Instilling Values Character Education Through Playing Role Model in Learning History

Abdullah, Anzar

doi:10.2991/iconeg-16.2017.9

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…Thus, character education with the process of learning history cannot be separated just like that. Because it is necessary to do a series of efforts to improve the learning process-oriented to the development of character education [38]. Character education can be done by integrating character values in history learning.…”

Section: Discussionmentioning

confidence: 99%

The history learning module integrated character values

Sopacua¹,

Fadli²,

Rochmat³

2020

EduLearn

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The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.

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Section: Discussionmentioning

confidence: 99%

The history learning module integrated character values

Sopacua¹,

Fadli²,

Rochmat³

2020

EduLearn

View full text Add to dashboard Cite

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“…Thus, the respondent using a communication device can connect via the Internet with PHP and MySQL as the server-side responsible for the user's request, processing, and storage or accessing the database (A. Abdullah, 2016). So it can be concluded that the data we have input entered into the SESKA system E-Assessment, displayed as in the picture above.…”

Section: E-assessment: Self -Concept Towardmentioning

confidence: 99%

E-Assessment on Student's Self-Concept for Physics Learning

Astalini

Kurniawan

et al. 2020

JIP

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This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47.1% (212 students), and the teacher's response is classified as positive, with 66.7% (10 teachers). Therefore, SESKA-based E-Assessments receives a good response and needs to be developed on a large scale.

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“…Desain dan evaluasi kurikulum memberikan standar berdasarkan tujuan untuk upaya merespon keterampilan dan pembelajaran berbasis konten (Sparapani & Perez, 2015). Perhatian terhadap pengetahuan dalam pendidikan tidak hanya terfokus pada indikator keberhasilan pendidikan, melainkan juga memiliki perhatian pada dimensi dan aspek nilai, sikap, perilaku, dan karakter siswa (Abdullah, 2016). Sehingga kurikulum pendidikan juga memastikan pengembangan karakter dalam keberhasilan pendidikan.…”

Section: Pendahuluanunclassified

Analisis korelasi sikap siswa dan disiplin siswa terhadap IPA pada Siswa SMP Provinsi Jambi

Kurniawan

Astalini

Kurniawan

et al. 2019

J. Pendidik. Fis. Keilmuan

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Ilmu Sains dan karakter dalam pendidikan menjadi fokus penting dalam efektivitas dan keberhasilan pembelajaran. Penelitian ini bertujuan untuk melihat sikap siswa terhadap sains dan melihat disiplin siswa terhadap sains, kemudian menganalisis korelasi antara dua variabel (sikap dan disiplin) tentang sains. Penelitian ini menggunakan penelitian survei. Instrumen Penelitian: sikap siswa dan disiplin siswa terhadap sains, yang terdiri dari 25 pernyataan untuk setiap variabel. Penlitian ini dilaksanakan kepada 864 siswa/i SMP di Provinsi Jambi. Hasil penelitian menunjukkan bahwa: (1) indikator sikap siswa terhadap sains menunjukkan sikap positif (kategori baik), (2) indikator disiplin siswa terhadap sains menunjukkan hasil positif, (3) statistik korelasi antara sikap siswa dan disiplin menunjukkan korelasi positif, dengan perincian; Kelas 7 memiliki korelasi yang sangat kuat (0,696), kelas 8 memiliki korelasi yang sangat kuat (0,828), dan kelas 9 memiliki korelasi yang kuat (0,696). Kesimpulannya: variabel sikap siswa dan disiplin siswa menunjukkan hasil positif dan setiap kelas memiliki korelasi positif dan mayoritas tingkat kelas memiliki kategori korelasi yang sangat kuat. Artinya penguatan karakter sikap dalam sains akan diikuti dengan penguatan karakter disiplin dalam sains.

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Instilling Values Character Education Through Playing Role Model in Learning History

Cited by 4 publications

References 13 publications

The history learning module integrated character values

The history learning module integrated character values

E-Assessment on Student's Self-Concept for Physics Learning

Analisis korelasi sikap siswa dan disiplin siswa terhadap IPA pada Siswa SMP Provinsi Jambi

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