1,720,968 research outputs found
Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum)
Full text link<p>This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum). This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment). This study applies steps in developmental research collaboration by Borg &amp; Gall (1989) and Puslitjaknov (2008) to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama) by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas) will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.</p></jats:p
Prosiding ICAAE 2014 - IMANAJEMEN KELAS DENGAN PENYEDIAAN EKOLOGI SEBAGAI STRATEGI PENDIDIKAN SENI BUDAYA HUMANIS DI SD
No full textPembentukan Karakter Melalui Pembelajaran Seni Pertunjukan
Full text linkSecara umum, pembelajaran lebih menitikberatkan pada pencapaian kompetensi dibandingkan pembentukan karakter. Karakter memiliki peran penting dalam "menggodok" manusia seutuhnya dalam kaitannya dengan whole person education. Seseorang yang memiliki kompetensi tetapi tidak berkarakter dapat menimbulkan bencana bagi kehidupan. Oleh karena itu pembentukan karakter subjek belajar perlu melekat dalam pengembangan kompetensi. Seseorang yang memiliki kompetensi dan berkarakter merupakan sumberdaya manusia yang handal, berwatak, cerdas dan kompetetif.
Seni besar manfaatnya dalam rangka membentuk manusia Indonesia seutuhnya yang berkarakter terpuji. Tanpa dirasakan dan disadari, dari 'pergaulan' dengan seni, mereka termasuki oleh nilai-nilai, pesan-pesan moral, atau perilaku-perilaku positif yang terkandung dalam seni. Sebagai sebuah karya, seni pertunjukan memiliki nilai bentuk, nilai inderawi, nilai pengetahuan, dan nilai kehidupan.
Perjalanan sejarah mencatat bahwa seni pertunjukan tidak diragunakn memiliki arti penting bagi kehidupan bermasyarakat. Seni pertunjukan dengan aspek-aspek pembentuk sosoknya sesungguhnya telah berusaha menempatkan diri sebagai pilar-pilar yang dapat digunakan sebagai penyangga kehidupan berbangsa yang saat ini sedang dalam pembangunan. Masyarakat Indonesia yang sedang dalam pembangunan, khususnya pembangunan moral memerlukan dukungan untuk kebersamaan. Kebersamaan yang dilandasi oleh toleransi bermasyarakat ditawarkan oleh seni pertunjukan kepada kita yang sedang membangun kembali jati diri, kebanggan, dan martabat bangsa seperti sekarang ini. Seni pertunjukan selama perjalanan sejarah memperlihatkan keragaman fungsi ysng disandangnya, yaitu 1) sebagai sarana ritual, 2) sebagai ungkapan pribadi, 3) sebagai presentasi estetis dan 4) sebagai media pendidikan. Selain itu, seni pertunjukan beraspek sosiologis, berfungsi sebagai media aspirasi rakyat. Oleh karena itu seni pertunjukkan dapat dijadikan sumber acuan nilai-nilai pendidikan karakter bangsa.
Kata kunci: Pendidikan karakter, seni pertunjuka
Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum)
Full text linkThis study is aimed at discussing the development result of thematic cultural art subject's learning material based on science for primary school (2013 curriculum). This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children's environment). This study applies steps in developmental research collaboration by Borg & Gall (1989) and Puslitjaknov (2008) to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama) by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas) will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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