1,721,046 research outputs found
The benefits of educational tales in teacher and student perspective
Full text linkThis study aims to analyze teacher and student perspectives on educational fairy tales as instructional learning materials. The research was involved 20 teachers and 400 students of forth grade of elementary school in Yogyakarta Province. The data collection techniques used were questionnaires and interviews. Researcher used descriptive statistical data analysis techniques. This technique was used to describe the perception of teachers and students about the benefits of educational tales in percentage calculation. The results show that teachers and students have a high positive perspective on the presence of educational fairy tales as learning support teaching materials. It was known the teacher perspective a percentage of 91.50% and 98.00% students in terms of attractiveness of educational fairy tales. While on the aspect of the utilization of educational fairytale books as teaching materials, teachers and students provide a percentage of 92.50% and 93.00%. In its usefulness for build character value, the teacher gives the percentage of 97,75% and the student equal to 86.00% with the category of very good, then on the utilization aspect of educational fairy tale to the development of cognitive ability of the child, the teacher gives the percentage of 92.00% and for the student is 88.75% that mean very good category. This means that teachers and students, both have a high perspective that a fairy tale containing educational elements can generate a sense of interest, usefulness in learning, can be a medium of character values in children and can stimulate the development of cognitive abilities of children
Sainsmatika-based story tale book to improve environmental awareness of 4th grades students
Full text linkThis study aimed to determine the effectiveness of sainsmatika-based storybooks to improve environmental awareness for students. The experimental research design was used in this study, which involved two classes, namely the control class and the experimental class. Each class consisted of 30 students. The research subjects were 60 students of grade 4 students consisting of 36 female students and 24 male students. The analysis process used an independent t-sample test to find out the differences in each outcome. The results showed that based on the gain value obtained, it found out that the average value of the pre-test results in the control class was 49.47 and the posttest result was 67.41. This showed that the increasing score in the pre-test and post-test control classes only reached 2.34 which can be classified as low. Whereas in the experimental class, the results showed that the average pre-test results in the experimental class was 52.63, and the post-test results were 78.90. It means that the students' environmental awareness on pre-test and post-test results were 3.48, which was in the medium category. The results of the experimental research showed that the use of sainsmatika-based storybooks has a significant impact on students' environmental awareness. The results of hypothesis testing on environmental awareness variables showed that there were significant differences between the control group and the experimental group. The experimental group was better than the control group (t count 3.124 at level p 0.01)
PERAN KONSELOR SEKOLAH DALAM PENDIDIKAN KARAKTER
Full text linkAbstract: School Counselor Roles in Character Education. Character educationwas one of the focuses in the system of national education. Therefore, educatorsmust not neglect this. A school counselor, as one of the educators, has to play a rolein character education. Referring to guidance and counseling responsibilities inrelation to students’ personal, social, academic, and career aspects, a schoolcounselor must not escape from the main duties. Considering that charactereducation is the responsibility of all parties, a school counselor can, independentlyand in collaboration with all school components, play a role in character education.Individually, a school counselor can provide services, such as individual services,individual planning services, and responsive services. In collaboration with otherparties, a school counselor can make a synergy in character education programs.Keywords: school counselor, character educatio
The Role of Self-Motivation in Self-Regulated Learning
Full text linkStudies on self-regulated learning (SRL) have been well-established and draw education and psychology researchers. This paper focuses on self-motivation as an important element of self-regulated learning. Self-motivation is the first stage an individual needs before acting and determining the success of his/her act. Self-motivation encompasses self-efficacy, intrinsic interest, goal orientation, outcomes expectations, and activation of knowledge. This correlational study involved 100 randomly recruited guidance and counseling department students. The data were collected using self-motivation and self-regulated learning scales and analyzed using regression analysis. This study showed that not all aspects of self-motivation play important roles in self-regulated learning. Goal orientation was found to be the most influential aspect, followed by self-efficacy, activation of knowledge, outcomes expectations, and intrinsic interest/value. This result implies that the learning goal may serve as a strong motivating factor in self-regulated learning. Self-efficacy may invoke psychological energy that drives individuals to perform self-regulated learning. The process and its rationalization are discussed further in this pape
Pengembangan Kecerdasan Emosional Siswa Sekolah Dasar
No full textPengembangan Kecerdasan Emosional Siswa Sekolah Dasa
Al-Qur'an Learning Guidance Methods for Improving Students' Self-Awareness in Pondok Bustanul Huffadz Assaidiyah Boarding School 1 Sampang Madura East Java
Full text linkStudents own the peculiarities of each, as for the method that is characteristic to memorize the Qur'an and its established rules. Cottage boarding school set rule that for the the students not to use cellphones in the pesantren environment as long as they are students so that their memorization is not easy forget and focus more on memorizing the Koran. This study aims to describe the method Al-Qur'an Study Guidance to Increase Santri's Self Awareness. This research is qualitative in nature, with the subject being the Kyai, the mentor of the santri daughters, administrators of female students, The object of this study is regarding methods of tutoring the Koran to increase students' self-awareness in Pondok Pesantren Bustanul Huffadz Assaidiyah 1 Sampang. While technique data collection using observation, interviews and documentation. Besides The analysis used in this study is descriptive qualitative, ie clarify the data that has been collected to answer the formulation of the problem. The results of this study indicate that the guidance methods There are two methods of learning the Qur'an, namely the Bi al-Nazar method and the Bi al-Ghaib method. The Bi al-Nazar method is to guide and educate students who less able to read the Koran and even completely blind to the Koran . Meanwhile, the Bi al-Gahib method is designed for students who want memorize the Qur'an
PENGARUH SSP TEMATIK INTEGRATIF TERHADAP PENINGKATAN KARAKTER KEDISIPLINAN SISWA DI KELAS I SEKOLAH DASAR
Full text link Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Subject Spesific Pedagogy (SSP) tematik integratif terhadap peningkatan karakter kedisiplinan siswa kelas I SD Negeri Singkawang Tengah Kalimantan Barat. Jenis penelitian ini adalah quasi experiment dengan rancangan penelitian Non- equivalent control group design. Subjek dalam penelitian ini yakni seluruh siswa kelas I SD Negeri 01Singkawang Tengah Kalimantan Barat tahun ajaran 2013/2014. Teknik pengumpulan data yang di- gunakan adalah teknik observasi. Instrumen pengumpulan data yang digunakan yaitu pedoman observasi karakter kedisiplinan. Data dianalisis menggunakan uji ANAVA kemudian dilanjutkan dengan uji tukey dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukan bahwa SSP tematik integratif berpengaruh signifikan terhadap peningkatan karakter kedisiplinan siswa. Rerata pening- katan karakter kedisiplinan siswa yang mengikuti pembelajaran menggunakan SSP tematik integratif lebih besar dari siswa yang mengikuti pembelajaran menggunakan perangkat yang dikembangkan guru. Hasil uji lanjut/uji tukey menunjukan bahwa terdapat perbedaan yang signifikan karakter ke- disiplinan siswa antara kelas eksperimen dan kelas kontrol, namun tidak terdapat perbedaan yang signifikan antara karakter kedisiplinan siswa pada kelas eksperimen I dan kelas eksperimen II. Kata Kunci: ssp tematik integratif, karakter disiplin, dan sekolah dasar THE EFFECT OF SSP INTEGRATIVE TEMATIC TO IMPROVE STUDENT'S DISCIPLINE CHARACTER OF GRADE I STUDENTS OF ELEMENTARY SCHOOL Abstract: This study aimed to investigate the effect of subject spesific pedagogy (SSP) Integrative Webbed on discipline character of grade I students of SD Negeri 01 Singkawang Tengah Kalimantan Barat. This research was a quasi-experiment using with nonequivalent control group design. This re- search was a population research. The subject of this research were all of students grade I SD Negeri01 Singkawang Tengah, Kalimantan Barat the academic year 2013/2014. The data were collectedthrough observation. The instruments to collect the data were character observation sheets.The data were analyzed using the ANAVA Test and Tukey Test with the significance level of 0,05. The result of the research showed SSP integrative tematic has a significant effect to develop character building for the student's discipline. The result of the students' building discipline character that joined the lesson used SSP integrative tematic more than the student joined the studying that used studying set that developed by the teachers. The result of Tukey Test showed that there is significant effect difference of the discipline character between the experimental class and control class, but there is no significant effect of the discipline character between the experimental class I and experimental class II. Keywords: integrative thematic ssp, discipline character, and elementary schoo
Implementasi Pendidikan Kewirausahaan di Sekolah Dasar Khalifah Yogyakarta.
Full text linkPenelitian ini bertujuan untuk mengungkap: (1) perencanaan pendidikan kewirausahaan; (2) nilai-nilai pendidikan kewiraushaan yang ditanamkan; (3) pelaksanaan pendidikan kewirausahaan.
Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Penelitian ini dilakukan di sekolah dasar khalifa yogyakarta. Subyek utama pada penelitian ini adalah sebanyak dua belas orang yaitu kepala sekolah, guru, orangtua siswa dan siswa sekolah dasar Khalifah Yogyakarta. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi dan studi dokumen. Keabsahan data melalui triangulasi sumber dan triangulasi teknik. Data yang diperoleh dianalisis melalui reduksi data, display data dan penarikan kesimpulan.
Berdasarkan hasil observasi, wawancara dan studi dokumen diperoleh hasil penelitian sebagai berikut: (1) Perencanaan program pendidikan kewirausahaan di rencanakan pada rapat tahunan yang diadakan setiap awal tahun ajaran baru dan di hadiri yayasan, komite, kepala sekolah, guru dan oragtua siswa. (2) nilai-nilai kewirausahaan yang ditanamkan difokuskan pada nlai-nilai pendidikan kewirausahaan dasar yang diantaranya (kemandirian, kepemimpinan, kreatif, berorientasi pada tindakan dan berani mengambil resiko). Kelima nilai- nilai tersebut nantinya akan diintegrasikan kedalam seluruh kegiatan yang ada di sekolah dasar Khalifah Yogyakarta. (3) Pelaksanaan pendidikan kewiraushaan di integrasikan melalui (a) pembelajaran pada setiap mata pelajaran, (b) kegiatan ektrakulikuler, (c) kegiatan penembangan diri, (d) kultur sekolah, (e) muatan lokal. Pada kegiatan pembelajaran dilakukan dengan menyisipkan nilai-nilai kewirausahaan pada setiap pembelajaran yang ada. Kegiatan ekstrakulikuler diantaranya karate, pramuka, robotik dan renang. Pada kegiatan pengembangan diri diantarnya: Niaga Santri (market day), pengusaha berbagi inspirasi, culinary corner (memasak bersama), berkebun/bercocok tanam. Budaya sekolah meliputi kegiatan pembiaasaan rutin yaitu: 6S (senyum, salam, sapa, sopan, santun, sodaqoh) dan sholat dhuha. Pada muatan lokal dilakukan melalui mata pelajaran khusus kewirausahaan yaitu entrepreneur zone pada setiap minggunya
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