The implementation of balinese folflore-based civic education for strengthening character education

Abstract

The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students’ civic knowledge, b) learning using Balinese folklore is better than conventional learning in students’ attitude and c) learning using Balinese folklore is better than conventional learning in students’ skills.
 Keywords: Balinese folklore, civic education, character education

Application of multicultural-based learning model syntax of social studies learning

“…Such a learning process is believed to be able to build critical, comprehensive and integrated knowledge between individual, social, vocational, moral and spiritual skills at the same time. Multicultural education is a process of developing all human potential that respects plurality and heterogeneity as a consequence of cultural, ethnic, racial and sectarian diversity (Sanjaya et al, 2021). According to Sanjaya et al (2021), students are not only able to understand and master the subject matter they are learning, but are expected to have a strong character to be democratic, pluralist and humanist.…”

“…Multicultural education is a process of developing all human potential that respects plurality and heterogeneity as a consequence of cultural, ethnic, racial and sectarian diversity (Sanjaya et al, 2021). According to Sanjaya et al (2021), students are not only able to understand and master the subject matter they are learning, but are expected to have a strong character to be democratic, pluralist and humanist. Through democratic learning practices in exploring individual opinions, the ability to work together in multicultural groups, develop multicultural opinions and implement through preaching and reflecting are believed to build students' multicultural awareness.…”

“…Through democratic learning practices in exploring individual opinions, the ability to work together in multicultural groups, develop multicultural opinions and implement through preaching and reflecting are believed to build students' multicultural awareness. Thus, multicultural education allows one to pay the highest respect and respect human dignity, irrespective of where he/she comes from or the culture they follow throughout their life (Suastika, 2021).…”

“…To be able to carry out these tasks, the teacher must have adequate skills in accessing information, managing the class, carrying out the stages of learning, motivating students, provoking curiosity and evaluating student learning outcomes from the beginning to the end of learning. Sanjaya et al (2021) state that the learning strategy chosen by the teacher to motivate students' willingness to learn will greatly affect the ways students receive and understand learning material that the teacher wants to transform through learning practices.…”

“…Surprisingly, several studies have also shown that the use of a learning model syntax developed from the local values of Indonesian society can improve students' knowledge, attitudes and skills. Khusniati (2014) and Sanjaya, Suartama, Suastika, Sukadi and Dewantara (2021) suggested that the science learning model based on local wisdom can be carried out through the reconstruction of original science (indigenous science) into Western science or scientific science. This learning model makes it easier for students to understand the material because it is contextual and meaningful (Singh & Datt, 2020).…”