Teachers and Core Values

Teachers and Core Values

VALUES by Encyclopedia of Sociology (1473) is a set of individual beliefs that guide behavior. The real value is the good character contained in every human being. There are three classifications of interrelated values, namely moral values, rational values ​​and individual values.

Moral values ​​are standards of behavior followed by an individual to control his impulses or desires. Examples of moral values ​​are honesty, tolerance, sincerity, self-control, punctuality, hard work, sacrifice, etc. Rational values ​​include equality, freedom, justice, integrity, respect for others, secularism, socialism, democracy, social harmony, etc. Individual values ​​include good manners in dealing with teachers, older people, younger people, family members, neighbors, friends, patience, good manners, helping others, self-discipline, etc.

Values ​​in an organization are essentially a search for values ​​that are defended by each of its members to serve as guidelines in carrying out various activities.

The search for these values ​​is then formulated into fundamental values, which are considered by the organization as a virtue that must be realized by each of its members. Core values ​​are personal. However, if each individual builds their own core values ​​while they are brought together in the same community, it will become a common value that will become a common hold.

According to Collins (2014), the success of an institution begins with the discipline of individuals who apply these core values. In order to be more productive, sustainable and able to design future plans, each individual’s obedience and adherence to core values ​​is necessary.

Fundamental values ​​at school

Since the construction of the first Sukma Bangsa School (SSB) in Aceh, its founders have based the management of education on core values ​​which are conceptually discussed in the vision, mission and goals of the school. Vision, mission and goals are the core values ​​of SSB; values ​​that become the soul of SSB; values ​​that must be defended, carried out, nurtured and nurtured. No institution can be great and last long without strong core values. For this reason, teachers try to build their behavior and character at work so that they are aligned with the vision, mission and goals of the school.

To produce well-behaved students, teachers must also demonstrate good behavior. Teachers cannot demand that students behave well if the teacher behaves equally well; the teacher can ask students to behave honestly if the teacher also practices it; the teacher forbids the pupils to smoke, the teacher also does not smoke, etc. The point is that the teacher must be a model; Teachers who apply the Core Values ​​in a disciplined manner will eventually be able to instill good values ​​in their students in the classroom.

Internalization of core values

When viewed from the perspective of SSB, moral values ​​in the form of responsibility and individual values ​​of caring are good values ​​that should be possessed by every SSB teacher to create a positive educational environment. Morally, the teacher is responsible for developing his own capacities so that the teaching and learning process implemented is of better quality. Examples are independent learning, participation in joint learning forums between teachers, preparation of lesson plans, participation in trainings, etc.

Teachers are also responsible for how to develop others, both students and colleagues. The responsible teacher will feel uncomfortable if there are students who do not understand the lessons that have been given and do not immediately provide an assessment of the students when they have finished performing their duties.

According to Lickona (2013), responsibility is a value that plays a role in building concern for oneself and others, the ability to perform work, participate in society, help others in difficulties and to create a better world. This is in line with the objectives of national education set out in Article 3 of Law No. 20 of 2003 on the National Education System (Sisdiknas), namely that the function of national education is to develop capacities and to shape the character and civilization of the nation which is useful in the context of nation life education, aimed at developing the potential of the participants. To educate students to become human beings who believe and fear Almighty God, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens.

To carry out the function of national education, it is necessary to have good teachers and to have high responsibilities. Because teachers who have a sense of responsibility will naturally care about the development of their students. Try to motivate yourself to keep learning and be creative in order to create a pleasant educational environment, presenting material with various learning techniques so that students are able to understand the material presented and cultivate values ​​that can be useful in the lives of students in the future.

Related to the moral value of responsibility, individual values ​​such as caring cause a person to connect with other people and no matter what happens to that person (Bender, 2003). Examples of benevolent forms of values ​​are compassion, generosity, concern, kindness, and help. Compassion, according to Leininger (1981), is a feeling directed towards others, encouraging and thus empowering to make and influence each other’s lives in a constructive and positive way.

When the COVID-19 pandemic struck, many parents lost their jobs and were unable to pay for their children’s education. Students experience a learning loss during the pandemic, but they should not lose the opportunity to learn to care for others. In this context, teachers need to be creative in how to create programs to create a sense of caring for their students in a good, natural and non-artificial way. One form is fundraising to help ease the tuition fees of students whose parents have been affected by the pandemic.

Relevant teachers not only understand the feelings and needs of students in the classroom, but also understand and pay attention to the condition of students outside of the classroom. When a teacher has a concern for the condition of his students, the students will certainly have a concern for his teacher. John C Maxwell said, “Students don’t care what you know until they know how much you care. Let’s hope that teachers all over the world can endow themselves with the values ​​of responsibility and benevolence so that the relationship between teachers and students improves, which will have an impact on improving the quality of education in Indonesia. With a bit of luck.


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