Instilling the character of nationalism in students can be done through literacy programs with folklore media. Therefore, it is necessary to analyze the content of character education in folklore. The purpose of this study was to describe the content of nationalism character education in folklore from Wonogiri (Central Java) as a literacy medium for elementary school students. This research is a qualitative descriptive study with a content analysis model. The results of the analysis found that the main values of the character of nationalism include: (1) respecting, maintaining, and appreciating the diversity of cultures and ethnic groups, (2) discipline and obeying the law, (3) protecting the environment, (4) love for the homeland, (5) Achieve and excel, (6) Willing to sacrifice. The conclusion of the study shows that not all the main values of the character of nationalism are contained in every folklore, therefore teachers as literacy implementers must be able to add these deficiencies from other sources so that they can contribute to inculcating the character of nationalism in students.
During the learning process students do not participate and do not study well. Teachers need better learning with steps to increase motivation. Visual media can be a solution to increase student motivation. The aim of this study is to analyses the use of visual media in learning thematic in grade VI along with the obstacles and solutions done by the teacher. The subjects of this study were students, teachers and principals of elementary school. This method uses descriptive qualitative method. Data collection techniques in this study use the form of observation, interviews and documentation. The validity test of the data used is technique triangulation and source triangulation. The research shows that the use of visual media in thematic learning in class VI consists of planning, implementation and evaluation. The obstacle that faced by teachers during the process of using visual media in thematic learning, namely learning media is incomplete or limited , lack of participation of parents and students which not enough understand theory which be delivered by teacher. The solution to overcome the problem of using visual media in thematic learning is to create interactive and attractive teaching materials and build communication between teachers and students.
This research explains the describing of magical-religious values in Banyumas society that contain in Babad Banyumas Wirjaatmajan. Banyumas society as one part of Javanese has trust to something that magical. A Belief system or religion in Javanese has a connection that related to the ancestors. Trust to Magical power in the Banyumas society that grows until now. Words or ancestral discourse are claimed important by Java and Banyumas society that still uphold the traditional values. Traditional values in Java and Banyumas society always identified with something magical. This research tries to give the knowledge about custom, habit, and the mindset of Banyumas and Javanese society to the magical-religious values that grow in the society through Babad Banyumas Wirjaatmadjan. Magical-Religious values in the research are taken from an ancestral discourse of Banyumas are Raden Baribin, Adipati Wargautama I, and Joko Kaiman that written in Babad Banyumas Wirjaatmadjan. Magical-Religious in Banyumas society, they are pepali of Sabtu Pahing, pepali of eat white cucumber, pepali persecute partridge that all of that is the command of Banyumas society ancestors.
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