Pembangunan fisik perlu diimbangi dengan pembangunan moral. Salah satu cara pembangunan moral terhadap generasi muda adalah melalui pendidikan karakter yang dilaksanakan di lembaga Sekolah Menengah Atas. Tujuan penelitian ini adalah mengungkapkan model penanaman nilai-nilai pendidikan karakter melalui mata pelajaran Sosiologi. Penelitian dilaksanakan di SMA Negeri 5 Semarang. Hasil penelittian menunjukkan bahwa pendidikan karakter di SMA Negeri 5 Semarang dilaksanakan dengan cara diintegrasikan ke semua mata pelajaran yang ada. Penanaman nilai-nilai pendidikan karakter melalui mata pelajaran Sosiologi dapat ditinjau dari beberapa aspek, di antaranya: materi Sosiologi yang telah dianalisis nilai-nilai karakternya, RPP dan Silabus Sosiologi yang berkarakter, metode penanaman oleh guru, media pembelajaran berbasis karakter dan evaluasi penanaman nilai-nilai pendidikan karakter. Pengembangan dan penanaman nilai-nilai pendidikan karakter di SMA Negeri 5 Semarang juga dilakukan melalui penyediaan fasilitas seperti tempat ibadah, laboratorium bahasa dan budaya serta Pusat Sumber Belajar yang baik serta ditunjang dengan berbagai program sekolah mulai dari ekstra kurikuler, pengembangan budaya sekolah, wawasan wiyata mandala dan tentunya ditunjang dengan visi dan misi sekolah yang ada.Physical development needs to be balanced with moral development. One way of moral development in young people is through character education held in institutions of senior high school. The purpose of this study is to explore the experience ​​of SMAN 5 Semarang in habituating character education  through Sociology. The research results show that character education in SMA Negeri 5 Semarang is implemented integratedly into the existing subjects. The investment of character education values through sociology courses can be viewed from several aspects, such as character values, character-based lesson plan and syllabus, character building by teachers, character-based learning media and evaluation of the investment of character education values. Development and cultivation of character education values in SMA Negeri 5 Semarang is also done through the provision of facilities such as places of worship, cultural and language labs and good Learning Resource Center, accompanied by a variety of programs ranging from extra-curricular activity, school culture development, wiyata mandala insight and of course supported by the vision and mission of the school.

Based on a survey of the Central Bureau of Statistics (BPS) conducted ( 2018) in 181 districts and 34 provinces involving 12,056 respondents found that 10% of respondents did not memorize Pancasila and only about 67-78% of respondents knew about the Unitary State of the Republic of Indonesia and Bhineka Tunggal Ika. Indonesia National Board for Disaster Management (BNPT) survey results in 2019 found that diversity education content has a low score compared to other dimensions. Education can be used as a preventive means of prevention of intolerant behaviors that are currently rife in Indonesia. The fading of the nation's cultural values among the younger generation due to the negative impact of globalization should certainly be a concern of many parties, including education. Diversity education has often been considered to interfere with the learning process in the classroom. Diversity materials can actually be integrated into materials taught in the classroom, especially in social science subjects. Problematic of learning that is still lacking in the variety of learning media and not contextual causes the material of Indonesian cultural diversity is not delivered optimally and students are not interested in learning it. Analysis conducted to teachers and students shows the need for learning media that can help teachers and students learn diversity. Researchers developed encyclopedia media as an alternative learning medium to study diversity, especially in the field of culture. This research is an Research and Development study using 4D models. The 4D development model consists of 4 main stages, namely: Define, Design, Develop and Disseminate. The media is validated by material experts and media experts to assess the feasibility of the media encyclopedia diversity, especially in the field of culture. This study examined the condition of geographic areas in each region, then identified various forms of culture. Furthermore, this study tries to explore everything about the ins and outs of philosophy or meaning and values of each existing culture. The results of this study are encyclopedia media based on Indonesian culture which includes geographical location, language, traditional house, traditional dance, traditional clothing, food, traditional tools and local traditions.

Artikel bertujuan mengkaji tingkat kekerasan terhadap anak, menganalisis kondisi kelayakan lingkungan hidup bagi anak-anak; dan mengembangkan model Children Care Mainstreaming. Hasil penelitian tingkat kekerasan di Kota Semarang masih dikategorikan tinggi, tertinggi di Jawa Tengah. Angka kekerasan berjumlah 244 kasus, yang terdiri atas kasus kekerasan terhadap perempuan (169 kasus), kekerasan terhadap anak (67 kasus), dan anak berkonflik dengan hukum (8 kasus). Kondisi kelayakan lingkungan hidup masih perlu mendapatkan perhatian khusus, karena ada beberapa indikator Kota Layak Anak (KLA) yang belum terpenuhi. Misal (1) masih banyak anak yang belum dibebaskan dari bentuk pekerjaan terburuk anak; (2) belum banyak lembaga kemasyarakatan yang terlibat dalam pemenuhan hak anak; (3) belum ada sekolah yang memiliki program, sarana, dan prasarana perjalanan anak ke dan dari sekolah; (4) belum ada mekanisme penanggulangan bencana yang memperhatikan kepentingan anak. Model Children Care Mainstreaming yang dikembangkan dalam penelitian ini dinamakan dengan One Month Report. Program ini merupakan laporan yang disusun oleh sekolah (guru kelas) terkait dengan tujuh aspek afektif anak yang akan diberikan kepada orang tua siswa yakni religiusitas, etika, komunikasi, pertemanan, minat dan bakat, gaya belajar, dan capaian pembelajaran.Kata Kunci : Children Care Mainstreaming, Child Abuse

No abstract

This research aims to determine the effectiveness of the use of sociodrama learning methods, the activities of learners, the response of learners, and the learning outcomes of learners after using the method of sociodrama learning IPS material changes in Indonesian society in the period of colonialism and the growth of nationality spirit. This research type is pre experiment with research design one group pre test post test. The population of this research is all students of class VIII SMP Negeri 13 Semarang. Data collection techniques used questionnaires, observations, tests, documentation. The result of the research shows: (1) effective sociodrama method used with effectiveness level 82,35% in very good criterion, (2) student activity in sociodrama learning included in good category with score 884, (3) student response in good category with score 63,91 and (4) learners' learning result increase, initially only 7 students reaching KKM value with average score 58,6 to 34 students reach KKM value with average value 87,06.   Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan metode pembelajaran sosiodrama, aktivitas peserta didik, respon peserta didik, dan hasil belajar peserta didik setelah menggunakan metode sosiodrama pada pembelajaran IPS materi Perubahan Masyarakat Indonesia pada Masa Penjajahan dan Tumbuhnya Semangat Kebangsaan. Jenis penelitian ini adalah pre eksperimen dengan desain penelitian one group pre test post test. Populasi penelitian ini adalah seluruh peserta didik kelas VIII SMP Negeri 13 Semarang. Teknik pengumpulan data menggunakan angket, observasi, tes, dokumentasi. Hasil penelitian menunjukkan: (1) metode sosiodrama efektif digunakan dengan tingkat efektivitas 82,35% dalam kriteria sangat baik, (2) aktivitas peserta didik dalam pembelajaran sosiodrama termasuk dalam kategori baik dengan skor 884, (3) respon peserta didik dalam kategori baik dengan skor 63,91 dan (4) hasil belajar peserta didik meningkat, awalnya hanya 7 peserta didik yang mencapai nilai KKM dengan rata-rata nilai 58,6 menjadi 34 peserta didik mencapai nilai KKM dengan rata-rata nilai 87,06.