E-Link Journal.
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No 01.
June, 2025 P-ISSN:2085-1383.
E-ISSN: 2621-4156
English Education Department.
Universitas Islam Lamongan Content Analysis of Merdeka Curriculum-Based Teaching Modules in Students' Character Building Values Nur Arumsari1*.
Tauricha Astiyandha2.
Ellis Tamela3 Department of English Language Education.
Islamic As-syafiAoiyah of University.
Jakarta.
Indonesia1,2,3 nurarumsari06@gmail.
com 1, taurichaa@gmail.
com 2, ellis.
fkip@uia.
* is Corresponding Author Abstract Characters education is crucial in Indonesian pedagogy to address the challenges of the 21st century, evidenced by Ministry of National Education and Culture attempts to promote character-building values in academic documents in different curriculums.
Previous research has examined character values in lesson plans, syllabus, textbooks in the 2013 curriculum, and even media such as songs and movies or other literary However, no research has analyzed character values in teaching modules within Merdeka Curriculum.
This study investigates character building values in five English language teaching modules created by student teachers, using by Ministry of National Education and Culture of character indicators which were derived from five of character building values at the stage of teaching .
re, core and post-teachin.
qualitative content analysis of the findings revealed that responsibility .
%) appeared most frequently, followed by communicative .
%).
Hard Work .
%).
Religious .
%), while nationalism .
%) was least represented.
This result indicates that the character Submitted:
values in the teaching module are aligned of the national education policy, so it is April 25, 2025 Accepted:
worthy of review for all educators, especially for student teachers to be well-prepared May 22, 2025 and competent in designing character-based teaching modules for English learning at Revised:
the high school level to build students' competencies that are intact academically and June 12, 2025 character-wise.
Published:
June 29, 2025 Keywords: Character Building Values.
Merdeka Curriculum.
Teaching Module Analysis INTRODUCTION Character education is considered a crucial program needed in Indonesia's education system to face the pressing issues of the current century, so it needs to balance aspects of knowledge, skills, attitudes/character, mastery of technology, and literacy (Mudrikah et al, 2.
Indonesian education prioritizes the character building of the nation's children as a key aspect that must be improved (Fitriyah et al, 2.
Education connected with character values has been proven to be the main foundation in preventing moral crises and strengthening the competence of the younger generation to become innovative, creative and competitive individuals (Noprianto.
Suherdi & Muslim, 2.
Conversely, education without being accompanied by character building values is not only useless, but will very dangerous (Mudrikah et al, 2.
The cultivation of character building values has a positive impact on students' lives, such as forming harmonious relationships, reducing juvenile delinquency, reducing school dropout rates, and forming good habits (Amollo & Lilian, 2017.
Klinck & Moraka, 2019.
Birhan et al, 2.
However, the issues in the Indonesian education system, specifically in learning methods, are considered inadequate and contribute to moral degradation in some schools that have not been able to meet character education standards.
This is reflected in various incidents reported in the mass E-Link Journal.
Vol.
No 01.
June, 2025 P-ISSN:2085-1383.
E-ISSN: 2621-4156
English Education Department.
Universitas Islam Lamongan media regarding the low morale of students both in the school environment and society, as well as complaints about the lack of commitment from the government to fostering student character (Angga et al.
, 2.
Therefore.
Indonesia runs a program to strengthen student character by instilling values that promote character development, which are considered a key solution to addressing challenges within the educational system (Zurqoni.
Retnawati.
Apino & Anazifa, 2.
In this case, teachers hold a vital position, serving not only as educators of academic content but also as ethical role models who guide students in developing their values and character (Han, 2014.
Kandiri & Arfandi, 2.
Hence, character education is the responsibility of all education stakeholders and the wider community to support students' moral and social development (Pratiwi.
Mirizon & Inderawati, 2.
The government revised the 2013 Curriculum in 2017 by prioritizing character values instead of cognitive and psychomotor aspects (Sukidin et al, 2022.
Susilo et al, 2022.
Purwaningsih, 2.
the Currently implemented curriculum (Merdeka Curriculu.
, the Ministry of Education and Culture launched the Pancasila Student Profile Program as an effort to improve the character of the nation's children (Iskandar et al, 2.
The cultivation of these character values is also integrated through classroom learning activities in a planned and comprehensive manner (Prayitno et al, 2022.
Birhan et al, 2.
, as affirmed in Indonesian Law No.
20 of 2003 that character education programs must be integrated in learning activities at school (Wardani, 2020.
Nurhana & Karima, 2.
In this case, teaching modules are an important tool that contains the design of the learning process to assist teachers in delivering material to students (Maulida, 2022.
Ima Rahmatika & Majid, 2024.
Angelina.
Bistari & Halidjah, 2.
Nevertheless, teachers and student teachers still face difficulties in compiling modules that are in accordance with Merdeka Curriculum elements such as CP.
TP, and ATP and have not been optimal in integrating character values holistically (Amelia et al, 2.
Whereas, teaching modules are an integral part of learning tools that determine the successful achievement of student competencies (Hadiansah, 2022.
Nadya, 2.
, and all teachers are required to have modules as a guide to systematic learning implementation (Ratih, 2.
Numerous previous studies have examined character building values in different education media and curriculums, and have demonstrated the significance of integrating character values in Faiziyah & Fachrurrazy .
found that self-confidence was the most dominant character value in EFL teachers' lesson plans of SMPN 3 Malang, while communication, tolerance, and discipline rarely appeared, indicating the need for more careful planning in the application of character values.
Thoyyibah et al, .
identified values such as religiosity, honesty, and responsibility in learning at SMPN 1 Kebonagung, but still faced challenges in habituating students' learning habits.
Ratih .
showed that character values in the lesson plans of SMPN 1 Banjar have been integrated in various stages of learning, but still not optimally applied in learning activities.
Moreover.
Nurhayya & Tamela .
highlighted the dominance of communication values in student teachers' lesson plans, but the lack of variety of values indicates the need for more attention in the preparation of lesson plans.
Additionally.
Yulia .
found that teachers tend to only deliver advice without a clear evaluation strategy, making the effectiveness of character value inculcation difficult to measure.
Another study by Agustini .
identified 18 character values in the teaching module, but their implementation in the classroom was still weak, emphasizing the need for explicit integration in the teaching and learning Meanwhile, research on textbooks by Kusramadhani .
and Jamaludin et al.
showed that although textbooks can be a medium for character learning, there are gaps in the representation of certain values, such as the spirit of nationality, which is still minimal.
Then, literary studies by Khalifatunnisa & Iftanty .
prove that the Sherlock Holmes story can be an effective tool in character learning, as well as the integration of character values in Islamic songs (Devi, 2.
and also in the film Aladdin (Nurhana & Karima, 2.
which is able to internalize moral values in different Previous research has discussed character education values in various teaching media such E-Link Journal.
Vol.
No 01.
June, 2025 P-ISSN:2085-1383.
E-ISSN: 2621-4156
English Education Department.
Universitas Islam Lamongan as textbooks, short stories, songs, movies, and other literary works, and focused on the integration of character values in the 2013 Curriculum lesson plans.
However, no one has examined character values in the Merdeka Curriculum teaching module.
Therefore, this study aims to fill this gap by examining the integration of character building values in the Merdeka Curriculum teaching modules made by student teachers.
This is important because student teachers need to have readiness in creating learning conditions, including the ability to compile teaching modules (Amelia et al.
, 2.
As emphasized by Mohamad et al.
, teachers are not only in charge of teaching, but also must be creative, responsible, and continue to learn.
This research is expected to be a new contribution in making teaching modules an effective tool for integrating character values in learning as well as a useful guide for student teachers and all educators.
METHOD
This study uses a qualitative method which is a flexible design in analyzing character education values in teaching modules, then content analysis is applied as a systematic procedure for the analysis of written data from documents, and the process involves coding of MoE indicators, classification .
aking categories based on words, phrases, sentences, etc.
), comparison .
aking connections between the.
, and drawing conclusions (Cohen.
Manion & Morisson, 2018.
Krippendorff, 2.
The determination of data sources in this study was carried out by collecting five Teaching Modules prepared by students participating in the Field Experience Practice (PPL) course in the English Education Study Program at As-Syafi'iyah Islamic University.
The data collection process was carried out through documentation techniques by giving codes TM 1 to TM 5 on each module.
Furthermore, the researcher read the content of the module in depth, identified keywords, phrases, or texts that reflected character values, then copied the data into the analysis table based on the learning component.
Data analysis was conducted using content analysis techniques, by organizing, identifying, interpreting, and concluding character values reflected in objectives, indicators, learning activities, and assessments, referring to character value indicators from the Ministry of Education and Culture of the Republic of Indonesia.
Table 1 The Data Analysis Teaching Character Frequency of Teaching No.
Module Analysis Values Occurrence Module Components These values are most Students are TM 1.
given various learning 2.
TM 3.
Pre.
Core.
Responsibility 36 times .
%) tasks and responsibilities.
TM 4.
Post-teaching both individually and in Communicative 21 times .
%) TM 1.
TM 3,
TM 4.
Pre.
Core.
Post-teaching Students actively discuss, answer and ask Teacherstudent and studentstudent interactions support a communicative learning environment.
E-Link Journal.
Vol.
No 01.
June, 2025 P-ISSN:2085-1383.
E-ISSN: 2621-4156
English Education Department.
Universitas Islam Lamongan Hard Work Religious Nationalism 16 times .
%) 9 times .
%) 3 times .
%) TM 1.
TM 3,
TM 4.
TM 1.
TM 3,
TM 4.
TM 1.
TM 3,
Pre.
Core.
Post-teaching Pre and Postteaching Preteaching This is shown through teacher encouragement for students to achieve maximum learning targets and complete difficult tasks.
Visible from the habituation of greetings, prayers before and after Describes gratitude and good This value is still very Only mentioned through the implementation of the Pancasila learner profile, not yet touching the content or core activities.
RESULT
The results of the data obtained on 5 character building values that appear in the process of collecting and analyzing data from the five student teaching modules, namely religious, hard work, responsibility, nationalism, and communicative.
TM 1.
TM 2.
TM 3.
TM 4, and TM 5 integrate four .
character building values namely religious, hard working, responsibility, communicative in each learning step (Pre.
Core, and Post-teachin.
Meanwhile, the value of nationalism is integrated only in TM 1.
TM 2 and TM 3 in pre-teaching activities.
The percentage results are visible in the figure below:
Character Building Values 3% 11% Religius Hard Work Responsibility Communicative Nationalism Figure 1 Frequency of Character Building Values The findings of each character value integrated in the teaching module, 5 TM have implemented religious character values at the pre and post-teaching stages, as quoted in the sentence AuPendidik memulai proses belajar dengan mengucapkan salam kepada siswaAy.
AuPendidik menyambut siswa dengan sapaan hangat dan menanyakan kondisi merekaAy.
AuPendidik membimbing siswa untuk memanjatkan doa sebelum pelajaran dimulaiAy.
AuPendidik menutup sesi pembelajaran dengan menyampaikan pesan inspiratif serta dorongan untuk tetap giat E-Link Journal.
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Universitas Islam Lamongan belajar, kemudian mengajak siswa berdoa bersamaAy.
The religious value reflects that teachers accustom students to have a sense of gratitude for their nature as humans created by God to carry out their obligations to study as students.
Character value of hard work are also revealed in all 5 TM stages of learning indicated in the sentence.
AuPendidik memotivasi siswa untuk tercapainya kompetensiAy.
AuPeserta didik dapat mengelompokkan kalimat yang menunjukkan saran dan tawaran dengan ketepatan 100%Ay.
AuPeserta didik dapat mengidentifikasi kalimat yang mengandung aktivitas saran dan tawaran dengan sebaik-baiknyaAy.
AuPeserta didik dapat mengerjakan soal dengan tepatAy.
AuSiswa mampu memberikan kesimpulan materi yang telah dipelajari dengan baik dan benarAy.
The sentences have an implied meaning that students need to be determined in learning and the teacher expects students to complete tasks as well as possible as an effort of hard work.
Responsibility value is reflected in all 5 TM stages, in the pre-teaching stage it is shown in the AuPendidik melakukan pengecekan terhadap kehadiran siswa di kelasAy.
AuPendidik menjelaskan sasaran atau target yang ingin dicapai dalam proses pembelajaranAy.
AuPendidik menyiapkan presentasi materi dalam bentuk slide PowerPoint sebagai media pembelajaranAy, and AuPeserta didik memperlihatkan sikap siap dan antusias untuk mengikuti proses pembelajaran.
Ay This is indicate that responsibility is applied through students' attendance, preparation, and awareness in the lesson.
Moreover, the character value of responsibility has also been integrated at the core-teaching stage.
AuPeserta didik diberikan kesempatan selama 10 menit untuk mencermati materi secara mendalamAy.
AuPendidik menginstruksikan siswa untuk mencatat secara rinci kata-kata yang mereka dengarkanAy.
AuPeserta didik diarahkan untuk menyelesaikan tugas pada lembar kerja yang terdapat di bukuAy, and AuPendidik menetapkan waktu selama 20 menit bagi siswa untuk menyelesaikan soal-soal yang diberikan.
Ay This phase indicates that students are required to be responsible in completing tasks, understanding the material, and contributing to learning.
Then, the character value of responsibility in post-teaching is expressed in the sentence.
AuPeserta didik diminta untuk mengajukan pertanyaan terhadap materi yang belum dipahamiAy.
AuPendidik memberikan kesempatan siswa untuk memberikan kesimpulan materiAy.
AuPeserta didik diminta untuk mengungkapkan pendapatnya terkait materi pembelajaran yang telah dilaksanakanAy.
AuPendidik memberikan pekerjaan rumah untuk dikerjakan oleh peserta didik dalam sebuah LKPDAy, and AuPeserta didik menyampaikan informasi terhadap materi yang akan dipelajari pada pertemuan Ay Responsibility is applied at this stage through reflection, evaluation, and preparing students for further learning.
Moreover, the communicative value is found in the 5th TM, the pre-teaching stage is demonstrated in the sentence AuPendidik memberikan siswa kesempatan untuk menjelaskan kegiatan pertemuan laluAy, and AuPeserta didik menjawab dan menjelaskan materi pertemuan lalu berdasarkan pemahamannya.
Ay This means that communicative value exists when teachers and students interact to build a conducive learning setting.
Meanwhile, the core-teaching stage is evidenced in the sentence AuPeserta didik menjawab pertanyaan yang diajukan oleh guruAy.
AuSiswa menjelaskan hasil interpretasi yang E-Link Journal.
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E-ISSN: 2621-4156
English Education Department.
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AuPeserta didik melaksanakan kegiatan diskusi tentang materiAy.
AuPeserta didik memberikan tanggapan dan umpan balik kepada teman sekelas tentang presentasi merekaAy, and AuPeserta didik secara berpasangan mendiskusikan terkait cerita yang didengar sebelumnya.
Ay The communicative character needs to be applied at this stage when students convey ideas, discuss in groups, and develop their understanding through interaction.
In addition, the post-teaching stage is marked in the sentence.
AuPeserta didik menjelaskan kesimpulan dari hasil pemahaman terhadap materi yang telah dipelajariAy.
AuPeserta didik mengajukan pertanyaan kepada guruAy and AuPendidik mengajak siswa untuk berdiskusi dan mereview materi yang telah dipelajari.
Ay At this point, communicative characters are found when students convey conclusions, ask questions, and discuss the material that has been learned.
Last, the character value of nationalism rarely appears and only exists in 3 TM (TM 1.
TM 2 and TM .
in pre-teaching activities, represented in the sentence.
AuPembelajaran didasari dengan implementasi dimensi profil pelajar Pancasila.
Ay At this stage the value of nationalism is applied through the implementation of the dimensions of the Pancasila learner profile as a foundation and form of practicing national values in learning activities, but aspects of nationalism are less integrated in learning than other character values.
The overall character value of responsibility is the character value that appears most in the teaching module with the highest frequency of 36 times or 42%, the second highest frequency of appearance is communicative value 21 times or 25%, then the character value of hard work is integrated in the teaching module 16 times or 19%, the third character value is found in learning activities (Pre, core and post-teachin.
, while religious character value is found 9 times or 11% only in pre and post-teaching.
On the other hand, the value of nationalism is the value that appears the least with a frequency of 3 times or 3% in pre-teaching.
DISCUSSION