scholarly journals INTERNALISASIPENDIDIKAN KARAKTER ISLAMI KEPADA ANAK SEKOLAH DASAR di SD Plus NURUL HIKMAH PAMEKASAN

2018 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Halimatus Sakdiyah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Spiritual Values ◽  
Rewards And Punishment ◽  
Teaching Learning

The Islamiceducation character of elementary school children is very important, as an effort to cultivate the students’ intelligence in thinking, acting and behaving in accordance with the noble values ​​that its’ become the identity, and can be realized in interaction with God, themselves, others and the environment as a manifestation. Schools are a strategic place for appear education character because the children of some circles will be educated at school. In addition, children spend most of their time at school, something they have been gotten in school will be affected the formation of their character. To realize a generation that has a strong character and strong faith and Islam, it is necessary to instill the values ​​of personality to the child. In this case, the role of educator is very important, especially when they were applying the teaching learning process to the students.To instill Islamic character education of elementary school, children need some methods that must be mastered by educators, such as exemplary, habituation, advice, attention (supervision), rewards and punishment. The educators can be given knowledge improvement, and can be internalized the spiritual values ​​to their students by using some methods.

scholarly journals INTERNALIZATION OF ISLAMIC CHARACTER EDUCATION TO STUDENTS IN ELEMENTARY SCHOOL (SD) PLUS NURUL HIKMAH PAMEKASAN MADURA

2019 ◽  
Vol 2 (1) ◽  
pp. 134-145
Author(s):  
Halimatus Sa’diyah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Children ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Spiritual Values

Abstract: Islamic character education for elementary school children is very important, as an effort to cultivate intelligence to students in thinking, and behaving in accordance with the noble values ​​that become their identity which can be realized in interaction with their God, themselves, others and their environment. School is a strategic place for character education because children from all walks of life will receive education at school. Additionally, children spent most of their time in school, so what they obtained in school will affect the formation of their character. To realize the generation that has good Islamic character, it is required to plant values of good personality into children. Therefore, the role of the educator is important, especially when it is in the process of teaching and learning. To instill Islamic character education for elementary school children, several methods need to be mastered by educators, such as parables, exemplary, habituation, advice (mauidhah), targhib and tarhib. With some of these methods, an educator can not only provide knowledge, but also internalize spiritual values ​​in his students. SD Plus Nurul Hikmah in Pamekasan prioritizes the formation of Islamic character for its implementation by using approaches, strategies and methods that are adapted to the character of students, and implemented through 15 programs of activities that contain Islamic character education.

scholarly journals Peran Guru dalam Pembelajaran pada Siswa Sekolah Dasar

FONDATIA ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 41-47
Author(s):  
Dea Kiki Yestiani ◽  
Nabila Zahwa
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Children ◽  
Learning Process ◽  
Primary Schools ◽  
Elementary School Children ◽  
School Students ◽  
Children’S Learning ◽  
Role Of Teachers

Lack of understanding of children's learning can be caused by several factors. One of them is the lack of teacher's role in the learning process at school can cause children's understanding to decrease, especially in elementary school children. The role of teachers in primary schools is still very much needed because elementary school children still lack the comprehension of what they see and hear. With this phenomenon, research is conducted to find out how the role of teachers in learning in schools among elementary school students.

Empowering The Social Capital in The Religion-Based Character Education for The Elementary School Children in The Al-Irsyad 02 Elementary School Purwokerto

2016 ◽  
Vol 1 ◽  
pp. 13-23
Author(s):  
Tutuk Ningsih
Keyword(s):  
Social Capital ◽  
Elementary School ◽  
Character Education ◽  
Extracurricular Activities ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Social Characteristics ◽  
Positive Role ◽  
The Social

The study discussed the use of social capital in the religion-based character education for the elementary school children in the Al-Irsyad 02 Elementary School Purwokerto. The objectives of the study were to: (1) study the use of social capital in the religion-based character education within the learning process by means intracurricular and extracurricular activities and of school culture; (2) view the religion-based character education based on the aspect of cohesiveness and cooperation; and (3) view the religion-based character education based on the aspect of tolerance-solidarity within the learning process. For the data collection, the researcher performed the observation, the interview and the documentation. Then, in conducting the study the researcher selected the descriptive technique as the data analysis technique because the researcher would like to describe the data in order to solve the problem. Based on the results of the study, the researcher would like to draw the following conclusions. First, the social capital in the religion-based character education by means of teaching-learning process (intracurricular activities) has positive and important role for developing the character values of the students in the Al-Irsyad 02 Elementary School Purwokerto. The social capital in the religion-based character education becomes one of the school agendas in building the students’ potentials and competencies. The extracurricular activities also have positive role in supporting the process of internalizing the character values into the school community since the extracurricular activities, along with the intracurricular activities, have been related to the social and the religious aspects. Next, the culture of Al-Irsyad 02 Elementary School Purwokerto might be summarized into eight aspects. Second, the use of social capital, according to the perspective of cohesiveness and cooperation, within the daily learning process has been based on the religious values. The students of the elementary school always pray, do the dzikir and read the Koran every morning. The cohesiveness has enhanced the students’ discipline and solidarity and has created the students’ religious characteristics. Third, the use of social capital, according to the perspective of the aspects of solidarity and tolerance, within the religion-based character education has taken the form of social activities. For example, Al-Irsyad 02 Elementary School Purwokerto always holds the Open House event every second semester for each year and the objective of the event is to perform the syiar and the promotion. The event has been introduced by the elementary school since Al-Irsyad 02 Elementary School Purwokerto has the following slogan: “The Champion School.” The meaning of the slogan is that the elementary school becomes the place that gives birth to the national and the international champions. The elementary school, in other words, has been teaching their students to have good social characteristics.

scholarly journals Validation of a newly developed instrument establishing links between motivation and academic hardiness

2016 ◽  
Vol 12 (1) ◽  
pp. 29-48
Author(s):  
Spiridon Kamtsios ◽  
Evangelia Karagiannopoulou
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Convergent Validity ◽  
Factor Model ◽  
Relevant Literature ◽  
Goal Orientations ◽  
Coping Scale ◽  
Academic Hardiness

The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Rejection and Victimization among Elementary School Children: The Buffering Role of Classroom-Level Predictors

2013 ◽  
Vol 43 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Marina Serdiouk ◽  
Philip Rodkin ◽  
Rebecca Madill ◽  
Handrea Logis ◽  
Scott Gest
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Level

scholarly journals Visual Imagery as a Prose-Learning Process

1974 ◽  
Vol 6 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Joel R. Levin ◽  
Patricia Divine-Hawkins
Keyword(s):  
Elementary School ◽  
School Children ◽  
Learning Process ◽  
Visual Imagery ◽  
Elementary School Children ◽  
Presentation Rate ◽  
Normal Rate ◽  
Prose Learning ◽  
Compatibility Hypothesis

The viability of visual imagery as a prose-learning process was evaluated in two experiments with elementary school children. In the first experiment, it was found that when a passage was presented at a normal rate, the effect of imagery instructions on substance recall was relatively greater under listening than under reading conditions. This finding was replicated in the second experiment, in which it was also found that reported imagery generation was more frequent in listening than in reading conditions when a faster presentation rate was employed. Possible interpretations of the results with respect to a “compatibility” hypothesis are offered.

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