Integrating character education in mathematics learning in Indonesia and Denmark

Abstract

The purpose of this study was to compare the extent of success, lack of success, and its causes in integrating character education with mathematics learning in shaping the character of students in Indonesia and Denmark. The qualitative method by interviewing, observation, documentation and FGD was conducted involving 16 mathematics teachers and 20 students. The results showed that the integration of learning in Denmark succeeded in building character such as learning independence, work discipline, responsibility for completing tasks, curiosity in learning, but had not succeeded in bringing children to have a spirit of togetherness at work, friendliness in sharing physical communication science. While learning products in Indonesia are the opposite. This success occurs because the teacher assignment system is supported with the successful use of technology and the involvement of parents. The use of technology has had a less successful effect in Denmark. In order to support successful integration, learning must focus on the choice of one character for one mathematical competency, by using a spiral system for grade 1 to 12 education levels, the teacher assignment system must be able to involve the surrounding environment and utilize technological facilities.