A CALL FOR THE 21st CENTURY LEARNING: EMBEDDING CHARACTER EDUCATION IN THE ENGLISH WORKHEETS

Abstract

Abstrak: Pembelajaran abad 21 terintegrasi pada delapan aspek yang berorientasi pada penggunaaan teknologi informasi dan komunikasi, keahlian inovasi pembelajaran dan faktor-faktor pendukung seperti penerapan nilai sosial-budaya yang menjadi bagian dari pendidikan karakter. Penelitian ini bertujuan untuk mengintegrasikan nilai pendidikan karakater pada butir-butir soal lembar kerja siswa (LKS) Bahasa Inggris yang digunakan oleh siswa di Sekolah Menengah Pertama Islam Terpadu (SMP IT) Al-Birru Pekanbaru. Penelitian ini menggunakan desain pengembangan 3D Borg and Gall. Hasil penelitian ini memaparkan tiga tahapan pengembangan yang terdiri dari Define, Design, dan Develop. Pada tahapan Define peneliti menemukan guru belum memodifikasi butir soal pada LKS yang sesuai dengan nilai-nilai pendidikan karakter. Pada tahap kedua (Design), peneliti mendesain 70 butir pertanyaan pada 5 materi berbeda Pada tahap ini, dua orang ahli memberikan penilaian dan masukan tentang instruksi soal, penggunaan pilihan kata dan tata bahasa yang perlu direvisi. Pada tahap Development peneliti melakukan dua kali uji coba pada butir soal yang dikembangkan dan memperoleh hasil 35 butir pertanyaan dinyatakan valid. Selanjutnya peneliti melakukan test analysis menggunakan ANATES 4.09 dan memperoleh hasil 21 butir soal dinyatakan layak untuk digunakan dari total 35 butir soal yang diuji pada pilot study, dengan nilai koefisien 0,95. Dari hasil tersebut dapat disimpulkan bahwa ada tiga langkah pengembangan yang dilakukan yakni Define, Design dan Development dengan melibatkan dua orang ahli yang memberikan penilaian langkah pengembangan yang dilakukan sehingga butir-butir soal yang dikembangkan telah sesuai dengan pendidikan karakter dan layak untuk digunakan di SMP IT Al-Birru Pekanbaru.Abstract: The 21st century learning integrates eight frameworks orientating to the use of Information and Communication Technology (ICT), Learning and Innovation Skills, and other support systems, including the implementation of socio-cultural values of Education Character. This study aimed at embedding values of Education Character on test items of English worksheets (LKS) used by students at Islamic Junior High School (SMP IT) Al-Birru Pekanbaru. This study employed Borg and Gall 3D development design. The results of this study showed three phases of development namely Define, Design, and Develop. At the Define phase, the researchers found that the teacher did not modify the questions on the LKS referring to the values of character education. In Design phase, the researchers designed 70 questions on 5 different materials. At this stage, two experts assessed and suggested to revise the instructions, the use of diction and grammar. At the Development phase, the researchers conducted two times pilot study on the items. At this stage, the researchers found that 35 questions were valid. Furthermore, the researchers conducted a test analysis using ANATES 4.09 and obtained the results that 21 out of the 35 items were reliable to be used, with a coefficient value of 0.95. From these results, it can be concluded that there are three development steps carried out namely Define, Design and Development involving two experts providing an assessment of the development steps taken so that the questions developed are in accordance with character education and are reliable for use in SMP IT Al-Birru Pekanbaru.

Pemanfaatan TV Sekolah Sebagai Media Pembelajaran Skill Grammar Siswa MTS At-Taqwa 17 Bekasi

“…Menguraikan kompetensi digital yang harus dimiliki Guru. Kesimpulannya, dalam keberhasilan kegiatan pembelajaan di era digital, guru harus memiliki kompetensi digital sebagai salah satu solusi dalam menghadapi tantangan pembelajaran di era digital [14] .Dengan demikian, penelitian ini akan memberikan kontribusi penting dalam meningkatkan kualitas pembelajaran grammar di sekolah menengah pertama melalui pemanfaatan TV sekolah sebagai media pembelajaran yang efektif dan menarik. Gambar 1.…”

Committing Crime to Attend Online Class: Elucidating News Media’s Polemic on Covid-19 Distance Learning Policies

“…From Table 1, it can be inferred that many things have hindered the implementation of distance learning. There is no shortage of studies that have alluded to one of these challenges of online education during the pandemic, such as low internet bandwidth resulting in frequent interruptions of audiovisual communication (Agung et al, 2020;Octaberlina & Muslimin, 2020), simple lack of internet access due to the school or students' disadvantaged area (Chirinda et al, 2021;Mukherjee et al, 2021), lack of student discipline (Kholili, 2021;Syahdan & Ali, 2022), lack of social interaction (Adnan & Anwar, 2020;Irawan et al, 2020), teachers' and lecturers' inconsistent adaptability with the offline-to-online learning style (Putri et al, 2020;, and many more. Previous studies have frequently emphasized how facilities and infrastructure uneven distribution is not the only obstacle in the process of implementing this online learning policy, but there are also obstacles and limitations stemming from the teaching staff who may not have the ability and accessibility to operate and use cellphones or laptops (Mulyati et al, 2021) or have difficulty in leveraging the available online resources to creatively address the numerous problems of online learning (Khairuddin, 2020).…”