The Development of Learning Package Based on Metacognitive Strategies to Build the Students Character

Murtafiah,; Masrura, Sitti Inaya; Indrawati, Nenny; Arsyad, Nurdin

doi:10.1088/1742-6596/1028/1/012127

Cited by 3 publications

(4 citation statements)

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“…Desain paket pembelajaran mempertimbangkan beberapa aspek, diantaranya konten atau materi, alat peraga, strategi, pendekatan peserta didik, metode pembelajaran serta ketersediaan sumber belajar (Murtafiah, Inaya Masrura, et al, 2018). Pada umumnya, cakupan paket pembelajaran jenjang PAUD berupa materi pembelajaran, alat peraga dan media yang mengacu pada konsep pengetahuan dan keterampilan hidup anak (Djufri & Suardi, 2012).…”

Section: Pendahuluanunclassified

“…Karakter kebangsaan gotong royong dapat dapat ditanamkan pada anak usia dini melalui desain paket pembelajaran. Pada jenjang SD-SMA, paket pembelajaran paling tidak berupa pedoman atau panduan pendidik, buku teks dan lembar pengamatan (Murtafiah, Inaya Masrura, et al, 2018). Pada konteks anak usia dini, paket pembelajaran dapat berbentuk rangkaian seminar pendidik, buku pedoman pendidik, diskusi orang tua, poster dan gambar, media pembelajaran, aktivitas bermain serta alat peraga (Al-Delaimy et al, 2014).…”

Section: Hasil Dan Pembahasanunclassified

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Karakter Gotong Royong dalam Paket Pembelajaran Sema

Sitompul

Dhieni

Hapidin

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Gotong royong merupakan salah satu nilai karakter kebangsaan Indonesia yang melekat dalam kehidupan masyarakat. Meski demikian, saat ini banyak anak usia dini tumbuh dengan suasana individual. Penelitian dilakukan untuk mendesain paket pembelajaran tokoh “Sema (Semut Merah)” sebagai sarana penanaman karakter gotong royong anak usia 4-6 tahun. Studi ini menggunakan metode kualitatif dengan teknik analisis Miles Huberman. Paket pembelajaran tokoh Sema terdiri dari materi pembelajaran, buku cerita, lagu, video pembelajaran, asesmen dan aktivitas bersama orang tua. Paket pembelajaran menerjemahkan karakter gotong royong yang abstrak menjadi perilaku konkrit berdasarkan kisah keteladanan tokoh Sema yang menginspirasi. Berdasarkan temuan penelitian disimpulkan proses implementasi memiliki pola: 1) penyamaan persepsi pendidik, 2) pengembangan program sesuai ciri dan karakterisik satuan PAUD, 3) praktik mengajar mandiri, 4) membangun komunikasi efektif dengan orang tua mengenai nilai karakter, 5) proses implementasi dan asesmen, serta 6) pemberian umpan balik oleh peserta didik dan orang tua

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Section: Pendahuluanunclassified

Section: Hasil Dan Pembahasanunclassified

Karakter Gotong Royong dalam Paket Pembelajaran Sema

Sitompul

Dhieni

Hapidin

2022

J. Obs. J. Pendidik. Anak Usia Dini

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“…Furthermore, Brown (1987) as cited in Mbato (2013) proposes that there are two different frameworks of understanding metacognition; they are: knowledge of cognition and regulation of cognition. Knowledge of cognition is dealing with what a person knows about his cognition or cognition in general; it may cover three different kinds of metacognitive awareness.…”

Section: Metacognitionmentioning

confidence: 99%

“…Teachers need to introduce metacognitive strategies to the students that it may encourage the students to engage in learning character education. Mbato (2013) proposes that a metacognitive approach requires learners to have appropriate strategies at their disposal (p. 13). Studies have proven that the most effective learners may have a large number of strategies which are varied from the simplest to the most complex ones; those strategies are also possibly combined to address the task demands (Reid, Lienemann, Hagaman, 2013).…”

Section: Metacognitionmentioning

confidence: 99%

The Implementation of Metacognition in Teaching Character Education in Primary Education

Suminto

Mbato

2020

IDEAS

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Metacognition is concerned with a person’s awareness of his or her own thinking processes. It is essential to study the implementation of metacognition in teaching character education since it serves as the basis for the teachers to guide the students into holistic learning. This research focused on the teachers’ perceptions on the implementation of metacognition in character education. In particular, it aimed to obtain the information about the extent to which metacognition in character education in primary education led the teachers to school vision. The researchers employed mixed-method research involving twenty-one primary school teachers in a primary school in the Magelang region, Central Java. The instrument used were questionnaire and interview. The findings of this research showed that the teachers perceived the implementation of metacognition in teaching character education positively. However, the results of the interview revealed that they did not implement regulation of cognition wholly. Furthermore, the results of the open-ended questionnaire showed that there were four values which were well-implemented i.e., compassion, celebration, competence, and conviction. For the future research, therefore, urges future researchers to conduct a research in the broader scope of schools.

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The Development of the 2013 Student Curriculum Book Based on Thinking Actively in Social Context for Elementary School Students

et al. 2019

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This research was motivated by the necessity of having student books that suit to the 2013 curriculum objectives, the characteristics of elementary school students and the characteristics of learning outcomes. The study aims to develop valid, practical, and effective elementary school student books based on thinking actively in social context. Employing a 4-D research model (define, design, development and disseminate), the data were garnered using tests, questionnaires, observations, interviews and documentation. The data from tests and questionnaires were analyzed using descriptive statistics whereas the triangulation was used to analyze the data collected through observations, interviews, and documentation. The results showed that the developed student books met the valid criteria with a final score of 85.25% (very valid). It was found that the student books are easy to use, time-saving, and useful to implement in the classroom practices. It could also enhance student learning outcomes in terms of spiritual attitudes, social, knowledge and skills with a percentage increase of 15.35%. As those books are valid, practical, and effective; they can be used as a reference for the learning activities in elementary schools.

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The Development of Learning Package Based on Metacognitive Strategies to Build the Students Character

Cited by 3 publications

References 1 publication

Karakter Gotong Royong dalam Paket Pembelajaran Sema

Karakter Gotong Royong dalam Paket Pembelajaran Sema

The Implementation of Metacognition in Teaching Character Education in Primary Education

The Development of the 2013 Student Curriculum Book Based on Thinking Actively in Social Context for Elementary School Students

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