scholarly journals Pembentukan karakter melalui outdoor learning dalam pembelajaran IPS

JIPSINDO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 90-102
Author(s):  
Yuhanida Milhani
Keyword(s):  
School Culture ◽  
Social Studies ◽  
Junior High School ◽  
Data Reduction ◽  
Teaching And Learning ◽  
Outdoor Learning ◽  
Vice Principals ◽  
Teachers And Students ◽  
Character Building ◽  
Homeroom Teachers

Tujuan penelitian adalah mengetahui bagaimana pembentukan karakter melalui outdoor learning dalam pembelajaran IPS SMP. Metode yang dingunakan yaitu penelitian kualitatif. Penelitian dilakukan di SMP Tumbuh Yogyakarta. Data diperoleh dari hasil indept interview dengan key informan: kepala sekolah, para wakil kepala sekolah, wali kelas, guru, dan siswa. Data dianalisis dengan menggunakan langkah-langkah: data reduction, data display, dan conclusion/verification). Berdasarkan hasil penelitian dapat disimpulkan: 1) Pembentukan  karakter dapat dibagi menjadi dua strategi , yaitu internal dan eksternal sekolah; 2) strategi internal sekolah dapat ditempuh melalui empat pilar, yakni kegiatan belajar mengajar di kelas dengan metode pembelajaran yang telah disiapkan, kegiatan keseharian dalam bentuk school culture, kegiatan habituation, kegiatan kokurikuler, dan ekstra kurikuler; dan 3) strategi eksternal dapat ditempuh melalui kerja sama dengan orang tua dan masyarakat.Character building through outdoor learning in social studies learningThe purpose of this study was to determine how character formation through outdoor learning in junior high school social studies learning. The method used is qualitative research. The research was conducted at SMP Tumbuh Yogyakarta. Data obtained from the results of indept interviews with key informants: school principals, vice principals, homeroom teachers, teachers, and students. Data were analyzed using the following steps: data reduction, display data, and conclusion/verification). Based on the research results, it can be concluded that: (1) Character building can be divided into two strategies, namely internal and external schools; (2) the school's internal strategy can be pursued through four pillars, namely teaching and learning activities in class with prepared learning methods, daily activities in the form of school culture, habituation activities, co-curricular activities, and extra-curricular activities; and (3) external strategies can be pursued in collaboration with parents and the community.

scholarly journals IMPLEMENTASI PENDIDIKAN KARAKTER DALAM PEMBENTUKAN KEPRIBADIAN HOLISTIK SISWA

2016 ◽  
Author(s):  
Binti Maunah
Keyword(s):  
School Culture ◽  
Character Education ◽  
Data Reduction ◽  
Teaching And Learning ◽  
Data Display ◽  
Vice Principals ◽  
Extra Curricular Activities ◽  
Key Informant ◽  
Teachers And Students ◽  
Depth Interviews

Abstrak: Tujuan penelitian ini adalah untuk memahami implementasi pendidikan karakter dalam pembentukan kepribadian holistik siswa. Metode yang dingunakan yaitu penelitian kualitatif. Penelitian dilakukan di MTs N Jabung dan SMPN 1 Talun Blitar. Data diperoleh dari hasil indept interview dengan key informant: kepala sekolah, para wakil kepala sekolah, wali kelas, guru, dan siswa. Data dianalisis dengan menggunakan langkah-langkah: data reduction, data display, dan conclusion/verification). Berdasarkan hasil penelitian dapat disimpulkan: (1) pengelolaan pendidikan karakter dapat dibagi menjadi dua strategi, yaitu internal dan eksternal sekolah; (2) strategi internal sekolah dapat ditempuh melalui empat pilar, yakni kegiatan belajar mengajar di kelas, kegiatan keseharian dalam bentuk school culture, kegiatan habituation, kegiatan ko-kurikuler, dan ekstra kurikuler; dan (3) strategi eksternal dapat ditempuh melalui kerja sama dengan orang tua dan masyarakat. Kata Kunci: pendidikan karakter, pribadi holistik THE IMPLEMENTATION OF CHARACTER EDUCATION IN THE FORMATION OF STUDENTS’ HOLISTIC PERSONALITY Abstract: The purpose of this study was to describe the implementation of character education in the formation of students' holistic personality. The research was a qualitative study conducted at MTsN Jabung and SMPN 1 Blitar Talun. Data were obtained from in-depth interviews with key informants: principals, vice-principals, guardians, teachers, and students. Data were analyzed by using the steps of data reduction, data display, and conclusion/verification. Based on the results of the data analysis, the research showed that: (1) the management of character education could be divided into two strategies, namely internal and external; (2) the internal strategy of the school could be accomplished through the four pillars, namely teaching and learning activities in the classroom, daily activities in the form of school culture, habit formation activities, curricular and extra-curricular activities; and (3) external strategy could be done by cooperating with parents and the community. Keywords: character education, holistic personality

scholarly journals Development of Puzzel Learning Media by Crossword Puzzel

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Prima Wahyu Titisari ◽  
Febi Acitika Pratiwi
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Crossword Puzzle ◽  
Capture Process ◽  
Learning And Teaching ◽  
Word Play ◽  
Teachers And Students ◽  
The Media ◽  
Large Groups ◽  
Crossword Puzzles

<p><strong>Abstract.</strong> Learning media is a teaching and learning process that tends to be interpreted as graphical, photographic, or electronic tools to capture, process, and reconstruct visual or verbal information. Crosswords are a kind of word play. The learning media developed to facilitate teachers and students in the process of learning and teaching at Junior High School grade VIII. The purpose of this study was to prodice <em>puzzle </em>learning media by crossword <em>puzzle</em> and feasible to be developed as rearning media on human eireulatory system material. Based on the results of the observations that have been carried out, the teacher only uses descourse and less varied learning  which makes students bored in learning. The method used in this study is the research and development (R &amp; D), by ADDIE method, the researcher produced a crossword puzzle and its feasibility will be tested. The results of the study after the media were tested on the validator of media experts and material experts got a very decent category. The results of the research from the science teacher, get a very feasible assessment to be developed. The results of research on peer review get a very feasible category to be tested. And the results obtained during the trial of students with trials of small groups, middle groups and large groups led to a very decent category. To we it can be concluded that, puzzle learning media by crossword puzzles is very feasible to develop.</p><p><strong>Keywords:</strong> Puzzle learning media, crossword puzzles</p>

scholarly journals PERAN SELF REGULATION DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SEBAGAI UPAYA MENYIAPKAN GENERASI EMAS 2045

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Sri Hapsari
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Junior High ◽  
Self Regulation ◽  
Conscious Effort ◽  
Social Studies Teaching

The purpose of this research is to determine the role of self regulation in enhancing the ability of creative thinking in social studies teaching and learning. Therefore, the author conducted a survey on junior high school in South Tangerang, Banten. Students ability to organize themselves into an important key in developing the ability to think creatively. Students will know what you want to achieve so that he has a conscious effort to focus the attention and the ability to complete the task. Ability is what is required by Indonesian golden generation because they will be dealing with a very complex challenge. The golden generation should be given so that the provision could be responsible for the lives of himself and his people.

scholarly journals Digital Reading Engagement of Junior High School Students during the Online Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 181
Author(s):  
Risna Amalia Izati ◽  
Lies Amin Lestari ◽  
Slamet Setiawan
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Self Report ◽  
Reading Engagement ◽  
School Students ◽  
Digital Devices ◽  
Reading Materials ◽  
Teachers And Students

The pandemic of COVID-19 has forced the teachers and students to hold the teaching and learning remotely. All the process of learning was conducted online via various mobile applications. Students widely use smartphones as a medium to receive learning materials, join online classes, and study. However, it was questioned whether students are engaged with their reading materials when they have to read the texts on screen or digitally and learn from them. It is expected that the use of digital devices has influenced students' reading engagement, especially when the reading is to learn. This study aims to find out about the students' engagement in reading digital texts during online learning. The study collects the data from self-report questionnaires, interviews, and observation. The result shows that students do not experience behavioral and affective engagement as well as a negative response while they are reading the texts onscreen during online learning.

LINGKUNGAN FISIK DI SEKITAR SEKOLAH SEBAGAI SUMBER BELAJAR IPS SMP NEGERI 3 JORONG KABUPATEN TANAH LAUT

Jurnal Socius ◽  
2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Erma Ariani
Keyword(s):  
Social Studies ◽  
Junior High School ◽  
Environmental Conditions ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Agricultural Land ◽  
Analytical Techniques ◽  
Learning Activities ◽  
Rubber Plantation ◽  
Learning Resource

AbstractUtilization of the environment as a learning resource in teaching and learning process Social Studies in school is very important, because the environment is very rich in information. This study aims to describe: (1) physical environmental conditions around SMP Negeri 3 Jorong Tanah Laut Regency; (2) utilization of the physical environment around the school as a learning resource Social Studies students of SMP Negeri 3 Jorong Tanah Laut District. The research method used is descriptive with qualitative approach. Source of data obtained from informants, images, photos, documents, field notes and writings. Data collection is done by direct observation, in-depth interviews, and documentation. To obtain data validity using data/source triangulation and method triagulation. Analytical techniques used are data reduction, data presentation, and conclusion drawing. The results showed that: (1) Around the junior high school 3 Jorong school there are various sources of learning that can be utilized for teaching and learning activities. Some places or physical environmental conditions around SMP Negeri 3 Jorong that can be extracted and used to be used as a source of learning Social Studies such as agricultural land/rice fields, oil palm plantation, rubber plantation, rejo village office, poskesdes. (2) The utilization of the physical environment around the school as a learning resource can be pursued by conducting learning activities outside the classroom by bringing students directly to the learning resource environment. Learning by utilizing the physical environment around the school as a source of learning also leads to changes in student outcomes, there is an increase in value after students learn directly to the source and observe objects to the field.Keywords: Physical Environment, learning resources of Social Studies AbstrakPemanfaatan lingkungan sebagai sumber belajar dalam proses belajar mengajar IPS di sekolah sangat penting, karena lingkungan sangat kaya informasi. Penelitian ini bertujuan untuk mendeskripsikan: (1) kondisi lingkungan fisik di sekitar SMP Negeri 3 Jorong Kabupaten Tanah Laut; (2) pemanfaatan lingkungan fisik di sekitar sekolah sebagai sumber belajar IPS siswa SMP Negeri 3 Jorong Kabupaten Tanah Laut. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Sumber data diperoleh dari informan, gambar, foto, dokumen, catatan lapangan serta tulisan-tulisan. Pengumpulan data dilakukan dengan observasi langsung, wawancara mendalam, dan dokumentasi. Guna memperoleh validitas data menggunakan triangulasi data/sumber dan triagulasi metode. Teknik analisis yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) Di sekitar sekolah SMP Negeri 3 Jorong terdapat berbagai macam sumber belajar yang dapat dimanfaatkan untuk kegiatan belajar mengajar. Beberapa tempat atau kondisi lingkungan fisik di sekitar SMP Negeri 3 Jorong yang bisa digali dan dimanfaatkan untuk dijadikan sebagai sumber belajar IPS antara lain lahan pertanian/sawah, lahan perkebunan sawit, lahan perkebunan karet, kantor desa karang rejo, poskesdes. (2) Pemanfaatan lingkungan fisik di sekitar sekolah sebagai sumber belajar dapat ditempuh dengan cara melakukan kegiatan pembelajaran di luar kelas dengan membawa peserta didik langsung ke lingkungan sumber belajar. Pembelajaran dengan memanfaatkan lingkungan fisik di sekitar sekolah sebagai sumber belajar juga membawa perubahan terhadap hasil yang dicapai siswa, ada peningkatan nilai setelah siswa belajar langsung ke sumbernya dan mengamati obyek ke lapangan.Kata Kunci: Lingkungan fisik, dan sumber belajar IPS

scholarly journals IMPLEMENTASI STRATEGI PEMBELAJARAN KONTEKSTUAL DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI SMP NEGERI 2 PINRANG

2018 ◽  
Vol 16 (1) ◽  
pp. 73-74
Author(s):  
Henra Ibrahim
Keyword(s):  
High School ◽  
Information Technology ◽  
Learning Strategies ◽  
Contextual Learning ◽  
Islamic Education ◽  
Vice Principals ◽  
Teachers And Students ◽  
Character Building ◽  
Positive Character

This article discusses the implementation of students' character developmentstrategies in learning Islamic Education in State Yunior High School 2 Pinrang.The purpose of this study is to describe the implementation of contextuallearning strategies in the formation of character of students, to describe theimplementation of contextual learning strategies in character building ofstudents, and to describe the factors related to the strategy of developingcontextual learning strategies to build the character in SMP 2 Pinrang. Thistype of research is descriptive qualitative using the naturalistic paradigm. Theinstruments of this research are: key instrument researchers and usinginterview, observation, and documentation guidelines. Informants interviewedwere principals, vice principals, Islamic Education teachers, and students. Theresults of this study indicate that the implementation of contextual strategieswas carried out through the learning process of Islamic Education by usingmethods in the 2013 curriculum combined with the use of informationtechnology-based learning media. The implementation of the contextual impactstrategy on improving the quality of learning in Islamic Education increases theappreciation of students for religious values, and fosters positive character forstudents. Implementation of contextual strategies by several factors, namely:existing infrastructure and infrastructure, competencies and qualifications ofacademic teachers, active teachers in teacher discussion activities, and theimplementation of the 2013 curriculum related to contextual strategies, literacy,conversation, and the use of information technology-based media.

scholarly journals PERAN GURU IPS TERPADU DALAM PEMBENTUKAN KARAKTER SISWA DI SEKOLAH MENENGAH PERTAMA (SMP) NEGERI 05 TEMPUNAK TAHUN PELAJARAN 2018/2019

2021 ◽  
Vol 6 (1) ◽  
pp. 33-42
Author(s):  
Yulia Suriyanti ◽  
Yunita Astikawati
Keyword(s):  
Social Studies ◽  
Junior High School ◽  
Learning Process ◽  
School Environment ◽  
Role Models ◽  
Social Studies Teachers ◽  
School Year ◽  
Social Studies Teacher ◽  
Character Building

Behavioral deviations that are often carried out by students in the school environment both in the learning process and outside the learning process. This study is to find out how the character of students, the role of Integrated Social Studies teachers, and supporting and inhibiting factors in forming student character. This research is a descriptive qualitative study, subjects of Integrated Social Studies teachers, Principals and 6 students. Instrument for observation, interview and documentation research. The results showed that the Role of  Integrated Social Studies Teacher in Character building Students in State Junior High School 05 Tempunak 2018/2019 School Year includes instructors, mentors, educators, demonstrators, evaluators, motivators, advisors, role models, mediators and facilitators, trainers, individuals, workers routine, actor, and preservative. While the characters formed in students are diligent, honest, resilient/persistent, trustworthy, responsible, hard-working, willing to work together, and be polite, lazy, likes to lie, likes to cheat, want to win alone/selfish, said harshly and like to bully friends.

scholarly journals MEDIA PEMBELAJARAN BERBASIS AUDIO VISUAL DALAM MENINGKATKAN HASIL BELAJAR IPS TERPADU DI MTS NEGERI 1 PASURUAN

2018 ◽  
Vol 4 (2) ◽  
pp. 92
Author(s):  
Muhammad Sofi Rifandi
Keyword(s):  
High School ◽  
Social Studies ◽  
Learning Outcomes ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Student Learning Outcomes ◽  
Learning Material ◽  
Audiovisual Media ◽  
A Value

<p class="Default">The purposes of the research are: (1) To describe the implementation of the utilization of learning media of Integrated Social Studies Subjects of the Students of Class VII at Public Junior High School 1 of Pasuruan. (2) To know the learning result of the utilization of learning media Integrated Social Studies Subjects of the Students of Class VII at Public Junior High School 1 of Pasuruan. (3) To describe and explain the problems of the utilization of Integrated Social Studies Subjects of the Students of Class VII at Public Junior High School 1 of Pasuruan To achieve the objectives above, it had used descriptive qualitative approach for three months. The key instruments are the researcher, and the collection techniques used observation and interviews. Data can be used by reducing relevant data, exposing data and drawing conclusions. The results of the research showed that (1) the implementation of learning media utilization, the teacher uses audiovisual media using LCD at school, the teacher can use the learning media by using the photo or the video about the learning material that has been explained. (2) the student learning outcomes after utilizing the audiovisual media on integrated Social Science subjects are very well. The average student gets a lot of good results with a value of 8.5. (3) the supporting factors are the facilities of adequate infrastructure, motivation and work ethics of educators in using learning media based on audiovisual, the student’s discipline in following the teaching and learning activities in the class. The inhibiting factors are the lack of awareness of educators in the utilization of learning media based on audiovisual at school.</p><p class="Default"><strong><em>Keywords: audiovisual; learning outcomes</em></strong><strong><em></em></strong></p>

scholarly journals Pola Komunikasi Interpersonal antara Guru dengan Murid Berkebutuhan Khusus di SMP Inklusi Sada Ibu

2020 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Iko Fajriaturrizqoh ◽  
Imas Kania Rahman ◽  
Yono Yono
Keyword(s):  
High School ◽  
Special Needs ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Communication Patterns ◽  
Teachers And Students

<p class="15bIsiAbstractBInggris"><em>This research was conducted to describe the interpersonal communication patterns between teachers and students’ ith special needs at the Sada Ibu Inclusion Junior High School Cirebon City in the teaching and learning process. The reseach method used by the author is descriptive qualitative, that is research that produces descriptive data in the form of written ord from the person being observed. Data collection techniques used are observation, direct interview techniques to trusted sources, and documentation. From the result of the reseach that has been done, that the communication between Sada Ibu Inclusive Junior High School teacher are students ith special needs is categorized according to primary, secondary, linear and circular communication patterns which refer to Joseph A. DeVito’s theory of the effectiveness of interpersonal communication. However, in circular communication patterns the responses given tend to be passive because the feedback is not one hundred percent running optimally, the level limitation of students with various special needs</em><em>.</em><em></em></p><p><strong>Abs</strong><strong>trak</strong></p><p>Penelitian ini dilakukan untuk menggambarkan pola komunikasi interpersonal antara guru dengan murid berkebutuhan khusus di Sekolah Menengah Pertama Inklusi Sada Ibu Kota Cirebon dalam proses belajar mengajar. Metode penelitian yang digunakan oleh penulis adalah deskriptif kualitatif, yaitu penelitian yang menghasilkan data deskriptif berupa tulisan kata-kata dari orang yang diamati. teknik pengumpulan data yang digunakan yakni dengan observasi, teknik wawancara secara langsung dengan narasumber terpercaya, dan dokumentasi. Dari hasil penelitian yang telah dilakukan, bahwa komunikasi guru SMP Inklusi Sada Ibu dengan murid berkebutuhan khusus dikategorikan telah sesuai dengan pola komunikasi primer, sekunder, linear dan sirkular yang mengacu pada teori Joseph A. DeVito tentang efektifitas komunikasi interpersonal. Namun pada pola komunikasi sirkular respon yang diberikan cenderung pasif karena feedback tidak seratus persen berjalan secara maksimal karena tingkat keterbatasan murid berkebutuhan khusus yang bermacam-macam..</p>

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS II SDN 006 TRI MULYA JAYA KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 120
Author(s):  
Murjiyem '
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Category Learning ◽  
Teaching And Learning ◽  
Student Activity ◽  
Study Results ◽  
Teachers And Students ◽  
Grade Ii ◽  
Improve Student Learning ◽  
Ctl Activity

The background of this study is the low results of social studies grade II SDN 006 Tri MulyaJaya. Of the 20 students, only 9 students (45.00%) who completed study results. In additionthe average learning result by 50. This research aims to improve student learning outcomesthrough the application of IPS CTL approach. This research is a classroom action research(CAR) conducted by two cycles. The data used in this study is the result of learning andactivity data of teachers and students. Research suggests that the approach applied setelahalearning outcomes and data CTL activity of teachers and students has increased. Datateacher activity increased in each cycle, the first cycle of the first meeting activity for teachersto get a score of 22 (50.00%) with less category, the first cycle II meeting teacher activityincreased with the acquisition of a score of 27 (61.36%) by category enough, in the secondcycle the first meeting back teacher activity increased with the acquisition of a score of 34(77.27%) in both categories. And the second cycle II meeting teacher activity increased with ascore of 39 (88.64%) with a very good category. Additionally the activity of students hasincreased at each meeting in each cycle. At the first meeting of the first cycle of activitystudents obtain a score of 21 (47.73 %%) with less category, the second meeting of the secondcycle increased student activity with a score of 25 (56.82%) with enough categories, the firstmeeting of the second cycle of activity students experience an increase in the acquisition of ascore of 35 (79.55%) in both categories. And at the second meeting of the second cycle ofstudent activity increased with the acquisition of a score of 37 (84.09%) with a frighteninggood category. Learning outcomes UH I and II increased from a base score, as evidenced bythe thoroughness of learning outcomes IPS in the first cycle of individual 14 students (70%)were completed and six students (30%) who did not complete. In the second cycle increasedto 16 students (80%) were completed while 4 students (20%) did not complete.

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