scholarly journals IMPLEMENTASI PENDIDIKAN KARAKTER PADA KURIKULUM ISMUBA SD MUHAMMADIYAH KALISOKA SENTOLO KULONPROGO DIY

2019 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Tito Restu Tantowi ◽  
Hendro Widodo
Keyword(s):  
Elementary School ◽  
Secondary Education ◽  
Character Education ◽  
Field Research ◽  
Educational Goals ◽  
Primary And Secondary Education ◽  
The Government ◽  
Achievement Indicators

Curriculum as one of the important components in achieving educational goals in school. No exception in the Muhammadiyah school, which has a curriculum from the primary and secondary education board of the Muhammadiyah central leadership, must also be adapted to the government in Kulon Progo district. Therefore SD Muhammadiyah Kalisoka developed the ISMUBA curriculum but also implemented regulations to strengthen character education.Objective: To know the implementation of regulations on strengthening character education in Muhammadiyah KalisokaMethod: Field research at SD Muhammadiyah Kalisoka, Tuksono, Sentolo, Kulon ProgoResults: The regulation on strengthening character education has been inputted in developing the Islamic curriculum at Muhammadiyah Elementary School KalisokaConclusion: From the results of the study it was found that Muhammadiyah Kalisoka Elementary School had succeeded in developing regional regulations to strengthen character education in its ISMUBA curriculum and had met the achievement indicators.

scholarly journals Religious Value Internalization to Student by Shaking Hand Refraction at Islamic Integrated Elementary School Annida Sokaraja

2016 ◽  
Vol 1 ◽  
pp. 156-162
Author(s):  
Akhmad Sulaiman
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Research Result ◽  
Field Research ◽  
Point Of View ◽  
Next Generation ◽  
Class 1 ◽  
Opposite Sex ◽  
The Government ◽  
Social Intercourse

In year 2010, the government had an idea to organize character education. It was urged by moral decadence that has happened in Indonesia. The government have formulated 18 values  that had to be planted in every school. One of them is religious value. Based on al-Ghāzali view, school refraction is the best way to internalize value. Because with school refraction, children will be refracted sustainablely and consistently until  value which is internalized is applied strongly. This research is field research. This research aims to know religious value internalization by shaking hand refraction at Islamic Integrated Elemantary School Annida Sokaraja. Writer chooses the school because it really focuses on character education with its point of view prepare  next generation whom is pious, intelligent, skilled, creative and innovative. The research result shows that shaking hand refraction activity internalizes religious value especially about social intercourse between boy and girl. Diference way of shaking hand between students class 1-3 and 4-5, that students class 1-3 may touch opposite sex but students class 4-6 may not touch opposite sex, gives knowledge that a boy and a girl may not touch each other. It is knowing aim. Makin. Shaking hand refraction makes students can do shaking hand which is appropriate with Islamic Ethic and it also build students’ character that can limit theirselve in social intercourse with opposite sex. They are doing and being aim.

scholarly journals Character Internalization Based School Culture of Karangmloko 2 Elementary School

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 81
Author(s):  
Husna Nashihin
Keyword(s):  
Elementary School ◽  
School Culture ◽  
Character Education ◽  
Field Research ◽  
Literacy Learning ◽  
School Cultures ◽  
Lost And Found ◽  
Three Stages ◽  
Moral Feeling ◽  
The Many

<p>Character education based school culture is very important to be developed at this time. Of the many schools that have implemented it, one of them is Karangmloko 2 Elementary School in Yogyakarta. This Field Research uses a Phenomenology approach which aims to describe the phenomenon of school culture as a basis for character education in Karangmloko 2. The results of this study indicate that character education based school culture of Karangmloko 2 done in three stages, namely; moral knowing, moral feeling, and moral action. The school culture of Karangmloko 2 is programmed (willed) consisting of 7 school cultures namely Lost and Found Box, Friday Action (AJUBER), Islamic Wall Magazine (MADIGAIS), My Dhuha Board, Honesty Cafeteria, Friday Gymnastics, and Friday Cleaning. The seven school cultures are capable to produce values of characters including Religion, Social Responsibility, Helping Each Other, Love Literacy, Learning Spirit, Discipline, Honesty, Responsibility, Caring for Health, Unity, and Caring for the Environment.</p><p dir="RTL">تربية الشخصية القائمة على ثقافة المدرسة من المهم جدا أن يتم تطويرها في هذا الوقت. من بين العديد من المدارس التي نفذتها، واحدة منها هي مدرسة Karangmloko 2 الابتدائية في يوجياكرتا. يستخدم هذا البحث الميداني منهجًا لعلم الظواهر يهدف إلى وصف ظاهرة الثقافة المدرسية كأساس لتعليم الشخصية في Karangmloko 2. تشير نتائج هذه الدراسة إلى أن الثقافة المدرسية القائمة على تعليم الشخصية في Karangmloko 2 تتم على ثلاث مراحل، وهي: المعرفة الأخلاقية، والشعور الأخلاقي، والعمل الأخلاقي. تمت برمجة (إرادة) ثقافة مدرسة Karangmloko 2 وتتكون من 7 ثقافات مدرسية وهي: صندوق المفقودات والموجودات، جمعة الحركة (أجوبر)، مجلة الجدار الإسلامي (MADIGAIS)، بلدي مجلس الضحى، كافتيريا الصدق، جمباز الجمعة، و تنظيف الجمعة. إن الثقافات المدرسية السبعة قادرة على إنتاج قيم من الشخصيات ، بما في ذلك الدين والمسؤولية الاجتماعية ومساعدة بعضنا البعض ومحو الأمية وروح التعلم والانضباط والصدق والمسؤولية ورعاية الصحة والوحدة ورعاية البيئة.</p>

scholarly journals EVALUASI PROGRAM PENDIDIKAN KARAKTER DI SEKOLAH DASAR KABUPATEN KULON PROGO

2014 ◽  
Vol 2 (2) ◽  
pp. 223
Author(s):  
Stovika Eva Darmayanti ◽  
Udik Budi Wibowo
Keyword(s):  
Elementary School ◽  
Program Evaluation ◽  
Elementary Schools ◽  
Character Education ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Monitoring And Evaluation ◽  
Facility Management ◽  
Research Subjects ◽  
The Government

<p class="PRIMAJUDULArtikelEnglish">Penelitian ini bertujuan untuk: (1) mengevaluasi ketercapaian program pendidikan karakter pada tingkat sekolah dasar di Kabupaten Kulon Progo, (2) memberikan rekomendasi baik kepada guru, sekolah, maupun pemerintah untuk perbaikan program pendidikan karakter. Jenis penelitian adalah evaluasi program (evaluasi formatif) dengan pendekatan kualitatif. Subjek penelitian meliputi: (1) empat sekolah dasar di Kabupaten Kulon Progo, yaitu SDN 4 Wates, SDN 6 Bendungan, SDN Kriyan, dan SDN Selo; (2) Pengawas SD Kecamatan Kokap dan Pengawas SD Kecamatan Wates; dan (3) Di-nas Pendidikan Kulon Progo. Data dianalisis dengan menggunakan analisis data Milles &amp; Huberman meliputi: reduksi data, penyajian data, dan verifikasi data. Kesimpulan dari penelitian ini adalah: (1) kesiapan sekolah dasar di Kabupaten Kulon Progo untuk mengimplementasikan pendidikan karakter baik, dinilai dari kurikulum yang telah terintegrasi pendidikan karakter, namun masih kurang dalam hal pengelolaan sarana prasarana pendukung dan banyak guru memerlukan lebih banyak pengetahuan dan keterampilan tentang pendidikan karakter; (2) implementasi pendidikan karakter belum tampak pada kegiatan pembelajaran; (3) dukungan dari pemerintah dalam sosialisasi atau pelatihan dirasa masih kurang oleh sekolah; (4) monitoring dan evaluasi pendidikan karakter masih terbatas pada kurikulum dan dilakukan melalui pembinaan pengawas di setiap sekolah; dan (5) kendala yang umum dihadapi sekolah adalah penilaian sikap siswa yang belum terdokumentasi, kurangnya pemahaman guru untuk mengimplementasikan pendidikan karakter, dan tidak adanya sinergi antara pendidikan di sekolah dengan pendidikan di rumah.</p> <p class="PRIMAABSTRAKKeywords"><strong>_________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p><strong><em> </em></strong></p> <p class="PRIMAABSTRAKJudul"><strong>A PROGRAM EVALUATION OF CHARACTER EDUCATION IN ELEMENTARY SCHOOL OF KULON PROGO REGENCY<br /></strong></p><p class="PRIMAABSTRAKJudul"><em><strong>ABSTRACT</strong></em></p> <p class="PRIMAABSTRAKBodyEnglish">This study aims to: (1) evaluate the progress of character education program in the elementary schools in Kulon Progo Regency, and (2) give recommendation to teachers, schools, and the government about the character education program’s improvement. This research used a program evaluation of Scriven’s formative evaluation model with the qualitative approach. The research subjects comprised: (1) four elementary schools in Kulon Progo, i.e. SDN 4 Wates, SDN 6 Bendungan, SDN Kriyan, and SDN Selo, (2) elementary school’s superintendents of Wates and Kokap, and (3) the education department of Kulon Progo. This research used the qualitative data analysis from Miles &amp; Huberman, consisting of data reduction, data display, and verification. The conclusions of this study are that: (1) the readiness of school for implementing character education is good, assessed from their curriculum integrated with character education, but still not good enough in terms of facility management, and the number of teachers in need of more knowledge and skills about character education; (2) the implementation of character education does not happen yet in the classroom learning activities; (3) the sample schools consider that the support from the government is insufficient especially for character education training; (4) the monitoring and evaluation of character education are still limited to the curriculum and done by the school’s superintendents; and (5) the constraints at character education are undocumented students’s behavior assessment, lack of teacher’s understanding to implement the character education, and there is no synergy between education at school and education at home.</p> <strong>Keywords</strong>: program evaluation, character education, elementary school<br />

scholarly journals Implementasi Pendidikan Karakter Dalam Mendukung Gerakan Penguatan Pendidikan Karakter Di SD Muhammadiyah 9 Malang

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ruli Alfi Mei Rosyida ◽  
Ahmad Juanda ◽  
Mohammad Syahri
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Negative Impact ◽  
Ministry Of Education ◽  
Inhibiting Factors ◽  
The Hours ◽  
Qualitative Descriptive ◽  
Younger Generation ◽  
The Government ◽  
Basic Approaches

Abstract: The negative impact of globalization is the increasingly worsening character of the younger generation. In overcoming the problem of demoralizing the younger generation, the Government of Indonesia issued a policy of strengthening character education. This study aims to describe (1) the implementation of character education to support strengthening character education(PPK) movement at elementary school Muhammadiyah 9 Malang. (2) supporting and inhibiting factors in the process of character education implementation in the context of supporting the PPK movement at elementary school Muhammadiyah 9 Malang. This research is a qualitative descriptive study, located at elementary school Muhammadiyah 9 Malang, with data collection techniques in the form of interviews, observations, and documentation. The results showed that (1) the implementation of PPK policies in schools was not much different from the character education programs that had previously been implemented. Strengthening the character education that runs is to add a variety of character planting habituation programs, increase the hours of character habituation activities, increase student learning activities and intensify a variety of programs that are already running at school. Schools implement the PPK movement according to the Ministry of Education and Culture's reference with three basic approaches. (2) Supporting factors are none other than full support provided by all schools and parents of students while inhibiting factors faced by schools are none other than students themselves and there are parents of students.Keywords: Policy, Strengthening Character Education, Elementary Schools Abstrak: Dampak yang dihasilkan globalisasi secara negatif yaitu semakin memburuknya karakter generasi muda. Dalam mengatasi persoalan demoralisasi generasi muda Pemerintah Indonesia mengeluarkan kebijakan penguatan pendidikan karakter. Penelitian ini bertujuan untuk mendeskripsikan (1) implementasi pendidikan karakter dalam rangka mendukung gerakan PPK di SD Muhammadiyah 9 Malang. (2) faktor pendukung dan penghambat proses impelementasi pendidikan karakter dalam rangka mendukung gerakan PPK di SD Muhammadiyah 9 Malang. Penelitian ini merupakan penelitian deskriptif kualitatif, bertempat di SD Muhammadiyah 9 Malang, dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) implementasi kebijakan PPK di sekolah tidak jauh berbeda dengan program pendidikan karakter yang sebelumnya sudah dilaksanakan. Penguatan pendidikan karakter yang berjalan yaitu dengan menambah berbagai program pembiasaan penanaman karakter, menambah jam kegiatan pembiasaan karakter, menambah kegiatan pembelajaran siswa dan mengintensifkan berbagai program yang sudah berjalan di sekolah. Sekolah mengimplementasikan gerakan PPK sesuai acuan kemendikbud dengan tiga basis pendekatan. (2) Faktor pendukung tidak lain berupa dukungan penuh yang diberikan oleh seluruh pihak sekolah dan orang tua siswa, sedangkan faktor penghambat yang dihadapi sekolah tidak lain berasal dari para peserta didik sendiri dan ada dari orang tua siswa.Kata kunci: Kebijakan, Penguatan Pendidikan Karakter, Sekolah Dasar

The 1960 Educational Reforms

1960 ◽  
Vol 4 ◽  
pp. 55-65 ◽  
Author(s):  
Robert D. Barendsen
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary Education ◽  
Junior High School ◽  
Junior High ◽  
Educational Reforms ◽  
Primary And Secondary Education ◽  
Elementary Cycle ◽  
Education In China

Since the 1920s the pattern prevailing in the field of primary and secondary education in China has been that of a twelve-year cycle divided into three basic parts—a six-year primary or elementary school followed by a three-year “junior middle” or junior high school and a three-year “senior middle” or senior high. The six-year elementary cycle was further subdivided into four years of junior grades followed by two years of senior grades.

scholarly journals Character Education Through School Literacy Program in Elementary School

2019 ◽  
Author(s):  
Wuri Wuryandani ◽  
Fathurrohman Fathurrohman ◽  
Suparlan Suparlan
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Literacy Program ◽  
School Librarians ◽  
Research Subjects ◽  
Descriptive Research ◽  
Literacy Activities ◽  
Analysis Technique ◽  
Data Validity ◽  
The Government

This study aimed to explore the character education through the school literacy program in Elementary School. This research is motivated by the importance of character education, one of them was school literacy program in elementary school. This research was a descriptive research with qualitative approach. Research subjects were principals, teachers, school literacy teams, and students at Muhammadiyah Sapen Elementary School in Yogyakarta. Data collection techniques used in this study were observation, interview, and documentation. Technique of examination of data validity used triangulation. The analysis technique used inductive analysis technique, that is analysis which depart from data and boils down to general conclusions. The steps of data analysis include: data reduction, unitization and categorization, display data,andconclusions.TheresultsshowedthatliteracyactivitiesatSDMuhammadiyah Sapen Yogyakarta had been implemented long before the government launched the school literacy program. Literacy activities at the school are implemented by maximizing collaboration between teachers and school librarians. Along with the school literacy movement program from the government, the school fix the literacy activities undertaken. School literacy movement activities conducted in 3 stages of habituation, development, and learning. In school literacy movement there are values of character that are grown the responsibility, discipline, appreciate achievement, confidence, creative, reading, and communicative.

scholarly journals The Impact of Education Economy on Uzbekistan Based on Public Management

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Rong Zhao
Keyword(s):  
Secondary Education ◽  
Public Management ◽  
Human Society ◽  
Factors Affecting ◽  
Primary And Secondary Education ◽  
Survey Results ◽  
High Employment ◽  
The Government ◽  
And Gender ◽  
The Impact

In today's economic globalization, education plays an important role in public management. It can not only improve the overall quality of human society, but also a way of cultural communication. This paper mainly introduces the concept of public management and the characteristics of educational economy, and expounds the calculation method of educational economic contribution rate. Then, through investigation and research, this paper finds that there are many factors affecting educational equity. The most direct reason is that the government and schools lack reasonable planning for private schools, resulting in imperfect school facilities and high employment pressure on students; on the other hand, the rapid economic development leads to the shortage of talent supply, which leads to the decline of education quality. At the same time, based on the survey results, this paper finds that the penetration rate of primary and secondary education in Uzbekistan has increased significantly, the cultural level of adults and youth has improved, and gender equality in primary and secondary education opportunities.

scholarly journals PELATIHAN KURIKULUM 2013 UNTUK GURU SD DI SD ISLAM AL FATIH KECAMATAN ALALAK KABUPATEN BARITO KUALA KALIMANTAN SELATAN

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Muhammad Yunus
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Community Service ◽  
School Teacher ◽  
Learning Activities ◽  
School Level ◽  
Educational Goals ◽  
Training Activities ◽  
The Government ◽  
And Training

Satu dari cara mencapai tujuan pendidikan diperlukanlah pedoman penyelenggaraan kegiatan pembelajaran  berupa kurikulum. Kurikulum 2013 (K13) adalah kurikulum yang secara resmi pada tahun 2014 menggantikan pendahulunya yaitu Kurikulum Tingkat Satuan Pendidikan (KTSP). Pada tahun 2018 pemerintah mencanangkan seluruh sekolah wajib menerapkan K13 dari tingkat dasar sampai lanjutan. Kenyataannya masih ada sekolah yang belum menerapkan kurikulum 2013 ini dikarenakan belum adanya sosialisasi dan pelatihan terkait kurikulum 2013. Satu di antaranya adalah Sekolah Dasar Islam Al Fatih di Kabupaten Barito Kuala, Kalimantan Selatan yang belum menerapkan K13 dan masih memakai KTSP sebagai kurikulumnya. Permasalahan yang dihadapi adalah minimnya pengetahuan tentang K13 karena  belum adanya sosialisasi dan pelatihan K13. Beranjak dari masalah tersebut tim pengabdian masyarakat melakukan kegiatan pelatihan K13 yang bertujuan untuk mengenalkan dan memahamkan penerapan K13. Metode yang digunakan dalam penelitian ini adalah ceramah, diskusi, dan pendampingan. Setelah mengikuti pelatihan guru mendapatkan pemahaman tentang K13 di tingkat sekolah dasar dan mampu membuat perangkat pembelajaran yang sesuai dengan K13.Kata kunci: pelatihan, kurikulum 2013, guru SDOne of the ways to achieve educational goals is a guideline for implementing learning activities in the form of curriculum. 2013 Curriculum (K13) is a curriculum that officially in 2014 replaced its predecessor, the Education Unit Level Curriculum (KTSP). In 2018 the government proclaims that all schools are required to apply K13 from elementary to advanced levels. In fact there are still schools that have not implemented the 2013 curriculum because there is no socialization and training related to the 2013 curriculum. One of them is Al Fatih Islamic Primary School in Barito Kuala District, South Kalimantan, which has not implemented K13 and still uses KTSP as its curriculum. The problem faced is the lack of knowledge about K13 due to the lack of K13 socialization and training. Moving on from this problem the community service team conducted K13 training activities aimed at introducing and understanding the application of K13. The method used in this study is lecture, discussion, and mentoring. After attending thetraining the teacher gets an understanding of K13 at the elementary school level and is able to make learning devices that are in accordance with K13.Keywords: training, 2013 curriculum, elementary school teacher

Primary and Secondary Education in Uganda: Challenges and Prospects

2021 ◽  
Vol 4 (1) ◽  
pp. 78-87
Author(s):  
Kamonges Wahab Asad
Keyword(s):  
Secondary Education ◽  
Education System ◽  
Critical Analysis ◽  
Colonial Period ◽  
Educational Goals ◽  
Primary And Secondary Education ◽  
Educational Challenges

The education system of Uganda has gone through a number of changes since the colonial period. After attaining her independence in 1962 from Britain, several commissions and committees were formed to look into the education system and recommendations from time to time were reached for purposes of ensuring the achievement of educational goals. The implementation of these recommendations has greatly influenced the education system’s implementation in Uganda. This paper provides a critical analysis of the educational challenges of the operating education system at the primary and secondary levels, and the policies under it with a view of highlighting the prospects. Lastly the writer makes recommendations and a conclusion.

The effectiveness of Hybrid Learning in Character Building of Integrated Islamic Elementary School Students during the COVID -19 Pandemic

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Trisni Handayani ◽  
Novelia Utami
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Hybrid Learning ◽  
School Students ◽  
Electronic Learning ◽  
Face To Face ◽  
Parental Guidance ◽  
The Government ◽  
Role Of Parents ◽  
Character Building

In the midst of the COVID-19 pandemic that has hit the world, it has an impact on various sectors, including the education sector so that the learning process continues in shaping the character of the nation's children. The government provides a distance education policy, but in reality there are many obstacles. Teachers can continue to carry out learning with a hybrid learning model, it is hoped that character building will still be instilled. The purpose of this study was to determine the effectiveness of hybrid learning in character building of students at Raudhatul Muttaqin Islamic Elementary School, Bekasi. The research method used is mixed methods with quantitative and qualitative analysis. Based on the results of data analysis, research findings indicate that character building is still instilled with parental guidance and reporting to school in the form of an electronic Learning Management System then validated by the teacher. Face-to-face effectiveness of 90.5%, online 70.6%, and adequate infrastructure 82% character building can still be applied even with hybrid learning. This shows the important role of parents at home is very high. Further research is needed so that the strengthening of character education can continue to be realized even with various approaches

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