Character education is integrated by the 2013 curriculum, so teachers are required to apply character education in the learning process in the classroom. The current implementation of online learning that is carried out at home is a difficulty for teachers to be able to instill character education directly into students. The purpose of this study was to be able to see what steps the teacher took in implementing character education in online learning in elementary schools. This research was conducted using a qualitative approach. Data collection techniques used are observation, interviews, and documentation. While the research data analysis techniques are data reduction, data display and conclusion drawing and verification. The results of the study indicate that the implementation of character education in the implementation of online learning can be done by teachers using the Zoom application for elementary school students and in online learning that is carried out using various methods and learning media, it is hoped that there will be an inculcation of character values of honesty, responsibility, discipline, mutual cooperation, collaboration, never give up, independent, and creative. So the implementation of character education in online learning in elementary schools can be carried out properly. This research can be used as a reference on character education in online learning in elementary schools, because previous research has focused on the high school level.
Pelatihan ini bertujuan untuk memberikan pendampingan pelatihan kepada Guru-guru Sekolah Dasar di Kecamtan Klapa Nunggal Kabupaten Bogor Jawa Barat. Kegiatan ini dilakukan dengan memberikan pelatihan pemanfaatan pembelajaran Multimedia Interaktif berbasis Technological Pedagogical and conten Knowledge [TPACK]. Dengan menggunakan Multimedia interaktif berbasis TPACK diharapkan seorang guru dapat mengajar dan berkreasi dengan melibatkan level kognitif hierarki berpikir tinggi yang di canamkan dari Taksonomi Bloom yaitu; knowledge (Recall or locate information), Comprehension (Understand learned fact), Application (Apply what has been learned to new situation), Analysis (Take apart information to examine different parts), synthesi (Create or invent something: bring together more than one idea) and Evaluation (Consider evidence to support conclusions). Metode yang digunakan dalam kegiatan pendampingan pelatihan dan lokakarya ini adalah berbasis ICT dikarenakan masih dalam kondisi pandemic covid 19. Materi pengabdian meliputi materi yang berkaitan dengan pembuatan Multimedia interaktif berbasis TPACK untuk penggunaan media pembelajaran di Sekolah Dasar. Khalayak sasaran Pengabdian kepada Masyarakat Guru-guru Sekolah Dasar Kecamtan Klapa Nunggal Kabupaten Bogor Jawa Barat. Hasil dari pelatihan pembuatan Multimedia interaktif berbasis TPACK bagi guru sekolah dasar yaitu menghasilkan media pembelajaran sebagai implementasi dari materi pengabdian pada masyarakat. Hasil dari program peltihan ini, 1) Guru mempunyai wawasan dan pemahaman tentang penggunaan Multimedia Interaktif dalam proses pembelajaran. 2) Guru mampu membuat perangkat pembelajaran meliputi Rancangan pembelajaran, Bahan Ajar Lembar kerja peserta didik, Media pembelajaran dan evaluasi. 3) Guru mampu melaksanakan pembelajaran dengan menggunakan Multimedia interaktif dalam proses pembelajaran. 4) Guru mampu mendisain kelas dengan penerapan penggunaan Multimedia Interaktif berbasis Technological Pedagogical And Content Knowledge [TPACK].
Slow learners are children who have limited learning abilities, so they experience delays in mental development and adjustment so that they take longer and repeatedly to complete academic and non-academic tasks. This study aims to analyze the collaborative approach of parents for handling slow learners in inclusive elementary schools. This type of research is qualitative research. The research approach used in this research is a descriptive qualitative approach. The study's data collection techniques were participant observation, in-depth interviews, documentation studies, and combination/triangulation. The technique used to analyze the data is descriptive qualitative analysis. The research results, namely the collaboration carried out by the teacher, can be said to have succeeded in making changes to students in two aspects, namely cognitive aspects and affective aspects. The cognitive aspect is that students can understand the lesson, carry out their academic tasks, and get better learning outcomes. The affective aspect is seen from the increased self-confidence. Learning done repeatedly by teachers and parents can become a habit for slow learners. Parental collaboration is a form of responsibility towards their children. Parents have responsibility for the development of their children and hope that their children will be prosperous like other normal children.
Civics learning as education that forms attitudes and character has not been fully successful, because in learning praxis there are still many cognitive-oriented, so the problem in this study is the focus of civics learning that leads to cognitive aspects. The purpose of this study was to analyze the success of implementing the learning model used by teachers. The subjects in this study were teachers who taught elementary school students of lower grades, especially grade 3, five parents of students and twenty-five elementary school students. The research method used in this study is qualitative using a descriptive approach. The data collection technique used is by observing the participants, interviewing and using a questionnaire. The data analysis techniques used were transcription, reduction in labelling/coding, and triangulation. The results showed that the average score of student responsibility was 82.20 or as many as 88% of students who had a good attitude toward responsibility after students studied the material on Rights and Responsibilities at Home. The results of this measurement indicate that the attitude of responsibility possessed by students is one of the factors in the learning process experienced by students when the brain-based learning model is applied and used.
Pada masa pandemi saat ini, seluruh proses pembelajaran dilakukan secara daring atau dilakukan di rumah. Tenaga pendidik dituntut untuk berfikir kreatif dan inovatif dengan harapan proses pembelajaran dapat berjalan lancar dan para peserta didik dapat bersemangat serta memahami pembelajaran. Penelitian ini bertujuan untuk mengetahui media apakah yang dapat digunakan untuk dapat membantu peserta didik dalam mata pelajaran IPS Sekolah Dasar yang valid dan praktis. Penelitian ini merupakan jenis penelitian pengembangan (research and development) dalam tahap awal yakni analisis kebutuhan. Subjek penelitian adalah guru dan sebanyak 102 siswa kelas IV Sekolah Dasar di Sekolah Dasar Negeri Kenari 01 Pagi. Data dikumpulkan melalui wawancara oleh guru dan pengisian kuesioner oleh siswa. Dari hasil penelitian dapat disimpulkan bahwa siswa membutuhkan media pembelajaran yang dapat memandu mereka memahami materi sejarah karena bahasanya yang sulit dipahami, dapat digunakan untuk mengulang pelajaran tersebut di rumah dalam bentuk video animasi dan juga dapat menumbuhkan atau menanamkan pendidikan karakter pada diri peserta didik.
Professionalism is a demand in various professions, including elementary school teachers. The important thing in a profession is a professional attitude and quality of work. This research was conducted with the aim of providing an overview of how the inductive training model develops attitude assessment instruments in improving teacher competence through teacher working groups in accordance with the steps of the inductive training model. The research approach used in this study is a descriptive qualitative approach to obtain information on how the inductive training model improves teacher competence through teacher working groups. In general, there are four data collection techniques used in this study, namely participant observation, in-depth interviews, documentation studies, and combination/triangulation. The steps in implementing the inductive training model are starting with measuring the ability of the trainees; grouping of abilities in the area of the training program; compare participants' abilities with training materials; establish ability and skills gaps; developing training processes; then carry out the training; and carry out research and measurement. The research was conducted by conducting pretest and posttest with the results obtained after carrying out training on developing an attitude assessment instrument, post-test results increased by 97%.
Keberadaan Tradisi Aci Rah Pengangon atau yang lebih dikenal dengan tradisi Perang Tipat-Bantal dipercayai membawa pengaruh yang besar terhadap kelangsungan hidup masyarakat Desa Kapal yang masih berlangsung hingga sekarang ini. Banyak dijelaskan dalam catatan-catatan sejarah kuno berupa lontar-lontar, salah satunya menceritakan asal mula pelaksanaan tradisi ini terdapat dalam Lontar Tabuh rah Pengangon. Dalam lontar tersebut dikisahkan di zaman dahulu, yaitu tepatnya di tahun Isaka 1259 atau tahun 1337 Masehi. Tradisi perang tipat bantal erat kaitannya dengan kehidupan pertanian masyarakat. Ini merupakan sebuah tradisi unik yang dilaksanakan sebagai rasa syukur kehadapan Tuhan Yang Maha Esa atas kehidupan yang diciptakanNya, serta berlimpahnya hasil panen yang ada di Desa Kapal. Selain sebagai ritual, tradisi perang tipat bantal di desa adat kapal juga berfungsi sebagai sarana pendidikan bagi masyarakat desa adat kapal. Pelaksanaan tradisi perang tipat bantal merupakan sebuah tradisi kuno yang mendirikan kearifan lokal masyarakat desa adat kapal yang mempunyai tujuan untuk menyeimbangkan dan menjaga keharmonisan hubungan manusia dengan alam. Selain mempunyai maksud dan tujuan, banyak terkandung nilai-nilai pendidikan yang dapat kita pelajari di dalam melaksanakan tradisi perang tipat bantal.Kata Kunci: Kearifan Lokal; Nilai-Nilai Pendidikan; Tradisi Perang Tipat-Bantal
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