scholarly journals PERAN PENDIDIKAN PRA-SEKOLAH DAN TENAGA PENDIDIK PENDIDIKAN DASAR DALAM PEMBANGUNAN KARAKTER SISWA

2016 ◽  
Vol 1 (2) ◽  
pp. 242-251
Author(s):  
Ela Nurlaela
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Character Education ◽  
Teacher Knowledge ◽  
School Education ◽  
Education Development ◽  
Effective Learning ◽  
Participation Level ◽  
Positive Effect

Globalization brings forth huge changes in the workplace. Profession and work specification become more delicate than ever. Education is responsible in providing qualified human resources to answer those challenges. One of the most important parts of education is character education. Character determines the future of a person, society and nation. A nation fails to pass it core values will most likely to perish. This makes character education the most important responsibility of elementary education in our nation. This paper also examines the role of pre-school education in determining student’s achievement in elementary school and current pre-schools condition in our nation. The findings suggest that first, teacher education, teacher knowledge, skill, competence and integrity positively affect effective learning process including character education and graduate quality. Second, in this nation the participation level to attend pre-school which have positive effect on student’s achievement in elementary school is still very low. The main reasons are because most people didn’t aware yet that pre-school is important and the fee needed to access pre-school is still too high for some people. We need to educate our teachers in order to understand the importance of character education and be able to accomplish it. Strategic plan is also vital to ensure the education development. We also need to socialize pre-school to the society in order to encourage them to bring their children to participate in pre-school education.

scholarly journals The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

2021 ◽  
Author(s):  
Lydia Laninga-Wijnen ◽  
Yvonne H. M. van den Berg ◽  
Tim Mainhard ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Climate ◽  
School Adjustment ◽  
Fifth Grade ◽  
Peer Norms ◽  
Descriptive Norms ◽  
Climate Perceptions ◽  
School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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 Exploring the Role of M-learning in Elementary Education

10.28945/3873 ◽  
2017 ◽  
Vol 16 ◽  
pp. 459-474 ◽  
Author(s):  
Hsiu Ju Chen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Mobile Learning ◽  
Vital Role ◽  
Partial Least Square ◽  
Least Square ◽  
Future Research ◽  
Mediated Learning ◽  
Elementary School Learners

Aim/Purpose: This study explores the associations between elementary school learners’ m-learning and learner satisfactions based on the technology-mediated learning model. Background: M-learning (mobile learning) is emerging, but its role in elementary education still needs clarification. Methodology: Questionnaires were mailed to several different elementary schools, located in different areas that adopted m-learning. Due to the possible limited cognitive ability because of age, short measures were adopted in the study. Finally, data from eighty-six elementary school learners who had experience in mobile learning were gathered and analyzed with Partial Least Square (PLS) for the limited sample size. Contribution: The results implied the vital role of m-learning in providing different form of interaction in class to activate elementary school learners’ course participation. They also indicated that mobile learning not only activated learners’ active course participation but linked students, teachers, courses, and schools. Findings: The results showed that m-technology quality of mobile learning was signifi-cantly associated with learners’ active course participation and satisfaction to-ward apps/tablets in m-learning that contributed to different learner satisfac-tions. Recommendations for Practitioners: The findings suggested that with good interaction quality facilitated by apps/tablets in m-learning, m-learning could be a suitable medium for teachers to have interaction with students and increased students’ different satisfactions in schools at alternative collective learning environments in elementary education. Future Research: Future studies to measure and reflect different impact of student-teacher interaction in m-learning are suggested.

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 COMMUNITY SERVICE TEACHER WORKING GROUP (KKG) VALUES OF THE NATION IN BUILDING CHARACTERS IN THE ELEMENTARY SCHOOL OF BANDUNG CITY

2019 ◽  
Author(s):  
Siti Sholiha Nurfaidah ◽  
Devi Rahmiati ◽  
Azis Lukman Praja
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Community Service ◽  
Working Group ◽  
Learning Activities ◽  
School Students ◽  
Knowledge And Skills ◽  
The Impact ◽  
Traditional Game

Education that integrates character education in the learning process oriented towards the formation of the child as a whole human being. Therefore, character education can not be excluded. As for the impact of rapid globalization, it is resulting in decreased values ​​of the nation's character. Upaya solving these problems is to guide in enhancing the ability of educators in shaping the role of the nation's values ​​of elementary school students. The goal of this activity is the Teachers Working Group (KKG) in SD BPI and KKG in SDN 208 Luginasari.The method used in the form of seminars and workshops in the way of knowledge and skills to carry out learning activities that include character education through the medium of the traditional game. Then do the teacher mentoring to ensure that they practiced with good results briefing in seminars and workshops has done. Mentoring is beneficial because of many-intertwined transfers of knowledge between teachers and the Service Team. PKM activity can be said to have contributed to the development of the character values ​​of the nation. However, such actions still need to be disseminated to a broader audience.

scholarly journals The Role of Ramadan Fasting Values For Character Education of Elementary School Students

2021 ◽  
Vol 5 (10) ◽  
pp. 7-13
Author(s):  
Kuswara Kuswara ◽  
Yena Sumayana
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Moral Education ◽  
Elementary School Students ◽  
Religious Education ◽  
School Students ◽  
Ramadan Fasting ◽  
Mutual Help ◽  
Positive Attitudes

This article aims to study the values contained in fasting education for elementary school students. The values of education are the value of religious education, the value of moral education, social education, and cultural education values. Fasting is a religious activity that people Islam as a form of obedience to His God in addition to other services. Ramadan fasting is a refrain from eating, drinking, and having sex and other things that make it clear that fasting will not rise from dawn until sunset during Ramadan. The current phenomenon is increasingly reduced worship activities, tepo seliro, gotong royong, mutual help, and attitudes other positive attitudes such as honesty, discipline, responsibility, and tolerant living in life. Ramadan fasting not only emphasizes refraining from eating and drinking only, but training in improving faith, mental coaching, morality, and understanding the meaning of difference. In elementary school, these grades need to be instilled as a cornerstone of students in their development, especially in the aspects of personality such as: character, behavior, responsibility, discipline, and social spirit.

scholarly journals Peace Education and Child Protection in Educational Settings for Elementary School in the West Papua of Indonesia

2017 ◽  
Vol 13 (8) ◽  
pp. 20
Author(s):  
Agustinus Hermino
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Child Protection ◽  
Peace Education ◽  
School Principal ◽  
Situational Factors ◽  
Peace Building ◽  
Educational Settings ◽  
Teacher Student

This qualitative research has purpose in order to get deep meaning of peace education and child protection in the Papua island, Indonesia, relate with (1) how children at risk at home or in the community; (2)how situational factors affecting child protection in schools relate with bullying (physical, verbal and psychological abuse) by staff and peers; (3) how peace building and child protection policy for educational settings in the elementary school. Location of the research was in two districts, such as: Teluk Bintuni and Fakfak.The result of this research indicate that peace building and child protection canbe intepreted based on: (1) strong education in the family; (2) the importance of attention to the socially outside of school; (3) atmosphere environment in school; (4) strengthen of friendship peers in the school; (5) atmosphere in the classroom; (6) methods of theaching by teacher; (7) strengthen the role of teaches as educator; (8) strengthen relationship teacher-student-parent; (9) exempary habituation; (10) implementation of curriculum-based character in the teaching learning process; (11) strengthen of character education; (12) strengthen the role of school principal.

scholarly journals The Role of Student’s Parents in Education at Public Elementary School 3 of Jatiluhur

2019 ◽  
Vol 2 (1) ◽  
pp. 70
Author(s):  
Dwi Purwanti
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Extracurricular Activities ◽  
Educational Development ◽  
Active Role ◽  
Parental Participation ◽  
School Committee ◽  
The Family ◽  
Role Of Parents

Educational development in Indonesia needs the participation of parents and the community and the school itself. These three elements must work together in an effort to realize the goals of education in schools. Parents of students were originally only concentrated in supporting the education of children in the family, now it is developing in the involvement of parents in the administration of education in schools, including those that occur in SD Negeri 3 Jatiluhur. This study focuses on: (1) what is the role of parents in education ?; (2) what is the form of parental participation in SD Negeri 3 Jatiluhur? The results of this study include: (1) the participation of parents in education, namely the involvement of parents in organizing their children's education in schools; (2) the form of parental participation in SD Negeri 3 Jatiluhur is to attend meetings held by the school, attend the parent / guardian class, become a member of the school committee, as a companion to extracurricular activities, play an active role in the activities carried out by the school committee, play an active role in the activities of Strengthening Children's Character Education in schools.

scholarly journals The Role of Teachers in Building National Character Values through Traditional Games for Elementary School Students

2018 ◽  
Vol 2 (4) ◽  
Author(s):  
Siti Sholiha Nurfaidah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary School Students ◽  
National Character ◽  
Learning Activities ◽  
School Students ◽  
Knowledge And Skills ◽  
Role Of Teachers ◽  
Traditional Game

Rapid technological and information developments have impacted changes in various lines of life. The big impact that arises from the changes that occur is the decline in the values of the nation's character. The problem solving effort is by providing guidance in improving the ability of educators in shaping the values of the national character of elementary school students. The targets in this activity are the Teacher Working Group (KKG) in SD PBI and KKG in SDN 208 Luginasari. The method used in the form of organizing seminars and workshops on the role of teachers in building national character values to elementary school students. The activity was carried out quite well. Teachers are given debriefing and skills to carry out learning activities that contain character education through traditional game intermediaries. Suggestions for the achievement of the objectives of this activity is that assistance is still needed for the teacher so that the teachers can consistently transform their knowledge and skills in the path that we all expect.

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