




































 

 
EDUCATIO : Journal Of Education 

Volume 4 , Number 2, November 2019 
ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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Implementation of Three Characters Education Design to 
Improve the Quality Of Academic Civitas College 

 
Achmat Mubarok 

Universitas Yudharta Pasuruan 
mubarok@yudharta.ac.id 

 
 

Accepted: 
10 August 2019 

reviewed:  
September 5, 2019 

Published:  
20 November 2019 

 

 

Abstract : The implementation of character education in college was conducted through three 
character education design bases: First, class-based character education, conducted with the 
relationship between lecturers as educators and students as learners in In the classroom. 
Secondly, the education of character culture based on college campus, which is in the form of 
interaction with all members of academic Civitas who support, improve and strengthen, and 
leadership as a figure of transparency in Perform its work in accordance with its duties and 
functions. Third, the application of character education based on campus community is done by 
collaborating and always listening to community aspirations through co-operative Education 
Program (University cooperation with entrepreneurs, education, and society), Through the 
student Activities program. 

 
Keywords:  effectiveness, implementation, three design, character education, quality 
improvement, college 
 
INTRODUCTION 
 One of the challenges of the future to be faced by the Indonesian nation is included in the 
world of education in accordance with the mandate of the national education system law, namely 
to form the character and civilization of the nation dignified in order Educate the life of the 
nation, the institution needs to be restored to its basic principle, which is an effort to humanize 

human beings by giving students the values of the nation's character in everyday life1.  
 The impact of globalization that is happening today brings the people of Indonesia to 
forget the education of the nation character, whereas, character education is a foundation of the 
nation that is very important and need to be implanted early to the child. From the events that 
occurred today, ranging from the corruption cases of state officials involving political parties, 
human rights abuses, various violence and riots that smelled SARA, students who were 
threatened because honestly did not give conpress, brawl Students, up to an anarkhist demo 
conducted by students in several colleges. From these events shows that people are able to 
perform actions that contradict the values, norms, and character of the nation, the previous 
violent acts may never have been imagined. This is because globalization has brought us to the 
"the" of material "so that there is an imbalance between economic development and cultural 
traditions of society, of course we become aware of how important character education is 

                                                     
1 Departemen Pendidikan Nasional, “Sistem Pendidikan Nasional,” Jakarta (ID): Depdiknas (2003). 



  
 
 
 

  

 
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implanted since Early childhood and Sustainable2. 
 Usman Rianse, rector of Haluoleo University and the chairman of the Indonesian rector 
Forum, said college as a place to gather national thinkers in academic, moral, and social fields, 
should be involved in thinking and realizing the nation's competitiveness. This begins with 
character education to support the standing of four national pillars namely Pancasila, the 
CONSTITUTION 1945, the unitary State of the Republic of Indonesia, and the Bhinneka 
Tunggal Ika. 

 According to Koesoema3 to implement character education effectively and simultaneously 

there are three design bases in its programming. First, a class-based character education design 

where this design is based on teacher relationships as educators and students as learners in the 

classroom. Second, the design of character education based on school culture. This design tries 

to build a school culture that is capable of shaping students ' character with the help of school 

social institution so that certain values are formed and bathed in student. Third, community-

based character education is that the school community does not struggle alone in educating but 

communities outside of educational institutions such as families, the general public, and the 

country have the moral responsibility to integrate character formation in their lives. If in the 

third character education the design is ignored then our education will only be partial, 

inconsistent, ineffective and as a discourse only. So, the problem of character education that has 

been in every unit of education need to be examined and sought by the solution so that it is easy 

to implement in the school.  

 Departing from the above concept, character education is essential for more in-depth study 

on: (1) Implementation of three educational design bases for the character education of Civitas 

Akademika in universities; (2) Supporting factors and role-inhibitors and lecturers/leaders in the 

application; and (3) the potential towards the development of the implementation of three 

character education design bases over existing support. The problem is the basis of development 

in the effectiveness of the implementation of three character education design bases in college as 

an effort to actualize and develop the operational character education in the National Action 

Plan of Kemendiknas. 

  
LITERATURE REVIEW 
Character Education Concept 

Character building is one of the national educational objectives, in article 1 of the National 
Education System Act No. 20 of 2003 stated that among national education objectives is to 
develop the potential of learners to have Intelligence, personality and noble morality. The 
mandate of the law aims to make education not only to form the intelligent human beings, but 
also personality or character, so that will be born generation of the nation that grows with the 

character that breathes Noble values of the nation and religion. According to Buchori4, character 
education should bring learners to the cognitive recognition of value, affective value, and 
ultimately to real-value practice. 

 
Implementation of character education in college 
1. Implementation of class-based character education 

                                                     
2 Masnur Muslich, Pendidikan Karakter Menjawab Tantangan Krisis Multimedia (Jakarta: Bumi Aksara, n.d.). 
3 A Koesoema and Doni, Pendidikan Karakter: Strategi Mendidik Anak Di Zaman Modern (Jakarta: PT Grasindo, 

n.d.). 
4 Mochtar Buchori, Transformasi Pendidikan (Jakarta: Pustaka Sinar Harapan, n.d.). 



  
 
 
 

  

 
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Character formation is one of the national educational objectives that has been mandated 
through the National Education system Law No. 20 of 2003, which is expected to form the 
Indonesian people who are of personality and breathing in Noble values of the nation and 
religion, so that it can later bring the learners to the introduction of cognitive values, affective 

value, and finally to the real value-practice 5. 
The implementation of class-based character education in college shows the relationship 

between lecturers as educators and students as learners in the classroom, where in the process 
of learning activities in the classroom; (1) The lecturer serves as a figure of the example, by 
providing motivation for learning and updates on information related to the course of the 
course, to conduct a mutual agreement in the teaching and learning process in the early 
courses and in writing to Create a conducive learning atmosphere; (2) Lecturers position the 
value of respect for learners, embed character values in courses, provide motivation to study 
students, involve students in decision making and building cooperation; (3) Lecturer role as a 
figure of the example of whether in class or outside class, treating students as companions, 
familiarizing orderly, discipline and moral, and eliciting character values explicitly on SAP and 
syllabus; (4) Lecturers establish good relationships with students, using collaborative learning 
methods and always motivate students for acceleration, non-authoritarian and always open in 
learning activities; (5) Lecturers must be able to provide an ethical example on time in class, 
honest and responsible. Class-based character education discusses more about how 
educational institutions can maximize the relational patterns that occur in the classroom so 
that each individual can grow healthy, mature and accountable.  

The application of character education in teaching and learning activities in the classroom, 

as expressed by Koesoema 6, aims to develop the overall relational dynamics between private 
and various dimensions, both from within and from Beyond himself, so that the person is 
increasingly able to live up to his freedom so that he can be more responsible for his own 
growth as the person and development of others in their lives based on moral values that 
value of human fame. 

Koesuma further explained that there is a learning experience built through two 
approaches namely intervention and habituation. In the intervention developed the 
atmosphere of learning and learning interactions deliberately designed to achieve the goal of 
the character's scavenging by implementing activities that are structured as well as in colleges 
by raising value Characters explicitly on SAP and syllabus, so that the learning process is 
successful, the role of the teacher as the figure of the model is very important and decisive. 
Meanwhile, in habituation created situations and conditions and strengthening that allows 
learners in the unit of education, in his home, in the community familiarize themselves to 
behave according to value and become the character that has been Be internalized and 
personalised from and through the intervention process. The process of culture and 
empowerment that includes sampling, learning, habituation, and strengthening should be 
developed systemic, holistic, and dynamic. 
The application of class-based character education in college is a form of relation between 
lecturers as educators and students as learners in the classroom, lecturers serve as an equal 
figure, with the motivation to learn and update About the information related to the course, 
do a mutual agreement in the process of teaching and learning at the beginning of the lecture 
and in writing to create a conducive learning atmosphere, because the class is the main place 
of the process Education in schools, interacting with each other in studying and exploring a 

                                                     
5 Ibid. 
6 Heni Zuhriyah, “Pendidikan Karakter (Studi Perbandingan Antara Konsep Doni Koesoema Dan Ibnu 

Miskawaih)” (IAIN Sunan Ampel, 2010). 



  
 
 
 

  

 
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wide variety of sciences, so that the success of education depends on how a lecturer and 

students build a classroom environment Comfortable and enjoyable learning7  

There are three basic requirements for creating a moral community in the classroom 8(, 
namely: first, the students know each other. Secondly, the students respect, strengthen, and 
care for each other. Thirdly, students feel part and are accountable to their group. 

The design of a class-based character education curriculum takes place through two 

domains: instructional and non-instructional 9. The instructional realm is directly related to 
learning and teaching in the classroom. The activity is a process of learning together with the 
curriculum materials taught as applied in college through compulsory elective courses for all 
students, namely the multicultural education courses,  Whereas, the non-instructional realm 
refers to elements beyond the dynamics of teaching and learning in the classroom, but it has 
an important function to help the process of learning and teaching in the classroom. Higher 
education lecturers also role as a figure of transparency both in class and outside the 
classroom, treating students as companions, familiarizing orderly, discipline and moral, and 
raising character values explicitly on SAP and syllabus. These two things must go as parallel as 
the two have reciprocal relationships. 

There are some traits that become a way of acting in the development of class-based 
character education: (1) teachers as learning facilitators; (2) Teachers as learning motivators; 
(3) Teachers as program designers; (4) Teachers as advisers and source of the livers; (5) The 
curriculum content is the source for character formation;  (6) Methods of teaching dialogue 
instead of monologous (7) Using methods of learning through cooperation; (8) class 
community participation in learning; (10) class creation as a moral community; (11) 
Enforcement of moral discipline; (12) The creation of a democratic class environment; (13) 
Build a sense of responsibility for self-formation; (14) The management of moral conflicts 
through lessons; (15) to provide a fair and nonviolent conflict solution. 

 
2. Application of Campus culture character education 

The application of education based character culture in college is done by trying to build 
student character with the help of campus social institution so that certain value/character is 
formed and built-in student, it is done with character formation that applied through 
instructional and non-instrumentalities, campus culture constructed and formed from 
interaction with all members of academic and natural environment and leadership as figure 
and treating the college citizen with respect.  

Developing a campus culture-based character Education aims to create an educational 
environment as a learning environment that can help every individual who is increasingly able 
to find their individuality and to fully internalize their freedom. The soulful campus culture of 
character building helps individuals grow up adults and healthy, psychologically, morally and 

spiritually10. 
Through the vision, mission and objectives of the university all academic civitas in the 

higher education support each other, improve and strengthen in carrying out all programs, 
conduct regular meetings between leaders, lecturers and employees every beginning of 
semester and quarter semester, with the partner and the student Guardian each year the new 
teaching is done so that the school culture is formed from a variety of norms, patterns of 
behaviour, attitudes, and beliefs owned by members of the community of an institution 
Education. The culture of the campus is very important because the cultural values are made 

                                                     
7 A Koesoema and Doni, Pendidikan Karakter: Utuh Dan Menyeluruh (Yogyakarta: Kanisius, n.d.). 
8 Thomas Lickona, “Pendidikan Karakter: Panduan Lengkap Mendidik Siswa Menjadi Pintar Dan Baik 

(Terjemahan Dari Educating for Character, 2008, Oleh Lita S.),” Bandung: Nusa Mesia (2013). 
9 Koesoema and Doni, Pendidikan Karakter: Strategi Mendidik Anak Di Zaman Modern. 
10 Koesoema and Doni, Pendidikan Karakter: Utuh Dan Menyeluruh. 



  
 
 
 

  

 
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basis in giving meaning to a concept and meaning in communication between community 
members in the college environment. The position of the campus community character that is 
important in people's lives requires the campus culture to be the source of value in the 

application of a campus culture-based character Education11. 
 To form a character for all the academic civitas of the college, giving a strict action for 

the deviant behavior, giving a real response and addressing national events and social 
community, carrying out its work in accordance with its duties and functions, always give the 
lecturer motivation to be a figure of action for students. 

 In the context of education, campus culture is a pattern of behavior and a way of acting 
that has been formed automatically into a living part in an educational community. The basis 
of patterns of behaviour and how to act it is the social norm, campus regulation, education 
policy. These three were not consciously formed because of formal legal expression in the 
form of rules, but rather the spontaneity of its members in acting, thinking, and making 
decisions in everyday life.  

The campus culture at Yudharta University is also formed by involving all constituents in 
the decision-making, organizing democracy activities. Campus culture can be said to be like a 
hidden curriculum, which is actually more effective in influencing patterns of behavior and 

way of thinking of the whole school community12. 
 

3. Implementation of Campus Community character Education 
The implementation of community-based character education in college is done by 

collaborating and always listening to community aspirations through co-operative Education 
Program (University cooperation with entrepreneurs, educational world, and Community), 
through the program of student activities, such as real work lectures, and student activities 
program filling in the event of Ramadlan Pondok held by the school in the upper, and 
strengthening cooperation with the Government through accreditation Colleges and courses, 
running rules that have been established by the Government to support the development of 
education. Activities are done in order to form the invalidity of various communities that 
have direct or indirect links to the life dynamics of the school campus as a community that 
has a relationship with many Parties Must be dynamic, open and willing to learn continuously 
if not want to be an institution that is left behind, and increasingly irrelevant to the needs of 

its members 13. Therefore, inter-Community cooperation in the development of character 
education on campus is very necessary, without good cooperation, character education on 
campus will be lame and ineffective. The community-the company is: (1) The community of 
parents, the first community that is a reference for cooperation between the campus and 
outside parties is the parent community. Parents entrusted their children to be educated by 
the lecturers, while the campuses based on parents ' beliefs have the duty to educate and 
accompany students to grow more adults as individuals. Therefore, the cooperation between 
the school and the parents is very important in order to have continuity between the 
education process at school and at home; (2) Community communities, educational 
institutions are present not separated from community communities where they live. This 
community is what will eventually accept the presence of students who have been educated 
competently, professionally and well. Cooperation with the community, regardless of the 
form, is necessary for the education institution not to feel struggling alone. Example NGOS, 
entrepreneurs, and various other social groups; (3) Political community, in this case is the 

                                                     
11 Pusat Kurikulum, “Pengembangan Dan Pendidikan Budaya Dan Karakter Bangsa: Pedoman Sekolah,” 

Jakarta: Kemendiknas (2009). 
12 Koesoema and Doni, Pendidikan Karakter: Strategi Mendidik Anak Di Zaman Modern. 
13 Koesoema and Doni, Pendidikan Karakter: Utuh Dan Menyeluruh. 



  
 
 
 

  

 
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presence of the state, the State is always present in the development of education because the 
State has an interest in the education institution is active and responsible in preparing 
prospective members of the adult community. 

The potential towards the development of the implementation of three character 
education design bases in college for the existing support of character based education is very 
potential once, because the students are majority domiciled in Pesantren, So that personality 
values are very coloring in every student behavior. Individually lecturers have developed the 
design of character education in the cultural level or creativity in designing character 
education in the classroom is quite good, also supported by the formulation of a It education 
design in detail Through a lecture contract. Besides, the university provides adequate learning 
facilities, both related to Internet access, laboratories, and a sufficient lecture room as a means 
of character education development. 

The potential towards developing the development of a character education based on 
campus culture is already developing 75% of the Higher Education Directorate target. Not far 
from the dependence of each in sensitivity in associating. The conducive environmental 
conditions and the social climate around the institution support and strengthen the learning 
character of campus culture. Another potential towards the development of the application of 
character education based on campus culture in the college is strongly influenced also by the 
environmental conditions of the conducive community and the social climate around the 
institution is very supportive and Strengthening the learning character of campus culture.  

Meanwhile, from a review of the application of community-based character education in 
college is carried out through the development of potential of all citizens ' academic civitas by 
socializing the program implementation of character education and through the control 
mechanisms in order to run properly. 

 
CONCLUSION 

The implementation of character education in college is carried out through three 

character education design bases, firstly, the application of class-based character education is 

done by the relationship between lecturers as educators and students as learners in the 

classroom, which in the process of learning activities in the classroom; (1) Lecturers act as a 

figure of transparency, by providing motivation for learning and updates about information 

related to the course, (2) to conduct a mutual agreement in the teaching and learning process at 

the beginning of lecturing and in writing to create a conducive learning atmosphere, (3) Lecturers 

positioning the value of respect for learners, (4) embedding character values in courses, (4) 

involving students in decision making and establishing cooperation, (5) Treating students As 

companions, (6) Familiarize the orderly, discipline and moral, (7) eliciting character values 

explicitly on SAP and syllabus, (8) Lecturers establish good relations with students, using 

collaborative learning methods and always motivate students to acceleration, (9) Not 

authoritarian and always open in learning activities. 

Secondly, the application of the education-based character culture in college is in the form 

of the results: (1) interaction with all members of academic and natural environment and 

leadership as a figure of the example, (2) The interaction of all academic civitas supporting each 

other, improving and strengthening the conduct of All Programs, (3) conducting regular 

meetings between leaders, lecturers and employees every beginning of semester and Tri Wulan, 

with partners and parents of students each new school year, (4) Provide Strict actions for deviant 

behavior, (5) Provide real responses and respond to national and social societal events, and (6) 

perform their work in accordance with their duties and functions. 



  
 
 
 

  

 
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 Thirdly, the application of community-based character education in college is done by 

collaborating and always listening to the aspirations of society through co-operative Education 

Program (University cooperation with entrepreneurs, education, and society), through the 

program of student activities, such as real work lectures, and student activities program filling in 

the event Romadlon held by high school, and strengthening cooperation with the Government 

through Colleges and courses, running rules that have been established by the Government to 

support the development of education. 

As a contributing factor to the implementation of character education in college, among 

others: (1) There is a lecturer in the design of character education that is quite high; (2) Synergy 

between lecturers in sharing and exchanging experience in teaching learning process is good 

enough; (2) as well as the majority of students live in pesantren so that there are materials from 

the pesantren that support the implementation of character-based education; (3) The 

homogeneous educational and cultural background of structural campuses makes many choices 

to determine the policy; (4) The culture of Pesantren is very supportive of the campus policy 

because it has a figure/figure that can be used as a person who is a kyai; (5) The jargon of 

multicultural universities can encourage the application of culture-based character education in 

college; (6) Prepare through human or structural resources that are ready to accommodate all 

activities related to internal and external coordination by forming a human resource development 

institution, a team of quality guarantors, and a central institution of information and 

communication planning, and the support of the desires of parents who want their children to 

have character; (7) The characteristics of the civitas of the campus, the community, and the 

surrounding environment are complex and heterogeneous to be invited to good cooperation. 

While the potential towards development of the application of character education in the 

universities, among others: (1) from students who are majority domiciled in boarding school; (2) 

Lecturers have developed the design of IT education creatively and detail through lecture 

contracts and cultures; (3) The campus provides adequate learning facilities, both related to 

Internet access, laboratories, and a sufficient lecture room as a means of development; (4) 

environmental conditions of conducive community and social climate around the institution 

supporting and strengthening the learning character of campus culture; (5) The campus to 

socialize the implementation of Character education program maximally, continuously, and 

through control mechanisms to run well. 

 
Suggestion 
  There needs to be a mutual understanding, high motivation, and mature planning for all 

the academic civitas in the application and development of character education in college; There 

needs to be integrated special courses, cultural/orderly handbook, and planned development 

strategies, as well as institutional evaluation of successful implementation of Karakater education; 

It is necessary to improve the evaluation of character education implementation for systematic 

and programmatic development plan; There is a need for socialization and good cooperation 

with the community, campus community, and parents in the efforts to develop character 

education. 

 
 
 



  
 
 
 

  

 
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REFERENCES 
Buchori, Mochtar. Transformasi Pendidikan. Jakarta: Pustaka Sinar Harapan, n.d. 
Koesoema, A, and Doni. Pendidikan Karakter: Strategi Mendidik Anak Di Zaman Modern. Jakarta: 

PT Grasindo, n.d. 
———. Pendidikan Karakter: Utuh Dan Menyeluruh. Yogyakarta: Kanisius, n.d. 
Kurikulum, Pusat. “Pengembangan Dan Pendidikan Budaya Dan Karakter Bangsa: Pedoman 

Sekolah.” Jakarta: Kemendiknas (2009). 
Lickona, Thomas. “Pendidikan Karakter: Panduan Lengkap Mendidik Siswa Menjadi Pintar Dan 

Baik (Terjemahan Dari Educating for Character, 2008, Oleh Lita S.).” Bandung: Nusa Mesia 
(2013). 

Muslich, Masnur. Pendidikan Karakter Menjawab Tantangan Krisis Multimedia. Jakarta: Bumi Aksara, 
n.d. 

Nasional, Departemen Pendidikan. “Sistem Pendidikan Nasional.” Jakarta (ID): Depdiknas (2003). 
Zuhriyah, Heni. “Pendidikan Karakter (Studi Perbandingan Antara Konsep Doni Koesoema 

Dan Ibnu Miskawaih).” IAIN Sunan Ampel, 2010. 
 


