The basic concept of Learning Evaluation

One of the competencies that must be dikuasi by the teachers is the evaluation of learning. This competence in line with the duties and responsibilities of a teacher in learning, i.e. evaluate a study including performing the assessment process and the results of the study. The competence in line with the assessment instrument is the ability of teachers, the charge indicators will one is doing the evaluation of learning. And many more models that describe the basic competence that should be controlled by the teacher. This indicates that on all models of competence basic teacher always describe and menyaratkan the existence of ability of teachers in evaluating learning, because the absolute basic ability should be possessed by any teachers or prospective teachers. Therefore, reasonable and logical if all student education courses, such as PGTK and PGSD, other education programs.

Understanding Evaluation
Not wrong anymore, maybe we never or even often read books about evaluation which describes ari a few terms that are almost the same but berbed, such as evaluation, assessment, measurement and test.
Daalam learning systems (learning as a system), evaluation is one of the essential components and stages that should be taken by the teacher to find out the liveliness of an instruction. And the results obtained from the evaluation can be used as an inverse (Feed Back) for teachers in improving and refining the program and learning activities. We often hear in schools that teachers often give repeat daily, final exams of the semester, the test blocks, bills, written tests, oral tests, the test Act, and others.

More about the term evaluation, according to carl h. Witherington (1952). "an evaluation is a declaration that someting goes has or does not have value."  While according to Guba and Lincoln (1985), that the evaluation as "a process for self-describing an evaluand and judging it's merit and worth". So, evaluation is a process to describe learners and menimbangnya in terms of value and meaning. This confirms that an evaluation of the definitions relating to values and meanings. Process and outcome evaluation are strongly influenced by various observations, background and practical experience evaluator itself.

From some formula of this evaluation, it can be concluded that in fact the evaluation is a systematic and sustainable process to determine the quality (value and meaning) of something, based on certain criteria and considerations in the framework of decision making. Based on the above understanding, there are a few things that need to be explained more anjut, namely:

1. Evaluation is a process rather than an outcome (productive). The results obtained from the evaluation activities is the quality of something, fine that concerns about the value or meaning, while activity to arrive at the giving of value and meaning it is evaluation. Discuss about the evaluation means studying how the process of granting a consideration about the quality of something. The quality of the picture in question is a logical consequence of the process of evaluation is done. The process is of course done in a systematic and sustainable manner, in accordance with the proposed procedures and principles as well as continuously.
2. The purpose of the evaluation is to determine the quality of something, especially with regard to the value and meaning. S Hamid Hasan (1988) explicitly distinguish between the two terms are as follows: the giving of value is performed when an evaluator gives the reasoning about evaluan without connecting it with something that is from outside.  As for the meaning, related to the position and role of evaluan in a certain context. And of course a comprehensive evaluation activity is covering both the process of granting decisions about the value and meaning of decisions about the process, but this does not mean that an activity evaluation should always include both.

Again, the assessment and evaluation that actually has the equation da difference. The equation is either has sense meniai or determine the value of something. In addition, the tools used for collecting the data is also the same, whereas the difference is in the scope and implementation. While the measurement only is one step that may be used in the evaluation of the activities.

Position Evaluation in a Learning
Sebagaiman has expressed before, that learning as a system that has a variety of interacting components, berinterelasi and berinterdependensi. One of the momponen learning is evaluation. So also in the procedure of learning, one of the steps that must be taken is a teacher evaluation. Thus, the views of a wide range of learning contexts, evaluation has a very important position and strategic because evaluation is a part and parcel of the learning itself.

Get To Know The Various Early Childhood Games

There are many types of games we could come across. In an early childhood learning much of the game that we can use. In fact, everything of interest to the children we can use as a game. The game does not have to be in the shape of modern tools, but there are still many other things which are traditionally turn out as long as it can still be fun for the child and has the value of learning is good.

In his article, Rahmat says, "make the game for emotional Education" to divide the game into five types, namely the game functions (motion), a game of games, forming the illusion, the game received (resptif), and the game was a success.

Games function or motion, i.e., a game made by movements to train the muscle strength of the child. For example, banging, kicking, running and running around. The game form, namely in the form of the game giving or creating forms on an object in order to better attract, such as play sand, clay, beams, and night. Then the game is a game of illusion which is described as a form of illusion or fantasy for children so that as if it were a real likeness. For example, trade-play merchandise, doctors-dokteran and others.

While the game received (responsive) is a form of the game, which only accepts children without doing activities, such as listening to or watching television. Furthermore, the game's success is a form of the game completing a specific challenge, such as a semicircular iron up the stairs and walk above the bridge.

Well, the above games are revealed by Rahmat. And of course there are still many other games. We can mention or creating games in accordance with the wishes of each child. Because, we can give you a name game sebagaiman we paraphrased.

Of the many games that exist, send Hurlock becomes two kinds of games.

1. Active play is a play that his joy arising from what the kids do it themselves. Most children that perform various forms of play is active, but the number and the amount of time spent by the excitement that will be retrieved from each game vary greatly. In this case, pleasure child arising from what is done by an individual, whether in the form of pleasure run or make a wax or paint.
2. Play passive, i.e. games that are purely entertainment. This means that the child does not participate actively in the process of the game. In this case the child's excitement is obtained by observing the activity of others. For example, if a child considers it difficult reading, they would prefer to ask people to read out to him and he entertains himself by looking at the pictures that accompany it. It could also see the games on television or other funny videos.

ABOUT QUANTUM LEARNING METHOD IN LEARNING

Quantum merupaka learning tips, hints, strategies, and the whole process of learning to sharpen the understanding and power tips, and make learning a fun and rewarding process. Some of the techniques proposed is a technique to improve themselves already popular and commonly used. However, according to Bobbi DePorter develop techniques that target eventually shown to help students become responsive and passionate in the face of challenges and change reality. Quantum learning stems from efforts Georgi Lozanov, who said about the Bulgarian nationality education. He conducted an experiment called suggestology. Which is the principle of suggestion can and do affect the outcome of the learning situation. Every detail anything positive or negative to give suggestions. To obtain a positive suggestion, some of the techniques used. The students in the class are made to be comfortable. Music is installed, they encouraged further participation. Large posters, which highlight the information, affixed. Teachers are skilled in the art of teaching suggestive emerge.
Principle suggestology almost similar to the process of accelerated learning, accelerated learning, ie learning which allows students to learn at an impressive pace, with the efforts of normal, and accompanied by excitement, learning atmosphere effectively created through a mixture of other elements of entertainment, games, how positive thinking, and emotional health.
Further, the Poter define quantum learning as interaction convert energy into light. For students, the purpose of man is to reach as many as possible of light, interaction, relationships and inspiration in order to produce light energy. They practice the power of energy as an important part of any human interaction. To quote the classic formula E = mc2, they divert energy into the human body analogy that physically is "a matter". In this regard, combining quantum sugestologi learning, accelerated learning and NLP techniques with theories, beliefs, and certain methods. Including key concepts of theory and learning strategies, such as the theory of right brain / left, theory triune brain (3 in 1), the choice of modalities (visual, auditory, and kinesthetic), the theory of multiple intelligences, holistic education, learning by experience, learning with the symbol (metaphoric learning), and simulations or games.
Some things that are important in quantum learning is the students recognized the power of the mind is unlimited. The human brain has the same potential to that of Albert Einstein. In addition, the physical and scientific evidence presented that provide how the brain works. Global Learning through research, introduced that the learning process is similar to the brain bekerjannya a child aged 6-7 years are like a sponge to absorb the facts, physical properties, and complexity of a chaotic language in a fun and stress-how factor- factor feedback and stimulation from the environment have created the perfect conditions to learn anything. This confirms that a failure in learning, open is a difficult hurdle to get through. Confidence to keep trying is a companion tool and incentive for success in the learning process. Every success needs to be terminated with excitement and applause.
In that regard also, among other things, quantum conceptualize learning "stage managing; proper learning environment ". Environmental arrangement shown to the effort to build and maintain a positive attitude. A positive attitude is an important asset for learning. Learners quantum conditioned into optimal learning environment, both physically and mentally. By arranging the learning environment in such a way, the students are expected to get an effective first step to set up a learning experience.
Structuring the learning environment is divided into two, namely the micro environment and macro environment.

1. The microenvironment is the student learning process. Quantum learning emphasize the arrangement of light, music, and design of the room for all of it rated affecting learners receive, absorb, and process information. It seemed to be a genuine power of quantum learning. However, in terms of teaching is generally in the halls of education in Indonesia, it is better to focus attention to the structuring of formal and structured environment, such as tables, chairs, a special place, and the regular study. Target arrangement is to create an atmosphere that evoke comfort and relaxing feeling. Relaxed state encourages students to be able to concentrate very well and were able to learn very easily. Due to the tense situation that will impede blood flow and brain work processes and ultimately cause a student can not concentrate.
2. The macro environment is a vast world. Students were asked to create a learning space in the community. They were asked to expand the sphere of influence and the power of personal, social interaction to communities that diminatinnya. According to Porter, the students interact with the environment, the more adept overcome challenging situations and the easier the child in learning new information. Each student actively engaged and got a new stimulus in communities so that they gain experience building personal knowledge repository. In addition, interact with the community also means taking opportunities that will come in and create chances if none, with ctatan actively involved in every process of the interaction. So FINALLY, this interaction is necessary to introduce the student to the preparedness for the changes. They should not be immersed with the status quo created in the microenvironment. They were asked to widen towards the new learning environment.

Sumber === BELAJAR & PEMBELAJARAN : Teori dan raktik/ M. Thobroni-Yogyakarta: 2015

Technical Developing Multiple Intelligences in Teaching and Learning

Immediately, we began a discussion on how to develop an intelligence that we have. First let us see a little that a multiple intelligences is actually a philosophical theory. Why? Because it looks on her attitude towards a learning and its stance on an education. Education / learning from the viewpoint of multiple intelligences is more directed to the nature of education itself, which is directly linked to the existence and knowledge. The picture on education characterized by the presence of Dewey semagat that bases itself on progressive education.

Categories that many people use for this is the music category, observation rooms, and body -kinestetik. And when Garder insert these categories in the definition of intelligence and not the talent or talent, is a new thing. Gardener realize that many people have been accustomed to say or hear phrases such as "he was so intelligent, but he had a very great musical talent." As people say that something is a talent. By gardener talents or categories may be regarded as an intelligence.

History experts say that the mind is considered as something that in of cardiac, liver, and kidney stones. Then the next experts assume that intelligence or intelligence consists of several factors. The theory of multiple intelligences is a cognitive model that explains how individuals use their intelligence to solve a problem and see how it works. Unlike other models oriented processes, approach more oriented Gardner on how to optimize the human mind or processing, receipts and controlled environment.

Pleasant experiences when learning will menjdi a separate activator for the development kecerdasanpada next stage of development. Meanwhile, experiences the opposite of fun, like a scary, embarrassing, causing anger, and other negative experiences it will hamper the course of the development of intelligence in the later stage of development.

Jika kita ingin mengetahui arah kecerdasan siswa/peserta didik di kelas, kita dapat mengetahuinya melalui beberapa indikator-indikator tertentu. Indikator seperti apa, misaalnya sesuatu yang dikerjakan siswa/peserta didik ketika mereka mempunyai waktu luang. Setiap guru dapat menggunakan beberapa catatan-catatan kecil praktis yang dapat digunakan untuk memantau kecenderungan suatu perkembangan kecerdsan peserta didik di kelas. Disamping itu guru juga dapat menyusun shecklist yang berisi kecerdasan-kecerdasan siswa tersebut.checklist dapat digunakan untuk memantau kecerdasan siswa. Selain checklist, masih ada cara lain yang dapat digunakan, seperti menggunakan dokumen-dokumen berupa poto, rekaman,-rekaman, lain yang berhubungan dengan aktivitas siswa, dan catatan-catatan di sekolah yang ada hubungannya dengan peringkat nilai semua mata pelajaran.

The activities can be used to develop multiple intelligences, among others, to provide day-to-day career, study tour, biographies, learning programmed, the activities of the experiment, a bulletin board, display boards, reading books that aim to develop multiple intelligences, create table multiple intelligences development, or human intelligence hunt.

Because each student has a different trend in the development of their multiple intelligences. By karen, teachers need to use both general and specific strategies in teaching students to develop the whole intelligence optimally. The theory of multiple intelligences also said that no single approach or strategy that is suitable for all students. In terms of measurement, multiple intelligences prefers to study the documentation and process pemevahan problem. If the above activities can be done, any student cognitive skills can develop by itself.

In fact there is an alternative that can also be used in order to monitor the development of the intelligence of students in the classroom, by empowering students. That is, shecklist which includes intelligences earlier, which fills his teacher, but charging is done by the students. Activities in the classroom at certain moments is filling checklist of intelligences of each child. Which they give each other a peer assessment. In addition, children are given the opportunity to assess the intelligence of his friend, he was also given the opportunity to perform self-monitoring, by filling shecklist its intelligences.

Development of intelligence can also be done by using konesling peer / peer tutors. The trick, selecting teachers who have excellence in mathematics. For example, students are asked to guide her friends who do not understand the math. Likewise for fields other intelligences. Supervisor in the group can be alternately, depending on what intelligence yng will be developed and owned by the students.

This approach is suitable for children junior and senior high, considering they basically prefer chatting and hanging out with their peers than with his own teacher. In addition, models of peer counseling or peer tutors in the learning of multiple intelligences allows various aspects in a child can develop and optimally aligned. Group study of this kind is a potential to develop interpersonal and intrapersonal intelligence. Teachers are required to be able to detect children who have superior intelligences and form groups according to need.

Education / multiple intelligences learning oriented to the development potential of children and not oriented to the ideals of a teacher or parent, let alone a political ideologue. Developing children to be able to make their own judgments and decisions are appropriate, responsible, self-confident, self-sufficient and not rely on others, kretif, able to collaborate, and can tell which is good and which is not good. These skills are needed by human beings who live in the era of global information economy this century.

Explanation of the above, a description that we can take the lesson, and the site window Education guess in a move to build an intelligence of each student must be grounded with a sincerity and kesungguan either teachers or students in order to create a synergy for the development of children's intelligence nation.

THEORY ABOUT INTELLIGENCE COMPOUND

Intelligence or intelligence man is brought from the first time he was born. However, the development of intelligence or intelligence was obtained over the development in the life of a person. Intelligence is divided into three parts, namely the intelligence quotient or IQ, intelligence or SQ spiritual, and emotional intelligence or EQ. All three forms of intelligence can not be separated from one another. In order for a balance, the trio must be sharpened through a process of learning and the experiences of its own. Intelligence is very important for a person's life, why is that? Untelegensi because without them, one will not be able to distinguish something, be it something real or unreal. Discussing an intelligence, will not be separated from the learning process.

Intelligence develops and obtained through the learning process. Try it if it is not our intelligence grindstones, then that intelligence will not grow and there will be no change. Southwestern think someone who has received training from the school, showed the properties were better than children who do not attend school. Intelligence or intelligence not only terpau on individual intellect alone, but there are multiple intelligences. Through the theory of multiple intelligences, their judgment on the man from the standpoint of intelligence will terhindar.pendidikan or multiple intelligences learning pengembanganpotensi child-oriented and not oriented to the ideals of teachers or parents.
Definition of Intelligence

Some have thought to use the mind or by the intellect. Whether or resolved quickly whether or not a problem depends upon the ability of intelligence. If we see the intelligence, we can say someone is clever or Bodok. Intelligence is innate ability, which allows a person to do something in a certain way. New opinions about intelligence proved that intelligence in children weak mind can also be educated in a way that is more appropriate. However, the reality proves that the intellect of children who have received training from the school, showed the properties were better than children who do not attend school. From these limits, it is known that:

• Intelligence is total factor, wide range of power and soul intimately concerned in dalamnnya (memories, fantasies, feelings, interests, and so also affect a person). Intelligence can only be known indirectly through iteligensinya completeness.
• An act of intelligence not only innate abilities are important. Environmental factors and education could play an important role.
• Man in life can always define new goals, can think of, and use the ways to realize and achieve that goal.

Characteristics of Deeds in Intelligence
An act can be considered intelligence if it meets certain conditions, namely:

1. Or at least many problems facing a new problem for the concerned. For example, there are sola "why fire if covered with a sack to go out?" And then ask the new kid in school who can answer correctly. So, the answer comes from intelligence. However, if the question was answered by a child who has just learned the Natural Sciences on fire, it can not be said to be intelligence.
2. Matching its deeds intelligence and economic objectives. To achieve the objectives to be completed, look for a way to save time and effort. For example, there is the loss of a pen in a field. How do I look? How to cut down trees in the forest so that in a short time can be cut banya tree?
3. Problems encountered must contain a level of difficulty for the concerned. There is a problem of adults easily in the answer almost thinking, while children should not answer with deep thoughts. The child's answer is intelligence.
4. Specification solution should be accepted by society.
5. In the doing, intelligence often uses an abstract power. At the time thinking, responses and memories that do not need to be removed.
6. The act of intelligence has a characteristic speed. The search process is quick answer, as the issue at hand.
7. Intelligence requires a center of attention and to avoid the feeling that disrupt solving the issue at hand.

Factors Affecting Intelligence
Factors that affect a person's intelligence is different from others, namely:
-    Carriage, is determined by the properties and characteristics are inborn.
-    Maturity, every organ of the human body growth and development.
-    Formation, ie all circumstances beyond the person who influenced the development of intelligence.
-    Interests and innate characteristic, which directs an action towards a goal and a boost for the deed.
-    Freedom means that human beings can choose a specific methods in solving a problem.

All of these factors are related to each other. Therefore, determining the intelligence of a child can not only be guided by one of these factors. Intelligence is a factor in total. The whole person participated in determining a person's intelligence act. 

Multiple Intelligences Learning Strategy (muliple Intelligence)
There are several basic strategies in the learning activities to develop multiple intelligences, namely:

1. Build / trigger intelligence, which attempts to activate the senses and the brain working life.
2. Strengthen intelligence, namely by giving exercise and strengthen the ability to build an intelligence.
3. Taught by or for intelligence, namely efforts to develop lesson structure, which refers to the use of multiple intelligences.
4. Transferring intelligence, ie exploiting a variety of ways that have been practiced in class to understand the reality outside the classroom or on the environment.

In his book, entitled Seven of Knowing: Teaching for Multiple Intelligences, Lazer fully explain how the management of their respective intelligence in the order as the basic strategy above, complete with goals and processes, theories and explanations for the brain associated with working intelligence respectively. (M. Thobroni: 2016)

UNDERSTANDING ACTIVE LEARNING

Active learning is all forms of learning that enables learners actively participate in the learning process, whether in the form of interaction between learners or students with the teacher in the learning process (Hamruni, 2009), while according Bonwel (1995), active learning has several characteristics as follows:

1. Emphasize the learning process, not the delivery of content by teachers. This process is an attempt to instill the value of hard work to students. The learning process is no longer just a transfer of knowledge or the transfer of knowledge, but rather the transfer of values or value transfer. Values are referred to here are values widely characters, one of which is curiosity.
2. Learners should not be passive, but must be actively working on something related to learning materials. Active in this context is an attempt implantation on the responsibilities, which the participants have to practice even prove the theory learned, not just unknown.
3. The emphasis on the exploration of values and attitudes with regard to learning materials. In this case the learners are entitled to receive or reject the subject matter subject matter which is not in accordance with his outlook on life. This learning model is a process of forming a mature attitude.
4. Learners is required to think critically, analyze and evaluate rather than merely receiving and memorizing theory. This demand is further actualization of the value of the character's curiosity, so that students are not anti-reality because of the view that the reality of what happened is not in accordance with the theory learned and memorized, which resulted in learners easily provoked by information that can not be accounted for righteousness. The fulfillment of the demands in this study (critical-analysis) will prevent learners from brutality and indiscriminate or bandwagon-brawl for example.
5. Feedback and faster dialectic process will occur in the learning process. Lessons dialogue, indirectly shape the character of learners more democratic, pluralist, respect dissent, inclusive, open and high humanity.

In addition to the above characteristics, it is generally an active learning process allows obtaining several things. First, the interaction that occurs during the learning process will foster a positive interdependence, where consolidated knowledge learned can only be acquired jointly through active exploration in learning. Second, each individual must be actively involved in the learning process, and teachers should get an assessment of individual learners so that there is accountability. Third, the active learning process requires a high level of cooperation that will eventually foster social skills.

PENGARUH LINGKUNGAN TERHADAP KARAKTER ANAK DALAM PENDIDIKAN

PENGARUH LINGKUNGAN TERHADAP KARAKTER ANAK DALAM PENDIDIKAN

Sebuah tingkah laku dan penghayatan individu manusia dalam berhubungan dengan sebuah situasi lingkungan itu merupakan sebuah objek dari psikologi pendidikan, karena situasi yang dialami manusia adalah sebagai suatu kesatuan jiwa raga yang turut serta mempengaruhi tingkah laku dan penghayatannya yang menjadi sebuah kepribadian. Kepribadian atau personality berasal dari kata latin yaitu personare, yang berarti mengeluarkan suara, istilah ini digunakan untuk menunjukan suara dari percakapan seseorang pemain sandiwara melalui topeng yang dipakainya. Dari sejarah pengertian tersebut akhirnya kata persona itu menunjukan tentang kualitas dari watak atau karakter yang dimainkan dalam sandiwara itu. 

Dalam kehidupan sehari-hari dari yang kecil sampai yang dewasa kepribadian selalu berkembang, dan mengalami perubahan. Tetapi dalam perubahan itu terdapat pola-pola tertentu yang tetap. Makin dewasa orang itu makin jelas pula polanya dan makin jelas adanya stabilitas. Pola-pola dan stabilitas tersebut bisa berubah sesuai dengan apa yang di dapat salah satunya dari sebuah lingkungan. Kita bagi lingkungan itu pada tiga bagian, yaitu:

• Lingkungan Keluarga

Keluarga merupakan sebuah lingkungan yang bisa dikategorikan lingkungan yang paling utama dalam proses mempengaruhi sebuah individu/anak dalam pembentukan prilaku dan kepribadian anak. Karena tidak bisa kita pungkiri bahwa pandangan ini bisa dikatakan logis karena beberapa alasan berikut ini.

• Keluarga lazimnya merupakan, pihak yang paling awal memberikan banyak perlakuan kepada anak. Begitu anak lahir, lazimnya pihak keluargalah yang langsung menyambut dan memberikan layanan interaktif kepada anak.
• Sebagian besar waktu anak lazimnya dihabiskan di lingkungan keluarga.
• Karakteristik hubungan orang tua-anak berbeda dari hubungan anak dengan pihak-pihak lainnya (guru, teman, dan sebagainya ).
• Interaksi kehidupan orang tua-anak di rumah bersifat “asli”, seadanya dan tidak dibuat-buat.

Peran keluarga lebih banyak memberikan pengaruh dukungan, baik dari dalam penyediaan fasilitas maupun penciptaan suasana belajar yang kondusif. Sebaliknya, dalam hal pembentukan perilaku, sikap dan kebiasaan, penanaman nilai, dan perilaku-perilaku sejenisnya, lingkungan keluarga bisa memberikan pengaruh yang sangat dominan.

Baca juga URGENSI MENGENAL KARAKTER ANAK DALAM PENDIDIKAN

Di sini lingkungan keluarga dapat memberikan pengaruh kuat dan sifatnya langsung berkenaan dengan pengembangan aspek-aspek perilaku seperti itu, keluarga dapat berfungsi langsung sebagai lingkungan kehidupan nyata untuk memperaktekkan aspek-aspek perilaku tersebut.

• Lingkungan Sekolah

Sekolah merupakan sebuah lingkungan kedua dari kehidupan anak-anak. Karena di sekolah anak-anak bukan hanya datang secara fisik saja, melainkan mengikuti berbagai kegiatan yang telah ditata dan diprogram sedemikian rupa oleh sebuah sistem pendidikan yang berlaku. Oleh karena itu, disamping lingkungan keluarga, lingkungan sekolah juga memiliki peran yang tidak kalah penting pengaruhnya bagi perkembangan anak. Di sekolah terdapat elemen-elemen yang bisa mempengaruhi perkembangan karakter anak salah satunya guru, guru merupakan tenaga pendidik yang telah dipersiapkan secara tanggung jawab dan khusus dalam sebuah pendidikan. Mereka menguasai sejumlah pengetahuan dan keterampilan yang bisa menjadi stimulus bagi perkembangan anak didiknya secara profesional.

Dalam konteks perkembangan anak, hal tersebut merupakan salah satu sisi keunggulan guru dari pada orang-orang dewasa lain pada umumnya. Karenanya lazimnya pengalaman interaksi pendidikan dengan guru di sekolah akan lebih bermakna bagi anak dari pada pengalaman interaksi dengan sembarang orang dewasa lainnya. Dengan kata lain, interaksi pendidikan di sekolah tidak hanya berkenaan dengan perkembangan aspek-aspek pribadi lainnya.

Baca juga PENTINGNYA PENDIDIKAN KARAKTER PADA SEKOLAH DASAR

Akhirnya dapat disimpulkan bahwa dilihat dari sisi perkembangan anak, sekolah berfungsi dan bertujuan untuk memfasilitasi proses perkembangan anak, secara menyeluruh sehingga dapat berkembang secara optimal sesuai dengan harapan-harapan dan norma-norma yang berlaku di masyarakat. Meskipun tampaknya di sekolah itu sangat dominan dalam perkembangan aspek intelektual dan kognisi  anak, namun sebenarnya sekolah berfungsi dan berperan dalam mengembangkan segenap aspek perilaku termasuk perkembangan aspek-aspek sosial moral dan emosi.

• Lingkungan Masyarakat 

Masyarakat merupakan tempat sosialisai ketiga setelah lingkungan keluarga dan lingkungan sekolah, dan merupakan tempat hidup dan bergaul baik dengan umuran sebaya ataupun dengan orang dewasa yang juga memiliki peran dan pengaruh tertentu dalam pembentukan kepribadian dan prilaku anak. Perkembangan anak, dari lingkungan keluarga, sekolah, lingkungan masyarakat dapat mendukung perkembangan anak di keluarga maupun di sekolah, begitupun sebaliknya.