International Journal of Evaluation and Research in Education (IJERE)

Vol. 12, No. 3, September 2023, pp. 1185~1194

ISSN: 2252-8822, DOI: 10.11591/ijere.v12i3.25122  1185

Character and moral education based learning in students’

character development

Indah Suciati1, Idrus Idrus2, Hajerina Hajerina1, Nasim Taha2, Dewi Sri Wahyuni1
1
Departmen of Mathematics Education, Faculty of Education, Universitas Alkhairaat, Palu, Indonesia
2
Department of Indonesian Language and Literature Education, Faculty of Education, Universitas Alkhairaat, Palu, Indonesia

Article Info ABSTRACT

Article history: Internet-based learning is mostly done because of the industrial revolution
and COVID-19 so it has an impact on shifting the students’ character. The
Received Aug 2, 2022 systematic literature review research purpose was to analyze and provide an
Revised Apr 12, 2023 overview related to learning based on character and moral education in the
Accepted May 15, 2023 student’s character development. Data related to character and moral
education (2020-2022) was collected through the Indonesian National
Library and Google Scholar for documentation which will then be reviewed.
Keywords: After the screening, 25 articles were selected for analysis using the Miles &
Huberman interactive model and thematic analysis to obtain answers to
Character development review questions. These findings provided information about various
Character education methodologies and research results related to the student’s character and
Morals moral education. The results showed that students’ moral character
Systematic literature review development was influential and related to learning outcomes, self-character,
and performance, as well as contributing to students’ mental health. So that
efforts can be made in developing and strengthening student character
through internal education strategies, such as material content containing
character values, local wisdom-based learning, as well as the use of
character-based learning models, methods and media, and external strategies
in the form of parental support and society.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Indah Suciati
Departmen of Mathematics Education, Faculty of Education, Universitas Alkhairaat
Diponegoro Street No. 39, Palu, Indonesia
Email: [email protected]

1. INTRODUCTION
In the era of independent learning, the 5.0 industrial revolution, as well as the current COVID-19
pandemic have caused more internet-based learning to be carried out. This is very influential on the impact of
shifting students’ character and moral values due to the lack of direct students’ interaction with teachers and
their peers. This causes students to lack respect for teachers and lacks the value of caring, have no ethics, and
even rampant bullying. Besides, many students are indifferent to school assignments due to the free and
misused of the internet, especially in the use of social media, not to mention the lack of attention from
teachers and parents to the student’s character and moral development. Thus, with the current conditions, it is
necessary to develop and strengthen the value of the student’s moral character to help students establish good
social relationships so that they can judge what is right and wrong so that cases of violations of social norms
and rules that are often heard can be minimized [1], [2]. With various conveniences and freedoms in using
the internet, it is necessary to instill good and correct values in students through character and moral
education to translate abstract principles about the moral character value to be able to overcome the problems
of attitude and behavior that are phenomenal in the current era [3].

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Character education is related to morals. A nation will have good morality if students have good
character and moral values. Students need to get a character education to produce a moral nation [4]. To
support this, it is necessary to play a role in the family, school, and community [2], [5], [6]. Children who are
educated and nurtured by parenting, education, and a good environment produce children who develop and
have character strengths, have a noble and good character [3], [4]. Students who have strong characters, good
morals, and noble are able to maintain their mental health and protect themselves from stress and depression
due to the COVID-19 and the negative impacts of social interactions including bullying [3], [4], [7].
There are six pillars of character: trust, respect, responsibility, justice, caring, and citizenship. The
six pillars can be taught to students through parenting in the family, the learning process at school, as well as
socialization, and interaction in the community through example. Trust is related to honesty; children are
taught to always be honest in speaking and acting so that children will gain trust. Respect is related to mutual
respect and courtesy, children are taught from an early age how to queue, salute both parents and teachers,
and another etiquette in the association. Responsibility teaches children to always have the courage to bear
what is their obligation and the consequences of what they do. For children to become responsible people,
parents and teachers provide examples and stimuli about the responsibility to children, how children should
behave to the work given, and the problems they face.
Justice is related to equality of rights and obligations. Thus, parents and educators can provide
incentives and examples of how to be fair. This can be taught through a variety of pair or group games that
must children to follow the applicable rules and how to play without any demands to win in various ways. So
that children will get used to not being selfish and cheating to get something. Caring is related to sensitivity
to the surrounding environment, such as caring for plants, feeding pets, visiting sick friends, helping parents
and teachers, and so on. Citizenship is related to love for the homeland and defending the country. Children
are taught to become citizens with character and morals as a form of love for the homeland because the
character and morals of citizens affect the character and morals of the nation [4]. Character education-based
learning becomes a very important issue/thing because the character and moral education is a form of
strengthening and developing values. There were 18 character values that can be integrated into learning
through the syllabus, lesson plans, materials, and assignments given to students [5], [8].
There have been many research publications related to character and moral education, such as
raising cyber bullying, social media, and character education [1], [6], subject matter that is integrated with
character values [5], [9], [10], learning media [11]–[14], models, strategies, and learning methods [15]–[17],
character education based on local wisdom values [18]–[20], religiosity [21]–[23], self-characters [7], [24]–
[27], academic achievement [28], [29], school programs [6], [9], [30]–[32], teacher roles [5], [33], [34], and
parents role [5], [6], [23]. With so many various studies, a research study was conducted to find out the
character and moral education description in the students' character development and strengthening which is
the purpose of this research. The previous research that used a systematic literature review only raised topics
related to supporting and challenges in the implementation of character education [8], [18]. Therefore, this
systematic literature study examines character education-based learning that is reviewed and analyzed
regarding the development and strengthening of student character through the learning process, school
culture and school programs, the impact on students, and the role of the environment. The research review
questions (RQ) are: i) How are character and moral education articles distributed by geographic location?
(RQ1); ii) Where did the source of the articles come from? (RQ2); iii) What methodologies are used in
character and moral education articles? (RQ3); iv) How is character and moral education implemented in
learning? (RQ4); v) How do school traditions/culture support character and moral education? (RQ5); vi) How
does character and moral education impact students? (RQ6); and vii) How does the role of the environment
support character and moral education in students? (RQ7).

2. RESEARCH METHOD
To explain and describe the character and moral education in learning, the systematic literature
review is used as a research method. Systematic literature review provides a “roadmap” that contributes to
identifying, selecting, finding, guiding, providing understanding and description, as well as analyzing and
evaluating something [35]–[38]. The systematic literature review in this study follows the preferred reporting
items for systematic reviews and meta-analyses (PRISMA) model as presented in Figure 1 which has several
stages. The stages are the identification stage, the screening stage, the eligibility stage, and the inclusion
stage [35], [38]–[41].

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Identification records through Identification records through Additional identification records

Identification Stage
National Library searches (n = 434) Google Scholar (n = 201) through other sources (n = 0)

Records after deleting duplicates (n = 495)

Records after screening Excluded records

Screening

(n = 265) (n = 230)
Stage

Full-text articles that are assessed for

eligibility (n = 35) Full-text articles excluded
by reason (n = 10)
Eligibility

Full text not available or

Stage

empirical evidence unclear

Research that goes into qualitative
synthesis (n = 25)
Inclusion
Stage

Research that goes into quantitative

synthesis (n = 25)

Figure 1. PRISMA flowchart

2.1. Identification stage

Identification stage is the article search stage which is carried out systematically or structured. It is
through Google Scholar and the National Library which is linked to the databases of Bibliomed, DOAJ,
EBSCO, ERIC, ProQuest, PubMed, ResearchGate, ScienceDirect, and Taylor & Francis with the keywords
“Character building”, “Character education”, or “Moral education”. The selection of articles in the database
is intended to increase the integrity and credibility of this research [40].

2.2. Screening stage

It is divided into two, deleting duplicate articles and deleting articles that do not meet the established
criteria [42]–[44]. The criteria for reviewing articles in this study are: i) English articles; ii) Articles reviewed
related to learning; iii) Articles focusing on character education or moral education; and iv) Articles
published in international journals in 2020-2022. If one of the criteria is not met, the article will be discarded.

2.3. Eligibility stage

The eligibility stage is an advanced analysis and evaluation of articles that have been screened to
answer review questions that have been formulated previously so that inclusion bias does not occur [36],
[39], [41]. Review questions which are the foundation for reviewing, exploring, and synthesizing articles in a
structured or systematic manner [45]. The articles are used to provide data and information about
effectiveness, correlation, influence, comparison, significance, or improvement. Articles must meet the
related eligibility criteria: i) Learning; ii) Tradition/school culture; iii) Impact on students; and iv) The role of
the environment in supporting character and moral education. These four points are also the themes in the
research that are the topics of discussion. Articles were examined and selected with predetermined criteria so
that 25 articles were eligible for review. If the articles did not meet the eligibility criteria, then the articles
were not used to avoid publication bias.

2.4. Inclusion stage

Inclusion stage is where the selected articles are written and elaborated. The findings form the basis
for answering the review questions. In this study, the data were analyzed using the interactive model of Miles
& Huberman [46]: i) Data collection with the keywords “Character Education”, “Character Building”, and
“Moral Education”; ii) Data reduction, articles are selected according to criteria and analyzed thematically by
summarizing, coding, tracing themes, and create groups, such as geographic location, literature sources,
research methodology, and explanations on the four selected topics, learning, school traditions/culture,
students, and the role of the environment. Thematic analysis is used to identify themes related to research
patterns and trends [35]; iii) Data presentation, the compilation of data based on groups by making
tabulations; and iv) Drawing conclusions based on findings derived from review questions.

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3. RESULTS AND DISCUSSION

3.1. Geographic location
To answer RQ1, 25 articles were analyzed related to the country of origin. Based on the results of
the analysis, Indonesia ranks first with 68%, meaning that articles from Indonesia contribute as many as 17
articles in describing the character and moral education. The other findings are shown in Figure 2.

Percentage of Articles by Country

20
15
10
5
0
Ethiopia Turkey USA Taiwan Netherlands Indonesia United China
Kingdom

Figure 2. Classification based on geographical location

3.2. Source of the articles

The RQ2 question is answered by classifying 25 articles based on the source they are obtained.
Based on Table 1, it can be seen that the selection of articles comes from reputable journals and has a good
ranking so that it can provide credibility and integrity to the research results [40], [47], [48]. Therefore, this
research can provide a quality contribution and become a reference in providing information related to
character and moral education.

Table 1. Classification of selected literature based on rank, source, and journal identity
Journal ranking Journal name Source SJR 2021 Amount Percentage (%)
Q1 Educational Review Taylor & Francis 1.08 1 4
Personality and Individual Differences ScienceDirect 1.18 1 4
Studies in Science Education Taylor & Francis 2.06 1 4
Frontiers in Psychology Pubmed 0.87 1 4
Q2 Journal of Social Studies Education Research ERIC 0.39 1 4
International Journal of Instruction ERIC 0.5 4 16
RMLE Online Taylor & Francis 0.54 1 4
Q3 Cakrawala Pendidikan DOAJ 0.24 2 8
European Journal of Educational Research ERIC 0.31 1 4
International Journal of Evaluation and Research ERIC 0.24 1 4
in Education
Q4 Journal of Educational and Social Research ResearchGate 0.14 1 4
None Elementary Education Online Bibliomed 2 8
The European Educational Researcher ERIC 1 4
International Journal of Multicultural and Google Scholar 1 4
Multireligious Understanding
Journal of Character Education ProQuest 1 4
Elementary Education Online EBSCO 2 8
Universal Journal of Educational Research ERIC 1 4
Social Sciences & Humanities Open ScienceDirect 1 4
Webology ResearchGate 1 4

3.3. Methodology of 25 articles

The researcher conducted an analysis related to the research methodology used in the 25 articles
presented in Table 2. The most widely used collection tool was observation and the most widely used
analysis was the t-test. The findings also provide valuable insight into the instrument and how data was
collected and analyzed. Quantitative research is dominated by the use of questionnaires as a data collection
tool and statistically analyzed such as analysis of variance, t-tests, and so on. The sampling technique used
also varied, ranging from random sampling, purposive sampling, and convenience sampling [49]. Qualitative
research is dominated by the use of interviews, documentation, and observation as data collection tools.
Qualitative analysis is used such as interactive analysis of the Miles & Huberman model, thematic and
content analysis, and so on. Research subjects used purposive and convenience sampling techniques [50],
[51]. Mixed Methods Research uses a combination of quantitative and qualitative data collection, data
analysis, and sampling [52]. While development research is dominated by observation and documentation in
data collection by using a combination of quantitative and qualitative analysis techniques. Research subjects
also used convenience sampling [53].

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Table 2. Research methodology used in 25 articles

Research
Types of research Sampling Data collection Data analysis Amount Percentage
methods
Quantitative Path analysis Convience sampling Questionnaire Factor analysis, Regression, 1 4%
ANOVA
Cluster random Questionnaire, Test SEM, t-test, ANOVA 1 4%
sampling
Random sampling Questionnaire Descriptive statistics, 1 4%
Correlation, Multiple
regression analysis
Experiment Purposive sampling Test Descriptive analysis, t-test, 1 4%
ANCOVA
Questionnaire, Quantitative analysis, 1 4%
Observation Descriptive analysis
Quasi experiment Random sampling Observation, Test Descriptive statistics, 1 4%
ANCOVA
Convience sampling Observation, Test ANOVA, t-test, Mann- 1 4%
Whitney test
Proportional random Questionnaire Regression, t-test, 1 4%
sampling ANOVA
Meta-analysis Purposive sampling Literature Correlation meta-analysis 1 4%
Descriptive Purposive sampling Questionnaire SEM 1 4%
Correlation Purposive sampling Questionnaire t-test, ANOVA 1 4%
Qualitative Phenomenological Purposive sampling Interview, Observation, Miles & Huberman 1 4%
Questionnaire, interactive model,
Documentation Qualitative analysis
Purposive sampling, Interview, Observation, Miles & Huberman 1 4%
Snowball sampling Documentation interactive model
Case study Purposive sampling Interview, Observation, Miles & Huberman 1 4%
Documentation interactive model
Multi case study Convience sampling Interview, Observation, Constant comparative 1 4%
FGD method
Explorative Purposive sampling Literature Descriptive analysis, 1 4%
Content analysis
Descriptive Convience sampling Interview, Observation, Inductive analysis 1 4%
Documentation
Interview Thematic analysis 1 4%
Systematic Purposive sampling Literature Thematic analysis 2 8%
literature review
Ethnography Convience sampling Interview, Observation, Spradley model analysis 1 4%
Documentation
Mixed Random sampling, Questionnaire, Descriptive statistics, 1 4%
methods Purposive sampling Document Thematic Analysis
R&D Convience sampling Observation, Interview, Interactive analysis 1 4%
FGD, Documentation
Observation, Data mining analysis, 1 4%
Documentation Thematic analysis,
Descriptive statistics, t-test,
ANCOVA
Questionnaire, Test, Descriptive statistics, t-test 1 4%
Observation

3.4. Supporting character and moral education in learning

There are 10 articles discussing models, strategies, learning media, and others that support character
and moral education in schools. Based on Table 3, the findings obtained that an integrated learning model
application with local culture affects the students' character and morals [15]. The game method in learning is
very efficient in improving the children's character quality, especially in social skills [12]. Character-based
learning models and learning media are effective in improving the learning and developing students'
character and morals quality [8], [11], [14], [16]. Local wisdom-based learning can also be integrated into
learning through values and aesthetics to support and influence students' character and morals, such as a
culture of shame associated with faith, compassion, honesty, respect, cooperation, sincerity, and hard work
[18], [19]. The use of e-assessment and literacy skills to read fiction (fairy tales and legends), as well as the
simulation/practice in economics learning application has a very good effect on the student's character and
moral development [13], [17], [32].
In addition, the use of digital cartoon learning media can also be an alternative learning media that
can develop a democratic, sympathetic (peace-loving), responsible, and religious attitude character [11]. The
cultivation of character and moral education can also be carried out through intra-curricular activities, such as
the integration of character education into the syllabus, character actualization programmed in the lesson

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plans, emotionally charged materials, and giving assignments and good examples in class. As well as through
extracurricular activities such as entrepreneurial activities [5], [8], [13], [14], [18], [32].
Most of the research discusses the character education-based learning problem related to models,
strategies, or learning media that are integrated with cultural values and local wisdom, such as cartoon digital
media and Edutech smart e-learning, game and simulation methods, flipped classroom, and mood understand,
recall, digest, expand, review or MURDER strategy. In other words, the application of various models,
methods, and learning strategies based on character education and local wisdom will be better, more
effective, and efficient for the formation, development, and strength of students' character and morals [11],
[12], [14]–[17]. With well-considered learning, it will affect the students' character and morals [8]. Learning
based on character education and local wisdom can support the formation and development of students’
character and morals [6], [15], [18], [19], [21].

Table 3. Learning that supports character and moral education

Factors Findings
Learning media Cartoon digital media
e-assessment
Local wisdom-based books
Learning methods/strategies Thematic games
Simulation
MURDER strategy
Challenge-based instructional design
Learning model Flipped classroom (FCLCV)
Didactic design research (DDR)
Inquiry-oriented e-learning design

3.5. School traditions and culture support character and moral education
In Table 4, the articles are grouped by tradition/school culture that supports moral and character
education. Out of 25 articles, eight articles answered RQ5. The findings show that teaching character and
moral education based on local wisdom can be integrated through habituation and training, providing
examples, as well as creating and civilizing character situations based on local wisdom [18]. Because of the
school's cultural base importance in implementing character education programs, a vision based on character
and moral values can be achieved through internal and external education strategies consisting of habituation,
role models, internalization, and character and moral values integration in learning and extracurricular
activities [21], [30]. The internal strategy focuses on learning activities in the classroom and forming a school
environment that supports school programs [9], [30].

Table 4. Traditions/school cultures that support character and moral education

Factors Findings
Learning Based on local wisdom
Using a character education-based learning model
School culture/traditions Religious
Implementation of character education
School program Strengthening character education
Pedagogy

In the internal education strategy, the teacher plays an important role such as clarifying and
articulating the character understanding in classroom learning [33]. In addition, the curriculum used must
include at least one character in learning outcomes in various domains (affective, cognitive, and
psychomotor) [31]. The application of discipline and positive commitment in schools to carry out habituation
and character culture for students by local wisdom and surrounding culture is also a form of a good strategy
to develop character and moral education [6]. Students are encouraged to reflect on their values (good or bad)
such as applying good character and avoiding bad character which involves commitment, self-confidence,
and self-efficacy [8], [17]. Students also need to be encouraged to understand the prevailing norms through
habituation and the learning process in schools so that students have high self-control and religiosity which
can affect the formation of students' good character [54].However, in the activity of creating and cultivating
character education in the school environment, it must have its challenges, such as the lack of socialization,
training, and the lack of facilities and infrastructure that support the development of character education. Not
to mention the difficulties of the teacher and the inability to assess the student's character (affective) and the
failure to be a good role model for students for character and moral education [5].

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3.6. The impact of character and moral education on students

There are 10 articles discussing the impact of character and moral education. The findings obtained
are based on the data in Table 5, namely, there is a significant relationship and improvement between
character education and learning achievement [28], [29]. In addition, there are significant differences in
learning outcomes between Edutech smart e-learning based on character education and those that do not use
this learning method [14]. Learning media based on character education is also able to improve the quality of
learning so that it is effective in improving student learning outcomes. Characters shown by learning
outcomes are interdependence, sensitivity, social skills (cooperation and responsibility), courtesy, kindness,
patriotism/citizenship, and respect [11]. Character and moral education are also related, influential, and
significantly better on learning outcomes, motivation, creativity, performance, experience, self-efficacy, as
well as perceptions of integrity, virtue, and moral reasoning [14], [15], [24], [25], [28], [29], [33]. Students
who can develop character will have a positive effect on their moral reasoning and judgment, especially in
decision-making [8]. The strength of students' character and morals was significantly negatively correlated
with perceived stress on COVID-19 and symptoms of depression [7]. Strength of character also helps in the
self-regulation of students in taking attitudes and reflecting on self-worth which has a positive effect on
students' moral character involving commitment, self-confidence, and self-efficacy [8], [33].

Table 5. Impact of character and moral education on students

Factor Findings
Impact Academic achievement
Self-character
Performance

3.7. The role of the environment support character and moral education
There are nine articles that discuss the role of teachers, parents, and society. Based on Table 6, the
findings obtained that the role of the environment also participates in building and developing students'
character. Starting from the role of parents, school residents, to the community [30]. Internal strategies
related to activities in the school environment that can be applied with various policies such as creating
character education-based school programs and character education-based learning [55]. External strategies
related to the involvement of family and community roles [23].

Table 6. The role of the environment in supporting character and moral education
Factors Findings
Schools School program
School culture/tradition
Parents Parenting
Personality
Role
Public Attention
Participation
Supervision

In schools, teachers play an important role which is a source of strengthening students' character in
clarifying and articulating their understanding of the character in the learning process, as well as exemplary
and good personality in social behavior at school, such as respecting and caring for others [18], [33], [34].
The role of the family is also very important in shaping the students' character, such as attention,
participation, and supervision. Positive parenting has a significant relationship with the role of parents in
developing and strengthening students' character [23], [56].
Besides that, the religious attitude possessed by parents and educators helps students reflect on the
value of good moral character because religiosity is a good mediator in the development of students' moral
character [21]–[23]. If students perform a behavior that is contrary to the values of good moral character,
then parents and educators can provide advice to help students realize their inappropriate actions and
encourage them to make changes to better behavior or minimize the occurrence of shifts in character and
morals values unsuitable. Parents and teachers can teach these values through fairy tales and bedtime songs
or other emotionally charged materials in classroom learning activities [5], [8].
The community also takes part in shaping the students' character, from the government to residents.
The support provided can be in the form of socialization and training, as well as supporting facilities and
infrastructure for character building and development. The lack of social control over easily accessible social

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media also affects students' relationships and communication patterns which will have an impact on the
development of their moral character [6].
Social media also plays a role in influencing the development of students' moral character. Lack of
control in accessing social media can affect students' relationships and communication patterns [6]. Often
some various actions and behaviors violate good values through social media such as bullying, so parents
need to supervise the actions and behavior of these students [1], [2].

4. CONCLUSION
Internet-based learning is mostly done because of the industrial revolution so it affects the students’
character development both positively and negatively. To minimize the occurrence of a shift in character and
moral values in a negative direction such as bullying, it is necessary to develop students’ character and
morals through character-based learning. The student’s character and moral development can be realized
through internal and external educational strategies. Internal education strategies are related to the role of
schools and school members in supporting the students’ moral character development and strengthening,
such as providing examples, carrying out habituation and a culture of discipline and positive commitment,
integrating and actualizing character and moral education into the syllabus, lesson plans, and emotionally
charged materials, as well as through extracurricular activities. External education strategies are related to the
families and community members’ participation in providing examples, attention, participation, and
supervision of students’ actions/behaviors related to moral character values. Students’ character strength will
affect learning outcomes, self-characters, and performance; so that they can protect and contribute to
maintaining mental health which has an impact on mindsets in determining attitudes or actions.

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BIOGRAPHIES OF AUTHORS

Indah Suciati is Assistant Senior Professor and Lecturer of Mathematics

Education at the Faculty of Education, Alkhairaat University. She was appointed a lecturer at
the university in 2011 and continued her postgraduate studies in mathematics education at
Universitas Negeri Makassar. Her research interests lie in mathematics education, higher
education, and teaching. She can be reached at email: [email protected].

Idrus is Assistant Senior Professor and Lecturer of Indonesian Language and

Literature Education at the Faculty of Teacher Training and Education, Alkhairaat University.
His research focuses on Indonesian language education, Indonesian literature, education, and
teaching. He can be contacted at email: [email protected].

Hajerina is Assistant Senior Professor and Lecturer of Mathematics Education at

the Faculty of Education, Alkhairaat University. Hajerina’s research interests lie in
mathematics education, higher education, and teaching. She can be reached at email:
[email protected].

Nasim Taha is Assistant Senior Professor and Lecturer of Indonesian Language

and Literature Education at the Faculty of Teacher Training and Education, Alkhairaat
University. His research focuses on Indonesian language education, Indonesian literature,
education, and teaching. He can be contacted at email: [email protected].

Dewi Sri Wahyuni is Assistant Senior Professor and Lecturer of Mathematics

Education at the Faculty of Education, Alkhairaat University. Her research interests lie in
mathematics education, higher education, and teaching. She can be reached at email:
[email protected].

Int J Eval & Res Educ, Vol. 12, No. 3, September 2023: 1185-1194