Character Building Through the Synergy Between Parents and School in Indonesia

Puspitasari, Fantika Febry; Mukti, Taufiq Satria; Supriyanto,; Munadi, Muhammad

doi:10.2991/assehr.k.210421.003

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…These two steps were in line with the the way of character education in the national character education strategy. The results of this study were also in line with the results of research conducted on one way of planting character through habituation activities (Asih & Sunarso, 2020;Permatasari et al, 2021;Puspitasari et al, 2021;Wiyani, 2020). While there were two other ways, namely exemplary and punishment were not found in a study in a rural area as was the case in other studies (Astuti et al, 2020;Permatasari et al, 2021).…”

Section: Resultssupporting

confidence: 90%

Distance Learning and Character Building in Rural Area During the Covid-19 Pandemic

Dewantara

Dibia

2021

j. ilm. sekol. dasar

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The COVID-19 pandemic has brought a number of obstacles and challenges in learning. The bigger obstacle is found for schools in rural areas. Starting from the problem of the availability of supporting facilities, parental support, to the problem of teacher readiness in carrying out learning and character education during the COVID-19 pandemic. Therefore this study aims to describe the teacher's strategy in carrying out distance learning and character education in rural area during the Covid-19 pandemic. This research was a qualitative research, involving 13 teachers. The data were collected through observation, interview, and questionnaire. The data analysis was carried out in by using a qualitative descriptive analysis. The data were analyzed through three stages, namely data reduction, data presentation, and data verification. The data were validated through source, method, and theory triangulations. The results of this study indicate that the teachers’ strategies in implementing distance learning include: Whatsapp-based online distance learning, offline distance learning, and mixed distance learning. There were 3 strategies to carry out character education during the Covid-19 pandemic, namely direct feedback through examples or narrative in the text. Examples given were also in the form of pictures; and through a checklist of daily and weekly activities. Various obstacles occured in distance learning and character education. Parents also felt stressed because of the increased burden during the pandemic. Therefore, collaboration between various components is needed to design the most effective learning strategies in rural areas.

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Section: Resultssupporting

confidence: 90%

Distance Learning and Character Building in Rural Area During the Covid-19 Pandemic

Dewantara

Dibia

2021

j. ilm. sekol. dasar

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“…If it is not addressed quickly it will have an impact on the character of the child. In this day and age, character is very important, but with this age of technology, it is difficult for parents and teachers to form good characters in children and prevent children from using the technology (Asrial et al, 2021;Indah Septiani et al, 2020;Puspitasari et al, 2021). In the era of rapid technological development that is happening today, it has been widely used in daily activities, various sectors have used technology for all human activities.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Handphone Use on Character Development of Children in Elementary School

Riski

Ain

2022

j. ilm. sekol. Dasar

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Uncontrolled use of mobile phones will negatively impact children's development, especially character development. Children who only focus on cellphones, such as playing games and social media, will neglect their responsibilities and discipline. This study aimed to analyze the impact of using mobile phones on the development of children's character at elementary school age, especially in the fifth grade of elementary school, using descriptive qualitative methods. The methods used to collect data are observation, interview, and documentation. The instrument used to collect data is a questionnaire. In this study, eight parents and two classroom teachers became sources of information. The technique used to analyze the data is descriptive qualitative analysis with triangulation techniques. The study results are that excessive use of cell phones impacts children. There are positive and negative impacts. The positive impact is that students can look for various sources of information and can communicate remotely with their friends. Meanwhile, the negative impacts can disrupt children's development, such as discipline, responsibility, and socializing inability. It can be concluded that excessive use of mobile phones can disrupt the development of children's character at elementary school age, especially in the fifth grade of elementary school.

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“…So that it became an obstacle for teachers in assessing students. Another problem faced by teachers was when teachers gave assignments to students, students did not fully do their own assignments, because most parents intervene when students do assignments given by the teacher (Chen et al, 2019;Puspitasari et al, 2021;Satrianingrum & Prasetyo, 2020).…”

Section: Discussionmentioning

confidence: 99%

Elementary School Teachers’ Problems in Online Learning during the Pandemic

Erawati

Wayan

Japa

2021

International j.of Elementary Education

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COVID-19 pandemic has caused chaos in various field such as economic, social, tourism and many more. One of the fields that affected to it is in the field of education. The government requires schools in Indonesia to carry out online learning activities from home. This policy certainly raises various problems not only for students but also for teacher, many teachers faced problems during the online learning. This research was conducted to find out the problems experienced by elementary school teachers in online learning during the pandemic. The method of research carried out by the researchers is descriptive research, with a population of 25,524 elementary school teachers in Bali, and the research samples were taken from 994 teachers. The data collection method used is the Guttman Scale questionnaire with quantitative descriptive analysis method. The result of the research shows that teachers experience problems in all dimensions, such as the communication dimension with 65%, the learning method dimension 52%, the assessment dimension 61%, the technology use dimension 43%, the network dimension 52%, the dimensions of the cost of cellular internet data 52% and problems in online learning in 74%. It can be concluded that elementary school teachers faced the problems in all of dimentions such as communication dimension, the learning method dimension, the assessment dimension, the technology use dimension, the network dimension, the dimensions of the cost of cellular internet data also problems in online learning.

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Character Building Through the Synergy Between Parents and School in Indonesia

Cited by 5 publications

References 13 publications

Distance Learning and Character Building in Rural Area During the Covid-19 Pandemic

Distance Learning and Character Building in Rural Area During the Covid-19 Pandemic

The Impact of Handphone Use on Character Development of Children in Elementary School

Elementary School Teachers’ Problems in Online Learning during the Pandemic

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