This study aimed to assess local knowledge as one of the character formation values of Islamic elementary school students through Heutagogy and Cybergogy learning approach. The writers employed a qualitative method with a post-positivism interpretive phenomenology approach. The research subjects were the fourth, fifth, and sixth-grade teachers and students of SD (Elementary School) in Ternate. The writers collected the data through interviews, observation, and documentation and then analyzed the data using phenomenological data analysis. The results showed that the school applied Heutagogy and Cybergogy approaches in learning activities through online learning instructions combined with local wisdom. The values of local wisdom that supported the formation of student characters were tabea (respecting teachers and elders), dodara ngofa (a sense of love and affection with others), and fohaka biasa toma dodoto madaha (providing an example of habituation in education). These three dominant values formed the student characters.
AbstrakPendidikan Multikultural yang selalu mengedepankan budaya dan nilai-nilai universal pasca konflik sosial di sekolah, diharapkan sebagai suatu upaya untuk membangun tatanan kehidupan yang lebih harmoni, yang dilandasi rasa saling hormat menghormati, mengakui keragaman dan mengedepankan asas kemanusiaan dan keadilan sosial, terutama di lingkungan pendidikan atau sekolah. Melalui berbagai mata pelajaran yang diajarkan di kelas. Guru sebagai hidden curriculum, merupakan instrumen penting yang mendorong pengembangan budaya sekolah. Karena perilakunya dapat menjadi contoh dan teladan bagi siswa. Pelaksanaan pembelajaran guru dikelas perlu penekanannya pada budaya berfikir kritis siswa, kemampuan kerja sama, serta keterampilan dalam mengambil keputusan. Untuk itulah pendidikan multikultural merupakan suatu konstribusi positif untuk warga bangsa ini khususnya di kota Ternate pasca konflik sosial. Di lembaga pendidikan formal, khususnya di sekolah perlu ditanamkan sikap dan semangat kebersamaan dan hubungan kesetaraan yang harmoni.
Pendidikan Multikultural yang selalu mengedepankan budaya dan nilai-nilai universal pasca konflik sosial di sekolah, diharapkan sebagai suatu upaya untuk membangun tatanan kehidupan yang lebih harmoni, yang dilandasi rasa saling hormat menghormati, mengakui keragaman dan mengedepankan asas kemanusiaan dan keadilan sosial, terutama di lingkungan pendidikan atau sekolah. Melalui berbagai mata pelajaran yang diajarkan di kelas. Guru sebagai hidden curriculum, merupakan instrumen penting yang mendorong pengembangan budaya sekolah. Karena perilakunya dapat menjadi contoh dan teladan bagi siswa. Pelaksanaan pembelajaran guru dikelas perlu penekanannya pada budaya berfikir kritis siswa, kemampuan kerja sama, serta keterampilan dalam mengambil keputusan. Untuk itulah pendidikan multikultural merupakan suatu konstribusi positif untuk warga bangsa ini khususnya di kota Ternate pasca konflik sosial. Di lembaga pendidikan formal, khususnya di sekolah perlu ditanamkan sikap dan semangat kebersamaan dan hubungan kesetaraan yang harmoni.Kata kunci: Multikultural, nilai budaya daerah, konflik sosial THE IMPORTANCE OF MULTICULTURAL EDUCATION IN SCHOOL OF POST SOCIAL CONFLICT IN TERNATEAbstract Multicultural education in schools that puts emphasis on culture and universal values following the social conflicts is expected to represent an attempt to create a more harmonious social order, which is based on mutual respect, acknowledgement of diversity, and humanitarian principles as well as social justice, especially in the educational setting or schools. Through a variety of subjects taught in the classroom, the teachers as the hidden curriculum constitute important instruments that encourage the development of school culture since their behavior can be an example and role model for students. Teachers’ instructional efforts in classrooms need to emphasize critical thinking, cooperative, and decision-making skills on their students..For that reason, multicultural education represents a positive contribution to the people of this nation, especially those living in post-social conflict Ternate city. In formal education institutions, mainly formal schools, it is a necessary to cultivate attitude and spirit of togetherness and a harmonious mutual relathionship. Keywords: Multicultural, local cultures, social conflict.
This study aims to improve student learning outcomes in animal life cycle material in class IV Elementary school through the application of quantum teaching models. The method used is Classroom Action Research (CAR) which is carried out in two cycles, each cycle consisting of: 1) Planning, 2) Action, 3) Observation, 4) Reflection, by making class IV Elementary school as research subjects. The results of the first cycle test average class achievement 54.58, there are 11 students who completed (45.83%) are in the less category, with a mastery of classical learning 70%. While the results of the second cycle test increased, with an average achievement of 90.41 in the excellent category, there were 22 students who completed (91.66%) with a classical learning completeness of 70%. So, it can be concluded that student learning outcomes from cycle I to cycle II increased by 45.83% or as many as 11 students.
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