Implementasi pendidikan karakter demokratis melalui pembelajaran ppkn pada siswa kelas XII

Penelitian ini bertujuan untuk mengetahui implementasi pendidikan karakter demokratis pada siswa di SMAN 1 Kesamben Kabupaten Jombang melalui pembelajaran PPKn. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Observasi digunakan oleh peneliti untuk memperoleh data saat proses pembelajaran berlangsung. Wawancara digunakan oleh peneliti untuk memperoleh data dari guru dan siswa di SMA Negeri 1 Kesamben Kabupaten Jombang. Data dokumentasi yang diperoleh peneliti berupa perangkat pembelajaran yang dimiliki guru yaitu RPP. Keabsahan data dalam penelitian ini diperoleh melalui triangulasi teknik (observasi, wawancara, dan dokumentasi) dan pencocokan data dengan teori. Analisis data yang digunakan yaitu reduksi data, penyajian data, dan verifikasi data. Hasil dari penelitian ini menunjukan bahwa nilai karakter demokratis di masukkan guru melalui mata pelajaran PPKn dengan menggunakan metode diskusi. Sedangkan evaluasi dari penanaman karakter demokratis dilakukan dengan evaluasi tertulis dan tidak tertulis untuk melihat moral knowing, moral feeling, and moral action.Kata Kunci: pendidikan karakter demokratis, pembelajaran PPKn THE IMPLEMENTATION OF DEMOCRATIC CHARACTER EDUCATION THROUGH PANCASILA AND CIVIC IN GRADE XIIAbstractThis research was aimed to explain the implementation of a democratic character education through Pancasila and civics in grade XII students of senior high school. This was a descriptive qualitative study. The research data were collected through observation, interview and documentation. The observation was used to obtain data during the learning process. Interview was used to obtain data from the teacher and students in Senior High School in Kesamben Jombang Regency. The document used as information research way a set of lesson plan. Data validity of this research was obtained through triangulations technique (observation, interview, and documentation) and data theory verification. Data analyses used were data reduction, data presentation, and data verification. This research showed that the implementation of a democratic character education through the Pancasila and civics in grade XII students of senior high school could be applied well using a discussion learning method. The evaluation for character democratic used written evaluation and non test evaluation for know a moral knowing, moral feeling, and moral action.Keywords: democratic character education, Pancasila and civic learning

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De-radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi

DINAMIKA ILMU ◽

10.21093/di.v18i2.1338 ◽

2018 ◽

Vol 18 (2) ◽

pp. 271-283

Author(s):

Edhy Rustan ◽

Nurul Hanifah ◽

Bulu’ Kanro

Keyword(s):

High School ◽

Religious Education ◽

Lesson Plan ◽

Senior High School ◽

Islamic Education ◽

South Sulawesi ◽

Depth Interview ◽

Data Validity ◽

Assessment Standard

The emergence of radicalism problem has threatened disintegration of nation. Therefore, it needs a big role of education especially Islam religious education in preventing the understanding of radical religious teachings, maintaining the character of loving peace and nationalism values. Thus, this research is important to be conducted. This research aims to elaborate de-radicalization of Islamic teachings in Senior High School. This research used descriptive qualitative approach. Research data was obtained from the implementation of curriculum 2013 by senior high school teachers of Islamic religious education in Masamba, South Sulawesi. Data collection was done through direct observation, in-depth interview, and documentation. Data validity was checked through source triangulation and methods. The analysis was done by collecting, presenting, reducing, and drawing conclusion. The results of research were shown that de-radicalization in Islamic education faced several obstacles in achieving assessment standard. Nevertheless, Islamic education in curriculum 2013 can foster students’ character of religious, tolerant, democratic, and peace-love. As an effort of preventing, de-radicalization was done early through Islamic education. The practice of de-radicalization was carried out by teachers in a form of introducing and implementing religious values, tolerance, and nationalism in learning process by integrated with syllabus, teaching materials, and lesson plan.

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Implementation of Local Wisdom Values of Piil Pesenggiri as Character Education in Indonesian History Learning

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4366 ◽

2020 ◽

Author(s):

Regiano Priamantono

Keyword(s):

High School ◽

Character Education ◽

Lesson Plan ◽

Negative Influence ◽

Senior High School ◽

Learning History ◽

Study Approach ◽

History Learning ◽

European Colonization

The objectives of this study are: (1) to find out the implementation of character education, (2) to find out the implementation of Piil Pesenggiri local wisdom values as character education in Indonesian history learning, (3) to find out the obstacles in the implementation of Piil Pesenggiri local wisdom values as character education in Indonesian history learning. The method used in this research is descriptive qualitative research method with a case study approach in State Senior High School 2 Kalianda. The results showed that: (1) the implementation of character education in State Senior High School 2 Kalianda was generally applied to all subjects, including Indonesian history subjects, (2) the implementation of Piil Pesenggiri local wisdom values as character education in the process of Indonesian history learning was carried out by compiling a syllabus and lesson plan (RPP) by incorporating into Indonesian historical material about the Lampung people's resistance strategy toward European colonization consisting of the stages of planning, implementation, and evaluation, (3) the constraints experienced by teachers in implementing Piil Pesenggiri local wisdom values as character education in the process of learning history includes the lack of learning resources and the negative influence of the globalization era.

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Development Learning Device Model of Environmental Education in the Character of Environmental Care at Senior High School in Solok Selatan Regency

Sumatra Journal of Disaster Geography and Geography Education ◽

10.24036/sjdgge.v1i2.52 ◽

2017 ◽

Vol 1 (2) ◽

pp. 269

Author(s):

Maisardi Maisardi

Keyword(s):

High School ◽

High School Students ◽

Environmental Education ◽

Character Education ◽

Lesson Plan ◽

Senior High School ◽

Cognitive Domain ◽

Learning Tools ◽

Environmental Care ◽

D Model

Implementation of environmentally caring education in schools requires teachers to develop learning tools that can lead learners to achieve the expected growth of character. The purpose of this research to produce learning devices of environmental education (PLH) that can grow this characters in high school students in Solok Selatan Regency. Development method using the 4-D model which consists of four stages of defining, design, development and disseminate. Learning tools developed in the form of the syllabus, Lesson Plan, and students worksheet. The result of document analysis of learning devices shows that during this implementation of environmental character education through PLH at senior high school in Solok Selatan Regency has not been done properly. It is necessary to develop effective learning tools effectively to build the environmental caring character of learners. As a proven from the analysis of the validity of learning devices showed in a very good category, the device practicability by the teacher was very good and by the students of the good category. Effectiveness device seen from the learning of cognitive domain and effective were also in the good category. The character formed through the development of learning tools PLH classified into 2, namely individual characters, among others: religious, disciplined, creative, independent. Then the second was the social character, among others: environmental care, social care, responsibility. The study of learning device development only up to stage three development of four stages of development of the 4-D model. It would be better if the development model was done until the disseminate stage so that learning devices can be developed on a wider scale.

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Character Education Values That Work in Islamic Senior High School Setting

Al-Ulum ◽

10.30603/au.v15i2.204 ◽

2015 ◽

Vol 15 (2) ◽

pp. 319

Author(s):

Muhammad Yaumi ◽

Rustam Husain

Keyword(s):

High School ◽

Character Education ◽

Social Care ◽

Lesson Plan ◽

School Setting ◽

Case Study Research ◽

Senior High School ◽

Classroom Setting ◽

High School Setting

The purpose of study is to discover the character education values that are integrated in lesson plan, implemented in the classroom setting, and classroom academic rules. This is a case study research that focused on describing the integration of character education program in the Model Islamic senior high school of Makassar, Indonesia. Fifty lesson plans were collected, twenty six informants were observed, and five informants were interviewed to have data on character education values that work. The data were analyzed using qualitative approach; data reduction, data display, conclusion, and verification. The result showed that (1) there are eighteen character education values written in the lesson plan; religious, honest, tolerant, discipline, hard working, creative, independent, democratic, curiosity, the spirit of nationalism, love to motherland, appreciation of achievement, friendly, peaceful, love to read, environmental and social care, responsibility, (2) the values that work in the classroom are religious, trustworthy, respectfulness, diligent, fair, care, integrity, responsible, honest, love to motherland, courage, and (3) the values that work in the academic rules are disciplines, care, tolerant, friendly, responsible.

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Internalisasi nilai-nilai kejuangan Jenderal Soedirman dalam pendidikan karakter di SMA Taruna Nusantara

Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi ◽

10.21831/jppfa.v5i2.15630 ◽

2018 ◽

Vol 5 (2) ◽

pp. 132

Author(s):

Mokhammad Unggul Wibowo ◽

Djoko Suryo ◽

Dwi Siswoyo

Keyword(s):

High School ◽

Data Analysis ◽

Character Education ◽

Senior High School ◽

Analysis Model ◽

Pattern Approach ◽

Qualitative Descriptive ◽

Moral Feeling ◽

Teaching Pattern ◽

And Training

Penelitian ini bertujuan untuk mendeskripsikan: (1) nilai-nilai kejuangan Jenderal Soedirman yang diinternalisasi; (2) proses internalisasi nilai-nilai kejuangan Jenderal Soedirman; dan (3) efektivitas internalisasi nilai-nilai kejuangan Jenderal Soedirman di SMA Taruna Nusantara. Penelitian ini adalah deskriptif kualitatif dengan pendekatan fenomenologi. Pengumpulan data menggunakan wawancara, observasi, dan studi dokumentasi. Analisis data menggunakan model analisis data kualitatif Miles & Huberman. Hasil penelitian menunjukkan bahwa nilai-nilai kejuangan Jenderal Soedirman yang diinternalisasi di SMA Taruna Nusantara belum dirumuskan secara eksplisit. Internalisasi nilai-nilai kejuangan Jenderal Soedirman dilaksanakan pada tahapan pertama pendidikan karakter, menggunakan pendekatan inspiratif dan pola tindak pengajaran, pengasuhan, dan pelatihan. Internalisasi nilai-nilai kejuangan Jenderal Soedirman di SMA Taruna Nusantara telah memberikan pengetahuan moral (moral knowing) kepada para siswa. Nilai-nilai tersebut diinternalisasi oleh para siswa sehingga mereka memiliki perasaan moral (moral feeling). Dalam menghadapi permasalahan hidup, mereka mengaktualisasikan nilai-nilai kejuangan Jenderal Soedirman tersebut sebagai perilaku moral (moral action).Kata kunci: nilai kejuangan, internalisasi nilai, dan pendidikan karakter THE GENERAL SUDIRMAN STRUGGLE VALUES INTERNALIZATION IN CHARACTER EDUCATION IN TARUNA NUSANTARA SENIOR HIGH SCHOOLAbstractThis study aims to describe: (1) the General Sudirman struggle values which are internalized; (2) the process of the General Sudirman struggle value internalization; and (3) the effectiveness of the General Sudirman struggle values internalization in Taruna Nusantara Senior High School. This study is a qualitative descriptive by using phenomenology approach. Data collection using interviews, observation, and documentation studies. The data analysis used Miles & Huberman qualitative data analysis model. The study findings are the General Sudirman struggle values which are internalized in Taruna Nusantara Senior High School have not explicitly formulated. The General Sudirman struggle values internalization done in the first step of character education, using inspirative and teaching pattern approach, parenting, and training. The General Sudirman struggle values internalization in Taruna Nusantara Senior High School Magelang has effectively given moral knowing. Those values then internalized by the students so that they have moral feeling. In facing life problem, they actualize the General Sudirman Struggle Values as moral action.Keywords: struggle values, value internalization, character education

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Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v3i2.10631 ◽

2016 ◽

Vol 3 (2) ◽

pp. 189 ◽

Cited By ~ 6

Author(s):

Edi Susanto ◽

Heri Retnawati

Keyword(s):

High School ◽

Mathematics Teaching ◽

Lesson Plan ◽

Problem Based Learning ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Senior High School ◽

Higher Order Thinking Skills ◽

Assessment Sheet

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika bercirikan problem-based learning (PBL) yang valid, praktis, dan efektif untuk mengembangkan higher order thinking skills (HOTS) siswa SMA kelas X semester 2 berupa: rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang dilengkapi instrumen tes hasil belajar. Penelitian pengembangan ini menggunakan model pengembangan 4-D dari Thiagarajan dengan empat tahapan, yaitu: pendefinisian, perancangan, pengembangan, dan penyebaran. Uji coba dilaksanakan dalam tiga tahap, yaitu: uji coba ahli, uji coba terbatas, dan uji coba lapangan. Subjek uji coba dalam penelitian ini adalah guru dan siswa yang dipilih dari dua sekolah. Instrumen yang digunakan terdiri atas lembar validasi, penilaian guru, penilaian siswa, dan instrumen tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah memenuhi aspek validitas, kepraktisan, dan keefektifan.(1) Hasil validitas menunjukkan bahwa RPP dan LKS yang dikembangkan pada kategori valid dengan indeks Aiken pada RPP sebesar 0,69 dan LKS sebesar 0,70. (2) Hasil uji coba terbatas menunjukkan perangkat pembelajaran yang dikembangkan pada kategori praktis. (3) Hasil uji coba lapangan menunjukkan perangkat pembelajaran efektif ditinjau dari HOTS siswa dengan persentase ketuntasan secara klasikal subjek uji coba lebih dari 75%.Kata Kunci: pengembangan, perangkat pembelajaran matematika, problem-based learning, higher order thinking skills Mathematics teaching kits based on PBL to develop hots of senior high school students AbstractThis research is aimed at developing mathematics teaching kit based on problem-based learning which is valid, practical, and effective to develop the higher order thinking of grade X students senior high school in their second semester, which consists of lesson plan and students’ worksheet with test instrument. The research development used the model adapted from 4-D model developed by Thiagarajan with employing steps: defining, planning, developing, and disseminating. The tryout is conducted three steps: expert validation, limited tryout, and field tryout. The tryout subjects were teachers and students from two schools. The instruments used in this research were validation sheet, teacher’s assessment sheet, student’s assessment sheet, and test. The result of the research shows that the developed mathematics teaching kitbased on problem-based learning has met the aspect of validity, practicality, and effectiveness. (1) The result of validation shows that the lesson plan and the students’ worksheet are chategorized as valid with the Aiken analysis showing the index for the lesson plan has achieved 0.69 and the 0.70 for the students’ worksheet. (2) teh result of limited tryout shows that the developed of mathematics teaching kit is practical. (3) the result of field tryout shows that the developed of mathematics teaching is effective interm students’s HOTS with percentage of clasisical mastery subjects reached 75%.Keywords: development, mathematics teaching kit, problem-based learning, higher order thinking skills

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Manajemen Kurikulum Pendidikan Agama Islam dan Budi Pekerti Jenjang SMA Bermuatan Keilmuan Integrasi Interkoneksi

MANAGERIA Jurnal Manajemen Pendidikan Islam ◽

10.14421/manageria.2016.12-03 ◽

2017 ◽

Vol 1 (2) ◽

pp. 195-225

Author(s):

Wiji Hidayati

Keyword(s):

High School ◽

Data Analysis ◽

Character Education ◽

Central Government ◽

Senior High School ◽

Islamic Education ◽

Curriculum Management ◽

Scientific Content ◽

Management Activity ◽

The Core

Islamic education and character education within the 2013 Curriculum at Senior High School in Indonesia are included in group A topics which is considered as compulsory. The central government has formulated purposes, learning outcome competence, core competence as well as basic competence of those two topics. Thus, it requires high-quality management to achieve the standards. However, in reality, Islamic education and character education teachers, particularly at State Senior High School I Pakem, Yoyakarta, are rarely aware of this scientific content in relation to management activities. It is admitted there that management activity is, in fact, teacher obligation yet it is often regarded merely as routine. This research, which is aimed at describing curriculum management on Islamic education and character education with integration –interconnection scientific content at Senior High School, is a field study using qualitative approach. The subjects are Islamic education and character education teachers at State Senior High School I Pakem Yogyakarta while the object is the curriculum management of Islamic education and character education of Senior High School class X, XI and XII. Data were gathered using observation, interview and documentation which are then analyzed based on Matthew B. Miles and A. Michael Huberman. Flow model was used as data analysis including three elements namely, data gathering which was done along with data reduction using classification, topic concentration and generalization, abstraction and rough data transformation; data analysis which comprises data display, information arrangement and conclusion or data verification under the topic of curriculum management of Islamic education and character education at Senior High School particularly on planning, organizing, actuating, and controlling phase related to integration-interconnection among bayani, irfani and burhani. The result shows that, at class X, there is core topic under the themes of ”Living virtuous life” and ”Managing wakaf truthfully”, while at class XI, the core topic is ”Hi Moslem warriors, wake up and rise!”, whereas at class XII, the core topic is ”Worshiping spiritfully by believing on the doomsday”.

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PENERAPAN PENILAIAN AUTENTIK KURIKULUM 2013 PADA DOMAIN SIKAP UNTUK MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMA NEGERI 1 ASEMBAGUS

Edupedia ◽

10.35316/edupedia.v3i2.252 ◽

2019 ◽

Vol 3 (2) ◽

pp. 59-66

Author(s):

Abd Aziz ◽

Subyant Subyant

Keyword(s):

High School ◽

Character Education ◽

Authentic Assessment ◽

Affective Domain ◽

Senior High School ◽

Islamic Education ◽

Psychomotor Development ◽

Attitude Assessment ◽

Data Presentation ◽

Using Data

Many teachers only pay attention to cognitive and psychomotor development and override affective domain of the students, but that did not happen at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus. Authentic assessment in Kurikulum 2013 (2013 curriculum) has been conducted for attitude assessment on Islamic education subject and character education subject at at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus). This research is descriptivequalitative research by data collection techniques in the form of observation, interviews, and documentation, then analyzing data in this research using data reduction, data presentation, and verification. Triangulation is done for checking validity of data. The results of this study are the implementation of authentic assessment through four stages involves determining basic competence, determining object, determing assessment technique, and assessment enforcement, both in the classroom or outside the classroom.

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Implementation of Iconic Card Based Malay Cultural Values in Developing Character Education of Senior High School Students

Lingual Journal of Language and Culture ◽

10.24843/ljlc.2020.v09.i01.p08 ◽

2020 ◽

Vol 9 (1) ◽

pp. 44

Author(s):

Juliana Juliana

Keyword(s):

High School ◽

High School Students ◽

Character Education ◽

Cultural Values ◽

Interactive Media ◽

Senior High School ◽

School Students ◽

Norm Values ◽

Qualitative Descriptive ◽

The Subject

The lack of the students ' interest and attention toward the local wisdom values of the local culture is this research background. The phenomena are due to the absence of interactive media to strengthen character education based on local wisdom in school. The purpose of this research is to create an interactive media based on local wisdom values with the implementation of the iconic card to strengthen the local wisdom values of Malay culture which is useful to build students’ character education. The research used a qualitative descriptive method with social anthropolinguistics approach. The subject of this research was students of Nurul Hasanah Senior High School, Medan. The data were collected through field observation, interview, and documentation. The results showed that the iconic card might be used as a media to teach Malay wisdom values with the use of the Pak Belalang icon and Malay pantun. Pantun in this research has local wisdom values of Malay culture such as moral, ethical and norm values. Therefore, it can be concluded that the iconic card can be used as media in strengthening the local wisdom values of Malay culture that useful for students' character education.

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Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta

Sukma Jurnal Pendidikan ◽

10.32533/02105.2018 ◽

2018 ◽

Vol 2 (1) ◽

pp. 121-136

Author(s):

Zainal Arifin Ahmad

Keyword(s):

High School ◽

Learning Process ◽

Single Unit ◽

Lesson Plan ◽

Senior High School ◽

Education Curriculum ◽

Holistic Learning ◽

The Subject ◽

Personal Community ◽

Learning Principles

This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior high school-3 from holistic learning perspective. The research adopts qualitative approach. The research shows that the pattern of the Islamic learning process at the Islamic senior high school implemented in the unity of Islamic education curriculum with three main inseparable components, i.e. intra-curricular, extracurricular and hidden-curricular, has accommodated holistic learning principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being. In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the development of the five-level of learners potencies as envisioned in holistic learning, i.e. personal, community, social, planetary and cosmic, has not been formulated explicitly in the curriculum and lesson plan. The existing formulation only respects to the development of six dimensions of learners potencies, i.e. physical, emotional, intellectual, social, aesthetic, and spiritual. Second, the intra-curricular learning process is still more oriented to teaching for the test and less oriented to teaching for the whole task. Third, the subject matter of Islamic learning curriculum, i.e. al-Qur’an-Hadis, Akidah-Akhlak, and Fikih have not been integrated as a single unit. The three subject matters still stand on their own theme, and have not been integrated as a single unit. The research has successfully mapped out the characterizing pattern of quality development of Islamic learning process seen from the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran agama Islam di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam kesatuan program pembelajaran intrakurikuler, ekstrakurikuler, dan hidden curricular secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang meliputi connectedness, wholeness, dan being. Hanya saja, dalam proses pembelajaran agama Islam tersebut masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran holistik belum terumuskan secara eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi peserta didik (fisik, emosi, intelektual, sosial, estetika, dan spiritual). Kedua, proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam memetakan karakteristik pola proses pembelajaran agama Islam di madrasah ditinjau dari perspektif pembelajaran holistik.]

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