Humanist Learning Model to Strengthen Character Education in Culture-Based Schools
There are no teaching materials available to help students learn bilingually in elementary school teacher training (PGSD) in Indonesia. The goal of this study was to create an English classroom instruction module to help students improve their ability to learn in a bilingual environment. This module provided students with opportunities to practice teaching using English as a bilingual classroom instruction language, allowing them to develop creativity in their teaching techniques and incorporate English into their students’ daily interactions. This study also examined the module’s suitability for teaching bilingual learning. The investigation was carried out using the research and development method, following the Borg and Gall stages, which included 1) research and data collection, 2) planning, 3) initial product development, 4) initial field testing, 5) major product revisions, 6) main field testing, and 7) operational product revision. Observations, questionnaires and tests were used to gather information. Descriptive statistics and the paired sample t-test were used to analyze the data. According to the findings (media expert validation average score of 4.14, indicating good criteria, and material expert validation average score of 4, indicating good criteria) the English classroom instruction module is feasible to use in bilingual learning. The module also works to improve students’ abilities, as evidenced by an average pre-test score of 77.32 increasing to 87.04 in the post-test, which was found through the paired sample t-test to be a significant increase in scores. It was concluded that the English classroom instruction module can improve students’ abilities in bilingual learning.
Keywords: bilingual learning, module, English classroom instruction, students
 S. Sipiana, A. Suriansyah, and R. Effendi, “The Management Implementation of Character Value at Junior High School.,” Journal of K6, Education, and Management. vol. 2, no. 3, pp. 204–210, 2019
 Anggraini P, Kusniarti T. The implementation of character education model based on empowerment theatre for primary school students. Journal of Education and Practice. 2016;7(1):26-29.
 Howard RW, Berkowitz MW, Schaeffer EF. Politics of character education. Educational Policy. 2004;18(1):188-215. https://doi.org/10.1177/0895904803260031
 H. Hausheer, L. Klages, and W.H. Johnston, “The Science of Character.,” The Journal of Philosophy. vol. 30, no. 20, pp. 557–559, 1933
 Syah D. Teacher’ understanding towards the implementation of character education in schools. The International Journal of Social Sciences and Humanities Invention. 2017;4(1):3239-3244. https://doi.org/10.18535/ijsshi/v4i1.08
 T.-J. Tsai and Y.-C. Shih, “Teacher Professional Development.,” In: Professional Development and Workplace Learning. pp. 2045–2074. IGI Global (2016)
 Junaidi F. the Value of character education in andai-andai folklore and its use as learning material for literature subject in elementary school. IJAEDU-International E-Journal of Advances in Education. 2017;3(9):501-509.
 Katilmis A, Eksi H, Ozturk C. Efficiency of social studies integrated character education program. Educational Sciences: Theory and Practice. 2011;11(2):854-859.
 Lieberman A. Practices that support teacher development: Transforming conceptions of professional learning. Innovating and Evaluating Science Education. 1995;95(64):67-78.
 G. Díaz-Maggioli, Teacher-centered professional development. Association for Supervision and Curriculum Development, Alexandria, VA, United States, 2004.
 Campbell E. Handbook of moral and character education. Routledge, London - UK; 2014.
 Feszterova M, Jomova K. Character of innovations in environmental education. Procedia-Social and Behavioral Sciences. 2015;197:1697-702. https://doi.org/10.1016/j.sbspro.2015.07.222
 Matsuba MK, Murzyn T, Hart D. A model of moral identity: Applications for education. Advances in Child Development and Behavior. 2011;40:181-207.