Evaluasi Integrasi Pendidikan Karakter dalam Pembelajaran Ilmu Pengetahuan Sosial di Sekolah Dasar

Abstract

The main problem in this study is that students experience moral decadence that requires evaluation of the integration of character education in learning. The purpose of this study is to evaluate the application of character education in learning social science. The research method uses descriptive qualitative. Determination of research informants by purposive sampling, namely the principal, teachers, students and parents. Data collection techniques using observation, depth-interview and documentation. Analysis techniques through data reduction, data display and conclusion drawing. The technique of data validity is done through triangulation of sources, time and techniques. The results showed that social science learning input in instilling character education includes learning implementation plans, learning materials, learning media, learning models and test questions. Learning input is applied by the teacher in the learning process. The output of the input and learning process is students have the values of honest character, discipline, responsibility, courtesy, social care character, character of confidence, tolerance, creative, friendly / communicative, curiosity, and hard work character.

The Implementation of Character Education in Indonesian Language Learning in Class VIII UPT SPF SMPN 53 Makassar

“…Teachers include practical assessments in the lesson plans, which are always communicated to the homeroom teacher, then communicate to parents the results of the character education carried out. In contrast to (Kanji et al, 2019a) who evaluate character education more broadly, namely through learning input, process and output.…”

“…Character education in schools can be done through the learning process in every subject taught by the teacher (Kanji et al, 2019b) (Suardi et al, 2019) (Kanji et al, 2019a), more specifically character education in Indonesian language learning (Sulistiyowati, 2013) (Akhir, 2017) (Akhir, 2018) (Akhir, 2016a) (Akhir, 2016b). Characters that can be developed such as disciplined character and responsibility character (Akhir, 2017) (Akhir, 2016a), honest character, responsible character, confident character, polite character, hard work character, creative character, independent character, conscientious character and careful character ( Akhir, 2018).…”

Integration of Social Care Characters and Moral Integratif on Social Science Lessons in Elementary School

“…Penyelenggaraan pendidikan di Indonesia seharusnya menjadi kewajiban Negara untuk mencerdaskan kehidupan bangsa (Pantu & Luneto, 2014). Pendidikan bertujuan untuk berkembangnya potensi murid agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab (Kanji et al, 2019a). Mencapai tujuan tersebut bukan hanya penyediaan fasilitas yang mengarah pada penguasaan ilmu pengetahuan dan teknologi (hard skill), tetapi juga harus memfasilitasi tumbuh kembangnya karakter-karakter mulia atau pendidikan karakter (Kanji et al, 2019b), salah satu karakter yang penting dikembangkan adalah karakter kepedulian sosial.…”

Penerapan Model Pembelajaran Saintifik Approach Berbasis Media Classroom

“…Penanaman nilai-nilai karakter di jenjang sekolah dasar (Kanji et al, 2019b) (Nursalam et al, 2019), di jenjang sekolah menengah pertama ) (Suardi et al, 2019), sekolah menengah atas (Suardi et al, 2020), atau di jenjang perguruan Tinggi (PT) (Suardi et al, 2020) dengan diintegrasikan pada materi kuliah melalui pembelajaran yang dilakukan oleh dosen. Kegiatan pembelajaran yang mencerminkan pembentukan karakter hendaknya direncanakan dengan matang dalam rencana pelaksanaan pembelajaran (Kanji et al, 2019a), karena proses pembentukan karakter mahasiswa memiliki hambatan yang harus tetap dievaluasi .…”