Textbooks Thematic Based Character Education on Thematic Learning Primary School: An Influence

Abstract

The research aims to find out the extent of the influence of textbook thematic based character education on thematic learning primary school students. This type of research is a quasi-experimental research. This research was conducted through categorizing an experimental group by textbook thematic based character education and a control group by using the conventional learning textbook. The population in this research was 61 fourth-grade students in total. Sample determination was conducted by using simple random sampling. In this research, data collection techniques were test and observation. Data analysis techniques were descriptive statistics and t-test with SPSS 21.0. The result of calculation shows that the t-result is 9.162 with which the significance level is less than 0.05 that is 0.000. Thus, it can be concluded that learning with the textbook thematic based character education has an influence on thematic learning of fourth-grade students in primary school. In addition to influential in student learning outcomes, textbook thematic based character education also affects the character of students.

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

“…In addition to this definition, there is also an explanation that states thematic learning is a way of learning that uses an integrated curriculum approach (Kadir & Asrohah, 2015). Thus, thematic learning has the opportunity in allowing students to express themselves according to the characteristics that students possessed, where in principle, this learning gives students the opportunity to find out from the themes presented in the learning process in the classroom that have an impact on mastery of the concept of the material or theme taught (Min et al, 2012;Wuryani et al, 2018).…”

“…20 of 2003 on the National Education System states that national education serves to develop the ability and shape the dignified character and civilization of the nation in order to educate the life of the nation, aiming to develop the potential of students to become believers and reign in God, noble, healthy, creatively capable, independent and become democratic and responsible citizens (Depdiknas, 2006). This indicates that the purpose of national education is not only to develop the intellectual aspect, but also to pay attention to the character, moral and social aspects of students (Lerdpornkulrat et al, 2018;Wuryani et al, 2018).…”

Peningkatan Hasil Belajar Tematik Melalui Problem Based Learning dalam Pembelajaran Daring Siswa Kelas IV SD

“…Setiap satu tema terdapat 3 subtema dan setiap sub tema dilaksanakan dalam 6 pembelajaran. Proses pembelajaran tematik dilakukan dengan pembelajaran yang berfokus pada siswa agar siswa dapat berpikir kritis, aktif, kreatif dalam memecahkan masalah dan menyampaikan informasi untuk pemecahan masalah (Prasetya, Ade Yama Wahyu Nur, Dedi Kuswandi, 2018;Wuryani & Yamtinah, 2018). Pada umumnya masalah proses pembelajaran tematik yang terjadi yaitu pembelajaran yang dilakukan masih berpusat pada guru.…”

An Analysis of Character Values in Civic Education Textbook for Junior High School Student

“…Lickona (1991: 51) said that "character so conceived has three interrelated parts: moral knowing, moral feeling, and moral behavior". Character education should take students to cognitive value recognition (moral knowing), affective value appreciation (moral feeling), and eventually to experience actual values (moral behavior) (Wuryani & Yamtinah, 2018).…”