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PENALARAN MORAL HUBUNGANNYA DENGAN FAKTOR-FAKTOR BUDAYA SISWA C. Asri Budiningsih
Jurnal Kependidikan Vol. 33, No.1 (2003)
Publisher : Universitas Negeri Yogyakarta

Abstract This study aims to describe the students’ characteristics including the stages and/or degrees of their moral reasoning, existential belief, empathy, and social role taking. This study was categorized as descriptive-correlational research. SLTP and SMU students in Yogyakarta constitute the subject population. Samples were drawn using a stratified random sampling technique. Data gathered using the test technique: (1) Moral Reasoning Test; (2) Existential Belief Test: (3) Empathy Test (4) Social Role Test. The data were collected from 480 students. Data were analyzed using averages and percentages to uncover the students’ characteristics, pearson-correlation technique to examine the relationship among variables, and anova technique to examine differences of variables. Results of the study leads to the following conclusion: (1) moral reasoning tends to operate on stage III, namely harmony oriented or good boy-nice gorl oriented; (2) existential belief tends to operate on stage III, namely synthetic-conventional faith; (3) empathy tends to operate on degree III which means that in responding others they tend only to reflect the others’ surface feelings;(4) social role taking tends to operate on degree III, which is moderate; (5) the relationship between existential belief and moral reasoning is negative (6) the relationship between empathy is negative and insignificant (7) the relationship between social role taking and moral reasoning is negative and insignificant (8) there was no difference tends of moral reasoning between SLTP and SMU students (9) there was no difference tends of moral reasoning between the students whose parents have same religion and some students whose parents of different religion (10) there was no different tends of moral reasoning between the students whose parents have same races and the students whose parents are of different races. Keywords: students’ characteristics, culture, moral reasoning, extential belief, empathy, social role taking

STRATEGI PEMBELAJARAN YANG MEMERDEKAKAN Asri Budiningsih
MAJALAH ILMIAH PEMBELAJARAN No 2 (2010): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2010
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Instructional Technology is very concerned in solving social life problems which occurs due to lack of human resources and/or social constraints in our community. Through its field of study, Instructional Technology provides services of learning sources and develops various instructional strategies as part of instructional design scopes to achieve desirable goals. Development of liberation instructional strategy is conducted in purpose of solving social problems by assuring children rights to undertake learning activities in accordance with their own personal characters. Liberation instructional strategy puts learners’ activeness as the most important factor in determining learning process and achievements. It enables learners to quickly and precisely acquire, master, work over, and develop the information in such a way that it would encourage the formation of creative and productive thinking habit.

KARAKTERISTIK SISWA SEBAGAI PIJAKAN DALAM PENELITIAN DAN METODE PEMBELAJARAN C. Asri Budiningsih
Jurnal Cakrawala Pendidikan No 1 (2011): CAKRAWALA PENDIDIKAN EDISI Februari 2011, Th. XXX, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: Learner Characteristics as a Basis for Teaching Method and Research on Instruction. The instructional technology focuses its analysis on the improvement of the instructional quality on the basis of instructional strategies or instructional method variables. Instructional methods variables are classified into three main categories: (1) organizational strategy, (2) delivery strategy, and (3) management strategy. The variables which greatly influence the utilization of instructtional methods are the instructional condition variables, classified into three categories: (1) objectives and characteristics of a field of study, (2) constraints and characteristics of a field of study, and (3) learner characteristics. The learner characteristics are students’ personal quality, such as their intelligence, prior knowledge, cognitive styles, learning styles, motivation, and socio-cultural factors, which greatly influence the process and result of the study. Learner characteristics will determine the selection of the management strategy, which is also related to the method to organize the learning process. The learner characteristics have to be accepted as a given condition and utilized as a basis for research on instruction. Keywords: instructional variables, learner characteristics

PENALARAN MORAL HUBUNGANNYA DENGAN FAKTOR-FAKTOR BUDAYA SISWA C Asri Budiningsih
Jurnal Kependidikan Vol. 33, No.1 (2003)
Publisher : Universitas Negeri Yogyakarta

Abstract This study aims to describe the students’ characteristics including the stages and/or degrees of their moral reasoning, existential belief, empathy, and social role taking. This study was categorized as descriptive-correlational research. SLTP and SMU students in Yogyakarta constitute the subject population. Samples were drawn using a stratified random sampling technique. Data gathered using the test technique: (1) Moral Reasoning Test; (2) Existential Belief Test: (3) Empathy Test (4) Social Role Test. The data were collected from 480 students. Data were analyzed using averages and percentages to uncover the students’ characteristics, pearson-correlation technique to examine the relationship among variables, and anova technique to examine differences of variables. Results of the study leads to the following conclusion: (1) moral reasoning tends to operate on stage III, namely harmony oriented or good boy-nice gorl oriented; (2) existential belief tends to operate on stage III, namely synthetic-conventional faith; (3) empathy tends to operate on degree III which means that in responding others they tend only to reflect the others’ surface feelings;(4) social role taking tends to operate on degree III, which is moderate; (5) the relationship between existential belief and moral reasoning is negative (6) the relationship between empathy is negative and insignificant (7) the relationship between social role taking and moral reasoning is negative and insignificant (8) there was no difference tends of moral reasoning between SLTP and SMU students (9) there was no difference tends of moral reasoning between the students whose parents have same religion and some students whose parents of different religion (10) there was no different tends of moral reasoning between the students whose parents have same races and the students whose parents are of different races. Keywords: students’ characteristics, culture, moral reasoning, extential belief, empathy, social role taking

Strategi Pembelajaran Berpijak pada Budaya Siswa C Asri Budiningsih
Dinamika Pendidikan Vol 12, No 1 (2005): Dinamika Pendidikan No. 1, TH. XII Maret 2005
Publisher : Fakultas Ilmu Pendidikan UNY

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Strategi Pembelajaran Berpijak pada Budaya Siswa

Keluaga sebagai Pusat Pendidikan dalam Pengembangan Masyarakat dan Kebudayaan Indonesia Modern C Asri Budiningsih
Dinamika Pendidikan Vol 2, No 1 (1995): Dinamika Pendidikan No. 1/TH. II/1995 Juni 1995
Publisher : Fakultas Ilmu Pendidikan UNY

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Keluaga sebagai Pusat Pendidikan dalam Pengembangan Masyarakat dan Kebudayaan Indonesia Modern

Perkembangan Teori Belajar dan Pembelajaran Menuju REvolusi Sosiokultural Vygotsky C Asri Budiningsih
Dinamika Pendidikan Vol 10, No 1 (2003): Dinamika Pendidikan No. 1/TH. X/Maret 2003
Publisher : Fakultas Ilmu Pendidikan UNY

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Perkembangan Teori Belajar dan Pembelajaran Menuju REvolusi Sosiokultural Vygotsky

Pembelajaran Kecerdasan Ganda Sebagai Upaya Mengembangkan Keterampilan Hidup C Asri Budiningsih
Dinamika Pendidikan Vol 9, No 2 (2002): Dinamika Pendidikan No. 2, TH. IX November 2002
Publisher : Fakultas Ilmu Pendidikan UNY

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Pembelajaran Kecerdasan Ganda Sebagai Upaya Mengembangkan Keterampilan Hidup

Pengembangan multimedia pembelajaran untuk meningkatkan keterampilan menyimak bahasa Jerman Fransiskus Dosi; C Asri Budiningsih
Jurnal Inovasi Teknologi Pendidikan Vol 6, No 1 (2019): April
Publisher : Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk: (1) menghasilkan multimedia pembelajaran keterampilan menyimak bahasa Jerman kelas X Materi Kennenlernen (Berkenalan), (2) mengetahui kebermanfaatan produk dalam meningkatkan keterampilan menyimak bahasa Jerman kelas X SMAN I Ngemplak. Penelitian pengembangan ini menggabungkan tiga model pengembangan yang diformulasikan oleh Borg Gall, Dick Carey, dan Allessi Trollip. Langkah-langkah pengembangan dibagi menjadi 4 fase, yaitu studi pendahuluan, pengembangan instruksional, pengembangan multimedia, dan evaluasi. Uji kelayakan melibatkan 2 ahli materi dan 2 ahli media pada uji alpha dan kemudian uji beta dilakukan oleh kelas X MIPA 2 yang berjumlah 28 peserta didik. Setelah uji beta dilanjutkan dengan tes sumatif yang melibatkan 32 peserta didik kelas X MIPA I SMAN I Ngemplak. Uji sumatif dilaksankan untuk mengetahui keefektifan produk dalam meningkatkan keterampilan menyimak bahasa Jerman. Hasil penelitian ini berupa produk multimedia pembelajaran yang dinilai sangat baik pada saat uji alpha dan uji beta sehingga layak untuk digunakan pada uji sumatif. Keefektifan produk dibuktikan melalui perolehan hasil belajar peserta didik sebelum dan sesudah menggunakan multimedia pembelajaran. Kata Kunci: Bahasa Jerman, keterampilan menyimak, multimedia pembelajaran Developing multimedia learning to improve German listening skillAbstractThis study aims to: (1) produce multimedia learning for German listening skill grade X on Kennenlernen materials, (2) determine the usefulness of the product in improving german listening skill of grade X student at Ngemplak Senior High School. This research and development study combined 3 models which are formulated by Borg Gall, Dick Carey, and Allessi Trollip. The development steps were divided in 4 phases, namely preliminary studies, instructional development, multimedia development, and evaluation. Feasibility test consisted of two subject matter experts and two media experts in beta test and then beta test was done by 28 students in X MIPA 2. After that, a summative test involved 32 students in X MIPA 1 Ngemplak Senior High School. This test aimed to determine the effectiveness of this product in improving German listenng skill. The result of this research is in the form of multimedia leraning product which is considered excellent on alpha test and beta test so it is feasible to be used in summative test. The effectiveness of this product was proved by achievement test of the students, before and after using multimedia. Keywords: German, listening skill, multimedia learning

Pelaksanaan pembelajaran Kurikulum 2013 di SD Negeri Serayu Yogyakarta Lalu Wirya Artapati; C. Asri Budiningsih
Jurnal Inovasi Teknologi Pendidikan Vol 4, No 2 (2017): October
Publisher : Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan: (a) perencanaan pembelajaran pada Kurikulum 2013, (b) pelaksanaan pembelajaran pada Kurikulum 2013, (c) penilaian hasil belajar Kurikulum 2013, dan (d) hambatan dalam pelaksanaan pembelajaran Kurikulum 2013 yang seluruhnya dilaksanakan di SD Negeri Serayu Yogyakarta. Subjek penelitian ini terdiri dari kepala sekolah, wakil kepala sekolah bidang kurikulum, guru, siswa, dan orang tua siswa. Pengumpulan data dilakukan melalui observasi partisipan, wawancara mendalam, dan dokumentasi. Keabsahan data dilakukan dengan cara ketekunan pengamatan dan triangulasi data. Data penelitian ini dianalisis secara terus-menerus sejak awal pengumpulan data. Pada prosesnya terdiri dari tiga tahapan yang saling terkait yaitu reduksi data, penyajian data, dan pengambilan kesimpulan. Hasil penelitian mengungkapkan empat temuan. Pertama, RPP yang dikembangkan oleh guru-guru di SD Negeri Serayu Yogyakarta telah disusun dengan detail berdasarkan tema dan subtema tertentu yang mengacu pada silabus Kurikulum 2013. Kedua, Pelaksanaan pembelajaran yang dilakukan guru-guru meliputi kegiatan pendahuluan, kegiatan inti, dan kegiatan penutup. Ketiga, penilaian hasil belajar yang dilakukan guru-guru di SD Negeri Serayu Yogyakarta antara lain menggunakan penilaian sikap, pengetahuan, dan keterampilan. Penilaian dilakukan dengan, antara lain: tes dan non tes dalam bentuk tertulis maupun lisan, pengamatan kinerja, pengamatan sikap, penilaian hasil karya berupa tugas, proyek, penggunaan portofolio, dan penilaian diri. Keempat, hambatan yang dihadapi dalam pelaksanaan Kurikulum 2013 antara lain: banyaknya materi namun alokasi waktunya sedikit, penilaian pembelajaran terlalu banyak yang mengakibatkan guru kerepotan.Kata kunci: Kurikulum 2013, pelaksanaan pembelajaran LEARNING IMPLEMENTATION OF 2013 CURRICULUM AT SERAYU ELEMENTARY SCHOOLAbstractThis study aimed to describe: (a) learning plan of 2013 curriculum, (b) learning implementation of 2013 curriculum (c) final evaluation of 2013 curriculum's achievements, and (d) opposing and supporting factors in learning implementation of 2013 curriculum at Serayu elementary school. The involved participants were: principal, vice principal of curriculum,teachers, students, and student's parents. Data were collected through observation, in depth interview, and documentation. The validity of data was evaluated by persevering observation,data triangulation,and data checking. Data were evaluated continuously from the beginning. The procces of data collection consisted of three steps which were data reduction, data presentation,and drawing conclusion. This study reveals 4 things. First, lesson plans which are developed by teachers have been arranged in great detail according to certain themes and sub themes of 2013 curriculum's syllabus. Second, learning implementation conducted by teachers were opening,main activity and closing. Third, teachers evaluate learning achievements using evalution of attitude, cognitive and motoric. The process of evaluation was tests and non test, written and oral examination, performance observation, attitude measurement, task evaluation, portofolio uses, and self evaluation. Fourth, the difficulty in conducting 2013 curriculum were: huge amount of matter not supported by time allocation, evaluation exhausted the teachers.Keywords: 2013 curriculum, learning implementation

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