The Diversity of the National Culture of Elementary School Students Using the Value Clarification Technique Learning Model

Awiria, Awiria; Nadiroh, Nadiroh; Akbar, Maruf

doi:10.18415/ijmmu.v6i3.863

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Teaching "Participatory Observation" has some advantages compared to a similar teaching model, such as a value clarification technique or VCT (Awiria et. al., 2019).…”

Section: Twenty Eight Timesmentioning

confidence: 99%

Applying Participatory Observation in Islamic Education to Improve Students’ Character

et al. 2020

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This study aims to describe the effectiveness of the Participatory Observation learning model and students’ responses to the learning model used in PAI (Pendidikan Agama Islam/Islamic Education). It used qualitative and quantitative methods with a pre-test and post-test nonrandomized group pre-experiment design. The 125 participants who were taken from three public universities, were asked to fill out questionnaires and written interviews. The data were analysed using paired t-test and qualitative descriptive analysis. The results showed that first experiment got a t-score of 6,798 with a significance of 0,000; t-table score at 51 degrees of freedom and a significant degree of 0.05 in the form of 2.032. Second experiment obtained a t-score of 5.991 with a significance of 0.000; the t-table score at 54 degrees of freedom and 0.05 degrees of significance was 2.046. Third experiment achieved a t-score of 6.424 with a significance of 0.000; the t-table score at 20 degrees of freedom and 0.05 degrees of significance was 2.054. When compared, t-score> t-table or significance score <0.05, which means that the mean score between pre-test and post-test is significantly different. This means that the Participatory Observation learning model can improve students' religious and social character in learning PAI. This result is in line with the respondents' recognition that they have experienced changes in their character in a positive direction. Students stated that the Participatory Observation learning model was fun and very useful, so that it could be used in PAI learning to improve students’ character.

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“…Teaching "Participatory Observation" has some advantages compared to a similar teaching model, such as a value clarification technique or VCT (Awiria et. al., 2019).…”

Section: Twenty Eight Timesmentioning

confidence: 99%

Applying Participatory Observation in Islamic Education to Improve Students’ Character

et al. 2020

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“…The VCT learning model is equipped with various techniques and games that can stimulate learning by exploring the internalization and personalization of values and morals. Several studies have applied the Value Clarification Technique model (Awiria et al, 2019;Martoni et al, 2019;Marzuki & Utami, 2018;Suwandi & Sari, 2019). Developing the ability to use the model can also solve problems in everyday life related to values and morals.…”

Section: Introductionmentioning

confidence: 99%

Folklore with Value Clarification Technique: Its Impact on Character Education of 8-9-Year-Old Students

Anwar

Saregar

Fitri

et al. 2023

jiecr

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Character education needs to be adequately integrated into classroom instruction. One method of implementing character education is using appropriate learning media and models. This study was conducted to describe the effect of qualitatively applying the Lampung folklore book “The Legend of Tulung Naga” and the Value Clarification Technique (VCT) model in learning. The method used in this research is Single Subject Rate (SSR). The design of this study used A (baseline-1), B (intervention 1), A (baseline-2), and B (intervention 2). Based on the study results, the student's character developed after applying the Value Clarification Technique (VCT) model and Lampung folklore books in learning. This development can be seen in each stage of the research in stages A (baseline-1), B (intervention 1), A (baseline-2), and B (intervention 2). Based on observations and questionnaires, there is a strengthening of a religious character, nationalism, independence, cooperation, and integrity in students after reading Lampung folklore books and learning with the Value Clarification Technique (VCT) model. Based on the findings, it is possible to conclude that using story books in conjunction with the Value Clarification Technique model improves character education. This study adds knowledge about using the VCT model with learning material like legend storybooks to enhance students' character values.

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The Diversity of the National Culture of Elementary School Students Using the Value Clarification Technique Learning Model

Cited by 2 publications

References 11 publications

Applying Participatory Observation in Islamic Education to Improve Students’ Character

Applying Participatory Observation in Islamic Education to Improve Students’ Character

Folklore with Value Clarification Technique: Its Impact on Character Education of 8-9-Year-Old Students

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