Sejarah Multimedia

Posted on

Seiring dengan perkembangan zaman, kehidupan sehari-hari manusia tak luput dengan acara hiburan mulai dari anak-anak hingga orang dewasa pun banyak yang menikmatinya. Secara tak langsung kita dapat melihat beberapa acara hiburan anak-anak hingga dewasa berupa kartun ataupun sejenis film lainya, tak aneh bahwa segala yang munculpun selalu akan ada sejarah perkembangannya pertama dia muncul hingga berkembang saat ini.

 

MULTIMEDIA

Istilah multimedia pertama kali di kenal pada dunia teater, yang mempertunjukan pagelaran dengan menggunakan gerak, musik, dan video untuk menambah dramatisasi suatu cerita. Sekarang multimedia dikenal dengan panduan dari hasil gambar atau image, grafik, teks, suara, TV, dan animasi sehingga menjadi suatu karya yang dapat dinikmati secara audio visual. Umumnya juga orang mengenal multimedia sebagai sistem dari komputer personal (PC) yang berkembang pesat dewasa ini. Dalam Perkembangannya pengajaran, latihan, pembuatan manufaktur, sedang dalam system perekonomian layak digunakan untuk kegiatan promosi penjualan.

Menurut Robert Webking , multimedia secara “etimologi “ di artikan
sebagai, “multi“ (banyak) “medium“ (prantara media). Dalam bidang informasi multi media memiliki makna yaitu “persekutuan media“ diantara sumber dan pemasukan informasi atau “persekutuan alat“ dengan mana informasi di simpan, ditransmisikan, dipresentasikan dan diterima (webking.2001: http://www.alltheweb.com)
Munter (1982) menulis bahwa, “alat bantu media dapat memberikan sumbangan yang sangat besar dalam menambah minat, variasi, dampak serta kemampuan mengingat lebih lama dibandingkan dengan kata-kata.
Munter menjelaskan bahwa orang paling banyak belajar dan menyimpan memori melalui observasi minimal 85% sedangkan data yang dikumpulkan dan yang disimpan berasal dari penglihatan dan suara bisa melebihi batas normal.
Suatu tinjauan mengenai suatu penelitian menyatakan bahwa alat bantu audiovisual (multimedia) meningkatkan pemahaman sampai 200% dalam pengajaran, alat bantu visual meningkatkan daya ingat sekitar 14-38%, dan dapat mengurangi waktu yang diperlukan sampai 40% untuk menjelaskan konsep tunggal dalam kegiatan promosi. Satu alasan penting bahwa alat bantu multimedia yang relevan dan dipilih dengan baik adalah menarik perhatian dengan kualitas kerja yang luar biasa, warna-warna terang pada bagan, bentuk unik suatu obyek, dan getaran bunyi yang khusus, semuanya akan membantu mendapatkan perhatian. Dengan kualitas praga yang luar biasa, warna-warna pada bagan, bentuk unik suatu obyek, dan getaran bunyi yang khusus, semuanya akan membantu mendapatkan perhatian dan memperbaharui daya tarik gagasan yang disampaikan. Perhatian penuh dapat dilakukan hanya dalam beberapa detik memiliki “waktu paruh“ yang sangat singkat alat multimedia dapat digunakan secara efektif untuk mengendalikan perhatian penyimak melalui stimulasi visual dan stimulasi oral. Stimulasi visual dan stimulasi oral akan memberikan kesadaran yang tinggi, intensitas, ukuran yang besar, pengulangan, durasi, warna yang cerah. Istilah psikofisik mengacu pada interaksi proses psikologis dan stimulasi fisik penggabungan faktor-faktor itu dalam bentuk alat bantu multimedia akan sangat membantu mempertahankan tingkat perhatian yang disengaja ataupun yang tidak disengaja.
Multimedia juga sangat membantu dalam kegiatan belajar, selain dalam membantu kegiatan promosi, dimana belajar mengajar merupakan hal yang patut di perhatikan dalam meningkatkan sumberdaya manusia. Dengan meningkatnya sumber daya manusia maka suatu negara dapat di katakan telah maju, dengan adanya multi media system belajar mengajar dapat efektif dan efesien sehingga dengan adanya multimedia belajar dapat berinteraktif.

Mungkin itu yang dapat saya tulis mengenai sejarah perkembangan Multimedia, semoga ilmu yang saya berikan dapat bermanfaat bagi para pembaca 🙂

Advertisements

TEKNIK PENGAMBILAN GAMBAR VIDEO

Posted on Updated on

Sedikit saya akan menulis mengenai teknik pengambilan gambar video.

Dalam pembuatan sebuah film, banyak sekali unsur-unsur yang harus diperhatikan agar film itu nantinya akan menjadi film yang berkualitas. Salah satu unsur yang sangat perlu diperhatikan adalah pengambilan gambar dengan kamera. Sama dengan Photography, pengambilan gambar (video) dalam pembuatan film memerlukan teknik, tidak asal merekam pada Objek yang dituju. Dengan kualitas teknik yang dikuasai kameramen, maka akan diperoleh angle yang tepat yang akan menghidupkan film itu sendiri. Berikut adalah teknik-teknik dalam pengambilan gambar.

Jenis kamera :

1. Kamera foto (still photography)
Kamera foto menghasilkan gambar-gambar yang tidak bergerak ( still single picture). Bahanbaku penyimpanan gambar berasal dari pita selluloid, sehingga sete-lah melakukan perekaman harus diproses lagi dengan pemrosesan secara kimiawi. Contoh :kamera analog, kamera digital.
2. Kamera Film (Cinema photography)
Kamera film memiliki bahan yang sama dengan kamera foto, namun hasil yang didapat sangat berbeda, kamera film menghasilkan gambar yang bergerak atau disebut still motion. Contoh : kamera 8 mm, 16 mm, 35 mm.
3. Kamera Video (video photography)
Untuk kamera vide sendiri memiliki persamaan dengan kamera film karena mengha-silkan gambar bergerak (still motion), namun yang membedakan yaitu bahan baku-nya yang berupa kaset video yang setelah pengambilan gambar hasilnya dapat langsung dilihat karena terjadinya gambar secara optis dan elektronis. Contoh : kamera Betacam, MiniDV, HDCam. Teknik-teknik yang terdapat pada pengambilan gambar sangat bervariasi, sehingga saat kita menonton suatu film tampak macam-macam sudut pandang pengambilan gambar yang merupakan hal penting dalam film.

Teknik-teknik dalam pengambilan gambar :

1. Camera Angle (Sudut pengambilan gambar)

  • Bird eye view : Pengambilan gambar dilakukan dari atas dari ketinggian tertentu sehingga memperlihatkan lingkungan yang sedemikian luas dengan benda-benda lain yang tampak dibawah sedemikian kecil. Pengambilan gambar biasanya menggunakan helikopter maupun dari gedung-gedung tinggi.
  • High Angle : Sudut pengambilan gambar tepat diatas objek,pengambilan gambar seperti ini memeiliki arti yang dramatik yaitu kecil/kerdil.
  • Low Angle : Pengambilan gambar dari bawah objek, sudut pengambilan gambar ini merupakan kebalikan dari high angle. Kesan yang ditimbulkan dari sudut pandang ini adalah keagungan atau kejayaan.
  • Eye Level : Pengambilan gambar ini mengambil sudut sejajar dengan mata objek, tidak ada kesan dramatik tertentu yang didapat dari eye level ini, yang ada hanya memperlihatkan pandangan mata seseorang yang berdiri.
  • Frog Level : Sudut pengambilan gambar ini diambil sejajar dengan permukaan tempat objek berdiri, seolah-olah memperlihatkan objek menjadi sangat besar.

2. Frame Size (Ukuran gambar)

  • Extreem Close-up (ECU) : Pengambilan gambar sangat dekat sekali, hanya menampilkan bagian tertentu pada tubuh objek. Fungsinya untuk kedetailan suatu objek.
  • Big Close-up (BCU) : Pengambilan gambar hanya sebatas kepala hingga dagu objek. Fungsi untuk menonjolkan ekpresi yang dikeluarkan oleh objek.
  • Close-up : Ukuran gambar sebatas hanya dari ujung kepala hingga leher. Fungsinya untuk memberi gambaran jelas terhadap objek.
  • Medium Close-up (MCU) : Gambar yang diambil sebatas dari ujung kepala hingga dada. Fungsinya untuk mepertegas profil seseorang sehingga penonton jelas.
  • Mid Shoot (MS) : Pengambilan gambar sebatas kepala hingga pinggang. Fungsinya memperlihatkan sosok objek secara jelas
  • Knee Shoot (KS) : Pengambilan gambar sebatas kepala hingga lutut. Fungsinya hampir sama dengan Mid Shot.
  • Full Shoot (FS) : Pengambilan gambar penuh objek dari kepala hingga kaki. Fungsinya memperlihatkan objek beserta lingkungannya.
  • Long Shoot (LS) : Pengambilan gambar lebih luas dari pada Full Shoot. Fungsinya menunjukkan objek dengan latar belakangnya.
  • Extreem Long Shoot (ELS) : Pengambilan gambar melebihi Long Shoot, menampilkan lingkungan si objek secara utuh. Fungsinya menunjukkan bahwa objek tersebut bagian dari lingkungannya.
  • 1 Shoot : Pengambilan gambar satu objek. Fungsinya memperlihatkan seseorang/benda dalam frame.
  • 2 Shoot : pengambilan gambar dua objek. Fungsinya memperlihatkan adegan dua orang yang sedang berkomunikasi.
  • 3 shoot : pengambilan gambar tiga objek. Fungsinya memperlihatkan adegan tiga orang sedang mengobrol.
  • Group Shoot : Pengambilan gambar sekumpulan objek. Fungsinya memperlihatkan adegan sekelompok orang dalam melakukan suatu aktifitas.

3. Moving Camera (Gerakan kamera)

  • Zooming (In/Out) : Gerakan yang dilakukan oleh lensa kamera mendekat maupun menjauhkan objek, gerakan ini merupakan fasilitas yang disediakan oleh kamera video dan kameramen hanya mengoperasikannya saja.
  • Panning (Left/Right) : Yang dimaksud dengan gerakkan panning yaitu kamera bergerak dari tengah ke kanan atau dari tengah ke kiri, namun bukan kameranya yang bergerak tapi tripodnya yang bergerak sesuai arah yang diinginkan.
  • Tilting (Up/Down) : Gerakan tilting yaitu gerakan ke atas dan ke bawah, masih menggunakan tripod sebagai alat bantu agar hasil gambar yang didapat memuaskan dan stabil.
  • Dolly (In/Out) : Gerakan yang dilakukan yaitu gerakan maju mundur, hampir sama dengan gerakan Zooming namun pada dolly yang bergerak adalah tripod yang telah diberi roda dengan cara mendorong tripod maju ataupun menariknya mundur.
  • Follow : Pengambilan gambar dilakukan dengan cara mengikuti objek dalam bergerak searah.
  • Framing (In/Out) : Framing adalah gerakan yang dilakukan oleh objek untuk memasuki (in) atau keluar (out) framming shot.
  • Fading (In/Out) : Merupakan pergantian gambar secara perlahan-lahan. Apabila gambar baru masuk menggantikan gambar yang ada disebut fade in, sedangkan jika gambar yang ada perlahan-lahan menghilang dan digantikan gambar baru disebut fade out.
  • Crane Shoot. : Merupakan gerakan kamera yang dipasang pada alat bantu mesin beroda dan Bergerak sendiri bersama kameramen, baik mendekati maupun menjauhi objek.
  • Gerakan objek (moving object)

        a. Kamera sejajar objek. Kamera sejajar mengikuti pergerakan objek,  baik ke kiri / kanan.
        b. Walking (In/Out) Objek bergerak mendekati (in) maupun menjauhi (out) kamera.

 

Sekian informasi yang bisa saya berikan, semoga dapat memebrikan ilmu yang bermanfaat bagi kalian semua 🙂

B.F.Skinner ~ Behavioral Psychologist

Posted on Updated on

>

<td width="15"

B.F. Skinner is a behavioral psychologist who became famous for his work with rats using his “Skinner Box”. He took the extreme liberty of transferring his experience and theories of rats directly to human beings. It should be kept in mind that rats and people are tremendously different creatures, yet Skinner had no problem with easily assuming what was true for rats, on a very simple scale, would be applicable to human beings in very different and complex situations.Skinner had the “wonderful” idea to bring up his daughter in a Skinner Box (see picture below). How anyone could admire this man is beyond me. His book, Walden Two, is a utopian presentation of how he imagined the application of is theories would work out in real life. Of course, they never have worked out in real life despite his assertions and beliefs. In Beyond Freedom and

Dignity, Skinner put forth the notion that Man had no indwelling personality, nor will, intention, self-determinism or personal responsibility, and that modern concepts of freedom and dignity have to fall away so Man could be intelligently controlled to behave as he should. Despite the fact of the degree of implied human degradation involved,

the question always remained just who would decide what Man should

Mr. & Mrs., Skinner view daughter Debbie in a Skinner Box

be, how he should act, and who would control the controllers? The book is a ludicrous dissertation on flimsy behavioral psycho-babble and shoddy science, where simple ideas pertaining to rats and animals are casually transposed to humans. It is good to read some of this stuff to see how ridiculous absurd theories can be and even more how so many people can readily accept them as valid and useful.In a traditional behavioral approach, Skinner followed in the footsteps of Pavlov and Watson. This view postulates that the subject matter of human psychology is only the behavior of the human being. Behaviorism claims that consciousness is neither a definite nor a usable concept. The behaviorist holds, further, that belief in the existence of consciousness goes back to the ancient days of superstition and magic and is useless. The behaviorist asks: Why don’t we make what we can

observe the real field of psychology? Let us limit ourselves to things that can be observed, and formulate laws concerning only those things. Now what can we observe? We can observe behavior – what the organism does. This idea began with Wilhelm Wundt in the late 1800s, when the notion that psychology should forsake the human mind and inner personality. “Wundt asserted that man is devoid of spirit and self-determinism. He set out to prove that man is the summation of his experiences, of the stimuli which intrude upon his consciousness and unconsciousness. Realize, by definition, psychology means the “study of the mind or soul”. To be honest, these practitioners should have named their subject something else, such as “people control” or “manipulating organisms”, but instead they redefined the term psychology to no longer apply to the mind.

The rule, or measuring rod, which the behaviorist puts in front of him always is: Can I describe this bit of behavior I see in terms of “stimulus and response”? Per Watson, “By stimulus we mean any object in the general environment or any change in the tissues themselves due to the physiological condition of the animal, such as the change we get when we keep an animal from sex activity, when we keep it from feeding, when we keep it from building a nest. By response we mean anything the animal does – such as turning toward or away from a light, jumping at a sound, and more highly organized activities such as building a skyscraper, drawing plans, having babies, writing books, and the like.”

The interest of the behaviorist in man’s doings is more than the interest of the spectator – he wants to control man’s reactions as physical scientists want to control and manipulate other natural phenomena. It is the business of behaviorist psychology to be able to predict and to control human activity. Watson says, “Why do people behave as they do – how can I, as a behaviorist, working in the interests of science, get individuals to behave differently today from the way they acted yesterday? How far can we modify behavior by training (conditioning)? These are some of the major problems of behaviorist psychology.”

As should be obvious to the reader that “behavioral psychology” has nothing to do with psychology per se, and all to do with managing behavior. It denies the very thing which separates Man from the rest of the animal kingdom – the human mind. It is a soulless pursuit which sees Man as an animal who must adapt to the environment, that is, the social system and political regime, rather than adapting the environment to his own vision and will. In this regard the subject has embraced by governments all over the world, as hopefully it would supply them with an effective way to finally get the public to finally behave as they desire. It hasn’t exactly worked out that way, but that hasn’t stopped them from continuing to try.

Skinner uses the idea of global problems to justify research into and the attempt to manipulate people – pollution, food shortages, depletion of natural resources, overpopulation, war and crime. To him the question is how to induce Man to behave properly so as to use new forms of energy, eat less meat, form smaller families with fewer children, use birth control, and act decently to each other. A seemingly noble purpose with a devious means to achieving the end.

As with all behaviorists he assumes Man is incapable of responsibility, self-discipline, self-determined morality and even autonomous achievement because there is no self in the first place. To him you simple “react” and “behave” to external forces, and thought and awareness are nothing more than annoying, meaningless by-products. The result of this is that the concepts of consciousness, awareness, self-control, will, self-determinism, and personal responsibility cannot and do not exist within their ideological frameworks. These are considered minor things and of no meaningful significance. At best all internal subjective states, including feelings, are nothing more than chemical reactions in the brain or stimulus-response reactions to evolutionary and immediate environmental forces.

He states in Beyond Freedom and Dignity:

“. . . yet almost everyone attributes human behavior to intentions, purposes, aims and goals.”

“. . . as if they had wills, impulses, feelings, purposes, and other fragmentary attributes of an indwelling agent.”

“We shall not solve the problems of alcoholism and juvenile delinquency by increasing a sense of responsibility. It is the environment which is ‘responsible’ for the objectionable behavior, and it is the environment, not some attribute of the individual, which must be changed.”

“But as analysis of behavior adds further evidence, the achievements for which a person himself is to be given credit seem to approach zero.”

“If all else fails, punishable behavior may be made less likely by changing physiological conditions. Hormones may be used to change sexual behavior, surgery (as in lobotomy) to control violence, tranquilizers to control aggression, and appetite depressants to control overeating.”

It is interesting to note that modern psychology’s failure to impart decent morality and education actually causes much violence and aggression, but instead of addressing this at the source, psychiatry jumps in to handle the “real problem”, as they conceive it, which is really only a symptom of their own earlier failures, and prescribe oppressive treatments of drugs and lobotomy as solutions. They call their failures “learning disability”, “dyslexia”, “aggressive disorder”, “attention disorder”, and hundreds of other things. Skinner advocates complete environmental control of the individual (as a behavioral psychologist), but if that fails, then force the individual to conform through drugs and brain surgery (psychiatric methods).

The “modern” behavioral view sees you as only a “behaving biological organism”. From this view who needs responsibility or any personal morality based upon the concept of human causality? To them these concepts are meaningless and useless. Of course, this approach in itself causes all manner of other problems which they then purport to solve with their biochemical and physiological psychiatric interventions. They first themselves cause the problem by advocating and enforcing unworkable methods of learning and morality, and then they apply more crazy methods in their pretentious attempt to “cure” the “mental disorder” they themselves initially brought about through their wacky psychological theories. Notice this keeps them in business and in power.

The Skinner Box

Operant Conditioning

“Operant conditioning” describes one type of associative learning in which there is a contingency between the response and the presentation of the reinforcer. This situation resembles most closely the classic experiments from Skinner, where he trained rats and pigeons to press a lever in order to obtain a food reward. In such experiments, the subject is able to generate certain motor-output, (the response R, e.g. running around, cleaning, resting, pressing the lever). The experimentor chooses a suited output (e.g. pressing the lever) to pair it with an unconditioned stimulus (US, e.g. a food reward). Often a discriminative stimulus (SD, e.g. a light) is present, when the R-US contingency is true. After a training period, the subject will show the conditioned response (CS, e.g. touching the trigger) even in absence of the US, if the R-US association has been memorized.

A Skinner box typically contains one or more levers which an animal can press, one or more stimulus lights and one or more places in which reinforcers like food can be delivered. The animal’s presses on the levers can be detected and recorded and a contingency between these presses, the state of the stimulus lights and the delivery of reinforcement can be set up, all automatically. It is also possible to deliver other reinforcers such as water or to deliver punishers like electric shock through the floor of the chamber. Other types of response can be measured – nose-poking at a moving panel, or hopping on a treadle – both often used when testing birds rather than rats. And of course all kinds of discriminative stimuli may be used.

In principle, and sometimes in practice, it is possible for a rat to learn to press a bar in a Skinner-box by trial and error. If the box is programmed so that a single lever-press causes a pellet to be dispensed, followed by a period for the rat to eat the pellet when the discriminative-stimulus light is out and the lever inoperative, then the rat may learn to press the lever if left to his own devices for long enough. This can, however, often take a very long time. The methods used in practice illustrate how much the rat has to learn to tackle this simple instrumental learning situation. The first step is to expose the rat to the food pellets he will later be rewarded with in the Skinner box in his home cage when he is hungry. He has to learn that these pellets are food and hence are reinforcing when he is hungry. Now he can be introduced to the Skinner-box.

Initially there may be a few pellets in the hopper where reinforcers are delivered, plus a few scattered nearby, to allow the rat to discover that the hopper is a likely source of food. Once the rat is happy eating from the hopper he can be left in Skinner box and the pellet dispenser operated every now and then so the rat becomes accustomed to eating a pellet from the hopper each time the dispenser operates (the rat is probably learning to associate the sound of the dispenser operating with food – a piece of classical conditioning which is really incidental to the instrumental learning task at hand). Once the animal has learned the food pellets are reinforcing and where they are to be found, it would, however, still probably take some time for the rat to learn that bar-pressing when the SD light was on produced food. The problem is that the rat is extremely unlikely to press the lever often by chance. In order to learn an operant contingency by trial and error the operant must be some behavior which the animal performs often anyway. Instead of allowing the rat to learn by trial and error one can use a ‘shaping’ or ‘successive-approximations’ procedure. Initially, instead of rewarding the rat for producing the exact behavior we require – lever pressing – he is rewarded whenever he performs a behavior which approximates to lever pressing. The closeness of the approximation to the desired behavior required in order for the rat to get a pellet is gradually increased so that eventually he is only reinforced for pressing the lever. Starting by reinforcing the animal whenever he is in the front half of the Skinner-box, he is later only reinforced if he is also on the side of the box where the lever is. After this the reinforcement occurs if his head is pointing towards the lever and then later only when he approaches the lever, when he touches the lever with the front half of his body, when he puts touches the lever with his paw and so on until the rat is pressing the lever in order to obtain the reinforcer. The rat may still not have completely learned the operant contingency – specifically he may not yet have learned that the contingency between the operant response and reinforcement is signaled by the SD light. If we now leave him to work in the Skinner-box on his own he will soon learn this and will only press the lever when the SD light is on.

From this procedure, even difficult to get rats to conform to, Skinner developed the absurd theory that Man could and should be controlled in a similar way for his own good and for the good of civilization. Skinner follows in the tradition of all elitists who imagine they know what is best for everyone else and have no compunctions about enforcing his ideas upon others in there own best interests.

The Stimulus and the Response: A Critique of B.F. Skinner – by Ayn Rand

Meaning & Motivation – the truth about what really makes people really do things, but more what enables them to live life causatively as a sane and responsible human being.

Note: The book Beyond Freedom and Dignity was written under a grant from the National Institutes of Mental Health (HIMH). This shows first, the relation of the government to behavioral engineering, and second, that even this massive government organization which claims to deal with “mental health” is quite comfortable dealing with theorists who blatantly deny the very existence of a mind and therefore anything “mental”. Possible the NIMH should change it’s name to something more appropriate, such as the “National Institutes of Human Control and Conditioning” – which would be a more apt name for what they are actually concerned with.

Karakter Bangsa Yang DiBahas Dalam Kurikulum 2013

Posted on Updated on

Kurikulum sebagai komponen penting dalam pendidikan harus memiliki tujuan dan sasaran yang akan dicapai, seleksi dan organisasi bahan dan isi pelajaran, bentuk dan kegiatan belajar dan mengajar, dan akhirnya evaluasi hasil belajar. Dalam kurikulum 2013 ini lebih menekankan pada keluaran yang memiliki karakter. Adapun karakter yang dimaksud berjumlah 18 karakter. Berikut 18 karakter yang dimaksud :

  1. Religius : Sikap dan perilaku patuh dalam melaksanakan ajaran agama yang dianutnya, toleran terhadap pelaksanaan ibadah agama lain, dan selalu hidup rukun dengan pemeluk agama lain.
  2. Jujur : Perilaku yang didasarkan pada upaya menjadikan dirinya sebagai orang yang dapat dipercaya dalam perkataan, tindakan dan pekerjaan.
  3. Toleransi : Sikap dan tindakan yang menghargai perbedaan agama, suku, etnis, pendapat, sikap dan tindakan orang lain yang berbeda dari dirinya.
  4. Disiplin : Tindakan yang menunjukan perilaku tertib dan patuh pada berbagai ketentuan dan peraturan.
  5. Kerja Keras : Perilaku yang menunjukan upaya sungguh-sungguh dalam mengatasi berbagai hambatan belajar dan tugas, serta menyelesaikan tugas dengan sebaik-baiknya.
  6. Kreatif : Berpikir dan melakukan sesuatu untuk menghasilkan cara atau hasil baru dari sesuatu yang telah dimiliki.
  7. Mandiri : Sikap dan perilaku yang tidak mudah tergantung pada orang lain dalam menyelesaikan tugas-tugas.
  8. Demokratis : Cara berpikir, bersikap dan bertindak yang menilai sama hak dan kewajiban dirinya dan orang lain.
  9. Rasa Ingin Tahu : Sikap dan tindakan yang selalu berupaya untuk mengetahui lebih mendalam dan meluas dari sesuatu yang dipelajari, dilihat dan didengar.
  10. Semangat Kebangsaan : Cara berpikir, bertindak dan berwawasan yang menempatkan kepentingan bangsa dan negara diatas kepentingan diri dan kelompoknya.
  11. Cinta Tanah Air : Cara berpikir, bersikap dan berbuat yang menunjukan rasa kesetiaan, kepedulian dan penghargaan yang tinggi terhadap bahasa, lingkungan fisik, sosial, budaya, ekonomi, dan politik bangsa.
  12. Menghargai Prestasi : Sikap dan tindakan yang mendorong dirinya untuk menghasilkan sesuatu yang berguna bagi masyarakat, dan mengakui, serta menghormati keberhasilan orang lain.
  13. Bersahabat/Komunikatif : Tindakan yang memperlihatkan rasa senang berbicara, bergaul, dan bekerja sama dengan orang lain.
  14. Cinta Damai : Sikap, perkataan dan tindakan yang menyebabkan orang lain merasa senang dan aman atas kehadiran dirinya.
  15. Gemar membaca : Kebiasaan menyediakan waktu untuk membaca berbagai bacaan yang memberikan kebajikan bagi dirinya.
  16. Peduli Lingkungan : Sikap dan tindakan yang selalu berupaya mencegah kerusakan pada lingkungan alam di sekitarnya, dan mengembangkan upaya-upaya untuk memperbaiki kerusakan alam yang sudah terjadi.
  17. Peduli Sosial : Sikap dan tindakan yang selalu ingin memberi bantuan pada orang lain dan masyarakat yang membutuhkan.
  18. Tanggung-Jawab : Sikap dan perilaku seseorang untuk melaksanakan tugas dan kewajibannya, yang seharusnya dia lakukan, terhadap diri sendiri, masyarakat, lingkungan (alam, sosial dan budaya), negara dan Tuhan Yang Maha Esa.

Karakter-karakter tersebut yang akan diupayakan untuk mengantarkan siswa agar mampu bersaing namun tetap memegang teguh karakter bangsa. Dan lebih cenderung mengutamakan Afektif dari pada Kognitifnya karena kebanyakan orang cenderung mengejar kesuksesan dalam bidang pelajaran (Kognitif) sehingga melupakan sikap (Afektif). Makadari itu dalam kurikulum 2013 ini kembali di utamakan dalam aspek Afektif pada siswa.