Rencana pelaksanaan pembelajaran yang berkarakter sangat diperlukan sejalan dengan beranekaragam corak perkembangan media pembelajaran serta sumber belajar disekitar sekolah yang dapat dimanfaatkan oleh guru dalam menunjang proses pembelajaran. Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan guru dalam menyusun RPP berkarakter pada pelajaran IPS Terpadu belum mampu dilaksanakan dengan baik dan nilai karakter yang diharapkan pada RPP berkarakter hanya dicantumkan tetapi tidak diimplementasikan pada saat proses belajar-mengajar berlangsung. Guru belum dapat memilih nilai-nilai karakter yang sesuai dengan visinya, pemahaman guru tentang konsep pendidikan karakter yang masih belum menyeluruh, guru belum dapat memilih nilai-nilai karakter yang sesuai dengan mata pelajaran yang diampunya, guru belum memiliki kompetensi yang memadai untuk mengintegrasikan nilai-niai karakter pada mata pelajaran yang diampunya, dan guru belum dapat menjadi teladan atas nilai-nilai karakter yang dipilihnya.
Ethnic, cultural and religious diversity used to be the cause of conflict in society. Therefore, cultural intelligence is an indispensable competency, including the multi-ethnic Sumbawa community. The application of a cultural intelligencebased social intelligence learning model is carried out so that students have awareness and knowledge of religious and cultural diversity, have the motivation to work with friends of different religions and cultures and have tolerant behaviour towards friends of different religions and cultures. This research was conducted through the Isman learning design model. This research is still at the development stage, namely the limited trial stage conducted in class VIII at a SMPN in Sumbawa, Indonesia. The data were gathered by using questionnaires, interviews, observation, and documentation. The data analysis used descriptive qualitative techniques. The research findings are classified into five; (a) the input stage, describing the initial conditions of social studies learning; (b) the process stage, which describes the implementation of social studies learning based on cultural intelligence by both teachers and students; (c) the output stage, explaining the results of the implementation of the social studies learning model based on cultural intelligence both the level of involvement and learning outcomes of students; (d) the feedback stage, describes the process of evaluation and revision of the implementation of the learning syntax; and learning stages, describing the stages or syntax of the social studies learning model based on cultural intelligence.
This study aims to examine the profile of cultural intelligence of junior high school students in Sumbawa district. The sample in this study amounted to 450 junior high school students in Sumbawa-NTB district. Descriptive statistics were used to determine the level of cultural intelligence of the students in this study. The level of cultural intelligence of students is reflected in the percentage of respondents' answers to each indicator of cultural intelligence. The research instrument used a questionnaire. Test the validity and reliability of the questionnaire using IMB SPSS 26 statistics. Meanwhile, data analysis to determine the level of cultural intelligence of students was analyzed manually using the percentage formula. The results showed that from the 20 questionnaire items there were 17 items that were declared valid with a reliability level of 0.86. Furthermore, the level of cultural intelligence of students on the metacognitive indicator obtained a score of 75.63%, on the cognitive indicator a score of 57.96%, on the motivation indicator a score of 64.80%, on the behavioral indicator a score of 66.83%, and the total average score of 66.31 %. Thus, it is hoped that teachers and school principals can use the cultural intelligence of students as a reference in designing and implementing the learning process in the classroom.
Penelitian ini bertujuan untuk mengetahui pengaruh yang signifikan model pembelajaran PAKEM berbasis Tri Hita Karana terhadap kompetensi pengetahuan PPKn kelas V SD Gugus VII Kecamatan Kuta Selatan Kabupaten Badung Tahun Ajaran 2019/2020. Penelitian ini merupakan penelitian eksperimen semu dengan desain Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh kelas V SD Gugus VII Kecamatan Kuta Selatan Kabupaten Badung Tahun Ajaran 2019/2020 yang terdiri dari 6 kelas dengan jumlah siswa 133 orang. Sampel ditentukan dengan teknik simpel random sampling. Sampel yang terpilih dalam penelitian ini adalah kelas V SD Negeri 1 Pecatu berjumlah 25 siswa sebagai kelompok eksperimen dan kelas V SD Negeri 2 Pecatu berjumlah 23 siswa sebagai kelompok kontrol. Data kompetensi pengetahuan PPKn dikumpulkan dengan instrumen berupa tes objektif pilihan ganda biasa. Data yang diperoleh dianalisis dengan uji-t menggunakan rumus Polled Varians. Rerata post test kompetensi pengetahuan PPKn kelompok eksperimen (x̄ = 84,932) lebih dari rerata post test kompetensi pengetahuan PPKn kelompok kontrol (x̄ = 74,637). Berdasarkan analisis diperoleh thitung = 7,190 kemudian dibandingkan dengan nilai ttabel dengan taraf signifikansi 5 % dan dk = 46 sehingga diperoleh nilai ttabel = 2,013, karena thitung > ttabel maka Ho ditolak. Ini berarti terdapat perbedaan yang signifikan kompetensi pengetahuan PPKn antara kelompok yang dibelajarkan menggunakan model pembelajaran PAKEM berbasis Tri Hita Karana dengan kelompok yang dibelajarkan menggunakan pembelajaran konvensional pada kelas V SD Gugus VII Kecamatan Kuta Selatan Kabupaten Badung Tahun Ajaran 2019/2020. Dengan demikian dapat disimpulkan bahwa model pembelajaran PAKEM berbasis Tri Hita Karana berpengaruh secara signifikan terhadap kompetensi pengetahuan PPKn siswa kelas V SD Gugus VII Kecamatan Kuta Selatan Kabupaten Badung Tahun Ajaran 2019/2020. Hasil penelitian ini dapat dijadikan sebagai kajian penelitian relevan mengenai model pembelajaran PAKEM berbasis Tri Hita Karana.
Education is the most important aspect in a person's life. Through education, a person can be seen as respectable, have a good career and can behave according to the norms. Besides that, education also has a very important role. With high education, a person can have a good job, live a good life and improve his social status. Higher education will able to change a person's behavior and character to be better. This study aims to determine the implementation of character education at Sumbawa Besar Regency. The approach used in this research was qualitative research, since it was focusing on the understanding of social phenomena from the perspective of the participants. Data collection techniques used in the study were observation, interviews, and documentation. The analysis techniques in this study are data reduction, presentation, and drawing conclusion or verification. In order to obtain the validity of the data so that will obtain the valid findings, it is necessary to examine its reliability by using technical triangulation and source triangulation. The results of this study are that planning for character education in Sumbawa has been arranged by the principal and then the teacher is instructed to make a syllabus and lesson plans to insert those values in the learning process. The implementation of character education in teacher learning activities inserts some character values in the learning process. Furthermore, the most common characters that implemented in learning processes are religious, honesty, discipline, responsibility, and hard work.
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