Character is inherent in every individual which is reflected in behavior patterns in everyday life. A person's character is influenced by environmental factors (nurture) and innate factors (nature). This character education aims to develop a person's ability to make good and bad decisions, maintain what is good, and realize that goodness in everyday life wholeheartedly. Where at this time the condition of the Indonesian nation is experiencing a decline in character. We realize that if this demoralization is not corrected immediately, this nation that we love will be on the brink of collapse. Therefore character education is a habit, so the formation of one's character requires communities of character. The role of schools as communities of character in character education is very important. Schools develop character education processes through learning processes, habituation, extracurricular activities, and working with families and communities in their development.
This research was conducted with the aim of knowing the understanding of Soekarno's heroic values in shaping the character of students with the Role Playing model. The method used in this research is descriptive-qualitative research method. Qualitative descriptive research is research that aims to describe, summarize various conditions, as situations or various reality phenomena that exist in society which are the object of research and seeks to draw that reality to the surface as a characteristic, character, model, sign or description of the condition, situation or certain phenomenon. The results of the study show that the understanding of Soekarno's heroic values is very influential in the formation of the character of students with the role playing model. Learning history, will develop students' activities to study various events, to then be understood and internalized to themselves so as to give birth to examples for behaving and acting.
This study aims to determine the relationship among the training implementation, teacher empowerment, teachers mind set and teacher professional development. The research method used quantitative methods with the number of respondents as many as 90 vocational school teachers from Sumatera and Kalimantan. Data were processed using path analysis. The results showed: first, the training implementation directly affects teachers mindset of 20.07%. Secondly, teacher empowerment directly affect teacher mindset 21.90%. Third, Implementation Training directly influence on the Teacher Professional Development 10.11%. Fourth, Teacher Empowering directly influence the Teacher Professional Development at 0.0756 or 7.56%. Fifth, Teacher Mindset directly influence the Teachers Professional Development of 18.83%.Based on the results of the study suggested: first, Head of Education districts/cities in formulating policies relating to teachers professional development encourage the participation of teachers in training, teacher empowerment, and development mindset. Second, teacher training institutions in order to improve the quality and quantity its training. Third, the school superintendent shall carry out its role priority on empowering teachers and teacher development mindset. Fourth, principals should encourage the professional development of teachers. Fifth, the teacher does not stop improving the ability of the profession to do through the seriousness of the following training, developing mindset and utilize empowerment fullest.
The method used in this study is a qualitative research method carried out by means of literature studies or library research that examines relevant theories.Learning in elementary schools in this study uses integrated thematic learning. This study aims to determine the effect of teacher creativity in integrated thematic learning on increasing students' learning interest in elementary schools. The results of this study indicate that integrated thematic learning greatly influences student learning interest, because thematic learning aims to increase students' understanding of concepts meaningfully. In this thematic learning students are required to be more active and think critically as well as in the student centered learning process. For this reason, teachers must be creative in implementing integrated thematic learning in order to achieve increased student interest in learning
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