These problems have an impact on the unsuccessfulness in learning objectives of Pancasila education and citizenship and low literacy culture. The successful implementation of Pancasila and civics education learning process is influenced by the learning planning process. The purpose of this research is to find a literacy-based on learning planning model for Pancasila and citizenship education that is able to realize the learning objectives of Pancasila and citizenship education. This research uses a qualitative method or case study type approach. The locations of this research are Public Senior High School 1 in Sewon and public vocational school 1 in Bantul Yogyakarta. The techniques and instruments of this research include interviews, documentation and observation. The data collection procedure used technical triangulation and data source triangulation. Data analysis techniques are data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that the literacy-based learning planning model for Pancasila and citizenship education: (1) School policy on the importance of literacy culture. (2) Support and involvement from parties outside the school. (3) The preparation of Pancasila and civics education learning plans by the Pancasila and school citizenship education teacher team and the district-level civics and Pancasila education teacher team (MGMP) includes the preparation of an annual program, semester program, syllabus and learning implementation plan (RPP). Literacy developed includes digital literacy, reading, writing, science and culture.
Penelitian ini bertujuan 1) mengetahui penerapan pembelajaran PPKn yang dilaksanakan di SMA/SMK Swasta Kulon Progo Yogyakarta, 2) mengembangkan model pembelajaran PPKn Anti Korupsi berbasis lingkungan melalui cooperative learning di SMA/SMK swasta Kulon Progo Yogyakarta, 3) penerapan model pembelajaran PPKn Anti Korupsi berbasis lingkungan melalui cooperative learning di SMA/SMK swasta Kulon Progo Yogyakarta, 4) peningkatan pemahaman konsep dan prestasi akademik siswa setelah penerapan model. Pendekatan penelitian adalah research and development. Subjek penelitian ini adalah guru dan siswa SMA/SMK Swasta Kulon Progo Yogyakarta antara lain SMK Maarif 1 Wates, SMA Muhammadiyah Wates, SMK PGRI, SMK Maarif 3, SMA Bopkri, sebagai populasi uji coba. Tahapan pengembangan pendekatan deskriptif kualitatif, meliputi 1) studi literatur, 2) studi lapangan, 3) deskripsi dan analisis temuan lapangan. Hasil penelitian 1) Di beberapa SMA/SMK di Kulon Progo dalam penyampaian materi PPKn oleh guru dapat diketahui antara lain a) Persiapan guru masih kurang. b) Guru belum sepenuhnya mengimplementasikan nilai anti korupsi. c) Pembelajaran kebanyakan di laksanakan di dalam kelas. d) Model yang di pakai oleh guru adalah ceramah, diskusi dan presentasi. e) guru belum mengembangkan model dengan maksimal. dan f) guru jarang melakukan display ruang kelas. 2) Langkah-langkah pengembangan model pembelajaran PPKn anti korupsi berbasis lingkungan melalui cooperative learning yaitu: a) tahap pendahuluan meliputi pemberian salam dan doa, menanyakan keadaan siswa, ice breaking, memotivasi siswa (nilai anti korupsi jujur, disiplin, tanggung jawab, peduli). b) tahap inti pembelajaran meliputi: penyajian secara umum, pengajuan membandingkan dan menjelaskan analogi, analogi tim, dan pengajuan analogi baru (nilai anti korupsi: jujur, disiplin, tanggung jawab, peduli). c) tahap penutup meliputi konfirmasi, kesimpulan dan tindak lanjut pertemuan berikutnya (nilai anti korupsi: jujur, disiplin, tanggung jawab, dan peduli). 3) Implementasi model pembelajaran PPKn anti korupsi berbasis lingkungan melalui cooperative learning di lakukan beberapa tahap. Pertama kali adalah tahap uji coba terbatas. Uji coba terbatas di terapkan pada kelas X TKR 2 SMK Maarif 1. Masih ada kekurangan dalam penerapan pada uji coba terbatas. tahap kedua adalah uji coba lebih luas diterapkan pada kelas X TKJ 1 SMK Maarif 1 dan kelas X SMA Muhammadiyah. Pada tahap ini pengajar sudah mampu menerapkan dengan baik. terakhir adalah tahap uji validasi pada kelas X AP SMK PGRI, kelas X AK SMK PGRI, X TSM SMK Maarif 3, X TKR SMK Maarif 3, dan SMA Bopkri Kulon Progo Yogyakarta. 4) Uji coba terbatas, uji coba lebih luas dan uji validitas menunjukkan peningkatan Pemahaman konsep siswa sebelum uji coba model adalah 59% setelah uji coba model menjadi 94%, peningkatan pemahaman konsep siswa adalah 35%. Prestasi akademik sebelum ujicoba 70,4% setelah uji coba model 82%. Peningkatan prestasi akademik siswa adalah 11,6%.
Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran PKn berbasis inklusi di homeschooling kota Yogyakarta. Metode penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa di homeschooling Anak Pelangi Yogyakarta, dalam merencanakan dan mengembangkan pembelajaran inklusi sesuai dengan karakteristik siswa. Di awal masuk atau pendaftaran, calon siswa terlebih dahulu melakukan test fingerprint dan psikotest. Hal tersebut dimaksudkan untuk mendapatkan kesimpulan tentang bakat, minat, dan potensi anak, sehingga memudahkan pihak guru dalam mengembangkan potensi anak sesuai dengan kebutuhannya. Bidang akademik dan psikologi akan memberikan hasil test kepada guru yang digunakan sebagai rekomendasi dan referensi untuk penanganan serta metode mengajar yang tepat bagi siswa, dengan demikian guru dapat mengembangkan kurikulum sesuai dengan karakteristik siswa. Adapun Pelaksanaan pembelajaran di Homeschooling lebih singkat dibanding sekolah formal pada umumnya. Dengan jumlah tatap muka dan durasi lebih singkat, maka guru dapat menyampaikan materi-materi sesuai kemampuan masing-masing siswa. Dapat diketahui bahwa, penerapan pembelajaran PPKn Inklusi Homeschooling Yogyakarta antara lain: (a) ketika test masuk calon siswa baru, mereka melakukan test fingerprint, dan psikotest, (b) hasil test fingerprint dan psikotest digunakan untuk mengetahui karakteristik, potensi, latar belakang, dari siswa, (c) guru menerapkan kurikulum KTSP yang dikembangkan sesuai dengan keadaan siswa.
This study aims to describe self-reliance education through HW activities at the athfal level in one of Muhammadiyah elementary schools in Yogyakarta. In planting an independent character, it is certainly typical of Scouts when it refers that both of them have differences and similarities in scouting. The relationship between the supervisor and the standby participant is like the relationship between educators and students who refer to the Quran as the main guideline for Islam as the main focus in HW. This qualitative paradigm field research was by directly observing the implementation of HW extracurricular activities at the Athfal level at the Muhammadiyah Primary School in Serut, Bantul district. With the materials and methods of implementing existing activities, the independence education in Hizbul Wathan Extracurricular activities at SD Muhammadiyah Serut is in line with Law no. 20 of 2003 concerning the National Education System that the function of education is to develop religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by students, society, nation and state.
The values of the national character become an important problem if there is still a disgraceful attitude or behavior carried out by a person in his daily life which results in disrupting the life of the community, nation and state. The rapid development of times and technology without good character or behavior will be a problem. The attitudes and behavior of a student that we often encounter, such as fights between students, brawls, drug abuse, drinking and promiscuity will have a negative impact on the development of student character. Synergy is needed between parents, teachers and the community in character building and development. In Pancasila and Citizenship Education aims to make someone a good citizen, have character and make a human being who is democratic and has Pancasila values. The formation of student or student character cannot be obtained instantly, of course, through a process according to a person's stages of development. Forming a character takes a continuous amount of time which eventually becomes an expected character. A comprehensive approach will be able to develop and make someone have good character. The formation and development of character with a comprehensive approach, namely through inculcation or planting of values, giving role models, facilitation and the development of skills (soft skill).
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