Analisis Iklim dan Budaya Sekolah di Masa New Normal terhadap Penguatan Pendidikan Karakter Berbasis Budaya Lokal Po-5 Sejak Dini

Aswat, Hijrawatil; B, Fitriani; Onde, Mitra Kasih La Ode; Sari, Eka Rosmitha; Yansen, Wulan Damayanti

doi:10.31004/basicedu.v6i1.1897

Cited by 10 publications

(6 citation statements)

References 8 publications

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“…Our previous research found several strategies for strengthening character education that can be strengthened through the school climate and culture with self-development programs, curricular, extracurricular and cocurricular activities listed in the vision and mission of the school curriculum so that these activities are more directed, consistent, structured, and well planned so that they cannot achieve the expected character values (Aswat, et al: 2022). In line with the other study found that "intellectual character education," which emphasizes the development of intellectual virtues like curiosity, openmindedness, and intellectual courage, is an underexplored but especially promising approach in this context (Baehr, 2017).…”

Section: Resultsmentioning

confidence: 99%

Teacher Managerial Strategy in Building Character Education During The Covid-19 Pandemic

Hijrawatil Aswat,

Khaerun Nisa Tayibu,

Satriawati

2022

IJOLEH

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This research aims to analyze various managerial strategies of teachers in instilling character education in children during the Covid-19 pandemic. Research methods of literature review by looking for theoretical references relevant to the case or problem found, namely the managerial strategy of the teacher in strengthening character with the aim as a consideration in choosing and determining the appropriate strategy to use in accordance with its effectiveness and the ability of the teacher to implement it. The results showed that some of the managerial strategies of teachers in strengthening character education are to choose various methods applied online and offline. Online character strengthening activities include the involvement of various innovations in online learning methods through various interesting content, interactive multimedia courseware, portfolios, whatsapp class groups, google classes, sevima delink, virtual applications such as zoom meeting, google meeting, local live TV, Youtube, social media management, e-learning system management, character control books (chacker characters), Character games, establishing intense communication over seluller phones. As conclusion that character strengthening that can be done offline is home visit, raport character, school on a certain day, curricular, extracurricular and co-curricular activities listed in the vision and mission of the curriculum, routine activities in school order, spontaneous activities in the rules, planned activities in school programs, transparency contained in the school order and report card and development of organizational activities.

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Section: Resultsmentioning

confidence: 99%

Teacher Managerial Strategy in Building Character Education During The Covid-19 Pandemic

Hijrawatil Aswat,

Khaerun Nisa Tayibu,

Satriawati

2022

IJOLEH

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“…The results of the research by Solihah et al, (2022) stated that character strengthening was successfully carried out by management making clear stages, namely planning, organizing, implementing, and supervising. Conversely, strengthening unstructured and planned characters in the curriculum causes the expected character values to not be achieved (Aswat, et al, 2022).…”

Section: Strengthening Student Character Through Local Wisdommentioning

confidence: 99%

Identification of Local Wisdom of The Sasak Tribe In Chemistry Learning as an Effort to Strengthen Student Character

Mashami¹,

Suryati²,

Harisanti³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Globalization has a negative impact on local wisdom and the character of the successor of the Indonesian nation. It causes the culture of other countries to influence local wisdom so that it experiences a shift and slowly disappears. It triggers youth violence and erodes morals, character, sense of humanity, and nationalism. Students who are dominated by the Sasak tribe are currently less familiar with their traditions and culture. The solution to this problem is to integrate local wisdom into formal chemistry learning. This study aims to identify local wisdom of the Sasak tribe that can be integrated in chemistry learning. The approach used in this research is qualitative. The research sample is cultural practitioners and the Sasak people. Sampling using purposive technique. The implementation of this research consists of four stages based on data analysis of the Miles and Huberman Model, namely data collection, data reduction, data presentation, and drawing conclusions. The data collection technique is triangulation, which combines interviews, observations, and documents. The results of this study are local wisdom of the Sasak tribe that can be integrated in chemistry learning. The local wisdom includes mopping with cow dung, dilah jojor, nyesek, and gendang beleq. The results of the analysis of local wisdom show that there is relevance to chemistry, namely the concepts of organic compounds, inorganic compounds, chemical bonds, elemental chemistry, instrument analysis, chemical separation, and chemistry of natural materials. The integration of local wisdom into chemistry learning has an impact on maintaining the existence of local wisdom of the Sasak tribe as well as strengthening the character of students

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“…Inovasi guru dalam pembelajaran salah satunya adalah dengan bentuk penerapan budaya lokal dalam proses pembelajaran. Aswat et al, (2022) dalam penelitiannya menyatakan bahwa pembelajaran budaya lokal yang dimiliki oleh masyarakat setempat sangat penting untuk diterapkan. Hal ini mengingat bahwa dengan pembelajaran berbasis budaya lokal siswa dapat mengenal nilai-nilai karakter masyarakat setempat yang perlu ditanam.…”

Section: Pendahuluanunclassified

Sosiolinguistik dalam Pembelajaran Teks Fabel dengan Pendekatan Komunikatif

2022

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Tujuan dari penelitian ini adalah untuk melihat bagaimana kontribusi sosiolinguistik dalam pembelajaran teks fabel dengan menggunakan pendekatan komunikatif pada kelas VII SMP Negeri 2 Kerinci. Metode yang digunakan dalam penelitian ini yaitu deskriptif kualitatif. Sumber data dalam penelitian ini adalah proses pembelajaran teks fabel dengan pendekatan komunikatif. Dalam pengumpulan data teknik yang digunakan adalah wawancara dengan guru dan siswa, hal ini mengingat keterbatasan akses dan ruang gerak pada masa pandemi sekarang ini. Adapun hasil yang diperoleh adalah pada pembelajaran teks fabel kelas VII SMP Negeri 2 Kerinci dapat diterapkan pendekatan komunikatif dengan baik. pembelajaran tersebut dimulai dari pembuka, inti, dan penutup yang kesemua langkah tersebut memperhatikan prinsip pendekatan komunikatif. Dalam pembelajaran dengan pendekatan komunikatif tersebut juga terdapat kontribusi sosiolinguistik di dalamnya, mulai dari proses penyusunan perangkat pembelajaran, pelaksanaan pembelajaran, hingga penggunaan bahasa dalam proses pembelajaran. Sehingga dapat disimpulkan bahwa dalam pembelajaran teks fabel terdapat kontribusi kajian sosiolinguistik dalam menerapkan pendekatan komunikatif.

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Analisis Iklim dan Budaya Sekolah di Masa New Normal terhadap Penguatan Pendidikan Karakter Berbasis Budaya Lokal Po-5 Sejak Dini

Cited by 10 publications

References 8 publications

Teacher Managerial Strategy in Building Character Education During The Covid-19 Pandemic

Teacher Managerial Strategy in Building Character Education During The Covid-19 Pandemic

Identification of Local Wisdom of The Sasak Tribe In Chemistry Learning as an Effort to Strengthen Student Character

Sosiolinguistik dalam Pembelajaran Teks Fabel dengan Pendekatan Komunikatif

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