Adaptasi Kebiasaan Baru Siswa Kelas VIII Terhadap Pembelajaran IPS Secara Daring Menggunakan Model Homeschooling

Pujiyanto, Yohanes

doi:10.51874/jips.v2i1.12

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…Proses adaptasi selama masa pandemi pada dunia pendidikan pun melibatkan berbagai macam aspek. Termasuk dengan penyesuaian jenis dan model pembelajaran yang beragam dan disesuaikan dengan kebutuhan (Pujiyanto, 2021). Berbagai metode pembelajaran perlu untuk terus dikembangkan namun tetap memperhatikan kebutuhan anak termasuk pada pengembangan kreativitasnya.…”

Section: Pendahuluanunclassified

Pembelajaran IPS Kreatif untuk Membentuk Karakter Tangguh

Murfiah¹,

Komalasari

Supriatna

et al. 2022

JPP

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Pembelajaran IPS Kreatif didesain sebagai alternatife model pembelajaran untuk membentuk karakter Tangguh peserta didik. Situasi dan kondisi di sekolah menunjukkan guru masih mengajar dengan alamiah dan belum kreatif. Tujuan penulisan artikel ini untuk mendeskripsikan pembelajaran IPS Kreatif dengan berbasis nilai kearifan lokal sehingga melahirkan peserta didik berkarakter tangguh. Penelitian ini menggunakan metode kuantitatif dengan teknik survey dan observasi terhadap 888 orang responden. Teknik pengumpulan data menggunakan angket yang disebarkan kepada guru. Hasil analisis mendeskripsikan bahwa guru memiliki peran yang sangat penting dalam kegiatan pembelajaran IPS untuk membangun karakter siswa yang tangguh. Guru SD yang kreatif dapat mendesain model pembelajaran IPS dengan mengembangkan nilai kearifan lokal bernuansa kasih sayang, menjadikan peserta didik dapat berpartisipasi, aktif, kreatif terhadap materi yang diajarkan yang mengandung nilai kearifan lokal sebagai basis dalam mengembangkan karakter tangguh pada anak. Nilai kearifan lokal dapat diterapkan pada pembelajaran IPS di sekolah dengan memperhatikan metode yang digunakan, pembelajaran variative, sumber belajar, strategi, media dan tujuan pembelajaran.

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Section: Pendahuluanunclassified

Pembelajaran IPS Kreatif untuk Membentuk Karakter Tangguh

Murfiah¹,

Komalasari

Supriatna

et al. 2022

JPP

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“…On the other hand, the learning experienced by the nation's children and students tends to be static, routine and monotonous (Burhanudin, 2021;Rahayu & Amri, 2021). This results in students' intellectual stagnation, resulting in discomfort, fear, stress and pain when learning (Ayuningtyas et al, 2022;Marliani, 2023;Pujiyanto, 2021). This fact causes them to hate subjects, including Islamic Religious Education (PAI) subjects, one of which is prayer material, which then makes it challenging to accept PAI subject matter (Ayuningtyas et al, 2022;Marliani, 2023).…”

Section: Introductionmentioning

confidence: 99%

Behavior Systems Learning Model on Prayer Material at SMP Muhammadiyah 8 Batu

Romelah,

Umilatifah,

Zakiyah

2024

Progresiva

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This research aims to describe the impact of presenting prayer material to class VII students at SMP Muhammadiyah 8 Batu and the implementation of teaching prayer material using a behavioural system model. This approach uses qualitative research with a case study type; the informants are one teacher and 12 students, and one boy and one girl are taken from each class. Data collection techniques include interviews, observation, and documentation. Data analysis uses the model from Miles, Huberman and Saldana through four activities that co-occur: data collection, data reduction, data presentation and conclusion drawing or verification. The results of this research show that (1) The impact of the prayer material presented to class VII students on the element of knowledge, with indicators that informants are accustomed to praying five times a day according to the time, the importance of praying and the reasons for leaving it, and when they are busy they still pray. The element of memorizing or reading prayers, from takbiratul ihram to greetings. (2) Implementation of learning prayer material using a behavioural system model for class VII students in 3 steps; first, the teacher has planned by making a lesson plan for prayer material whose reference is in the Muhammadiyah HPT book. Second, the implementation of learning begins with the teacher opening the lesson, presenting prayer material by reading and memorizing prayer readings, starting from takbiratul ihram, Iftita', ruku', I'tidal, prostration, sitting between two prostrations, initial and final tasyahud and greetings. The methods used are lecture, memorization, drill, reward and punishment—learning strategies with peer teaching (peer teaching). Third, the teacher conducts evaluations every class hour, inviting students to read and memorize prayer readings together. If you read and memorize incorrectly, the teacher immediately reminds you, corrects and repeats the reading or memorization.

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Adaptasi Kebiasaan Baru Siswa Kelas VIII Terhadap Pembelajaran IPS Secara Daring Menggunakan Model Homeschooling

Cited by 2 publications

References 4 publications

Pembelajaran IPS Kreatif untuk Membentuk Karakter Tangguh

Pembelajaran IPS Kreatif untuk Membentuk Karakter Tangguh

Behavior Systems Learning Model on Prayer Material at SMP Muhammadiyah 8 Batu

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