Abstract. This study aims to describe the application of character education based on local wisdom in schools. The method used is descriptive qualitative with a case study approach. Data obtained through in-depth interviews, participant observation, and document study. The results show that the implementation of character education can be done by: (1) integration in learning subjects, (2) interaction in the school environment between teachers and students and students with students, and (3) role models from teachers in the school environment, and (4) ) self-development activities. The value of local wisdom applied, namely Siri means: shame, tabe 'means excuse me and sorry, sipakatau means humanizing each other, sipakainge means reminding each other so that each individual should avoid deviant actions, and sipakalebbi means respecting and praising one another.
The problem in this study is the low interest in learning of fifth grade students at SDN 10 Manurunge, Tanete Riattang, Bone District. The formulation of the problem in this study is how the description of Student Interest in Class V of the 10th Elementary School Manurunge Tanete Riattang, Bone District and whether there is a significant influence on the application of Ice breaking on student learning interest. The purpose of this study was to describe the interest in learning for fifth grade students at SDN 10 Manurunge Tanete Riattang sub-district, Bone Regency, then to find out the picture of students' learning interest after applying ice breaking to fifth grade students at Manurunge 10 Public Elementary School, and to determine the effect of ice breaking towards student learning interest. The research approach is a quantitative approach. This type of research is quasi-experimental research in the form of a non-equivalent control group design. There are two research variables namely the independent variable (ice breaking) and the dependent variable (learning interest). The total population is 96 students. The research sample was selected using a purposive sampling technique. Data collection techniques in this study used a questionnaire and documentation. Data was collected by giving Pre-test and Post-test and analyzed using descriptive statistics and inferential statistics. Based on the analysis results obtained sig. (2 tailed) 0,000 <0.05 which means that there are significant differences in the average student interest in learning, so it can be concluded that ice breaking has a significant effect on student interest in learning.
The purpose of this study was to determine Teacher Perceptions of Character Development in Thematic-Based Indonesian Language Learning in SD Mitra PGSD Watampone. The approach used in this study is a quantitative approach that is descriptive. The results showed the teacher's perception of student character development will have an impact on the ability of teachers to manage a learning that is directed not only to the development of aspects of student knowledge and skills but also facilitate students to have strong character. Character development of students tends to have a high level of difficulty because this aspect is very abstract and requires deep observation. The characters studied include responsibility, honesty, discipline, love and affection, and caring.
The effectiveness of the implementation of 2013 curriculum character education still needs to be assessed. The focus of the problem: What is the plan for implementing character education in thematic learning of 2013 curriculum at Primary School Inpres 6/75 Ta 'Tanete Riattang, Bone Regency and how effective is the implementation of character education in 2013 thematic learning curriculum at Primary School Inpres 6/75 Ta' Tanete Riattang, Bone Regency?. The purpose of this study was to describe the implementation plan of character education in thematic learning at Primary School Inpres 6/75 Ta 'Tanete Riattang, Bone Regency and describe the effectiveness of the implementation of character education in 2013 curriculum thematic learning at Primary School Inpres 6/75 Ta' Tanete Riattang District Bone. The research approach was qualitative and the type of research was descriptive research. This research was conducted in Primary School Inpres 6/75 Ta’. Data sources in this study were teachers and students in grades I, II, IV, and V. Data collection techniques in this study were documentation and observation sheets. Data analysis techniques used were data reduction, data presentation, and drawing conclusions. The results showed that the planned implementation of character education in the thematic learning of 2013 curriculum and the implementation of character education in the thematic learning of 2013 curriculum at Primary School Inpres 6/75 Ta'were categorized very good. The study concluded that the planning and implementation of character education in 2013 curriculum thematic learning at Primary School Inpres 6/75 Ta’ were effective.
the industrial revolution 4.0 had brought a rapid change including the use of technology in education. Character education became a human wisdom tool in dealing with the flow of changes that affect the human's mentality. Students must be provided from the beginning about the value of national character, it could be done through the integration of character values in learning, especially Indonesian language learning in elementary school (SD). This study aimed to integrate the character education into learning Indonesian in elementary school, specifically there were two main points of study, those are (1) identifying the appropriate character values to be integrated into Indonesian subjects in elementary school (2) integrating character values into Indonesian learning in elementary school. The research design was descriptive qualitative that aimed to present research findings through more detailed narratives. The data sources were obtained through documentation, that was obtained from Indonesian primary school learning books, observation, observing the students behavior in the classroom, and teacher interviewed. The research instrument referred to strengthening character education (PPK) of the ministries of education and culture. Based on the analysis, the results were (1) The appropriate character values that was integrated into the Indonesian were: tolerance, mutual cooperation, honesty, responsibility, and being autonomous; (2) integrating character values into Indonesian learning could be done through teaching media, learning models, and authentic assessments.
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