Implementasi Model Pembelajaran “Berkat Anang” Di Kalangan Siswa Pendidikan Dasar Berbudaya Jawa

Abstract

The purpose of this research is to find a model of strengthening character education inelementary school environment learners Javanese culture. The specific objective of thesecond year is to formulate a model of an active character education and fun in theelementary school students then tested the cultured Javanese character education modelthat is active and fun in the cultured primary school learners Java. The main methoddeveloped in this research is descriptive - qualitative - reflective. The research method willbe implemented in the second year is the collection of data with focus group discussionsinvolving teachers, principals, school committees , and parents / guardians of students .The collected data were analyzed by using a reflective critique. In that year also applieddata collection methods to test the model. The data were analyzed with a heuristic model.This study has several performance indicators of each year. After the first year the indicatoris reached, followed by a search for examples of learning models applied by the teacherin the implementation of character education. Year two indicators to be achieved is thestrong foundation of character education in the elementary sense after FGD with teachers,principals, school committee, and parents / guardians of students. This indicator willexplain: (1) the weaknesses and strengths of the old model of learning in the teaching ofcharacter education, (2) the expectations of elementary education stakeholders aboutcharacter education , (3) application of learning models “ Thanks Sam “ in SD and thesurrounding region of Surakarta , (4) the power of learning model “ Thanks Sam “ as alearning model that is able to strengthen the character of elementary school students ..

Pemanfaatan Metode “Debur Gula” dalam Pembelajaran Tematik yang Aktif dan Menyenangkan

“…Dalam mencapai tujuan pembelajaran dengan sukses, guru dapat menerapkan strategi belajar aktif yang mampu membantu meningkatkan daya ingat dan pemahaman siswa akan konsep materi pelajaran yang didapatnya. Menurut mulyasa (dalam Rahmawati, et al, 2014) pada pengimplementasian strategi pembelajaran aktif, tiap-tiap materi pelajaran baru yang didapat oleh siswa harus dihubungkan dan terkait dengan pengalaman dan pengetahuan yang telah dimiliki siswa sebelumnya. Secara aktif materi pelajaran baru dikaitkan dengan pengetahuan yang telah ada pada diri siswa.…”