PENINGKATAN KARAKTER SISWA KELAS IV SD NEGERI 16 AMBON MELALUI PEMBELAJARAN PPKn DENGAN MEDIA CERITA RAKYAT

Abstract

Penelitian tindakan kelas ini bertujuan untuk mengetahui peningkatan karakter siswa sesudah menggunakan media cerita rakyat melalui pembelajaran tematik PPKn. Tindakan ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tiga kali pertemuan. Hasil tindakan siklus I dan II diperoleh melalui lembar observasi, angket dan tes minat dengan menggunakan beberapa aspek sebagai berikut. Siklus I, skor pernyataan pada masing-masing aspek yaitu: Kejujuran, selalu 48, sering 83, jarang 26, tidak pernah 13. Toleransi, selalu 57, sering 75, jarang 29, tidak pernah 13. Disiplin, selalu 67, sering 86, jarang 12, tidak pernah 5. Kerja keras, selalu 42, sering 62, jarang 20, tidak pernah 12. Tanggungjawab, selalu 33, sering 55, jarang 31, tidak pernah 17. Tes minat, selalu 116, sering 157, jarang 35, tidak pernah 32. Siklus II, skor pernyataan pada masing-masing aspek yaitu: Kejujuran, selalu 56, sering 87, jarang 27, tidak pernah 0. Toleransi, selalu 68, sering 79, jarang 23, tidak pernah 0. Disiplin, selalu75, sering 83, jarang 12, tidak pernah 0. Kerja keras, selalu 35, sering 78, jarang 23, tidak pernah 0. Tanggungjawab, selalu 26, sering 68, jarang 42, tidak pernah 0.Tes minat, selalu 118, sering 167, jarang 55, tidak pernah 0.Kata kunci: pembelajaran PPKn, peningkatan karakter, dan media cerita rakyat IMPROVING CHARACTER OF CLASSES IV STUDENTS OF ELEMENTARY SCHOOL16 AMBON THROUGH THE PPKN LEARNING WITH FOLKLORE MEDIAAbstract This classroom action research aims to find out the increase in the student's character after used folklore media through thematic PPKn learning. This action was conducted in two cycles. Each cycle consisted of three meetings. The results of cycle I and II obtained through observation sheets, questionnaires and test interest in using some aspects as follows. Cycle I, score statements on each of these aspects are: Honesty, always 48, often 83, rarely 26, never 13. Tolerance, always 57, often 75, rarely 29, never 13. Discipline, always 67, often 86, rarely 12 never 5. Work hard, always 42, often 62, rarely 20, never 12. Responsibility, always 33, often 55, rarely 31, never 17. Tests interest, is always 116, often 157, rarely 35, never 32. Cycle II, the score statements on each of these aspects are: Honesty, always 56, often 87, rarely 27, never 0. Tolerance, always 68, often 79, rarely 23, never 0. Discipline, selalu75, often 83, rarely 12, never 0. hard work, always 35, often 78, rarely 23, never 0. Responsibility, always 26, often 68, rarely 42, never 0.Tes interest, is always 118, often 167, rarely 55, never 0.Keywords: PPKn learning, improving character, and folklore media.

Developing E-Book Contained Character Values in PPKn Lesson Content Grade V Elementary School

“…The developed E-Book contains material concepts for students to know about values, norms, and the practice of character values through PPKn lesson that support the achievement of learning objectives. Improving student character can be achieved through PPKn learning (Sapulette & Wardana, 2016;Sriyanto et al, 2019).…”

The role of the principal in strengthening character education in elementary school

“…Because without encouragement, student character education cannot be printed. In addition, the principal has played a good role in his duties, especially in strengthening student character education (Putri, 2018;Sapulette & Wardana, 2016). After that, by instilling the rules in students and explicitly allowing students to apply these rules, and asking about the principal who has become the best tool in strengthening student character education.…”

Peran Guru dalam Optimasi Perkembangan Sikap Disiplin Anak Usia Dini

“…Guru juga menerapkan metode reward dan punishment, reward (pujian) dan punishment (hukuman), dalam konteks ini hukuman yang dilakukan dalam kategori mendidik, dan tidak mengandung unsur kekerasan atau pelecehan baik secara mental atau fisik (Arsa et al, 2017;Pratiwi, 2020;Sapulette & Wardana, 2016). Bentuk reward yang diberikan guru yaitu berupa pujian, atau apreasi dengan tepuk tangan saat anak dapat secara disiplin menyelesaikan tugas dengan baik (Kraft & Papay, 2014;Rochimi & Suismanto, 2019).…”