Integration of Character Values in School Culture at Elementary Schools in Jakarta , Indonesia

Character values can be integrated not only in the classroom, but also in the school culture. Some teachers are not familiar with the ways of integrating these values in the school culture. The purpose of this study was to find out about implementation of character values integration in school culture at elementary schools in Jakarta. This research was conducted in Jakarta, the capital city of Indonesia. A quantitatively descriptive method was used for this study. Questionnaires related to integration of character values in school culture consists of religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture. A total of 63 principals from 63 elementary schools in Jakarta were involved in the study. The result showed that means of character values integration in religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture were achieved 13.40, 6.16, 17.71, 13.24, 11.81, 12.33, and 10.49 or 83.75 %, 68.44 %, 98.39 %, 88.27 %, 98.42 %, 94.85 %, and 95.36 % from theoretically maximum scores. This study concludes that character values has already been integrated effectively in religious, discipline, clean and healthy, tolerance, working ethos, and nationalism culture at 63 elementary schools in Jakarta. On the other hand, integration of character values in honesty culture hasn’t been effective at 63 elementary schools in Jakarta.


Introduction
There is much impact of globalization era and Information, Communication, and Technology on students' character.This will bring world progress to multiculture civilization leading to students being adaptable selectively with multicultural situation in order that they don't lose their identities.Character values should be integrated in school leading to positive student behavior.Kamaruddin (2012); Gusnardi, Riadi, and Muda, (2016) stated that character values can be integrated formally and informally.It is very essential that character values should be given not also academically but also in cultures.School culture is very important to establish good moral values.Elementary schools have responsibility to educate the students related to moral education leading to build community for moral values.However, this study only found that character values can be integrated informally to establish moral values but not in detail research findings regarding to the school culture.Thompson, (2002) said that character values should be integrated with the curriculum.School culture should be based on good character principles.The teacher can be a model of a good character observed by the students.The students can be taught with hands-on service activities contributing to the school and the community leading to improve the student behavior.In this study, the research findings only about implementation of character values integrated in the classroom to improve the students' behaviors.Nevertheless, it is not described in more detail explanation about integration in all aspects of school culture.
Cubukcu, (2012) found that hidden curriculum is important to integrate values within character education context.Activities of motivating hidden curriculum consist of social and cultural activities.These internalizing values can develop indicidual's character.School environment is urgent in the process of character values integration.This research only found that school culture can improve the character education but it was not investigated the integration of character values in a detail of school culture's aspects.Larson, (2009) stated that the teachers is necessary to promote character education in order to create an optimal learning environment.Students can develop their character through schools with a more enriched environment leading to succeed academically, personally, and socially.However, this study didn't investigate about different aspects of school culture integrated with character values.
Marini, (2016) found that teachers' competences at elementary school in Jakarta related to character values integration in teaching learning process, school culture, extracurricular activities, and society involvement were already good.This research finding only discussed about teachers' competences in school culture as a whole not in separate aspects.
The study of Montonye, Butenhoff, & Krinke, S. (2013) ;Branson, (2004); Senior-Gay, (2004); Dalimunthe, et al (2016); Gra, Chelsea (2012) found that character education can influence the student positive behavior in the classrooms.They investigated that there was an effect of character education on student behavior by teaching students in order to know about character leading to positive behaviors and In these studies, there was a relationship between character education and students' character.This study only researched developing character education in the classrooms through teachers implementing the curriculum leading to motivate the students about building character skills.However, this study didn't investigate character building integrated in school culture.
This study was conducted to investigate that the previous studies did not do.This study researched integrating character values in the school culture for seven aspects consisting of religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture.Integration of character values in religious culture is related to religious values.Honesty culture is integrated into the student behavior to be trusted.Discipline culture is integrated into students obeying the rules.Integrated of clean and healthy culture is related to hygiene and good physical condition.Tolerance culture is described by doing respect for other people.Working ethos is integrated into being responsible in working.Finally nationalism culture is related to students having commitment in giving priority of national importance.

Literature review
Al Farra, Samia (2012) stated that a positive school culture can enhance teaching and learning process as well as students' achievement.School culture giving the school its unique character produces values at school.School culture can influence the learning atmosphere at school consisting of moral and performance character.The students treat others well with kindness, honesty, and respect through moral character.They do everything well with critical thinking and have a commitment to quality through performance character.School with school culture committed with good character requires the students and teachers to do the best works and being their best ethical self.Best school culture will create performance excellence and ethical excellence leading to the students' achievement and character.Successful schools have demanding culture such as hunger to improve, promote excellence and hold hope for everyone.High productivity teachers and students' achievement is related to positive school culture.Elbot, Charles & Fulton, (2008) said that improvement of students' academic achievement and personal growth needs to shape intentional school culture building excellence and character.The school culture can affect the students' chances to be successful and implementation of successful school reform.
Building excellence for the students, schools should have intentional culture on the basis of shared values, beliefs, and behaviors.This school culture can serve as a medium for students and teachers to grow.The quality of relationship among students, parents, teachers, and administration is a central aspect of school culture.
Al Farra, (2012), Elbot, & Fulton, (2008);Carter, (2011) stated that great school culture harness students' characters leading to drive achievement and school's outcomes.School cultures should be intentional that they have to be constructed leading to particular outcomes.Great school cultures can form strong character that the students benefit from these environments.
It was also found that a correlation between character and student achievement was existed.

Methodology
Survey was conducted to find out about implementation of character values integration in school culture at 63 elementary schools in Jakarta, the capital city of Indonesia.The method of this research used quantitatively descriptive method distributing school culture questionnaires to 63 principals from 63 elementary schools in Jakarta.These questionnaires were related to religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture.
Questionnaires of school culture are about the students' habits in daily activities at schools describing about school situation, values system, belief and group norms, natural behaviour and students habits.Indicators of religious culture are related to behaviour of religious values, tolerance to other religious service, and having harmonious with other religions.Indicators of honesty culture are related to the behaviour on the basis of an effort to be trusted in working.Indicators of discipline culture are related to behaviour of obeying rules and having a system of rules of conduct.Indicators of clean and healthy culture are related to behaviour of beeing free from dirt, being attentive to personal hygiene, and having good physical condition.Indicators of tolerance culture are related to behavior of respect for other people, being equal, and not doing discrimination at schools.Indicators of working ethos are related to having working spirit, being diligent, and having responsibility in working.Indicators of nationalism culture are related to the behavior of having commitment to give priority of national importance, being loyal to the country, and having patriotic feeling (Muda, et al, 2015 andMuda, et al, 2017).

Results
Questionnaires Integration of character values in religious culture observed in 63 elementary schools can be seen in frequency distribution in Table 2. Based on Table 2, character values integration in religious culture reaching 93.7 % of 63 elementary schools has scores higher than average score and 6.3 % has scores lower than average scores.It can be seen from the movement of observation scores leading to the right direction (positive) in Figure 1.consisted of 18 items with dichotomy scale 0 and 1 describing marching orderly, joining Monday ceremony on time, wearing complete uniforms, school regulation, rewards for students who discipline, obligation to finish the homework, regular picket, students' records of tardiness.Score 0 means that items of discipline culture are not existed at school.Score 1 means that items of discipline culture are existed at school.In other words, character values has already been integrated in school culture specifically for discipline culture.Descriptive statistics of character values integration in discipline culture based on survey done to 63 principals from 63 elementary schools in Jakarta can be seen in Table 5.Based on Table 5, mean of character values integration in discipline culture is 17.71 or 98.39 % % of the maximum score.It means that integration of character values in discipline culture at 98.39 % from 63 elementary schools has already been effective.Integration of character values in discipline culture observed in 63 elementary schools can be seen in frequency distribution in Table 6.Based on Table 6, character values integration in discipline culture reaching 76.2 % of 63 elementary schools has scores higher than average score and 23.8 % has scores lower than average scores.It can be seen from the movement of observation scores leading to the right direction (positive) in Figure 3.  school.Score 1 means that items of tolerance culture are existed at school.In other words, character values has already been integrated in school culture specifically for tolerance culture.Descriptive statistics of character values integration in tolerance culture based on survey done to 63 principals from 63 elementary schools in Jakarta can be seen in Table 9.Based on Table 9, mean of character values integration in tolerance culture is 11.81 or 98.42 % % of the maximum score.It means that integration of character values in tolerance culture at 98.42 % from 63 elementary schools has already been effective.Integration of character values in tolerance culture observed in 63 elementary schools can be seen in frequency distribution in Table 10.Based on Table 10, character values integration in tolerance culture reaching 82.5 % of 63 elementary schools has scores higher than average score and 17.5 % has scores lower than average scores.It can be seen from the movement of observation scores leading to the right direction (positive) in Figure 5. Questionnaires related to character values in school culture of working ethos culture for 63 principals from 63 elementary schools used observation instruments consisted of 13 items with dichotomy scale 0 and 1 describing healthy competition condition, challenging school climates and working hard spirit, working ethos motto, creative behaviour and thinking, challenging tasks, students' independence, communication media for students to express their ideas, rewards for student achievement, display of trophies and awards, records of students' visits to library, activities report, and morning breafing for the teachers.Score 0 means that items of working ethos culture are not existed at school.Score 1 means that items of working ethos culture are existed at school.In other words, character values has already been integrated in school culture specifically for working ethos culture.Descriptive statistics of character values integration in working ethos culture based on survey done to 63 principals  Integration of character values in working ethos culture observed in 63 elementary schools can be seen in frequency distribution in Table 12.
Based on Table 12, character values integration in working ethos culture reaching 84.1 % of 63 elementary schools has scores higher than average score and 15.9 % has scores lower than average scores.It can be seen from the movement of observation scores leading to the right direction (positive) in Figure 6.Descriptive statistics of character values integration in nationalism culture based on survey done to 63 principals from 63 elementary schools in Jakarta can be seen in Table 13.Based on Integration of character values in nationalism culture observed in 63 elementary schools can be seen in frequency distribution in Table 14.Based on Table 14, character values integration in nationalism culture reaching 93.6 % of 63 elementary schools has scores higher than average score and 6.4 % has scores lower than average scores.It can be seen from the movement of observation scores leading to the right direction (positive) in Figure 7.It means that integration of character values in religious, discipline, clean and healthy, tolerance, working ethos, and nationalism culture has already been optimal.Score of character values integration in school culture lower than average scores is honesty culture.It means that integration of character values in honesty culture has not been optimal.

Conclusion
It can be concluded that integration of character values in religious, discipline, clean and healthy, tolerance, working ethos, and nationalism culture has already been optimal with the scores 83.75 %, 98.39 %, 88.27 %, 98.42 %, 94.85 %, 95.36 % higher than average scores 75.58 %.Character values in honesty culture has not already been optimal with the score 68.44 % lower than average scores 75.58 %.

Figure 1 :
Figure 1: Frequency histogram of character values integration in religious culture

Figure 4 :
Figure 4: Frequency histogram of character values integration in clean and healthy culture

Figure 5 :
Figure 5: Frequency histogram of character values integration in tolerance culture

Figure 6 :
Figure 6: Frequency histogram of character values integration in working ethos culture

Figure 7 :
Figure 7: Frequency histogram of character values integration in nationalism culture Score 0 means that items of religious culture are not existed at school.Score 1 means that items of religious culture are existed at school.In other words, character values has already been integrated in school culture specifically for religious culture.Descriptive statistics of character values integration in religious culture based on survey done to 63 principals from 63 elementary schools in Jakarta can be seen in Table1.Based on Table1, mean of character values integration in religious culture is 13.40 or 83.75 % of the maximum score.It means that integration of character values in religious culture at 83.75 % from 63 elementary schools has already been effective.
related to character values in school culture of religious culture for 63 principals from 63 elementary schools used observation instruments consisted of 16 items with dichotomy scale 0 and 1 describing worship facilities, opportunities to do worship, praying together, religious motto, religious song for each Friday, religious gatherings, slaughtering qurban, infaq culture, religious boarding school, and moslem clothes uniforms.

Table 2 :
Frequency distribution of character values integration in religious cultureQuestionnaires related to character values in school culture of honesty culture for 63 principals from 63 elementary schools used observation instruments consisted of 9 items with dichotomy scale 0 and 1 describing honesty canteen, honesty clocks, honesty library, lost and found, transparency in financial report, suggestion box, prohibition of cheating.Score 0 means that items of honesty culture are not existed at school.Score 1 means that items of honesty culture are existed at school.In other words, character values has already been integrated in school culture specifically for honesty culture.Descriptive statistics of character values integration in honesty culture based on survey done to 63 principals from 63 elementary schools in Jakarta can be seen in Table3.Based on Table3, mean of character values integration in honesty culture is 6.16 or 68.44 % % of the maximum score.It means that integration of character values in honesty culture at 68.44 % from 63 elementary schools has already been effective.

Table 3 :
Descriptive statistics of character values integration in honesty cultureIntegration of character values in honesty culture observed in 63 elementary schools can be seen in frequency distribution in Table4.Based on Table2, character values integration in honesty culture reaching 79.4 % of 63 elementary schools has scores higher than average score and 20.6 % has scores lower than average scores.Frequency histogram can be seen in Figure2.

Table 4 :
Frequency distribution of character values integration in honesty culture Questionnaires related to character values in school culture of discipline culture for 63 principals from 63 elementary schools used observation instruments

Table 5 :
Descriptive statistics of character values integration in discipline culture

Table 6 :
Frequency distribution of character values integration in discipline culture

No Scores Frequency (fi) Relative frequency (%) Cumulative frequency (%) 1
and little doctor at school.Score 0 means that items of clean and healthy culture are not existed at school.Score 1 means that items of clean and healthy culture are existed at school.In other words, character values has already been integrated in school culture specifically for clean and healthy culture.Descriptive statistics of character values integration in clean and healthy culture based on survey done to 63 principals from 63 elementary schools in Jakarta can be seen in Table7.Based on Table7, mean of character values integration in clean and healthy culture is 13.24 or 88.27 % % of the maximum score.It means that integration of character values in clean and healthy culture at 88.27 % from 63 elementary schools has already been effective.
Figure 3: Frequency histogram of character values integration in discipline culture anorganic garbage,

Table 7 :
Descriptive statistics of character values integration in clean and healthy culture

Table 8 .
Based on Table8, character values integration in clean and healthy culture reaching 76.2 % of 63 elementary schools has scores higher than average score and 23.8 % has scores lower than average scores.Frequency histogram can be seen) in Figure4.

Table 8 :
Frequency distribution of character values integration in clean and healthy culture

Table 9 :
Descriptive statistics of character values integration in tolerance culture

Table 10 :
Frequency distribution of character values integration in tolerance culture

Table 11 .
Based on Table 11, mean of character values integration in working ethos culture is 12.33 or 94.85 % % of the maximum score.It means that integration of character values in working ethos culture at 94.85 % from 63 elementary schools has already been effective.

Table 11 :
Descriptive statistics of character values integration in working ethos culture

Table 12 :
Frequency distribution of character values integration in working ethos culture availability of Indonesian culture and natural resources information, and national song.Score 0 means that items of nationalism culture are not existed at school.Score 1 means that items of nationalism culture are existed at school.In other words, character values has already been integrated in school culture specifically for nationalism culture.
Table 13, mean of character values integration in nationalism culture is 10.49 or 95.36 % % of the maximum score.It means that integration of character values in nationalism culture at 95.36 % from 63 elementary schools has already been effective.

Table 14 :
Frequency distribution of character values integration in nationalism cultureRecapitulation of character values integration in school culture observation at 63 elementary schools in Jakarta can been in Table15.Average score of character values integration in school culture is 75.58 %.Scores of character values integration in school culture higher than average scores are religious, discipline, clean and healthy, tolerance, working ethos, and nationalism culture scores.

Table 15 :
Recapitulation of character values integration in school culture observation at 63 elementary