Pengembangan dan Pembinaan Karakter Siswa dengan Mengoptimalkan Peran Guru  Sebagai Contextual Idol di Sekolah Dasar

Santosa, Sedya; Andrean, Seka

doi:10.31004/basicedu.v5i2.849

Cited by 19 publications

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“…Listening is not only listening but a process of interpreting and understanding the meaning contained. The stages in the listening process are listening, understanding, analyzing, evaluating, and finally absorbing and accepting the ideas, ideas, or content put forward by the speaker and arriving at the responding stage (Santosa & Andrean, 2021;Yuanta, 2017). Listening requires special attention with a good and calm situation when listening activities take place.…”

Section: Discussionmentioning

confidence: 99%

Shadowing Technique To Improve Student’s Listening Skill

Junipisa¹,

Aristana²

2021

JPBI

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The condition that occurs in the classroom is that students are afraid of English. Students feel that learning English is difficult to memorize. Students have learning difficulties because the teacher does not apply a suitable learning model for students. This causes students to feel bored in learning and has an impact on students' low English skills. The purpose of this study is to analyze the shadowing technique in learning English for students. This type of research is classroom action research. The research subjects were 17 students. There are four main parts of classroom action research, namely planning, action, observation, and reflection. The methods used to collect data are observation, interviews, and questionnaires. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are the average value, from 73.2 in the first cycle to 76.0 in the second cycle. The percentage of students who passed the KKM also increased from 59% to 78%. Listening skills improve after the application of shadowing techniques. The key is that the application of shadowing techniques can improve students' listening. This research implies that teachers can apply shadowing techniques in the classroom. The application of shadowing techniques can create a fun learning atmosphere for students to improve students' listening skills.

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Section: Discussionmentioning

confidence: 99%

Shadowing Technique To Improve Student’s Listening Skill

Junipisa¹,

Aristana²

2021

JPBI

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“…Several factors that influence self-concept are parenting, failure, c) depression, and internal criticism (Juliyanti & Pujiastuti, 2017;Usfandi, 2019). Assertive behavior is a communication ability in an equal relationship through feelings, opinions, thoughts, and ideas directly, openly, without feelings of anxiety, being firm in refusing requests that are not clear while respecting the rights of others, and being able to communicate with all people (Azhari et al, 2016;Santosa & Andrean, 2021). There are several characteristics of assertive behavior, including being able to express opinions and feelings, both positive and negative, communicating well and not hurting others or themselves, and expressing disagreements with opinions.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Self-Concept and Assertive Behavior of Students

Kusumawati

Rakhmawati

Hartini

2021

IJERR

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Adolescents are required to be open and firm in expressing their opinions and thoughts to others without losing their self-confidence. However, the data shows that 3.69% still behave and speak dishonestly, 2.30% of students find it challenging to communicate. The purpose of this study is to analyze the relationship between self-concept and student assertive behavior. This study uses a quantitative ex post facto method. The total population used is 101 students. The instrument used in this research is the self-concept scale and the students' assertive behavior scale. The reliability analysis using Cronbach's Alpha formula was obtained from the assertive behavior scale of 0.864, the self-concept scale of 0.894. This figure is then consulted with the product-moment table for N=34, with a 5% significance level of 0.339. The value of the coefficient of determination R2 generated is 0.284, which means that 28.4% of assertive behavior is influenced by self-concept, while the remaining 71.6% can be influenced by other variables not examined. BK teachers should provide guidance and counseling services according to the needs of students. Students who have a high category should be given individual counseling immediately. According to the needs of students at that time.

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“…Bentuk reward yang diberikan guru yaitu berupa pujian, atau apreasi dengan tepuk tangan saat anak dapat secara disiplin menyelesaikan tugas dengan baik (Kraft & Papay, 2014;Rochimi & Suismanto, 2019). Punishment dari guru dilakukan apabila terdapat anak yang tidak tertib, misal anak mengganggu kegiatan pembelajaran, tidak mengerjakan tugas, tidak mau antri dan lain sebagainya, maka guru akan memberikan hukuman dalam bentuk teguran, atau menunjukkan sikap kecewa pada anak (Ramdan & Fauziah, 2019;Santosa & Andrean, 2021;Wahyono et al, 2020). Terkadang guru juga menegur dalam bentuk konsekuensi misal anak akan pulang giliran paling akhir apabila anak tidak mau tertib di kelas, atau diminta membuang sampah apabila anak diketahui membuang sampah tidak pada tempatnya.…”

Section: Pembahasanunclassified

Peran Guru dalam Optimasi Perkembangan Sikap Disiplin Anak Usia Dini

Munaamah

Masitoh

Setyowati

2021

PAUD

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Sikap disiplin merupakan salah satu karakter yang perlu dikembangkan sejak dini, terutama oleh orangtua. Faktanya masih banyak orangtua yang belum memahami serta tergerak untuk menerapkan perilaku disiplin pada anak-anaknya. Tujuan penelitian ini untuk menganalisis peran guru dalam mengoptimalkan perkembangan sikap disiplin anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian yang digunakan yaitu penelitian kualitatif deskriptif. Pengumpulan data dilakukan dengan menggunakan metode wawancara, observasi dan dokumentasi. Sumber data penelitian kepala sekolah, 2 orang guru dan 13 anak didik. Peneliti sebagai instrumen inti dalam penelitian dan menggunakan instrumen pendukung berupa pedoman wawancara, pedoman observasi. Teknik analisis yang digunakan adalah analisis deskriptif dari Miles & Huberman dengan menggunakan interactive model. Hasil penelitian menunjukkan bahwa peran guru terhadap sikap disiplin anak yaitu sebagai teladan yang baik bagi anak, guru sebagai pendidik dan pembimbing dengan mengenalkan serta membiasakan anak bersikap disiplin dalam sehari-hari, dan guru sebagai evaluator. Upaya guru dalam menerapkan sikap disiplin yaitu dengan keteladanan, pembiasaan, dan menggunakan metode reward dan punishment. Faktor yang menjadi penghambat guru dalam menerapkan sikap disiplin anak faktor eksternal yaitu keluarga, lingkungan masyarakat. Faktor internal sikap anak yang hyperaktif atau tantrum. Faktor pendukung yaitu para orangtua yang bersikap mau bekerjasama dengan baik dalam mengambangkan sikap disiplin anaknya. Dapat disimpulkan bahwa guru memiliki peran penting dalam membentuk disiplin siswa di sekolah.

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Pengembangan dan Pembinaan Karakter Siswa dengan Mengoptimalkan Peran Guru Sebagai Contextual Idol di Sekolah Dasar

Cited by 19 publications

References 0 publications

Shadowing Technique To Improve Student’s Listening Skill

Shadowing Technique To Improve Student’s Listening Skill

The Relationship Between Self-Concept and Assertive Behavior of Students

Peran Guru dalam Optimasi Perkembangan Sikap Disiplin Anak Usia Dini

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