Manajemen Program Penguatan Pendidikan Karakter Di Sekolah Dasar

Maisaro, Atik; Wiyono, Bambang Budi; Arifin, Imron

doi:10.17977/um027v1i32018p302

Cited by 71 publications

(70 citation statements)

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“…Organizing character education uses the school principal needs to organize a curriculum development team to carry out the design and development of character values in the curriculum. In line with the findings of research by Maisaro et al, (2018) that the program of character education strengthening is coordinated by the principal to make the development team as the main coordinator. The management of the character education strengthening program are: (1) the school principal responsible for school activities and policies;…”

Section: Finding At Sanjaya Banjarbaru Junior High Schoolsupporting

confidence: 55%

The Management Implementation of Character Value at Junior High School

Sipiana

Suriansyah

Effendi

2019

JK6EM

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This study aims to plan and evaluate the implementation of character values. It was carried out in Santa Angela Banjarmasin and Sanjaya Banjarbaru Junior High Schools using the qualitative, empirical, and multi-site design approaches. Furthermore, the research subjects comprise of principal, viceprincipals, teachers, students, committees, and the school Foundation. Data were collected through observation, in-depth interviews, and documentation. Analysis of the data collected was conducted through reduction, conclusion, presentation, and verification. The results of the study, therefore, aimed at the implementation of character values to students through planning, organizing, implementing, and evaluating. These stages are appropriately carried out in school management, implemented in its curriculum, with results developed into character values.

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Section: Finding At Sanjaya Banjarbaru Junior High Schoolsupporting

confidence: 55%

The Management Implementation of Character Value at Junior High School

Sipiana

Suriansyah

Effendi

2019

JK6EM

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“…The coordinator is student coordinator, coordinator of facilities and infrastructure, coordinator of school relations with the community, and others. As for the elaboration of the management of character education reinforcement programs are as follows: (1) the principal, as the person in charge of activities, and school policies, (2) the school development team, which consists of curriculum coordinators and school quality developers, namely assisting school principals in supervising, making work programs, and helping the program run, (3) school coordinators, helping the school development team [8].…”

Section: Resultsmentioning

confidence: 99%

Role of School: Habitus and Policies Towards Character Education

Amaruddin¹,

Khafid²,

Atmaja³

2020

Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2

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The background that underlies this research is the disappearance of the politeness character values of fifth grade elementary school students. The purpose of this study is to find out and prove the habitus theory and the role of the school in the character of politeness of fifth grade elementary school students. The results of this study are categorizing and classifying the school's role towards the character of the fifth grade elementary school students, that the school has three roles: educating, teaching knowledge, and evaluating. Conclusions in this study are on the role of educating, the school has the authority to form character by making policies or regulations made, and the learning process carried out by teachers and principals. Teaching knowledge that has the character of strengthening education in each device and learning process, and evaluating cognitive, psychomotor and affective aspects (attitudes and behaviors) of students by planting politeness character values that are done with habituation and continuous.

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“…Referring to the problems encountered in the field, the solution that can be offered is to increase the relationship by strengthening character education on mathematics learning outcomes. Maisaro [14] states that strengthening character education is a formation of one's behavior in order to have character that is inherent in students. Therefore, education does not only hone intellectuals, but education has a balance towards strengthening character education to overcome moral decline among students, for example speaking dirty, lying and being brave to teachers.…”

Section: Table 1 IV Grade Students' Mathematical Middle Test Score Datamentioning

confidence: 99%

The Relationship of Strengthening Character Education (PPK) Towards Mathematics Learning Outcomes in Class IV

Wardani¹,

Suarjana²,

Renda³

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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The attitude of students who play when learning activities take place, cheat during tests, do not bring stationery, do not do homework, and are not obedient to school discipline rules when learning Mathematics can cause low Mathematics learning outcomes for grade IV students. Therefore, this study aimed to determine the relationship between strengthening character education and learning outcomes of fourth grade elementary school students. This research was an Expost-Facto study by correlating the strengthening of variable character education (X) and variable mathematics learning outcomes (Y). The population in this study were all class IV students as many as 202 students. The number of samples in this study were 108 students obtained through saturated sampling technique. The data collection method in this study was to use a questionnaire to obtain data on the effect of strengthening character education and document recording to obtain the value of Mathematics learning outcomes for fourth grade elementary school students. The analysis prerequisite tests in this study were the normality test of the data distribution, the linearity test, and the hypothesis testing using simple regression techniques. The analysis of this research showed that the r table value can be obtained with the degrees of freedom (df = N-2). At a significance level of 5% and df = 108-2 = 116, the r table is 0.189, while rcount = 0.98. Because rcount> rtabel, this means that there is a significant relationship between strengthening character education on Mathematics learning outcomes of Grade IV Elementary School Students. The implication of strengthening character education in Mathematics learning is teachers have the opportunity to increase character values such as discipline, honesty, hard work, creativity and responsibility.

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Manajemen Program Penguatan Pendidikan Karakter Di Sekolah Dasar

Cited by 71 publications

References 1 publication

The Management Implementation of Character Value at Junior High School

The Management Implementation of Character Value at Junior High School

Role of School: Habitus and Policies Towards Character Education

The Relationship of Strengthening Character Education (PPK) Towards Mathematics Learning Outcomes in Class IV

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