Penelitian ini bertujuan untuk mengetahui pengaruh keaktifan berorganisasi dan indeks prestasi kumulatif mahasiswa UCY. Penelitian ini merupakan penelitian deskriptif kuantitatif, data yang dikumpulkan berupa data kuantitatif (IPK) dan data kualitatif yang dikuantifikasi (keaktifan berorganisasi), dilakukan di Universitas Cokroaminoto Yogyakarta, sejak Mei sampai bulan Juni 2015. Jumlah sampel dalam penelitian ini adalah 60 dengan teknik snowballing sampling. Data diperoleh dari kuesioner kemudian diolah dengan teknik analisis regresi sederhana dan analisis koefisien determinasi (R2). Hasil penelitian menunjukkan: Analisis statistik menghasilkan persamaan regresi Y = 3,579 + -0,018X, artinya jika nilai keaktifan berorganisasi (X) meningkat 1 satuan maka nilai IPK (Y) akan meningkat sebesar (-0,018) satuan dengan nilai konstanta 3,579. Pengujian hipotesis menunjukkan bahwa variabel independen keaktifan berorganisasi terbukti tidak signifikan mempengaruhi variabel dependen IPK. Koefisien determinasi yang diperoleh adalah 0,028 (2,8 %), artinya variabel keaktifan berorganisasi memiliki pengaruh kontribusi sebesar 2,8% terhadap variabel IPK dan 97,2 % lainnya dipengaruhi oleh faktor-faktor lain di luar variabel keaktifan berorganisasi yang tidak dianalisis dalam penelitian ini.
This study aims to determine the effect of emotional intelligence on the learning achievement of Pancasila education and citizenship of students at SMA Negeri 5 Yogyakarta in the 2019/2020 academic year. This research is a quantitative descriptive study, the data collected is in the form of quantitative data (PPKn learning achievement or report cards) and data qualitative quantified (emotional intelligence), this research was conducted at SMA Negeri 5 Yogykarta in March 2020. Number of samples in this study were 720 respondents, with details of class X having 8 classes, class XI there are 8 classes and class XII there are 8 classes, so there are a total of 24 classes. Of the 24 classes (from each class) a sample of 30 students was taken using simple random sampling technique. Data obtained from questionnaires are then processed by a simple regression analysis and coefficient of determination (R2). For the data on emotional intelligence (X), the researchers took the data by distributing questionnaires, while the students' learning achievement scores for Pancasila and Citizenship Education (Y) were the final grades (report cards) in the even semester of the 2019/2020 school year. The results showed: statistical analysis. produces a regression equation Y = 74.298 + 0.165 X, meaning that if the value of emotional intelligence (X) increases by 1 unit, the learning achievement value of PPKn (Y) will increase by 0.165 units with a constant value of 74,298. Hypothesis testing shows that the independent variable emotional intelligence is proven to significantly affect the dependent learning achievement of PPKn. The coefficient of determination (R2) obtained was 0.59 (5.9%), meaning that the variable has an influence emotional intelligence contributes 5.9% to the achievement variable learn PPKn and 94.1% are influenced by other factors outside emotional intelligence variable.
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.
Artikel ini disusun untuk mengkaji Pancasila sebagai dasar negara juga memiliki peran dalam pembentukan karakter bangsa. Indonesia bisa dikatakan sedang mengalami krisis moral dan akhlak, karena sering terjadi kasus yang menimpa masyarakat dan justru banyak pelaku dari kasus tersebut masih memiliki usia di bawah umur. Hal ini tentu sesuatu yang tidak bisa dianggap remeh karena jika dibiarkan terus menerus akan menyebabkan hilangnya karakter yang baik pada generasi bangsa. Artikel ini membahas tiga rumusan masalah, yaitu: pentingnya Pendidikan Pancasila, nilai-nilai yang terkandung dalam Pancasila, dan penerapan nilai-nilai Pancasila dalam membentuk karakter. Penelitian ini menggunakan pendekatan kualitatif, metode yang digunakan adalah studi literatur. Sumber data diambil dari beberapa artikel jurnal. Hasil penelitian menunjukkan bahwa penerapan nilai-nilai Pancasila memiliki peran dalam membentuk karakter, karena dalam setiap nilai dari sila-sila Pancasila terdapat tujuan dan cita-cita bangsa Indonesia. Melalui pendidikan Pancasila ini generasi muda yang dimiliki bangsa Indonesia diharapkan memiliki karakter sesuai dengan nilai yang terkandung dalam setiap sila Pancasila. Penelitian ini memberikan landasan teoretis tentang peran pendidikan Pancasila dalam mengokohkan pembentukan karakter warga negara.
The learning process must continue to be carried out even in the covid-19 pandemic situation. The covid-19 pandemic has changed the order of the educational process, which was originally face-to-face at school, to face-to-face virtual. The online learning process requires educators to create appropriate and fun learning models and methods, so that learning materials can reach students and can be understood by students. This article aims to describe education policies in Indonesia during the covid-19 pandemic and their impacts. The data in this article were obtained through literature studies or library research and case studies by collecting information from various sources. The results showed that education policies during the covid-19 pandemic were implemented using online learning methods and offline learning which were carried out with strict health protocols and there was a division of time for students to come to school. However, the impact of online learning greatly affects students and parents both in terms of economics and psychology.
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