Artikel ini bertujuan untuk mendeskripsikan implementasi blended learning terhadap penguatan karakter integitas. Artikel ini menggunakan pendekatan conceptual analysis yang diuraikan secara kualitatif dengan peserta didik kelas tinggi pada jenjang sekolah dasar sebagai subjek penelitian. Berdasarkan hasil artikel diketahui bahwa penerapan blended learning dalam proses pembelajaran dapat menumbuhkan serta menguatkan karakter integrasi peserta didik dalam dirinya karena blended learning merupakan pembelajaran yang menjadikan peserta didik sebagai student center dengan menumbuhkan sikap kemandirian, kecakapan, ketangguhan, ketepatan, kejujuran serta tanggung jawab peserta didik, yang mana sikap tersebut merupakan perwujudan dari nilai-nilai karakter integritas.
Perkembangan zaman yang semakin modern, membawa pengaruh positif sekaligus negatif terhadap generasi muda Indonesia. Hal yang menjadi pusat perhatian saat ini, tentu mengarah kepada dampak negatif perkembangan zaman. Dampak yang dapat dilihat secara nyata di lapangan, seperti pergaulan bebas remaja, narkoba, dan tawuran antar pesertta didik. Sehingga, untuk meminimalisir dampak yang lebih besar lagi, upaya yang paling tepat terletak pada pendidikan. Dunia pendidikan, menjadi salah satu pondasi yang kuat untuk memfilter hal-hal yang diluar dari norma kehidupan yang ada di masyarakat Indonesia. Karena dengan pendidikan, peserta didik diajarkan mengenai nilai-nilai yang boleh dilakukan dan yang tidak boleh dilakukan di kehidupan. Artikel ini bertujuan untuk mengukuhkan bagaimana model dan strategi penanaman nilai-nilai anti dapat dilaksanakan di sekolah dasar. Metode yang digunakan dalam penulisan ini menggunakan pendekatan studi kepustakaan yang dilakukan oleh peneliti untuk menghimpun informasi yang relevan dengan topik atau masalah yang akan atau sedang diteliti. Hasil dari artikel ini membahas mengenai pengertian korupsi, ciri-ciri korupsi, jenis-jenis korupsi, motif korupsi, pendidikan anti korupsi di tingkat sekolah, model penanaman nilai-nilai anti korupsi disekolah, dan strategi atau metode penanaman nilai-nilai anti korupsi di sekolah. Sementara, rekomendasi artikel ini dapat menyasar kepada pendidik dan peserta didik itu sendiri, pendidik sebagai fasilitator dan motivator sedangkan peserta didik sebagai penerima fasilitas dan motivasi.
Distance Learning (Pembelajaran Jarak Jauh/PJJ) is a transition to face-to-face teaching and learning activities in a school setting, in which due to the COVID-19 pandemic education is experiencing challenges, especially in formal education and school activities must be conducted offline and online. Currently, distance learning is determining key to continuing education. Regardless of the circumstance and condition of each student, they must be provided with an optimal education. Hence, nowadays, it is important to instill and maintain character in students that in any circumstances, education is an absolute term. The purpose of this study was to investigate the implementation of character education in distance learning amid the COVID-19 pandemic in elementary school. This research used a qualitative descriptive. The results of character education research can develop life skills or student skills in the learning process, in this case how students can be responsible for each assignment, as well as discipline in participating in distance learning.
The profession as a teacher is required to have the ability to write scientific papers. This is stated in the Regulation of the Minister for Empowerment of State Apparatus and Bureaucratic Reform No. 16 of 2009 concerning Teacher's Functional Positions and Credit Scores. In addition, writing scientific papers can be a medium for sharing knowledge related to educational innovation. Therefore, the purpose of this activity is to increase the interest, knowledge, and skills of teachers in writing scientific papers. This community service activity was carried out with a target of 20 elementary school teachers in Metro City. This training activity has 2 stages, the presentation of material about writing scientific papers and the practice of writing scientific papers. Based on the data from the implementation, the training went well. However, there are obstacles to its implementation, namely: at the pretest and post-test stages in the form of an internet connection. In addition, this training was quite effective in increasing participants' knowledge of scientific writing with an n-gain of 0.303. The results of this activity become a reference for policymakers to organize teacher improvement programs in scientific writing and publications.
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