The implementation of integrated education to develop the intact personality of students

Muchtarom, Moh.; Budimansyah, Dasim; Suryadi, Ace

doi:10.15804/tner.2016.43.1.12

Cited by 10 publications

(10 citation statements)

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“…Respect for human dignity is a concept of human rights that can be developed in the learning of peace education [37]. Several material developments must be by the principle of integration, one of which is by the potential of students [20].…”

Section: Resultsmentioning

confidence: 99%

“…The main materialss of the pedagogy, namely cooperative learning, democratic society, moral sensitivity, and critical thinking [19]. The impact of integrated education can form a whole personality that includes religiosity, morality, intellectual, high motivation, leadership, healthy lifestyle, independence, ethics and work discipline, and sociopolitical awareness [20].…”

Section: B Peace Education Learningmentioning

confidence: 99%

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The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Cuga¹,

Budimansyah²,

Maftuh³

2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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This research is motivated by anxiety to see the phenomenon of student conflict and violence in the form of destructive actions which still often occur in the universities. In order to prevent similar acts of violence in the future, it is necessary to develop a learning model for peace education based on jurisprudential inquiry. This study aims to apply a peace education learning model based on a jurisprudential inquiry therefore the students have an understanding of peace-loving and anti-violence. The research approach is quantitative using the quasiexperimental method. The results of the study illustrate that there is an increase in students' knowledge and understanding of the historical significance of the nation struggle; understanding the diversity of Indonesian society as a necessity; understand the concept of peace holistically; understand the meaning of human solidarity as a social person; understand the causes of conflict and understand many ways that can be taken to create a peace.These findings indicate that after students learn by using the Peace Education model, they tend to behave peacefully.

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Section: Resultsmentioning

confidence: 99%

Section: B Peace Education Learningmentioning

confidence: 99%

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Cuga¹,

Budimansyah²,

Maftuh³

2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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“…Education is designed to develop academically intelligent students with a strong mentality, high spirituality, and a healthy personality. (Muchtarom, Budimansyah, & Suryadi, 2016). The concept developed by SMAIT NH refers to integrated education, which is not simply highlighted on the knowledge aspect.…”

Section: Discussionmentioning

confidence: 99%

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Hidayah

Muchtarom

Rejekiningsih

2021

Acad. J. Interdiscip. Stud.

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This research sought to find out the implementation of service-learning in senior high school. This research adopted a qualitative approach using a case study method, and it was conducted on the students of Nur Hidayah Integrated Islamic Senior High School (SMAIT NH) of Sukoharjo, Central Java, Indonesia. The subjects of this research were selected using the purposive sampling technique. The subjects consisted of the vice principal, the student organization coordinator, the dormitory coordinator, teachers, students, and the community leaders. The data collection techniques were observation, interviews, and document study. Miles and Huberman's interactive model was deployed to analyze the data. This research found that service-learning programs in SMAIT NH is an integrated education that not only emphasizes the attainment of knowledge aspect but also develops the attitudes and skills needed by students. Students directly apply learning by doing in every service-learning activity in community. Service-learning was implemented through five types of social activities including the students’ real movement, fieldwork, gathering with orphans, the nation's hope generation festival, and community training. This research mainly contributes to the development of social skills by applying service-learning to the learning curriculum at school. Received: 3 January 2021 / Accepted: 15 April 2021/ Published: 10 May 2021

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“…Memasuki abad ke-21, pendidikan tidak hanya dipandang sebagai pabrik yang menghasilkan barang saja, melainkan juga sebagai lembaga yang memiliki tujuan yang sangat penting, yakni untuk memanusiakan manusia. Pandangan itu memiliki asumsi bahwa dalam implementasinya, pendidikan harus terintegrasi sepenuhnya dan memperhatikan integrasi potensi manusia, integrasi manajemen, integrasi kurikulum, integrasi domain pembelajaran, integrasi tiga pusat pendidikan, integrasi teori dan praktik, dan integrasi proses pembelajaran (Muchtarom, Budimansyah, & Suryadi, 2016). Tuntutan abad ke-21 membutuhkan sekolah dengan guru memainkan peran penting sebagai tokoh profesional dengan pengetahuan dan pengalamannya untuk memenuhi standar tinggi dan untuk mencapai pertumbuhan dan perubahan (Holm & Horn, 2003).…”

Section: Pendahuluanunclassified

Habituasi Untuk Menguatkan Karakter Nasionalisme Peserta Didik Wilayah Perbatasan Pada Abad 21

Keraf

Komalasari²

2019

JPK

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ABSTRAKPenelitian ini dilatar belakangi oleh perilaku peserta didik di wilayah perbatasan yang cenderung bersikap, berbahasa, berbudaya hingga menyukai penggunaan produk dari Timor Leste dibandingkan Indonesia. Tujuan penelitian ini untuk mendeskripsikan proses pelaksanaan penguatan karakter nasionalisme melalui pembiasaan (habituasi) di SMPN Silawan, Kabupaten Belu, Nusa Tenggara Timur. Proses penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek dalam penelitian ini adalah peserta didik, guru, dan tokoh masyarakat. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Analisis keabsahan data terdiri dari reduksi data, penyajian, dan penarikan kesimpulan. Teknik yang digunakan oleh sekolah dalam menguatkan karakter nasionalisme peserta didik adalah melalui pembiasaan (habituasi). Melalui pembiasaaan ini, sekolah menyelenggarakan best practice yang meliputi upacara bendera, penggunaan bahasa Indonesia yang baik dan benar, menyanyikan lagu kebangsaan sebelum dan mengakiri pembelajaran, penyambutan tamu kenegaraan di wilayah perbatasan, penggunaan yel – yel kebangsaan, hingga keteladanan guru. Hasil penelitian menunjukan bahwa melalui program pembiasaan (habituasi) yang diselenggarakan oleh sekolah, mampu untuk menguatkan karakter nasionalisme peserta didik. Hal tersebut dibuktikan oleh perilaku dan juga aktivitas sehari -hari peserta didik yang sudah mencintai produk dalam negeri, berbahasa Indonesia dengan baik, dan benar hingga merasa sangat mencitai Indonesia.Kata kunci : habituasi, karakter nasionalisme, peserta didik, wilayah perbatasan, abad 21 ABSTRACTThis research is motivated by students’ behavior in Indonesian border region who prefer to behave, speak, cultured even use products from Timor Lestecompared to Indonesia. The purpose of this research was to describe the process of strengthening the character of nationalism through habituation in SMPN Silawan, Belu Regency, East Nusa Tenggara Province. The research process used qualitative approach with descriptive methods. The subjects in this research were students, teachers, and community leaders. Data collection techniques used were observation, interviews, and documentation. The validity analysis of the data consists of data reduction, display, and conclusion drawing. The technique used by schools in strengthening the character of students' nationalism was through habituation. Through this practice, the school organized best practices in program included flag ceremonies, the use of good and appropriate Indonesian language, singing national anthem before and end the learning, welcoming state guests in the border region, and using national yells. The results of the study showed that through habituation programs organized by schools, it was able to strengthen the character of nationalism of students. This was proven by the behavior and daily activities of the students who have loved domestic products, speak Indonesian well and appropriate, even feel very fond of Indonesia.Key words: border area, habituation, nationalism character, student, the 21st century

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The implementation of integrated education to develop the intact personality of students

Cited by 10 publications

References 0 publications

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Habituasi Untuk Menguatkan Karakter Nasionalisme Peserta Didik Wilayah Perbatasan Pada Abad 21

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