This study aims to describe the educational values characters contained in the fourth-grade student's theme book 1 “The Beautiful of Togetherness” curriculum 2013, especially social studies subjects. This research is descriptive qualitative research. The data in this study are statements that contain and show the value of character education. Data was collected using reading, noted, and document analysis. Data validity used triangulation of source and triangulation of methods. Of the 18 values of the characters education launched by the Ministry of National Education, found 7 values of character education are available in the This study aim was to describe the educational values characters contained in the fourth-grade student's theme book 1 “The Beautiful of Togetherness” curriculum 2013, especially social studies subjects namely (1) religious, (2) tolerance, (3) democratic, (4) patriotism, (5) curiosity, (6) love peace, (7) like reading. These educational values characters are conveyed through story text, quotes, and assignments.
This research is motivated by observational data which shows social studies learning by using a learning model that is not in accordance with the circumstances. To respond to this, researchers conducted descriptive qualitative research which aims to implement learning models that are appropriate to the students' circumstances. Researchers observed the activities of teachers and students during learning activities by implementing problem based learning learning models. The Tri-N (Niteni, Nirokke, Nambahi) problem-based learning model is carried out to find out its application in the classroom. The benefit of this research is that students can carry out structured and planned learning activities. This research was conducted for fifth grade elementary school students with a total of 15 students. This study measures all domains related to the learning process. The learning process by implementing Tri-N Niteni, Nirokke, Nambahi-based problem based learning in social studies learning has several stages, namely determining basic questions, compiling project plans, compiling schedules, monitoring students and project progress, assessing results, and evaluating experiences. The results of this study indicate that the application of the Tri-N-based problem based learning model (Niteni, Nirokke, Nambahi) was successfully carried out with all aspects of student achievement achieved.
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