Effectiveness of Environmentally-Based Science Learning towards Environmentally-Friendly Character of Students in Coastal Area

Nusantari, Elya; Utina, Ramli; Katili, Abubakar Sidik; Tamu, Yowan; Damopolii, Insar

doi:10.29333/iji.2020.13316a

Cited by 11 publications

(11 citation statements)

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“…For example, providing cleaning tools and trash cans to realize the character value of caring for the environment, providing literacy and a library to realize the value of liking reading, providing slogans and rules to realize the value of discipline. The character of students' environmental care will appear when they are taught the behavior of protecting nature (Nusantari et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Character education in learning history of the Diponegoro war material

2022

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This study aims (1) to determine the readiness of teachers to carry out character education in learning the history of the material "Diponegoro war" in class XI at a high school in the Sarolangun area, Jambi Province, (2) To determine the character values contained in the material for the Diponegoro war class XI and (3) To find out the implementation of the implementation of character education in learning the history of the material "Diponegoro war. The researcher uses a descriptive type of research. Data collection techniques used by researchers are observation, interviews and documentation. Meanwhile, the data analysis technique is by reducing the data, presenting the data and concluding it. From the results of the research and discussion, it was found that the preparation that the History teacher had to do in the implementation of learning the history of the Diponegoro war material with character education in it was the lesson plan that was in accordance with the syllabus, Curriculum 13, and also the material included in the learning indicators. Furthermore, several good and bad characters were found during the historical study of the Diponegoro war. These characters are religious, honest, tolerant, democratic, love the homeland, discipline, social care, self-confidence and responsibility. While the bad character is lying, rebellious, disobedient to the rules, lazy, traitor and selfish. Good characters are used as role models in history learning, and bad characters should be avoided. Finally, the implementation of character education in history learning in the Diponegoro war material went well through the stages of giving examples or examples, spontaneous activities, reprimands, conditioning the school atmosphere and routine activities.

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Section: Discussionmentioning

confidence: 99%

Character education in learning history of the Diponegoro war material

2022

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“…(3) public-school teachers coped, resorting to the right communication and understanding in their circumstances; and (4) teachers gained positive experiences despite stress and burnout; it included their passion, relationships built, and the fulfillment of their duty. Hence, while the study of Nusantari et al (2020) was only relevant to the current study based on its locale, the studies of Dangle & Sumaoang (2020) and Paras et al (2021) were, so far, the only studies found to be the most relevant when it comes to exploring the lived experiences of teachers toward modular instruction amidst the COVID-19 pandemic.…”

Section: Literature Reviewmentioning

confidence: 96%

“…Speaking of coastal areas, Nusantari et al (2020) analyzed the effectiveness of environmentally-based science learning to enhance the environmentally-friendly character of the elementary students in the coastal areas. This study was only one of the few in which the locale was set in coastal areas similar to the present study.…”

Section: Literature Reviewmentioning

confidence: 99%

Lived Experiences of Teachers in Coastal Areas toward Modular Instruction amidst the Covid-19 Pandemic

Cadiz-Gabejan

Mabubay

Solis

2022

bjtep

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This study explored the lived experiences of elementary teachers who were assigned in schools along coastal areas as they employed modular instruction amidst the COVID-19 pandemic. It inquired into the ways these teachers perceived modular instruction, their experiences with it, and the mechanisms they adopted as they met challenges brought by its abrupt implementation due to the pandemic. As a qualitative study, it utilized a profile questionnaire and in-depth interviews among 12 participants to gather the needed data and applied Collaizi’s method of phenomenological data analysis to interpret the same. Results revealed that the teacher-participants, regardless of age, sex, and the number of years in service, were all dedicated, committed, and passionate about teaching their students despite the new mode of instructional delivery as using modules was the only suitable and appropriate method of teaching in coastal areas. Their lived experiences were very much different from the experiences that they had in the traditional face-to-face classes because, despite the tight schedule and bundles of paperwork they faced every day (e.g., the printing of modules, accomplishing school reports, etc.), they still had to conduct house-to-house visitation to facilitate students’ learning while staying at home. Although they considered going to school and to their students’ homes as a risk to their health and to their own families, they remained faithful to their profession because they believed that it was only through modules that their students could learn amidst the pandemic. The study also showed that to be able to adapt to the new normal education, teachers in coastal areas should just embrace this peculiar learning setup, develop skills in time management, and be more flexible, resourceful, responsible, patient, and passionate.

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“…This ability includes mastering the curriculum, learning materials, the ability to use methods and the ability to use the environment as a learning resource. Learning activities entailed by educators and pupils who are interactive and who use an approach to the teaching method in an attempt to engage the pupils in the learning experiences (Abdullah, 2017;Nusantari et al, 2020). Therefore, in teaching and learning activities the teacher must be able to choose various methods and appropriate strategies according to the material he teaches to stimulate pupils to always be active in expressing opinions and always foster good cooperation between pupils to improve the learning achievement expected by the teacher.…”

Section: Introductionmentioning

confidence: 99%

The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach

et al. 2021

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Contextual teaching and learning (CTL) become learning that can empower pupils' cognitive learning achievement. The research objective was to enhance pupils' cognitive learning achievement (CLA) using the CTL approach. The classroom action research by Kemmis and McTaggart was used in this research. The subjects of this study were pupils of grade IV SDK Doreng, Doreng District, Sikka Regency. Participant research was ten pupils' (three boys, seven girls). Ten multiple-choice tests were used for the evaluation of each cycle. Analysis of data was quantitatively and percentage—five categories for student CLA. The success indicator is based on a score of 65 and classical completeness of 85%. The results showed that the activity of pupils and teachers in the first cycle was low. This finding was followed by not achieving completeness, where only 70% of pupils completed. The second cycle findings inform that pupils' and teacher activities were excellent, followed by classical completeness, reaching 100%. This action research concludes that CTL can improve pupils' CLA. This research recommends using CTL in the future to enhance pupils' CLA.

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Effectiveness of Environmentally-Based Science Learning towards Environmentally-Friendly Character of Students in Coastal Area

Cited by 11 publications

References 0 publications

Character education in learning history of the Diponegoro war material

Character education in learning history of the Diponegoro war material

Lived Experiences of Teachers in Coastal Areas toward Modular Instruction amidst the Covid-19 Pandemic

The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach

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