Character Education in Japanese Schools a Model for Improving Character Education in Indonesia

Moral education in Japan will be a model for character educationin Indonesian schools. It is undeniable that the Japanese moral education has played an important role in passing the noble values of Japanese culture to children, teenagers, and younger people. This research is based on a research question, how the practice of character education in Japanese schools is. This is a field research with a qualitative research, that the data were collected in Japanese schools, by using observartion, interview, and document technique. Analizing them in this study is a deep descriptive analysis, and performed continuously both in the field and once in the field. The government of Japan alocated one hour lesson for moral education for a week. With the moral education, Japanese younger generation expected to be able to adapt to the social environment and have the ability to think, make effective decisions and act independently, and have ability to identify issues they face, and be able to interact in the arena of International realations and play an important role in International world as well. Japanese moral education has been using the interactive and communicative approach, promoting moral discovery by learners themselves, avoiding the application of indoctrination approach, and no test or final exam, for every course of study in moral education (zero test). And the most important thing is that moral education in Japan applied an integrated and connected approach among three centers of education: school, family, and community environment. All of the environments have important function as laboratory of moral or character education

$QDOLVD -RXUQDO RI 6RFLDO 6FLHQFH DQG 5HOLJLRQ UHOHDVHG D QHZ HGLWLRQ YRO QR 7KLV LV WKH WKLUG HGLWLRQ SXEOLVKHG LQ (QJOLVK VLQFH LWV EHJLQQLQJ LQ 7KLV YROXPH UHOHDVHG LQ WKH PLG RI YDULRXV DFWLYLWLHV DQG WKH KHFWLF VFKHGXOH LQ WKH RdFH +RZHYHU WKLV HGLWLRQ LV SXEOLVKHG DV scheduled. Many people have contributed in this edition so that publication process of the journal is managed smoothly. The month of June in which this journal on the process of publishing is a month ZKHQ 0XVOLP SHRSOH DURXQG WKH ZRUOG FHOHEUDWHG WKH ,HG )LWU WKHUHIRUH ZH ZRXOG DOVR FRQJUDWXODWH to all Muslim fellows to have happy and blessing day on that occasion. This volume consistently issues eight articles consisting some topics related to Analisa scopes as follows; religious education, religious life, and religious text. Those articles are written by authors IURP GLcHUHQW FRXQWULHV LQFOXGLQJ ,QGRQHVLD $XVWUDOLD ,QGLD DQG *UHHFH 7KUHH DUWLFOHV FRQFHUQ on the education, one article focuses on the life of Hindu people. Furthermore, three articles discuss about text and heritage, and the last article explores on the evaluation of research management. We do hope you all enjoy reading the articles.

RESEARCH METHOD
This study is a qualitative research using phenomenological approach. This research is EDVHG RQ WZR UHVHDUFK TXHVWLRQV +RZ LV WKH practice of moral education in Japanese schools? and how is the model for improving character HGXFDWLRQ LQ ,QGRQHVLDQ VFKRROV" 5HVHDUFKHUV observed intensely all the phenomena, that manifested in the behavior of the local wisdom-based character education, and then WKH UHVHDUFKHUV PDGH LQWHUSUHWDWLRQ WR ¿QG the meaning of behavior that the researchers REVHUYHG ,Q WKLV VWXG\ UHVHDUFKHUV GRLQJ epoche, in order to avoid bias in capturing meanings.
This study was conducted for one month, 6HSWHPEHU 2FWREHU DQG ZDV FDUULHG RXW at 4 schools in Japan. Japan was chosen because WKLV FRXQWU\ LV NQRZQ DV SRVW LQGXVWULDO DQG developed and characterized country. Since the schooling system is regarded as "one of the dominant contributing factors to Japan's HFRQRPLF VXFFHVV´ PDQ\ UHVHDUFKHUV KDYH WDNHQ an interest in Japanese education, too. Japanese education was selected as a research topic for the following reasons. First, as an advanced country Japan has managed to provide a high level of schooling for its citizens, which has been proven by its pupils' high scores in international ability tests. Second, despite its material prosperity DQG UHPDUNDEOH DFDGHPLF DFKLHYHPHQWV -DSDQ OLNH VR PDQ\ RWKHU FRXQWULHV KDV HQFRXQWHUHG YDULRXV HGXFDWLRQDO SUREOHPV EXW XQOLNH PDQ\ RWKHUV LW KDV PDGH HcRUWV WR UHLQIRUFH LWV PRUDO education. Third, as a representative of the Asian cultural context, Japan provides a valuable source of cross-cultural information for Western readers WR XVH LQ UHÀHFWLQJ RQ WKHLU RZQ HGXFDWLRQ DQG values.
The main instrument of this research is researchers themeselves, with the help of electronic recording equipment for recording the interviews and photo cameras to document the results of observation.The focus of this research is the study RI WKH VRFLRORJLFDO DQG KLVWRULFDO EDFNJURXQG LQ the Japanese character education and character education practices based on local wisdom in the primary school in Japan.
,Q RUGHU WR FROOHFW WKH GDWD WKH UHVHDUFKHUV used observation, interview, and documentation. Observation used was a non-participant observation, where researchers studied the the students' behaviour when they were at schools 6X\DNX 3ULPDU\ 6FKRRO LQ .\RWR $¿OLDWHG Lower and Upper Secondary School in Nagoya, 6XQDGDEDVKL 3ULPDU\ 6FKRRO LQ 1DJR\D :KLOH interviewing techniques applied in research is in-depth interview. This technique was used for interviewing informants and participants in this VWXG\ 1LVKLQR 6HWVXR 0LWVXJL 1DNDJDZD 2ND -LPD ,LP )XMLNDZD DQG <RVXNH )XMLZDUD :KLOH the data analysis in this study is a deep descriptive analysis, and performed continuously either when WKH UHVHUDFKHUV ZHUH VWLOO ZRUNLQJ RQ UHVHDUFK ¿HOG RU DIWHU 7KH DQDO\VLV ZDV GRQH E\ PDQDJLQJ sorting, classifying, coding and categorizing data. $IWHU WKDW WKH UHVHDUFKHUV ORRNHG IRU VRPH WKHPHV that can be used as the focus of research which were then observed and deepened through the QH[W LQWHUYLHZ ,Q WKLV DQDO\VLV WKH WDON ZDV GDWD and the researchers did not intervene.

Socio-Cultural Background
Japan is a cresent-shaped island country lying from north to south in Far east Asia and has four seasons. Japan consists of approximately LVODQGV ZLWK IRXU PDLQ LVODQGV +RQGX +RNNDLGR .\XV\X 6KLNRNX DQG LV GLYLGHG LQWR SUHIHFWXUHV ZKLFK DUH VXEGLYLGHG LQWR FLWLHV and villages.
Traditionally, agriculture has been a main industry of Japanese people, so thet they have relied on a rice corp, and have created their W\SLFDO FRRSHUDWLYH ZRUNLQJ V\VWHP LQ FRPPXQLW\ called yui and food culture characterized by rice. +RZHYHU WRGD\ -DSDQ LV ZHOO NQRZQ DV D FRXQWU\ with advancement of science and technology, and high manufacturing engineering industry, HVSHFLDOO\ LQ WKH ¿HOG RI DXWRPRELOH PDFKLQH -electronic-robotic and aviation industry, and no days without innovation or discovery in technology as well.
Ethnically, Most of the Japanese are Asian Mongoloid. Japan is almost a monoracial FRXQWU\ DQG IRUPV D UHPDUNDEOH FRQWUDVW ZLWK other multy racial countries. Linguistically, the Japanese language is used as national language, and used in all educational institutions including schools and universities. Religiously, the majority of Japanese are Budhists. As Japanese are quite WROHUDQW WKH\ KDYH DOPRVW QR FRQÀLFW FDXVHG E\ WKH GLcHUHQFH RI UHOLJLRQ RU VHFW 7KH DERYH PHQWLRQHG QDWXUDO DQG FXOXWXUDO EDFNJURXQGV KDYH DcHFWHG QDWLRQDO FRQVFLRXVQHVV RU EHKDYLRU pattern of Japanese people. Socially, there is no severe disparity in wealth among Japanese people, and recent studies show that most of them feel that they are in the midle class. Educationally, compulsory education of nine years is provided IRU FKLOGUHQ IURP ± DQG DOO RI FKLOGUHQ RI that age go to school. Almost of lower secondary school graduates go to upper secondary school, and majority, upper secondary school graduates go to university or junior college.
Japan is a homegeneous society with a very elaborate political and social structure. And also Japan is a democratic society with a high rate of social mobility, with school tend to encourage cooperation, social harmony and a common culture. Japan is a member of the developed countries ZKLFK DUH PHPEHUV RI WKH *URXS RI 6HYHQ * QDPHO\ &DQDGD )UDQFH *HUPDQ\ ,WDO\ $PHULFD Japan, and the United Kingdom. Based on the UHSRUW RI WKH +XPDQ 'HYHORSPHQW ,QGH[ LQ -DSDQ UDQNHG WK LQ WKH ZRUOG 7KLV PHDQV WKDW the level of welfare of the Japanese people are very JRRG YHU\ KLJK KXPDQ GHYHORSPHQW LQ D JOREDO scale. The UNDP report noted that per capita income of the Japanese population, the average SHU \HDU DPRXQWHG WR 86 GROODUV ZKLOH WKH DYHUDJH WLPH PLOHDJH VFKRRO \HDU ZDV years. Thus, both economically and educationally Japan is at the top level.
&XOWXUDOO\ RUGLQDU\ FLWL]HQV RI -DSDQ DGRSW much more informal, vulgar, unassuming, ostentatious, and down-to-earth cultural VW\OHV ,Q FRQWUDVW WR WKH RUJDQL]HG VXEFXOWXUH of companies and schools, Japan's city life abounds with hedonism, intemperance, and over indulgence. The Japanese also enjoy various forms of traditional grassroots culture, ranging from colorful agrarian festivals to ORFDO IRON GDQFHV )XUWKHU -DSDQ KDV D UDQJH of counter-cultural groups even though their public visibility may be limited. Whilst Japan's popular culture is multi various, it represents the ways of life the common people enjoy and share. ,Q HGXFDWLRQ WKH PDMRULW\ RI FKLOGUHQ UHFHLYH primary and secondary education services. Government of Japan requires every citizen to obtain a minimum of nine years of basic education, which means they have to learn a minimum of XS WR VHFRQGDU\ VFKRRO &KXJDNNR DQG DIWHU completing primary education, majority of them ZHQW WR KLJK VFKRRO Koto-gakko 7KH -DSDQHVH school enrollment rate is among the highest in the world. The enrollment rate in the nine years FRPSXOVRU\ HGXFDWLRQ LV DQG WKDW RI WKH XSSHU VHFRQGDU\ HGXFDWLRQ LV RYHU 0RUH WKDQ RI XSSHU VHFRQGDU\ VFKRRO JUDGXDWHV proceeds to universities, junior colleges, or special training schools. Because of the high enrollment rate, however, the name of the school and university which one graduated from became important in deciding one's future, and the life of a child has become school centered while family and community play less an important role in SURYLGLQJ HGXFDWLRQ WR WKH FKLOG 7DNDNXUD 0XUDWD 7KH At the high school level, the government actually prepare the Japanese youth to become scientists or professionals. And then at the XQLYHUVLW\ OHYHO WKHUH DUH DW OHDVW XQLYHUVLWLHV ,Q WKH XQLYHUVLWLHV WKH \RXWK OHDUQ DQG GHHSHQ the basic sciences and applied technology, to GHYHORS VFLHQFH WHFKQRORJ\ DQG LQGXVWU\ KLJK WHFKQRORJ\ DQG LQGXVWU\ LQ YDULRXV ¿HOGV WR WKH WULXPSK RI -DSDQ LQ WKH ¿HOG RI VFLHQFH DQG technology. Education plays an important role in the development of human resources in Japan. Moreover, Japan has tried so far to absorb the advanced science and technology, social system DQG HGXFDWLRQDO DQG FXOWXUDO NQRZOHGJH IURP European and American countries since the beginning of the modern period. Therefore, WRGD\ LQ -DSDQ PDQ\ NQRZOHGJHDEOH SHRSOH KDYH recognized, and Japan has become an information providing nation.

,Q WKH DVSHFW RI FXOWXUH -DSDQ WRGD\ LV D V\QWKHVLV RI &RQIXFLDQLVP %XGGKLVP 6KLQWR
and Western civilization, especially America, or between Japanese traditionalism and American modernism. The major philosophical traditions WR LQÀXHQFH -DSDQ IURP DEURDG KDYH EHHQ &RQIXFLDQLVP %XGGKLVP QHR &RQIXFLDQLVP DQG Western philosophy. Taoism also had an impact, but more in the areas of alchemy, prognostication DQG IRON PHGLFLQH WKDQ LQ SKLORVRSK\ $OWKRXJK these traditions often overlapped, each also had GLVWLQFWLYH LQÀXHQFHV .DVXOLV ,Q WKH HUD RI JOREDOL]DWLRQ WKHUH KDV EHHQ dynamic in all aspects of life in contemporary Japanese society. Robust local tradition, the FRUH LQ &RQIXFLDQLVP %XGGKLVP -DSDQ 6KLQWR interact with Western civilization, particularly the United States has established a culture of Japan's dynamic and unique at the same time.
-DSDQHVH VRFLHW\ KDV EHHQ VKRZQ WR PDNH WKH traditional values as a basis for developing models of contemporary life. This means that Japan has a tradition of durability and simultaneously strong adaptability when confronted or faced with the wave of globalization. This indicates that there has been a dynamic struggle between the elements of the local and global elements, or in other words, there has been a so-called glocalisation, along with it has occurred within the community, globalisation and Japanese culture. Therefore, -DSDQ LV NQRZQ DV D QDWLRQ WKDW LV YHU\ DGYDQFHG LQ WKH ¿HOG RI VFLHQFH DQG WHFKQRORJ\ EXW VWLOO manages to maintain its cultural identity. ,Q -DSDQHVH VWXGHQWV ¶ FXOWXUH DOPRVW DOO lower and upper secondary schools require their students to wear school uniforms. While some schools have their own attire, traditional Japanese school uniform consists of a military VW\OH IRU ER\V DQG D VDLORU RXW¿W IRU JLUOV 7KH uniform policy is intended to remove social barriers among students and get them into D ZRUNLQJ PRRG %HVLGHV ZHDULQJ VFKRRO uniform helps to promote a sense of community among the children. Japanese school uniforms are common in many public and private schools across the country. By wearing the same clother as their classmates, Japanese students feel less social barriers among students than students in countries without uniforms. And the European-VW\OH QDY\ LQÀXHQFHG XQLIRUPV DOVR KHOS VWXGHQWV JHW LQ WKH ZRUNLQJ VSLULW %XW VFKRRO XQLIRUP LV not obligation in public elemantary schools.

The Japanese School Culture
,Q WHDFKLQJ KRXUV SHU ZHHN -DSDQ LV RQ SDU with the average for industrialized countries. Japanese students, however, tend to stay in school after school hours to participate in extracurricular activities or to play sports or games with their classmates, and some do not leave until WKH HYHQLQJ ,Q DGGLWLRQ -DSDQHVH VWXGHQWV KDYH TXLWH D ELW RI KRPHZRUN WR GR 7KH PDMRULW\ HQJDJH LQ YDULRXV NLQGV RI RXW RI VFKRRO OHDUQLQJ DFWLYLW\ VXFK DV SULYDWH ³FUDP VFKRROV´ -XNX SULYDWH tutoring, correspondence education, and private cultural lessons. They devote most of their spare time to preparation or review for their lessons at school. Schools often supervise the lives of their students out of school. The Japanese education system does its best to ensure that the students eat healthy and balanced meals. With the moral education, young generation expected will be able to respond the progress, and able to adapt to the social environment and have WKH DELOLW\ WR WKLQN PDNH HcHFWLYH GHFLVLRQV DQG act independently, and so will have the ability to LGHQWLI\ LVVXHV WKH\ IDFH %ROWRQ 7RGD\ commonly refers to character education as the "education of kokora´ kokoro kyoiku ZKLFK FDQ EH WUDQVODWHG DV ³HGXFDWLRQ RI WKH KHDUW´ 7KLV LV supposed to complete the Japanese notion of the ³ZKROH SHUVRQ´ HGXFDWLRQ zenjin kyouiku ZKHUH the aim is to educate one's body, mind, and heart, i.e. physical, mental, and moral education. Kokoro Kyoiku is a term commonly used to describe a particular brand of education that focuses on children's learning to become a man to behave FRPPHQGDEOH YLUWXRXV PRUDOO\ DQG EHFRPH ODZ abiding citizens, both nationally and internationally %ROWRQ ,Q FRQWUDVW WR WKH SHULRG EHIRUH ORVLQJ WKH ZDU this time, kokoro kyoiku is a character education for children and adolescents which is widely opened DQG JOREDO RULHQWHG ,W LV LQÀXHQFHG E\ WKH KLVWRULFDO EDFNJURXQG RI -DSDQ LWVHOI 3RVW -DSDQ ¶V GHIHDW LQ :RUOG :DU HGXFDWLRQ ZDV XQGHU LQÀXHQFH RI WKH :HVW 86 DQG *HUPDQ\ -DSDQ WKHQ DSSOLHG WKH model of American and Germany education, while maintaining the basic values or the spirit of Japan to build the civilization. Besides, kokoro kyoiku has become a compulsory curriculum of primary HGXFDWLRQ DQG ORZHU VHFRQGDU\ VFKRROV VLQFH until today. Kokoro Kyoiku is reapplied, instead of Shuushin, after the Japanese government viewed the phenomenon of juvenile delinquency, violences, and crimes are more frequently done by teenagers.
The implementation of character education in Japanese schools can be seen from the practice of moral education, which can be devided into WKUHH FDWHJRULHV QDPHO\ 0RUDO HGXFDWLRQ LQ special class. The instructon in this class should be given in such a way to develop students' ability to practice morality by maintaining close relations with moral education conducted in the class of each sucject and in special activities, and suplementing, intensifying, and integrating this moral education through systematic and developmental instruction, by enriching their moral sentiments, by enhancing VWXGHQW ¶V DELOLW\ WR PDNH PRUDO MXGJHPHQW DQG E\ VHHNLQJ LPSURYHPHQWV LQ WKHLU PRUDO oral attitudes and the willingness for practice.
0RUDO The curriculum is a systematic plan used by the teacher both in the classroom and outside the classroom to develop the potential of learners. 7KH FXUULFXOXP LV VWUXFWXUHG DORQJ WKUHH VWUDQGV NQRZOHGJH FRJQLWLYH GRPDLQ PRUDOLW\ DIHFWLYH GRPDLQ DQG ERG\ SV\FKRPRWRULF GRPDLQ &XUULFXOXP XVXDOO\ LQFOXGHV IRXU FRPSRQHQWV QDPHO\ WKH REMHFWLYHV PDWHULDOV FRQWHQWV strategies or teaching methods and evaluation. )LUVWO\ PRUDO HGXFDWLRQ LQ -DSDQ KDV WKH REMHFWLYH "to foster the morality in children as the foundation, by which they can realize a spirit of respect for human dignity and reverence for life in family, school, and community life, endeavor to create a unique culture and to develop democratic society and state, and to foster independent Japanese citizents, capable of contributing willingly to a SHDFHIXO LQWHUQDWLRQDO VRFLHW\´ 7DNDNXUD DQG 0XUDWD )URP WKH IRUPXODWLRQ RI WKH objective, it can be concluded that kokoro kyoiku is an attempt of Japanese government and the people to inculcate morality of individual to students who aim to develop independence in Japanese children ZLWK WKUHH PDLQ FKDUDFWHULVWLFV )LUVW WKH -DSDQHVH children should be able to realize the "respect for KXPDQ GLJQLW\´ DQG "UHYHUHQFH IRU OLIH´ LQ YDULRXV situations of life. Second, Japanese children, both men and women should be able to create "a unique FXOWXUH´ DQG GHYHORSLQJ D GHPRFUDWLF VRFLHW\ and the state. Finally, third, children are able to contribute in creating a society which is peaceful international. The purpose of moral education is based on the formulation of national education JRDOV RI -DSDQ QDPHO\ ³(GXFDWLRQ VKRXOG DLP IRU the full development of personality and strive to nurture the citizents, sound in mind and body, who are imbued with the qualities necessary for those who form a peaceful and democratic state and VRFLHW\´ 7DNDNXUD DQG 0XUDWD %HFDXVH PRUDO HGXFDWLRQ LV RQH RI WKH HcRUWV WR DFKLHYH national education goals.

7KH DLP VKRXOG EH WDNHQ LQWR DFFRXQW ZKHQ
planning all lesson content and school activities to enrich it through deeply integrated, structured and developmental supervision to additionally deepen WKLQNLQJ RQ DXWRQRPRXV OLYLQJ DQG FRQVFLRXVQHVV of moral values to underpin application in real. The aim of the moral education, translated into PRUH VSHFL¿F REMHFWLYHV ERWK DW WKH OHYHO RI WKH institution of school and grade level. At the school level, goal of moral education is to teach and instill moral values that include moral sentiments, moral judgment, moral attitudes, and the ability and willingness to practice values the overall value through educational activities in schools, and at the level of the class, moral education aims to intensify the values of self-awareness, and to develop the ability of learners to practice the moral values to maintain harmonious relationships with others. Furthermore, each teachers in every classroom set individual goals to be achieved by each learner for a certain period of time, such as individual goals IRU HYHU\ RQH ZHHN RU WZR ZHHNV RU LW FRXOG EH monthly depending on the level of complexity of the moral values that will be practiced. education in Japanese schools is divided into four major areas of study. These are self-awareness, relations with other people, relations with groups and with society and relations with nature and the universe. ,Q DGGLWLRQ WR PRUDO HGXFDWLRQ LQ VSHFLDO classes, moral education is also integrated with the learning of all subjects taught at school, such as music, drawing and crafts, sports, Japanese, and Arithmetic, Natural and Social Science. And also integrated with special activities such as extra-curricular activities, school events, activities of student organizations, and lunch activities. Special activities at school aims to train togetherness, cooperation, build awareness as a member of the group, and contribute in a concrete practical on the moral development RI VWXGHQWV 7DNDNXUD :LWK LQWHQVH supervision carried out by teachers, moral HGXFDWLRQ LQ VSHFL¿F DFWLYLWLHV FDQ EH SHUIRUPHG optimally.
,W QHHGV WR EH XQGHUOLQHG RI OHDUQLQJ strategies used in the classroom of moral education is the teacher should so avoid using indoctrination approach, since this approach PDNHV OHDUQLQJ PRUDO HGXFDWLRQ EHFRPHV YHU\ monotonous and boring, and counter productive in the development of moral values instilled in OHDUQHUV &XOWLYDWLQJ PRUDO YDOXHV WR FKLOGUHQ and adolescents conducted by the following SULQFLSOHV ,Q VXFK D ZD\ WKDW LQGRFWULQDWLRQ approach applied in moral education, then it ZLOO QRW DcHFW WKH SURGXFWLYH DQG HcHFWLYH PRUDO education in a democratic society of Japan. As illustration of an example of moral teaching in an elementary school classroom in Japan, a scene of a third grade moral education class of elementary VFKRRO DV IROORZV The lesson opens with story. The story is read by the teacher, except for a letter in the story, which FKLOGUHQ UHDG WKHPVHOYHV &KLOGUHQ KDYH WKH VWRU\ in front of them so can read ahead if they wish. Leaving aside the details and retorical devices used in children stories, it about two ogres. They are best friends and both enjoy to watch the human children having fun and playing. The ogres XQGHUVWDQG WKDW KXPDQ FKLOGUHQ DUH DcUDLG RI ogres. Nonetheles they wistfully wish to play. The EOXH RJUH RcHUV WR IULJKWHQ WKH FKLOGUHQ VR WKDW the red ogre can pretend to protect them and become friends with them. They carry out the plan. As agreed, the red ogre hit the blue ogre. So the red ogre becomes very popular amongst the children, the red ogre and the children enjoy playing together. The red ogre decides to visit his friend, WKH EOXH RJUH RQH GD\ EXW RQO\ ¿QGV D OHWWHU IURP the blue ogre pinned to the door saying that the blue ogre has left the area so that the red ogre can enjoy more time to play with the children. The story used by teacher in the third grade moral education class, is relatively well established. By this method, students involve empathising with characters in the story. At times, the setting is students in class and children DUH DVNHG ³ZKDW ZRXOG \RX GR´ UDWKHU WKDQ WKH WKLQNLQJ DQG IHHOLQJ RI WKH FKDUDFWHU 8VXDOO\ WKH WRSLF LV GLVFXVVHG EULHÀ\ EHIRUH WKH VWRU\ H J ³ZKR KDV WROG D OLH"´ RU ³KRZ RIWHQ GR ZH ERUURZ LWHPV IURP RXU FODVVPDWHV"´ 7KH ¿QDO component of the curriculum is WKH HYDOXDWLRQ RI OHDUQLQJ ,Q WHDFKLQJ PRUDO and practices, which is called the evaluation of learning outcomes, as expected instead of the value in the form of numbers or letters, but it is real life behavior in everyday life, whenever and anywhere. Morality requires actualization UDWKHU WKDQ HYDOXDWLRQ ,QWHUYLHZ ZLWK 1LVKLQR 2FW 7KLV SKHQRPHQRQ YLHZHG IURP the perspective of teaching-learning theory is a deviation, but, what is applied in moral education at schools in Japan have managed to create a society that is healthy and moral, so Japan became civilized and developed country as well as a country with spirit.
The curriculum of moral education in the Japanese educational system, can be grouped into two parts, namely the formal curriculum as outlined by the Ministry of Education, Sport, &XOWXUH 6FLHQFH DQG 7HFKQRORJ\ 0(;7 RI -DSDQ DV GHVFULEHG LQ WH[WERRNV DQG FXUULFXOXP non-formal or commonly referred as the hidden FXUULFXOXP QRQ IRUPDO cXUULFXOXP ZKLFK attached and are on the whole school activities both inside and outside the classroom. Such as special activities such as lunch, after lunch clean-up activities, extra-curricular activities and other activities. Hidden curriculum has a very important and dominant role in the formation of the moral behavior of learners, besides the formal curriculum. This is due to the formal curriculum LV PRUH ULJLG DQG OHVV ÀH[LEOH

Character Education in Indonesian Schools
The success of Japanese school moral education, can not be separated from the support RI IDPLO\ DQG FRPPXQLW\ HQYLURQPHQW ,W LV application of the model of integrated education. This means that the success of cultivating certain moral values WR VWXGHQWV LV D MRLQW HcRUW amongst the school education, community and family environments. The three environments To improve the condition of society which is still far from ideal, then the only way is to do a behavior change radically and fundamentally, from corruptive culture towards a culture of honesty, from culture of laziness towards the FXOWXUH RI KDUG ZRUNLQJ IURP FXOWXUH RI GLVRUGHU and undisciplined toward the culture of discipline, and so forth, that all it is the main agenda of the national movement of mental revolution, as FDPSDLJQHG E\ WKH SUHVLGHQW -RNR :LGRGR The mental revolution involves a cultural VWUDWHJ\ ,WV WDUJHW LV WKH WUDQVIRUPDWLRQ RI HWKRV which is a fundamental change in mentality which LQFOXGHV KRZ WR WKLQN KRZ WR IHHO KRZ WR WUXVW that everything is manifest in the behavior and HYHU\GD\ DFWLRQV ,Q VXFK D ZD\ D PHQWDO UHYROXWLRQ WKH 3UHVLGHQW RI -RNRZL ¶V DJHQGD LV GRQH VR WKDW culture will be better, and will greatly contribute WR WKH VXFFHVV RI FKDUDFWHU HGXFDWLRQ LQ ,QGRQHVLD Mental revolution that become a nationwide movement needs to be done by everyone in daily OLIH WKH WUXH WUDQVIRUPDWLRQ RFFXUV LQ ¿GHOLW\ WR move and drive change in routine matters.

CONCLUSION
First, moral education in Japanese schools is not a subject matter, but it is compulsory for the entire of students of primary schools and lower secondary shools. The government alocated one KRXU OHVVRQ IRU D ZHHN IRU HDFK FODVV :LWK WKH moral education, Japanese younger generation expected will be able to respond the progress, and able to adapt to the social environment and have WKH DELOLW\ WR WKLQN PDNH HcHFWLYH GHFLVLRQV DQG act independently, and so they will have the ability to identify issues they face. They will be able to interact in the arena of international realations and play an important role in international world as well.
Second, Japanese moral education has been using the interactive and communicative approach, promoting moral discovery by learners themselves, avoiding the application RI LQGRFWULQDWLRQ DSSURDFK DQG QR WHVW RU ¿QDO exam, for every course of study. The most important thing is that moral education in Japan applied an integrated and connected approach DPRQJ WKUHH FHQWHUV RI HGXFDWLRQ VFKRRO family, and community environment.