The role of Civic Education in its era of globalization is very necessary, given its very strategic position, especially for the formation of nation and character building. The purpose of this study is to prove that Civic Education in Indonesia is inseparable from the values of Pancasila. The literature method is used to get conclusions in proving that Pancasila is an ideology and characteristic of civic education in Indonesia. The results prove that Civic Education must be in accordance with Pancasila values in all aspects of citizenship learning. Therefore Pancasila is a characteristic of the State of Indonesia as a philosophical system animating all the concepts of Citizenship teachings and must be applied in the life of the nation and state.
Educational and learning activities are the basis of human existence, so that humans cannot be separated from teaching and learning activities. This study aims to determine Pancasila character education in teaching materials to form civic disposition of students. The research design uses a qualitative approach and the method used is a case study. The technique of collecting data uses observation, interviews, and documentation. Testing the validity of data by extension of observation and triangulation. Data processing and analysis techniques use data reduction, data presentation, and data verification. The results of the study show that Pancasila values are integrated in the material of teaching materials of students and form the character of citizens who are religious, humanitarian, national unity, populist and deliberative or democratic, and social justice.
كثير من نظرية التعليم التى تعلمها واحدها نظرية المعرفي. يهتم هذا البحث الى نظرية المعرفي وتأثيرها الى تعليم اللغة العربية. ينظر ويصدر الباحث نظرية المعرفي من ناحية جين بياجي و ليف س فيغاتسكى. يكتب هذا البحث بصورة بحث المكتبي ويعتمد بيانات البحث الى المكتبة ويحلل البحث بتحليل المحتوى. ونتيجة البحث هي: تأثر نظرية المعرفي فى تعليم اللغة العربية بعض الجوانب من جانب غرض التعليم و جانب بيئة اللغوية و جانب وسائل التعليم وجانب ثقافة التعلم وجانب تدرج التعلم وجانب نموذج التعلم.
This study aimed to determine the effect of the principal's participatory leadership and organizational commitment to the teacher performance. The population in this study were all high school teachers in Koja District, North Jakarta. The population chosen was a random sampling technique from 7 schools consisting of 148 teachers. Then calculated using the Slovin formula, 108 teachers were obtained as the research sample. The data collection technique used a questionnaire instrument with a survey method, the instrument was made using a Likert scale model. Then the instrument was calibrated using the item validation test and the reliability coefficient with the Alpha Croanbach formula. The data analysis requirements were tested by normality of Kolmogorov Smirnov (Liliefors). Data analysis using simple regression techniques and linearity test and finally with path analysis. In view of the exploration results, it tends to be presumed that the chief's participatory initiative has a positive and huge impact on educator execution. Authoritative responsibility additionally has a positive and critical impact on educator execution. Lastly there is a critical and positive impact of the central's participatory authority on authoritative responsibility.
Penelitian ini dilakasanakan dengan tujuan untuk mengamati dan mengetahui tentang berbagai program atau kegiatan sekolah yang menunjang penguatan pendidikan karakter. Metode yang peneliti gunakan dalam penelitian ini ialah metode deskriptif dengan bentuk penelitiannya adalah kualitatif. Sumber data untuk penelitian ini ialah kepala sekolah, guru, staff kependidikan, dan peserta didik. Untuk teknik dalam mengumpulkan data yang peneliti gunakan adalah teknik observasi, wawancara, dan dokumentasi. Alat pengumpulan data yang peneliti gunakan adalah pedoman observasi, pedoman wawancara dan dokumentasi. Analisis dalam penelitian ini ditampilkan secara deskriptif dengan informan berjumlah 9 orang. Hasil penelitian ini menunjukan bahwa implementasi penguatan pendidikan karakter untuk membentuk budaya sekolah dilakukan dengan melalui berbagai kegiatan rutin, spontan, keteladanan, dan pengondisian. Kegiatan rutin berupa: program jum'at bergema, program bersalaman di depan pintu gerbang sebelum masuk ke kelas, program shalat dhuha berjamaah, upacara bendera, dan kerja bakti sebelum ulangan umum/ujian. Kegiatan spontan berupa: memberikan sumbangan jika ada peseta didik yang berduka, razia handphone, dan razia kerapian rambut. Kegiatan keteladanan berupa: kerapian pakaian guru dan staff kependidikan, kedisiplinan, dan perilaku sopan serta ramah. Kegiatan pengondisian berupa: ruang kelas bersih dan rapi, ruang guru bersih, tersedia ruang gudang, dan ruang alat olahraga, taman dan lingkungan sekitar sekolah yang hijau, lapangan yang memadai, toilet yang bersih, dan tempat sampah yang tersedia diseluruh lingkungan sekolah. Dari keseluruhan kegiatan rutin, spontan, keteladanan, dan pengondisian maka akan memunculkan nilai karakter religius, nasionalis, mandiri, integritas dan gotong royong.
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