Character Education Application in Thematic-Integrative Learning of Curriculum 2013

Hastuti, H; Marsigit, Marsigit

doi:10.30998/formatif.v10i1.4735

Cited by 3 publications

(3 citation statements)

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“…Which raised the theme of moral education with the title the concept of moral education in the book Ayyuhal Al-Walad the work of Imam al-Ghazali (Hastuti & Marsigit, 2020). The conclusions from this research include: the concept of children's education is based on four things, namely first, education aims to eliminate bad traits or behavior.…”

Section: Introductionmentioning

confidence: 92%

Teacher Analysis Study According to Imam Al Ghazali in the Book of Al Adab Fi Al-Din

Aryanti,

Mutathahirin,

Rahman

et al. 2022

JIE

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Imam Al Ghazali is the only great Islamic scholar who is nick named Islamic document because of his enormous influence in various Islamic sciences, starting from theology, philosophy, jurisprudence, sufism and ethics. Regarding ethics, imam has a work that discusses it specifically, namely the book al-Adab fi al-Din. Among the ethics discussed in the book al-Adab fi al-Dinis teacher ethics. This research aims to analyze the ethics of a teacher according to Imam al-Ghazali. This research is descriptive research using the library method library research, this research approach uses a descriptive analysis approach, namely by collecting, compiling, and analyzing interpretations or interpretations in the book al-Adab fi al-Din chapter adab Muallimi al-Shibyanwhich discusses teacher ethics in teaching students. Data collection and data analysis were carried out by reviewing related books and books to obtain more accurate information. The research results show that the book al-Adab fi al-Din chapter Adab Muallimi al-Shibyan this work by Imam Al-Ghazali explains: First, teacher ethics according to Imam Ghazali in the book al-Adab fi al-Din bab Adab Muallimi ash-Shibyan consists of two concepts, namely; teacher personal ethics and teacher interaction ethics. Regarding teachers' personal ethics, Imam al-Ghazali put forward a keyword, namely improving oneself, because the aim of education is not only to make students smart but more than that, education is to make them true individuals and, a teacher can't make his students become righteous individuals if their own personalities are crooked. Meanwhile, regarding the ethics of teacher interaction, Imam al-Ghazali places great emphasis on three things, namely; objective, professional, andtawassuth, second, everything that Imam al-Ghazali explained regarding teachers' personal ethics and their ethics in interacting with students feels very current and relevant to the current conditions of education and educators, because what Imam Al Ghazali wrote are things that are universal and apply throughout time. What was problematic and problematic at that time, is also happening now, with the substance of the same problem, even though the context is different.

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Section: Introductionmentioning

confidence: 92%

Teacher Analysis Study According to Imam Al Ghazali in the Book of Al Adab Fi Al-Din

Aryanti,

Mutathahirin,

Rahman

et al. 2022

JIE

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“…Saat ini masyarakat, pemuda, dan pelajar cenderung mencari pekerjaan daripada menciptakan lapangan pekerjaan melalui kegiatan berwirausaha (Deveci & Seikkula-Leino, 2018;Reshmi, 2023;Shiwei et al, 2023). Selain faktor kompetensi, minimnya karakter kemandirian yang ditanamkan melalui pendidikan sejak usia sekolah dasar (SD) / Madrasah Ibtidaiyah (MI) menjadi penyebab generasi muda bermental instan dan tidak berani melakukan inovasi di era digital saat ini (Stiastuti, 2007;Hamidulloh et al, 2023). Data BPS 2022 menyebut bahwa pengangguran terbuka di Jawa Tengah masih sebesar 5,57 % (BPS, 2022).…”

Section: Pendahuluanunclassified

Program Studentpreneurship Untuk Meningkatkan Kemandirian Siswa Madrasah Ibtidaiyah Di Kabupaten Temanggung

Ibda,

Rokhma,

Wijanarko

2024

JLITBANG

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Penelitian dilatarbelakangi kurangnya sikap kemandirian peserta didik saat menyelesaikan tugas sekolah, dan dalam dunia ekonomi. Program studentpreneurship bertujuan untuk meningkatkan sikap kemandirian peserta didik dan program tersebut belum pernah dilaksanakan di sekolah Madrasah Ibtidaiyah Nahdlotut Tholibin Malebo, Kandangan, Temanggung. Penelitian ini bertujuan untuk mengevaluasi hasil pelaksanaan program studentpreneurship terhadap tingkat kemandirian peserta didik kelas 5 Madrasah Ibtidaiyah Nahdlotut Tholibin Malebo, Kandangan, Temanggung. Penelitian tindakan ini dilakukan dengan 3 siklus tahapan, yakni dalam proses perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa sikap kemandirian siswa dapat meningkat setelah diterapkannya program studentpreneurship. Pada pra tindakan nilai sikap kemandirian siswa sebesar 31,42%, siklus I meningkat sebesar 35,86%, siklus II sebesar 72,14%, di mana pada siklus II belum mencapai indikator keberhasilan 75%. Siklus III dilaksanakan dan mendapat skor 80,71%. Hasil Siklus III sudah melebihi indikator keberhasilan yang diharapkan, sehingga tindakan pada siklus tersebut dihentikan. Temuan penelitian ini diharapkan dapat memberikan kontribusi terhadap kajian ilmu terutama berkaitan dengan pengembangan sikap kemandirian dan pengembangan penerapan program studentpreneurship pada lembaga pendidikan. Studi ini menyarankan agar guru dapat melaksanakan program studentpreneurship sebagai bentuk implementasi kurikulum Merdeka Belajar secara implisit yang disesuaikan dalam pembelajaran untuk membentuk kemandirian peserta didik sejak kecil.

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“…This change in the educational curriculum is an effort to reform Indonesian education to make it better (Sofo et al, 2012;Zulfikar, 2018). Learning in the 2013 curriculum is carried out through integrative thematic learning, namely learning that uses themes to link various subjects to become meaningful learning for students (Assahary et al, 2017;Hastuti & Marsigit, 2020).…”

Section: Introductionmentioning

confidence: 99%

Peer Tutor Model: Alternative to Improve Student Learning Outcomes in Thematic Learning

Syaflinar,

Azima,

Tulljannah

et al. 2024

ijes

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Learning in elementary schools in Indonesia is carried out thematically, where all subjects are carried out based on the same theme. However, there are many obstacles found in implementing this thematic learning. This research aims to determine the improvement in student thematic learning outcomes in one of the elementary schools in Indonesia. This classroom action research has four components, namely planning, action, observation, and reflection in each cycle. Data collection uses formative test instruments, observation sheets, and field notes. Data analysis uses comparative descriptive techniques. The research subjects were grade 1 elementary school students. The results of the research show that there is an increase in the percentage of student learning activities in each cycle so that the completeness of students' thematic learning outcomes increases. Based on the results of this research, the literacy-based Peer Tutor learning model can improve student thematic learning outcomes.

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Character Education Application in Thematic-Integrative Learning of Curriculum 2013

Cited by 3 publications

References 0 publications

Teacher Analysis Study According to Imam Al Ghazali in the Book of Al Adab Fi Al-Din

Teacher Analysis Study According to Imam Al Ghazali in the Book of Al Adab Fi Al-Din

Program Studentpreneurship Untuk Meningkatkan Kemandirian Siswa Madrasah Ibtidaiyah Di Kabupaten Temanggung

Peer Tutor Model: Alternative to Improve Student Learning Outcomes in Thematic Learning

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