Fun learning has become a demand for learning from students. Students as learning subjects need pleasure as the essence of human life needs. Students who feel happy and are not pressured during learning will be able to follow the learning process well. Even with the fun that students have, it can help them to improve learning outcomes and can even form good character within them. The focus of this research is to describe various teacher strategies in realizing fun learning in elementary schools. This research is a descriptive research with a qualitative approach. The research method is the method of literature review. The results of this study describe several fun learning strategies such as constructivist learning methods, edutainment approaches, character-based edutainment learning, and joyful learning. The learning strategy is expected to be applied by elementary school teachers in learning. By implementing this learning strategy, it can realize learning that is in favor of students to realize the profile of Pancasila students in the era of independent learning.
This study aims to: (1) determine the feasibility of the CTL-based PPKn module; (2) determine the effectiveness of using the CTL-based PPKn module to increase student learning independence. This research is a development research with 4D models by Thiagarajan with four stages, namely Definition, Design, Development, and Disseminate. The trial design used was One Group Pretest-Posttest Design with sample of 25 students. The CTL-based PPKn module was declared very suitable to be used as a learning resource with the results of material expert validation by 90.63%, design expert validation by 93.75%, and linguist validation by 96.88%. The results of the N-Gain Score test are 0.72 so that the CTL-based PPKn module is effective for increasing student learning independence.
This study aims to determine the application of Contextual Teaching Learning (CTL) in the learning process. This research is a literature study, which aims to determine the application of contextual learning approaches in learning in fostering student learning independence. In this study, the researcher first formulates the problem, then proceeds to explore existing and relevant research for analysis. Data collection techniques by browsing electronic journals, theses, and under theses through Google Schoolar. From the research results of 20 relevant articles, it shows that the CTL approach is very effective in increasing students' learning independence. This is because the CTL approach encourages students to construct their knowledge by applying it in everyday life as members of the family and community.
Keterampilan guru dalam mengelola pembelajaran adalah kompetensi pedagogik.Undang-undang guru dan dosen menyebutkan kompetensi yang harus dimiliki guru adalah: 1) kompetensi pedagogik, 2) kompetensi kepribadian, 3) kompetensi sosial, 4) kompetensi profesional. Tugas pokok guru adalah merancang pembelajaran, melaksanakan pembelajaran, dan mengevaluasi pembelajaran sebagai upaya membentuk kompentensi pedagogik guru. Dengan demikian guru harus memiliki berbagai keterampilan dalam mengajar salah satunya adalah keterampilan mengelola pembelajaran baik di kelas maupun di luar kelas. Penelitian ini memiliki tujuan untuk mengetahui pentingnya keterampilan mengelola pembelajaran yang menyenangkan oleh guru sekolah dasar dalam membentuk karakter Peserta didik sekolah dasar. Penelitian ini menerapkan metode studi pustaka. Hasil penelitian ini memaparkan tentang startegi yang dapat digunakan guru dalam mengelola pembelajaran yang menyenangkan sehingga dapat membentuk karakter peserta didik. Berdasarkan hasil penelitian dapat disimpulkan bahwa guru sekolah dasar harus terampil dalam mengelola pembelajaran yang menyenangkan untuk membentuk karakter peserta didik demi meningkatkan kualitas pendidikan di Indonesia.
Tujuan penelitian ini adalah untuk mengetahui strategi guru dalam menumbuhkan kemandirian belajar siswa sekolah dasar. Strategi guru adalah pendekatan yang dilakukan oleh guru terkait perencanaan, pelaksanaan, dan evaluasi terhadap proses pembelajaran dalam rentang waktu tertentu. Guru perlu menerapkan strategi pembelajaran yang efektif untuk menumbuhkan kemandirian belajar siswa selama proses pembelajaran berlangsung. Bahkan dengan adanya suatu strategi pembelajaran, guru memiliki pedoman pelaksanaan pembelajaran untuk mencapai tujuan pembelajaran dengan maksimal. Dengan adanya kemandirian belajar dalam diri siswa akan membangun rasa ingin tahu terhadap materi pembelajaran, memiliki rasa percaya diri dalam bertanya, memiliki sikap kerja keras dalam mengerjakan tugas yang diberikan guru bahkan siswa tidak bergantung kepada orang lain untuk mengerjakan tugas. Untuk menentukan strategi pembelajaran dalam menumbuhkan kemandirian belajar siswa, guru perlu memahami indikator-indikator kemandirian belajar siswa dan faktor-faktor yang mempengaruhi kemandirian belajar siswa.
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