Changes in values of life have caused decline in the quality of global society character, including the character of Indonesian young generation, so it is of necessity to optimize character education through various learning media. This study seeks to develop a value-based digital storytelling media in social studies learning for the formation of student characters. A Research and Development approach was employed with an explorative method used at the model development stage and an experiment method at the model testing stage. Data were collected through observations, interviews, questionnaires, documentation study, and focus group discussions. Qualitative data analysis includes interactive analysis and quantitative data analysis uses a paired sample T-test. Research subject are students of Department of Social Studies at Universitas Pendidikan Indonesia in the ICT Literacy and Learning Media of Social Studies courses. Results reveal that: 1) the concept of value-based digital story telling is a learning medium that exhibits the following characteristics: student engagement through a series of value activities, reflection for deep learning, project-based learning, technology integration into the classroom, and developing values character in action; 2) the making of value-based digital storytelling is carried out through 8 stages: start with an idea, research/explore/learn, write script, storyboard/plan, gather and create images, audio and video, put it all together, share, and reflection and feedback.; 3) the use of of value-based digital storytelling media in social studies learning significantly impacts the development of student's character.
This study aimed to develop a Pancasila education textbook model based on Indonesia's Bhinneka Tunggal Ika "Unity in Diversity" as teaching materials for compulsory subjects in Indonesian universities. The study used a Research and Development approach, where the data were collected through focused group discussions and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at nine universities in Indonesia. The findings reveal that 1) the conceptual model of the Unity in Diversity-based Pancasila education textbook is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian diversity. This model integrates tolerance values in the diversity of religious, physical, social, cultural, linguistic, and ideological aspects; 2) The content of book constitutes the following components: chapter titles, introductions, keyword and concept map, material presentation and elaboration of Bhinneka Tunggal Ika values, competence performances, summaries, reflections, authentic assessments, feedback, and followup activities.
The era of the Industrial Revolution 4.0 brought challenges and opportunities for Civic Education in developing digital citizenship capabilities. This study aims to describe teacher perceptions of digital citizenship and optimize the role of Civic Education in improving student's digital citizenship. This study used a survey method with research subjects being Civic Education teachers in junior high schools in West Bandung Regent with a sample of 174 teachers. The research instrument used was a questionnaire. Data analysis used descriptive quantitative analysis. The results showed that: a) 65% of teachers understood the concept of digital citizenship as the quality of individual behavior in interacting in cyberspace, especially in social networks, by showing responsible behavior, in accordance with applicable norms and ethics; b) 70% know the element of digital citizenship which includes respecting, educating and protecting citizens; c) 69% understand the digital aspects which include digital knowledge, digital ethics, and digital skills that must be developed in students at school; d) Most teachers consider the need to optimize Civic Education in digital citizenship development through strengthening Pancasila in action in Civic Education (83%), looking at the need for digital ethics education integration in Civic Education material (86%), developing a classroom climate conducive to digital development (67 %), and the need for a contextual-scientific learning approachliving values education-blended learning-self regulated learning (88%). Therefore, the commitment and creativity of Civic Education teachers are needed to develop Citizenship Education to promote digital citizenship.
The background of this research was the low level of quality of social capital, concerns about the state of education in Indonesia, and the very low level of interest in reading. From these problems, it is necessary to develop social capital through collaboration between the community and the government in realizing a Kampong Literacy innovation. One form of collaboration can be actualized by creating literacy villages as an effort to create a culturally literate society. The research approach uses a qualitative and quantitative approach (mixed method), while the me[1]thod used is naturalistic inquiry and correlational method. The research is conducted in Cimenyan village, Bandung District, Indonesia. The results show that: 1) The forms of Kampong Literacy programs included those related to language literacy, numeracy literacy, scientific literacy, ICT literacy, financial literacy, and citizenship cultural literacy; 2) the public response to the extension of Kampong Literacy program was 49.18%, indicating that it was good enough and the public perception of the civilization of the literate amounting to 67.97, showed that it was very good; 3) Constraints faced in developing Kampong Literacy are limited time and insufficient facilities. Keywords-component; social capital in tourism, culturally literate society, kampong literacy, and interest in reading3rd International Seminar on Tourism (ISOT 2018)
Realita di lapangan menunjukkan bahwa pada umumnya guru masih memiliki kesulitan dalam mengembangkan media pembelajaran Sejarah. Kendala ini disebabkan diantaranya karena kurangnya pendidikan dan pelatihan yang efektif untuk pengembangan profesionalisme guru dalam hal mengembangkan dan memanfaatkan media pembelajaran. Media pembelajaran berupa: 1) replika benda-benda sejarah, manusia purba dan peta elektronik pen (e-pen) persebaran situs pra sejarah di Indonesia, 2) replika benda-benda sejarah pada masa Hindu Budha dan peta e-pen pada masa Hindu Budha, 3) replika benda-benda sejarah pada masa Islam dan peta e-pen pada masa Islam. Setiap masa/babak dijadikan satu set/kit. Metode pelatihan ini menggunakan model In/On Training Service. Kegiatan pengabdian ini juga merupakan tindak lanjut dari kepakaran tim pengusul dan penelitian yang dilaksanakan bekerjasama dengan pihak MGMP Sejarah dan Dinas Pendidikan Kabupaten Sukabumi. Hasil pelatihan pengembangan media pembelajaran Sejarah dilaksanakan secara daring dengan tahap IN-ON service. Pelatihan diikuti oleh 60 peserta yang berasal dari Kabupaten Sukabumi. Pelatihan media pembelajaran Sejarah Indonesia yang dihasilkan berupa: replica dan peta e-pen. Setiap masa/babak dijadikan satu set/kit, sehingga pada kegiatan pelatihan guru-guru dikelompokkan menjadi 3 pembabakan dalam membuat media pembelajaran. Penyelenggaraan pelatihan media pembelajaran Sejarah dibagi menjadi empat tahap dilakukan oleh Tim Pengabdian dan Panitia Penyelenggara, yaitu Tahap Persiapan, Tahap Pelaksanaan Pelatihan, Tahap Evaluasi, dan Tahap Rencana Tindak Lanjut yang dilakukan secara daring. Pelatihan ini melibatkan MGMP Sejarah Kabupaten Sukabumi, LPPM UPI, IKA Departemen Pendidikan Sejarah, dan mahasiswa Departemen Pendidikan Sejarah.
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