education based State Defense curriculum. The curriculum is integrated into several subjects in all
faculties of the university so that the outcomes expect that the graduate students have and become
character personality in their daily life, develop a more prosperous societal life and honorable national
life. The lecturers are also able to implement and have the learning methods which do not make their
students boring.

Keywords: Learning; State Defense Education; Character Education

Introduction

Proses pendidikan karakter bangsa harus dilakukan secara aktif oleh penyelenggara pendidikan
dalam mengembangkan proses pembelajaran dengan cara melakukan proses internalisasi, dan
penghayatan nilai-nilai karakter yang dicerminkan dalam kurikulumnya. Pengembangan kurikulum yang

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bermuatan nilai-nilai bela negara merupakan pengembangan “kearifan lokal” dalampembelajaran

pendidikan bela negara yang tercermin dalam mata kuliah umum wajib universitas yakni Pendidikan
Pancasila dan Pendidikan Kewarganegaraan.Penelitian ini menggunakan pendekatan kualitatif, dimana
terdapat pokok permasalahan penelitian bersifat dinamis sehingga proses penelitian bermaksud
memahami situasi secara mendalam dan menghasilkan rekomendasi-rekomendasi terkait metode
pembelajaran pendidikan bela negara yang berbasis pendidikan karakter. Metode deskriptif juga
digunakan dalam penelitian ini sebagai prosedur pemecahan masalah bagaimana Pengembangan
Pembelajaran Pendidikan Bela Negara Berbasis Pendidikan Karakter Di UPN Veteran Jakarta dan
bagaimana bagaimana Peran dosen sebagai komunikator dalam melakukan proses Pengembangan
Pembelajaran Pendidikan Bela Negara Berbasis Pendidikan Karakter Di UPN Veteran Jakarta yang
berorientasi pada proses berpikir kritis (critical thinking-oriented) dan pemecahan masalah (problem
solving-oriented model). Hasil dalam penelitian ini adalah UPN Veteran Jakarta sebagai kampus “Bela
Negara” mempunyai peran aktif dalam mensosialisasikan nilai-nilai bela negara melalui mata kuliah
Pancasila dan PendidikanKewarganegaraan yang merupakan “kearifan lokal” dari kurikulum bela negara
dan berbasis Pendidikan Karakter. Kurikulum tersebut diintegrasikan dalam sebaran mata kuliah semua
fakultasnya sehingga outcomes yang diharapkan yakni lulusan mahasiswanya memiliki dan menjadi
kepribadian yang berkarakterdalam bergaul di masyarakat, mengembangkan kehidupan masyarakat yang
lebih sejahtera, serta mengembangkan kehidupan bangsa yang bermartabat. Dosen pengampu mata kuliah
tersebut agar mampu dan memiliki metode pembelajaran yang tidak membosankan bagi mahasiswanya.
Kata Kunci :Pembelajaran, Pendidikan Bela Negara, Pendidikan Karakter.

Introduction

Education has to be carried out continuously so that the change of thinking way, attitude and
behavior occurs; finally it establishes the uniting characters appropriate to the education goal itself. It
frequently makes the saturation of education participants so that it needs accurate strategy to give good
impression and up to date to the learning process. The education learning development of character-based
state defense is the breakthrough of education in learning process, innovation and creativity, and so, all
civitas academica have to support each other to the realization of Indonesia's human resources that have
high fighting spirit and national values. Law Number 3 Year 2002 concerning National Defense explains
that state defense efforts are the attitude and behavior of citizens whose love to the Unitary State of the
Republic of Indonesia on the basis of Pancasila and the 1945 Constitution. Therefore, the Education and
Training of State Defense for all citizens become important and it cannot be offered again. Moreover, the
Education of State Defense is considered relevant and strategic. Instead the establishment of state defense,
it is also useful to increase the understanding and implantation of patriotism and the love of homeland.
Therefore, national and state consciousness based on the national vision should be grown and developed
for all the nation of Indonesia.

Developing state defense consciousness, understanding the existing laws and regulations as well
as Pancasila as life guidelines will definitely prevent any generations in this nation from any misuses. It
will come from anyone who wants to divide his own nation and state. Moreover, there is no young
generation who has deviant behavior from the existing norms in society. As developing state defense
consciousness, youth has carried out one of various aspects to defend the state entity, i.e. the Unitary State
of the Republic of Indonesia. The national character education process has to be actively carried out in
developing the learning process. Education organizations conduct it through internalization process and
appreciation of national values reflected in the curriculum. The curriculum is integrated into the spread of
subjects in all faculties so that the outcomes are expected to have the graduate of students who have and
become the characterful personality when they make socialization in society, develop the life of a more
prosperous society, and establish a dignified national life.

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The character development should bring children to cognitive value recognition, affective value
appreciation and actual value application in society. The occurrence of inner events called Conatio is very
important event for children's self, i.e. the emergence of a very strong willingness (determination) to
practice the values. The character education should follow the systematic steps starting from cognitive
value recognition, affective value understanding and appreciation to the establishment of conative
determination.According to Mochtar Buchori (2007), the character development should bring children to
cognitive value recognition, affective value appreciation and actual value application. To achieve the
praxis, there is a very important inner event that must occur in children's self, i.e. the emergence of a very
strong willingness (determination) to practice the values. This event is called Conatio, and the step to
guide them to confirm the determination is called the conative step. The character education should
follow the systematic steps starting from cognitive value recognition, affective value understanding and
appreciation to the establishment of conative determination. KI Hajar Dewantoro interpret it in the words
of creating, feeling and intention.

"... education is an effort to advance children's manners development (inner strength,

character), mind (intellect), and body. Those parts must not be separated, and so we can
advance the perfect life of our children ... "(Ki Hajar Dewantoro)

Moreover, Ki Hadjar Dewantara further states that education is a guideline for the growth of
children's life. This means that the growth of children's life lies outside the skills or the will of educators.
As creatures, human beings and living things, humans are definitely alive and growing on the basis of
their own nature. As stated previously, what it is said as the natural power coming from inside children is
truly the strength of inner life and life born of children which exist because it is from the natural power.
Educators can only guide their growth or enliven the power life so that it can improve their behavior (not
the basis) of their life and growth. According to Ki Hadjar Dewantara, the concept of character education
is the placing of educating participants as the center of education, considers education as a dynamic
process and a priority of balancing creating, feeling and intention in children's self. The viewpoint of Ki
Hadjar Dewantara concerning education shows us that since long time Ki Hadjar Dewantara has high
commitment to create the national character through education. Disappointedly in the development,
education has lost its spirit and ethusiasm so that it is trapped into the short-term achievement. Therefore,
the realization of good national character has been abandoned.

According to Nurul (1997:38), "Character education is a comprehensive effort in order to make

people understand and care to behave appropriate to basic ethical values. Therefore, the character
education objects are values. The values can be through internalization of what it is known which require
time so that the good manners are created appropriate to the values planted." The character education
particularly relating to attitude is definitely the realization of self-consciousness which is mostly from
human daily activities (Wagiran, 2011: 199). According to Akhmad (2010: 47), it is a system of
implanting character values to school people which consist of several components of knowledge,
consciousness or willingness, and actions in order to implement these values. It can be interpreted as "the
deliberate use of all dimensions of school life to optimal optimal character development". In this matter,
in the character education at school, all components (educators) have to be involved.The character
education is efforts to assist students to understand, care and behave appropriate to the existing ethical
values (David Elkind & Freddy Sweet Ph.D: 2004). Moreover, it is also explained that the character
education relates to anything that a lecturer does which is able to influence students' character. Lecturers
assist to create students' character.

Concerning the character Education, according to Ministry of National Education (2010:3),

character is a person's attitude, temperament, moral or personality formed from the internalization process
of various virtues that are believed and used as a basis for viewpoint, thinking way, attitude and action.
The character education is carried out to achieve graduate of students who have strong personalities in

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appropriate to national values, and therefore, it is necessary to have the Graduate Competency Standards
(SKL) stipulated by DIKTI (Directorate General of High Education). See it in Table 1.

Table 1 Graduate Competency Standards (SKL) Stipulated by Dikti

No. Domain DIKTI
1 Attitude a. To have behavior reflecting the attitude of adult people
who are faithful believers, noble morals, independent,
creative, responsible, cultured behavior and effective
interaction with natural social environment.
b. To have active contribution in national and state life
including to have active role in international relations
with the upholding of law enforcement.
2 Skill a. To have effective and innovative reasoning and action
concerning concrete and abstract matters in relation to
self development appropriate to their talent and ability.
b. To be able to give direction in the selection of
alternative solution independently and/or in group.
3 Knowledge a. To have procedural and metacognitive knowledge in
theoretical concepts concerning any knowledge matters
in general and specific way as well as deep way with the
vision of nationality, statehood and civilization.
b. In relation to phenomena and events covering causes,
alternative solutions, obstacles and final solutions.

Based on the above opinions, it is concluded that the character education is the well-planned,
detailed efforts when implementing the character values in relationship between human and God
Almighty, self, other human beings, environment, nation and state manifested in thinking way, feeling,
attitude, words and behavior. Character Values formulated by the Ministry of National Education are as
follows.The research results which the research title of Student Representation on "State Defense
Campus" of University of UPN Veteran Jakarta conducted by the research team in 2017 show that the
representation results of students' University of UPN Veteran Jakarta in understanding values contained in
the State Defense dominantly consist of strongly agree and agree. Moreover, the representation of
students' University of UPN Veteran Jakarta about the State Defense Campus can be shown from the
dominating results between agreed and strongly agreed. Therefore, it is concluded that almost all students
of University of UPN Veteran Jakarta have understood the state defense values obtained when they study
in the early of the lectures particularly the Subject of Pancasila Education and Civic Education.The
research results show that the development of "Local Wisdom" in the state defense education learning
reflected in the university's general compulsory lectures, i.e. Pancasila Education and Citic Education is
periodically monitored and evaluated and the methods used by the lecturers who are responsible for the
lecturers are more communicative, i.e. critical thinking-oriented and problem solving-oriented models.

Methodology

The research uses qualitative approach where there are dynamic research problems, and therefore,
the research process is intended to understand the situation in deep way and provides recommendations
related to the character education-based state defense education learning. The descriptive method is also
used in this research as problem solving procedure on how the Character Education-Based State Defense

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Education is developed at University of UPN Veteran Jakarta; as the comunicators in the Development of
Character Education-Based State Defense Education with critical thinking oriented and problem solving
oriented model, how lecturers have the specific roles at University of UPN Veteran Jakarta. Data
collection technique in this research was taken from interview results, i.e. the key informants. The
informants were the parties selected by the researchers as the main resource person in this study and
selected because they knew the reseach problem and so, they could provide valid data.

Data analysis technique used in the research was qualitative data analysis appropriate to the
concept of Miles and Huberman (1984) in Sugiyono (2012). It suggested that qualitative data analysis
activities were carried out in interactive way and took place continuously in each reearch stage so that the
research was complete and the data were saturated.The research purpose in this research was that the
researchers try to search data collected from the resource persons or the key informants from University
of UPN Veteran Jawa Timur and University of UPN Veteran Yogyakarta. They were main active figures
who formulated on how the state defense education would be carried out at the university.

Results

The development of character education-based state defense education learning in this research
looks for a variety of information from the main resource persons and key informants such as the figures
who have actively formulated the State Defense concepts at University of UPN Veteran Jawa Timur,
University of Veteran Yogyakarta and University of UPN Veteran Jakarta. Other sources are those who
support or are relevant with the research objectives. The secondary data in this research is obtained from
books, journals, and other literatures. The interview results in this research are as follows:

1. How about the early State Defense Education Learning: The State Defense is an obligation for all
people in Indonesia particularly students as the young generation of the Indonesian nation. For
example, the state defense carried out in the campus was shown in the opening ceremony of the Scout
Day on August 14, and therefore when in the opening ceremony the students wore scout uniforms. In
the registration of new students, moreover, there have contained how about the state defense and in the
third semester (3) there are a lecture subject called Wimaya and right now it is called the Subject of
State Defense. In the subject of Citizenship, in the last chapter it discusses state defense and finally it
becomes the state defense. As the state defense campus, University of UPN Veteran Jakarta definitely
has different peculiarities if compared to other campuses, among others all of its lecture subjects have
to integrate the state defense values. Right now the general compulsory subjects of the university
(MKU), such as Pancasila Education, Civic Education, Bahasa Indonesia, Religious Education,
Leadership have input the state defense values.

From the interview results, it can be analyzed that University of UPN Veteran Jawa Timur,
University of UPN Veteran Yogyakarta and University of UPN Veteran Jakarta as the State Defense
Campuses definitely must constantly guard the state defense values having been outlined since the early
establishment of University of UPN Veteran. As the State Defense Campus, University of UPN Veteran
has fulfilled the various aspects of consideration as State University designed by Ministry of Education
and Culture. "Of three considerations, the conversion process from Private University to State University,
University of UPN Veteran has fulfilled two considerations, i.e. the consideration of history and special
mission, i.e. University of UPN Veteran Jakarta brings something new which other State Universities
cannot fulfill, i.e. the State Defense University. The existence and the role of University of UPN Veteran
Jakarta in the national character education perspective becomes an obligation to answer a variety of our
problems in public, the nation and the state. Therefore, it does not only name as the state defense campus,
but also the curriculum characterizes and contains the state defense values. However, in the
implementation the curriculum contains those from KKNI (National Qualification Framework).

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University of Veteran Jakarta as the State Defense Campus definitely must formulate and own
curriculum containing the State Defense, University of UPN Veteran as University of State Defense has
fulfilled the aspects of consideration as State University as designed by Ministry of Education and
Culture. "Of three considerations, the conversion process from Private University to State University,
University of UPN Veteran has fulffilled two considerations, i.e. the consideration of history and special
mission, i.e. University of UPN Veteran Jakarta brings new one that other State Universities cannot
fulfilled, i.e. State Defense University. The existence and role of University of UPN Veteran Jakarta in
the national character education perspective becomes a must and will give answer to a variety of our
problems in public, the nation and the state. The State Defense is a non-physical and physical activity
which is not always militaristic and as if the obligation and responsibility to defend the state only lies on
Indonesian National Army. In accordance with Article 30 of the 1945 Constitution, the state defense is the
right and obligation of every citizen of the Republic of Indonesia. The state defense is an obligation of all
Indonesian people and an integrated part of the lecture subject so that the state defense learning program
gets attention and priority to develop action and behavior. Finally the students are able to increase their
love to the homeland and the nation. Most students have not been able to fully show action and behavior
that can increase the love of the homeland and the nation because they are lack of enthusiasm, creativity,
and high motivation in developing competence activities. Students are the form of fulfilling their rights
and obligations in an effort to defend the state. The State Defense is essentially the mental attitude to
sacrifice from every citizen to ensure the survival of the nation, in an effort to improve the readiness of
the nation to face all obstacles, disturbances, challenges, and threats in all aspects of life either ideology,
politics, economics, socio-culture or defense security.

The globalization era with the rapid development of science and technology requires a greater
spirit of national struggle in order to be able to put itself in line with other developed nations in the world.
Optimalizing the utilization of all potential development resources will be achieved for people welfare if
implementing the development bases on the sincere fighting spirit as a form of service for every citizen to
their nation and state. The values of greatness and nobility containing the fighting spirit can be used as the
basis for the movement in filling independence, achieving a glorious future that increasingly requires
tenacious attitude, determination and figure as fighters in each sectors. The State Defense Learning is
expected to strengthen students' character when they take part in workplace by bringing noble and
national values. As regulating and implementing the life, the Indonesian nation gets the effect of
interaction with the environment at the global, regional and national level. In effort to reach the national
objectives, the Indonesian national is frequently encountered to various form of Challenges, Threats,
Obstacles and Disturbances (ATHG) either directly or indirectly and it can jeopardize integrity, identity,
the continuity of national and state life. For the purpose, it requires tenacity and toughness and it also
contains the ability to develop national power in all aspects and dimensions of national life called
National Defense.

2. How about the Development of Character Education Based State Defense Education Learning : The
Basic Lecture Subjects, Pancasila, Citizenship, Wimaya and State Defense, Religion and Sports. In
this matter, Pancasila contains five basis of State Defense, One Love of Homeland, i.e. Pancasila as
the State Constitution when we enter the lecture subject, there are Wimaya and State Defense, Wimaya
at first is the love of homeland. Moreover, there is the lecture subject of religion. It prepares that our
students should not do corruption because corruption is something banned in religions and contained
in religions. The content of state defense education is in the University Compulsory Subjects (MKU),
such as Pancasila Education, Civic Education, Bahasa Indonesia, Religious Education, Leadership.
These have entered the state defense values having been explained at above. However, it has been
presented to the lecturers who are responsible for the compulsory subjects, and so, they have to know
the real outcomes. Therefore, talented students have to have good characters.

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The lecture subject of Pancasila Education, Civic Education at University of UPN Veteran Jawa
Timur, UPN Veteran Yogyakarta and UPN Veteran Jakrta becomes the compulsory subjects which
students have to follow. These must contain the state defense values realized due to from the State
Defense Campus. Local wisdom means that behavior and ethics in local society when making interaction
with environment where they live should be carried out wisely and responsibly. In general the local
wisdom refers to values and norms living in the society and its interaction to the surrounding
circumstances so that it is the form of balance life with the existing nature. Therefore, it can be
understood that local ideas are wise, full of wisdom, good value implanted and followed by members of
the society. The local wisdom based education is the education that make use of local and global
superiority in the aspect of economy, arts and culture, human resources, language, information technology
and communication, ecology and others into the school curriculum. Finally, it is useful for the
development of competence for the educating participants, and otherwise it can be used for the global
competition as well.

Based on the background at above, University of UPN Veteran Jakarta has the lecture subject of
State Defense Education, and it is the realization in a form of Pancasila Education and Civic Education,
the lecture subjects included in the the group of the MPK lecture subjects. MPK (Personality
Development) is the group of study and learning materials to develop Indonesian humans who have faith
and fear to God Almighty, noble behavior, strong and independent personality as well as a sense of social
and national responsibility. The selection for strategy of developing Pancasila Education and Civic
Education Learning method at University of UPN Jakarta has the basis of competence with the critical
thinking-oriented and problem solving oriented approach. Concerning critical thinking-oriented learning
method, the uses of reasoning in a cognitive activity is the activity that can be stated how about the way
of critical thinking, and therefore, thinking critically means using mental processes, such as observing,
categorizing, selecting, appraising and finally deciding the problems. For the activities, it depends on the
role of a lecturer. He/she gives correct direction in thinking and work, and assist in determining the
relations of one another in a more accurate way. The way of critical thinking definitely has to be based on
the character values, such as a sense of responsibility, honesty, democracy, tolerance, a sense of
curiousity and a spirit of nationality.

The critical thinking skill has to be built by training the student when they determine position and
each of their decision truly comes from themselves and not from the basis of other's influence. The
critical thinking skill can be developed through training continuously. Thinking critically is the skill of
making opinion in organized way and evaluating the weight of personal opinion from other's opinion
systematically. According to Johnson (2006:183), thinking critically is meant as a well-directed and clear
process in mental activity such as solving problem, making decision, persuasion, analyzing assumption
and making scientific research. As thinking, it crosses several alternative solutions and consider solutions
conceived correctly in solving a problem. It is in line with the opinion of Ennis in Fisher (2009:4) that
thinking critically is the reasoned and reflective thinking with the purpose of making reasonable decision.
The lecture subjects of Pancasila Education, Civic Education at University of UPN Veteran Jawa Timur,
University of UPN Veteran Yogyakarta and University of Veteran Jakarta become the compulsory
subjects that students have to follow. The compulsory subject must contain the state defense values which
become local wisdom from the State Defense Campus itself. The Subject of Pancasila Education and
Civic Education is the subjects included in the group of the MPK subjects (Personality Development).
MPK is the group of study and learning materials to develop Indonesian humans who have faith and fear
to God Almighty and noble behavior, independent and stable personality as well as a sense of social
responsibility and nationality. The selection for strategy of developing learning method of Pancasila
Education and Civic Education at University of Veteran Jakarta bases on competence with critical
thinking oriented and problem solving oriented model.

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The learning method has critical thinking orientation. The use of reasoning skill in a cognitive
activity is an activity that can be said how about the way of critical thinking; therefore, thinking critically
it means the uses of mental process, such as considering, categorizing, selecting, appraising and finally
deciding the problems. The activity relates to a lecturer's role, i.e. giving correct direction in thinking and
work as well as helping in determining the relations of one thing to another in a more accurate way. The
development of critical thinking skill is the integration of several parts of skill development, such as
observation, analysis, reasoning, appraisal, decision making with the satisfactory results. The cause
factors of critical thinking that do not develop during the education process is due to a lecturer who put
more focus on the accomplishment of the subject materials and lack of understanding on the teaching
method which can increase the critical thinking skill. Therefore, the application of teaching learning
process unlikely stimulates the achievement of critical thinking
skill.(http://www.uwsp/cognitif.htm.Anderson et al., 1997; Bloomer, 1998; Kember, 1997 Cit in Pithers
RT, Soden R., 2000). Based on the description of critical thinking process, it becomes the obligation of a
lecturer to continuously develop his/her skills while developing vision, logic skill and other thinking
methods. It also occurs to the understanding of character education values so that it can give motivation.
Moreover, training and developing the students' critical thinking skill is carried out through active
participation in the teaching-learning process. The way of critical thinking definitely has to be based on
the character values, such as a sense of responsibility, honesty, democracy, tolerance, a sense of curiosity
and a spirit of nationality.

Concerning the problem solving oriented model, the uses of the method in the learning activities
are carried out in a kind of training students when they face various problems to be solved independently
or in group. It is called the problem solving method. According to Gulo (2002:111), the problem solving
is the method that teach the problems solved by providing pressure to the solving of a problem logically.
The problem solving method is the way of presenting the learning material which makes a problem as the
starting point of discussion to be analyzed and synthesized in an effort to look for the solving or answer
from the students. Benefits of using the problem solving oriented method in the learning teaching process
will develop a more attractive learning process. According to Djahiri (1983:133), the problem solving
oriented method gives several benefits among others:

a. To develop the skill/ attitude of the students in solving problems as well as making decision
objectively and independently
b. To develop students' thinking skill, there is assumption that states that the thinking skill will be born
if knowledge increases.
c. Through inquiry or problem solving, the thinking skill will be processed in real situation or
circumstances where the students are interested or in a variety of alternative condition where the
students live out.
b. To build the development of feeling attitude (want to know further) and objective - independent,
crisis - analytical thinking either individually or in group.

Based on the description at above, it can be concluded here that problem solving learning method
is the presentation of learning material confronting the students to the problems to be solved or
accomplished to reach the learning objectives. In the learning process, the students have to carry out
authentic investigation in order to look for the accomplishment of the problems solved. The students
analyze and identify the problems, develop hypothesis, collect and analyze information and reach
conclusion.

3. How about Character Education Development: The students have to have morality, mentality. In other
word, don't put forward laws, don't put forward shariah by forgetting moral, respecting each other,
appraising each other, there is no conflict for the difference of opinion, it is definitely the wealth of

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schools. Such a character which we implant to students in the lecture activities. In essence, the state
defense truly means do the best for his/herself, for his/her families, for public where we live, do the
best where we work, and finally do the best for our nation. As educating students, we expect that they
have the good character, such as to keep the class clean, it is a form of responsibility, before starting
the lecture activities you must pray first, it is the character of students who have faith to God
Almighty. The character education values at University of UPN Veteran Jakarta has been clearly
shown from the teaching-learning and its extracurricular activities.

The importance of applying the character education in the education unit has been strengthened as
well when there is the efforts of educators to implant the character values to the educating participants
which aim at developing the students' skill to give decision whether it is good or not, maintain what it is
good and make it happen in daily life with all our heart and a sense of responsibility. The implantation of
good character values becomes very important when social development and dynamic occur right now
particularly for students. Good character is peculiar-good values (know the value of goodness, want to do
good, habitable good life, and the impact both on the environment) which is embedded in themselves and
manifested in behavior. The coherent character reflects from the results of thinking process, heart
processing, physical exercise as well as sense of feeling and intention of inviduals or a group of people.
The character education comprises Knowledge, Manners (Morals, Character), Creativity, Innovation as
what Ki Hajar Dewantoro had stated: "... education is the effort to change and grow the character
development (inner strength, character), mind (intellectual), and children's body. The parts must not be
separated so that we can advance the perfection of our children's life ... ".

The interview results as described at above relate to Character Education, and in fact University
of UPN Veteran as the State Defense Campus has carried out and implemented it as what Ministry of
Research and Technology has emphasized:

Sumber : Bimtek Penguatan Kompetensi Dosen Pancasila dan Kewarganegaraan

Fig. 1 Characater Development Strategy

Pembelajaran = Learning; Ekstrakurikuler=Extracurricular Activities; Pengembangan budaya perguruan

tinggi = Development of Higher Education Culture

The learning approach prevails with “critical thinking-oriented and problem solving-oriented model”. The
learning development relates to state defense values.

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International Journal of Multicultural and Multireligious Understanding (IJMMU)
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Sumber : Bimtek Penguatan Kompetensi Dosen Pancasila dan Kewarganegaraan

Fig. 2 Strategy Development Through Learning Process

Implementing character education cannot be carried out instantly but it has to be conducted
gradually and use strategies appropriate to the circumstances. The learning process bases on efforts to
master competence at the satisfactory level by paying attention to the characteristics of the competence
content where knowledge is mastery content. Cognitive and psychomotor skill is the ability to master
content which can be trained. The strategy of implementing the character education in the educational
units is the unity of management program for the improvement of learning quality as well as curriculum
development, implementation and evaluation. Through the general compulsory subjects of the Pancasila
Education and Civic Education at the university, students are directed to become Indonesian citizens with
the love of homeland, democracy and responsibility as well as peace-loving world citizens.It is expected
that the character education will become the driving force for students so that they become the young
national intellectuals who have superior personality as contained in the national education law. Higher
education has two major elements, i.e. lecturers and students. Both have to be oriented to develop
academic culture. Both are bound in academic ethics. The ethics grows from noble values and culminate
in the establishment of academic culture. Through effective character education in higher education, it is
expected that meaningful education model for students can be born. It does not only provides cognitive
knowledge but also affective and conative one in the group of teaching materials for expertise and skill.

4. How about the role of a lecturer in implementing the Development of Character Education Based State
Defense Education Learning: A lecturer has great impact to the selected learning process. By
launching the learning process with character education approach and national values, it is expected
that a lecturer becomes role model for his/her students. Acting as a lecturer, he/she should undertand
his/her tasks, he/she should make his/her children (the students) to behave appropriate to the state
defense values as well as bear potential national leaders, and therefore, don't doctrinate them with
extreme things! The tasks of a lecturer in the learning process definitely have to be active participant
by using a variety of learning models but the most relevant ones, he/she is able to integrate the state
defense values and provide good character education to his/her students.

The role of a lecturer in the character education integrated in the learning process include value
recognition as well as its facilitation to obtain consciousness on the importance of values and value
internalization into the behavior of the educating participants in their daily life through the learning
process directly or outside the class for all lecture subjects. Instead to make the educating participants
mastering competence (the subject materials) having been targeted, the learning activities are also
designed to make the students recognized, conscious/care and internalized the values and therefore, these
will make them as their behavior. A lecturer teaches and introduces the importance of values and does
value internalization to the behavior of his/her educating participants in their daily life through the

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learning process either directly or outside the class for all lecture subjects. Instead making the students to
master competence (the subject materials) having been targeted, the learning activities are also designed
to make the educating participants recognized, conscious/care, internalized the values, and therefore, they
make the values as their behavior.

A lecture has the tasks of teaching and guiding his/her students so that he/she has relevant
competence with his/her expertise and has responsible of developing science through proper research
procedures conducted continously. Major role of a lecturer is to assist his/her students to be more
independent by presenting the contextual problems as well as guiding them to propose the problems and
facilitating research activities to solve the problems independently. A major objective of the learning
activities is to improve the critical thinking skill of the students. The tasks and responsibilities of a
lecturer in the character education process can be explained as follows :

Tasks of Lecturers

a. To create atmosphere or climate of the learning process that can make motivation
b. To have a variety of tasks that can be carried out in community service. The tasks cover the field
of profession, humanity and social.
c. To know the general tasks of a lecturer as a professional, these cover education, teaching and
training.
d. To develop science and technology
e. To plan and carry out teaching activities
f. To carry out education, research and community services
g. To plan, carry out the learning process as well as appraise and evaluate the learning results
h. To increase and develop the qualification of sustainable academics and competence in line with
the development of science, technology and arts.

Responsibility of A Lecturer

a. To carry out education, research and community services

b. To plan, implement the learning process as well as appraise and evaluate the learning results.
c. To increase and develop the qualification of sustainable academics and competence in line with
the development of science, technology and arts
d. To act objectively and indiscriminately on the basis of gender, religion, tribe, race, some physical
condition or socioeconomic background of the educating participants in the learning process
e. To uphold laws and regulations, code ethics as well as religious values and ethics; and
f. To maintain and develop the national unity and union.

A lecturer also internalizes values or character to his/her students particularly the state defense
values that definitely determine the students' success in future. The internalization of values or characters
that a lecturer has taught his/her students requires understanding, skill and competence about the
characters themselves. The development of students' character and personality becomes strategic for the
competence achievement of the students in the learning process, then at least there are important learning
problems to be studied. Therefore, these can be improved in future. The role of a supervisor is not only
able to guide his/her students who are morally good but also he/she has to feel responsible to them. If a
lecturer does not feel the responsibility, it is possible that he/she will teach anything without any care
whether his/her students can understand the subject materials he/she presents or not.

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The giving of tasks is also effort to give understanding to the students because with the tasks they can
review the subject materials having been learned by using the critical thinking oriented and problem
solving oriented model. Of course, these should make the students responsible to their lecturers.

Therefore, lecturers should not only try to give understanding to their students but the students should
also appreciate their lecturers and accomplish each subject task that their lecturers have given. A lecturer
in developing the critical thinking oriented learning method has to have effective teaching strategy for
their students, among others with the way of providing appraisal by asking questions that require
reasoning skill at the higher level and learning the basic science by using cases in the surrounding
circumstances for major discussion of the lecture subjects. After preliminary lectures, the students are
given cases and some questions they have to answer plus reasons as the assignment. The answer is
discussed in the next meeting to correct any conceptual error and explain the subject materials which the
students do not understood yet. The results indicate that students in the program show better prestige
when accomplishing the memorized questions as well as those which require answer with deeper studies.
Therefore, the students are motivated to learn as well.

Strategy in the problem solving-oriented method definitely relates to the tasks that the students have
conducted and discussed in the class consistently. Moreover, it is appropriate to the sub-chapter of the
lecturer materials and a lecturer sees the ability of his/her students to answer the questions from other
students by providing the related problem solving. Therefore, each chapter discussion will be able to
make the students capable to analyze cases properly and give proper solution and so, their ability can be
known on how the critical thingking oriented method is able to solve the existing problems.

5. How about the ability and competence of lecturers in carrying out the learning process when
implementing state defense values: To increase the lecturers' ability particularly those who are
responsible for the general compulsary subjects, such as civic Education, the university leaders will
give learning tasks to Civic Education Department. It is expected that the commitment of University
of UPN as the state defense campus can be reflected from the learning method to the ability of all of
its civitas academica. The lecturers have to have state defense ability as well, and it is implanted so
that they are able to motivate their students with the leadership spirit and state defense values. They
must have lecturer certification (serdos), get promotion for functional occupation and continue their
education to higher level. It is because current students called millennial generation require the
lecturers who have the updated knowledge and vision.

Concerning the source from the explanation of the key informants about the role of lecturers, that
the lecturers have important role to change the character of their students. According to UNESCO quoted
by Zamroni (2011) from Rynder (2006), it is concluded that there are six universal character dimensions
for lecturers as follows:

a. Lecturers are trustworthy; a lecturer can make his/herself trustable if he/she has honesty, integrity,
loyality and reliability. Such a lecturer is unlikely to be lying, he/she will give high priority to his/her
own institution than other one, and he/she has consistency between words and deeds.
b. Respect; a lecturer with the character will constantly honor and respect others without any
consideration to his/her background including sciences, the upholding of self respect and dignity to
his/her colleagues and students, has a high tolerance attitude as well as easily accept all of his/her
students sincerely.
c. Responsibility; a lecturer with the character of responsibility will frequently show his/herself and what
he/she has done all this time. The character will do the hard work and do what the best do to achieve
the top ranking prestige.

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d. Fairness; a lecturer with this character will show it spontaneously when he/she give appraisal to his/her
students. He/she will not differ one student to another. The appraisal has to be based on the objective
criteria and the agreeable aspects.
e. Caring; a lecturer with the character will use his/her prudent fineness and feeling so that he/she can
have empathy to his/her students either when they are in difficult time during their lectures or they
reach the best achievement.
f. A lecturer should become a good citizenship; a lecturer is a citizen as well. Therefore, a lecturer
should understand tasks and responsibilities as a good citizen.

When carrying out major tasks of Tri Dharma Perguruan Tinggi (Three Principles of Higher
Education), i.e. teaching, research and community services, a lecturer has to be able to carry out the
internalization process of noble values which otherwise have become campus culture. The internalization
of the noble values in this matter is the character education values conducted by a lecturer to his/her
students and it needs understanding, skill and competence about the character itself. The important thing
is when a lecturer can express his/her real identity which has noble characters. In this matter, his/her
students can imitate them. Lecturers become major actors in the establishment and development of
students' character with examplary behavior. Before educating his/her students' character, a lecturer at
least has character appropriate to major tasks of a lecturer. Moreover, the most important role of lecturers
which cannot be forgotten is educating, teaching, training, guiding and evaluating.

The competence can be described as the ability to carry out one task and role, the ability to
integrate knowledge, skill, personal attitudes and values as well as the ability to build knowledge and
skill based on experiences and learning process conducted all this time.The competence of lecturers and
teachers bases on Decree of Minister of National Education Number 16 Year 2007. It covers four major
compentencies, i.e. pedagogy, personality, social and professionalism. Pedagogic competence includes 10
major competencies, social competence cover 4 major competencies and professionalism competence
consists of 5 main compentencies. Therefore, lecturers and teachers of Indonesia must meet 24 main
indicators when implementing their tasks as lecturers and teachers.

Conclusion

1. As the national defense campus, University of UPN Veteran Jakarta definitely must preserve state
defense values as having been stipulated from the early establishment of the university.
2. It is expected that the State Defense Learning will strengthen the characters of students to involve
actively in field work by taking the national and noble values into the sector.
3. As implementing the character education cannot be carried out instantly but it has to be realized
gradually and it uses the development strategy of learning method appropriate to the state
defense-contained curriculum.
4. The learning methods with critical thinking-oriented and problem solving-oriented model have
been being developed.
5. The role of lectures in the character education integrated in the learning process is the
introduction of state defense values and any facility to raise the consciousness on state defense
values.
6. As a quality controller in education process, the lecturers are professional education elements
demanded to have ability and competence with good characters.

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