Articles
<![CDATA[Increasing ecoliteracy and student creativity in waste utilization by usingmodels in project based learning social studies learning ]]>
<![CDATA[Sekarsari Sunaryo Putri]]>;
<![CDATA[Muhammad Japar]]>;
<![CDATA[Riana Bagaskorowati]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 2: June 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i2.18901
<![CDATA[This study aims to determine the increase in ecoliteracy and creativity in waste utilization by using a project-based-learning (PBL) model in social studies learning. This research is a classroom action research (Action Research). The design of the action model used is the Kemmis and Mc model. Taggart. This research was conducted in the fifth grade (V) of Primary Schools. Data collection techniques used in the study were observation sheet, interview, documentation, and field notes instruments. The results of this study showed that there was an increase in ecolithicacy ability.Based on the results of the pretest conducted on December 17, 2018, it can be seen that students in Telajung 02 Public Elementary School have not had the ability of Ecoliteracy and students' creativity in utilizing waste. Of the 32 students, the highest score that can be obtained is only 40 from a maximum score of 100. While the lowest value obtained is 20 from a maximum score of 100. In the first cycle, around 63% of students classified as having high ecoliteration ability, 9% classified as having the low ecoliteration ability and 28% classified as having the very low ecoliteration ability. In cycle II, there was an increase, around 90% of students classified as having high ecoliteration ability, 6% classified as having the low ecoliteration ability and 4% classified as having low ecoliteration ability. The average value of ecoliteration ability in the first cycle was 87.6 and the second cycle increased to 78.2. In addition, students become more active in the learning process and more courageous in expressing their opinions. This shows that the ecoliteracy and creativity of students can be improved through the project-based-learning model.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN ILMU PENGETAHUAN SOSIAL (IPS) DALAM MEMBENTUK KARAKTER SISWA SEKOLAH DASAR ]]>
<![CDATA[Hermanto Hermanto]]>;
<![CDATA[Muhammad Japar]]>;
<![CDATA[Erry Utomo]]>
<![CDATA[ Auladuna: Jurnal Pendidikan Dasar Islam Vol 6 No 1 (2019): JUNE ]]>
Publisher : <![CDATA[Department of Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Alauddin Makass ]]>
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DOI: 10.24252/auladuna.v6i1a1.2019
<![CDATA[AbstrakPenelitian ini bertujuan untuk mengetahuai implementasi pembelajaran Ilmu Pengetahuan Sosial (IPS) dalam membentuk karakter siswa dan mengetahuai pelaksanaan/penerapan pendidikan karakter siswa SD Negeri Karang Asih 12 Bekasi Dan SD Negeri Ganda Mekar 01 Bekasi. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Subyek penelitin ini adalah Guru Ilmu Pengetahuan Sosial (IPS) dan Siswa SD Kelas V dengan Teknik pengumpulan data yaitu wawancara, observasi, dokumentasi, dan content analysis, validitas data menggunakan triangulasi data dan triangulasi metode. Hasil penelitian menunjukan bahwa proses implementasi atau penerapan pembelajaran Ilmu Pengetahuan Sosial (IPS) dilaksanakan dengan baik sesuai dengan tujuan pendidikan nasional kemudian melaksanakan pendidikan karakter atau membentuk karakter siswa sekolah dasar sesuai dengan karakter budaya masyarakat daerah setempat.AbstractThis study aims to find out the implementation of learning Social Sciences (IPS) in building the students’ character of students and knowing the implementation/application of character education of Karang Asih Elementari School 12 Bekasi and SD Negeri Mekar 01 Bekasi. This research is a descriptive study using a qualitative approach. The research subjects were social science teachers (IPS) and the 5th grade students’of elementary school which used data collection techniques namely interview, observation, documentation, and content analysis. Data validity used data triangulation and method triangulation. The results of the study showed that the process of implementing social sciences (IPS) learning is carried out well in accordance with the objectives of national education and then implementing character education or building the character of elementary school students in accordance with the local cultural character of the area.]]>
<![CDATA[Jurisprudential Inquiry sebagai Model Pembelajaran Alternatif untuk Mata Pelajaran Pendidikan Kewarganegaraan Di Sekolah Menengah Atas ]]>
<![CDATA[Muhammad Japar]]>
<![CDATA[ Jurnal Pendidikan Ilmu Sosial Vol 27, No 1 (2017): JURNAL PENDIDIKAN ILMU SOSIAL ]]>
Publisher : <![CDATA[Department of Accounting Education, Faculty of Teacher Training and Education Universitas ]]>
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DOI: 10.2317/jpis.v27i1.5119
<![CDATA[This study explores the learning model of civic education for Senior High School students.The purpose of Civic education in Senior High School are preparing to be smart and good citizen. In fact,learning program by teacher isn’t enough to make student active. To make student active in civic eduction learning, the idea is application Jurisprudential Inquiryas a model.This qualitative case study draws on interview from eight students and a teacher in Senior High School. The research shows that Jurisprudential inquiry model can be used as an alternative model for civic education as it is effective, efficient and attractive.]]>
<![CDATA[PEMBENTUKAN KARAKTER KEMANDIRIAN MELALUI KEGIATAN OSIS DI SEKOLAH MENENGAH ATAS ]]>
<![CDATA[Muhammad Japar]]>;
<![CDATA[Desca Parida]]>
<![CDATA[ Jurnal Pendidikan Ilmu Sosial Vol 28, No 1 (2018): JURNAL PENDIDIKAN ILMU SOSIAL ]]>
Publisher : <![CDATA[Department of Accounting Education, Faculty of Teacher Training and Education Universitas ]]>
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DOI: 10.2317/jpis.v28i1.6710
<![CDATA[This study aims to determine character independence building of senior high school students through the activities of OSIS in SMA Negeri 42 Jakarta. SMA Negeri 42 Jakarta is one of the schools that implements character education, especially the character of independence. The research method used is qualitative. The data was conducted by observation, documentation, and interviews to informants and key informant in SMA Negeri 42 Jakarta. The Interview conducted to the board of OSIS by using purposive sampling method. And by adding two key informant that is coach and student council Vice Head of Student Affairs. After that it is equipped by expert opinion. The results showed that the activities performed by OSIS SMA Negeri 42 Jakarta in shaping the character of OSIS management included viewing, speaking and listening activities, writing activities, moving activities, mental activities, and soul movement activities. Implementation of character-based self-reliant education conducted on board of OSIS includes the guidance of independence from the aspect of emotional independence, independence, economy, intellectual independence, and social independence. These activities are reflected by planning, implementing and evaluating each activity fairly well and upholding the spirit of mutual cooperation]]>
<![CDATA[PERAN PELATIHAN PENGUATAN TOLERANSI SOSIAL DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN DI SEKOLAH MENENGAH PERTAMA ]]>
<![CDATA[Muhammad Japar]]>;
<![CDATA[Irawaty Irawaty]]>;
<![CDATA[Dini Nur Fadhillah]]>
<![CDATA[ Jurnal Pendidikan Ilmu Sosial Vol 29, No 2 (2019): JURNAL PENDIDIKAN ILMU SOSIAL ]]>
Publisher : <![CDATA[Department of Accounting Education, Faculty of Teacher Training and Education Universitas ]]>
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DOI: 10.23917/jpis.v29i2.8204
<![CDATA[The results of observations in several junior high schools in Jakarta showed that in the current global era the presence of millennial generation cultural values, a person needs a strong controller to be able to choose and sort out the values freely offered. That is necessary to strengthen social tolerance, especially for teachers in Junior High School. The activity was carried out in order to establish a tolerant attitude, especially in instilling multicultural values such as democracy, justice, equality, tolerance and respect for diversity. As well as improving the ability of teachers to provide reinforcement of social tolerance in the learning of Civic Education in junior high school. The method used to strengthen social tolerance of Civic Education learning is through training that is guided by experienced instructors. The evaluation used to measure the success of this training can be seen through the training activity evaluation questionnaire that was filled in by all the training participants. The target audience for this training activity are Civic Education teachers in Junior High School at Jakarta. The results of this training show that in the cultivation of social tolerance there are several attitudes that must be taken, namely: Harmonious interaction, Instilling brotherhood, instilling caring attitude, Collaborative attitude. It is expected that the planting of social tolerance provided by Civic Education teacher to students can achieve Civic Education vision of building smart and good citizens. Furthermore, by cultivating sustainable tolerance it will build tolerant citizens. Because citizens who are intellectually intelligent, both emotionally and actively building a country for a better Indonesia.]]>
<![CDATA[BUILDING DEMOCRACY OF CULTURE IN SCHOOL THROUGH JURISPRUDENTIAL INQUIRY ]]>
<![CDATA[Muhammad Japar]]>;
<![CDATA[Dini Nur Fadhillah]]>;
<![CDATA[Yuyus Kardiman]]>;
<![CDATA[Yasnita Yasnita]]>;
<![CDATA[Sarkadi Sarkadi]]>
<![CDATA[ Jurnal Kependidikan Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v2i2.18924
<![CDATA[This study was aimed at developing democratic culture in high schools through Jurisprudential Inquiry. The study used a descriptive qualitative approach by observing the planting of democratic values applied in the subjects of Citizenship Education by applying the jurisprudential inquiry learning model. The jurisprudential inquiry learning model empirically had built a dynamic learning atmosphere. This model provided opportunities for students to disagree but based on the accurate data and no need to be ashamed or inferior to acknowledge that the opinions of other students were better and they were willing to support that opinion. Thus, this model allows constructive debate. This practice was able to build values of respect for differences of opinion in the learning process. The results show that the jurisprudential inquiry learning model can be an alternative model in developing a democratic culture. Democratic values applied were actively participating in school activities, respecting diversity, familiarizing deliberations and maintaining a balance between rights and obligations in school.MEMBANGUN BUDAYA DEMOKRASI DI SEKOLAH MELALUI JURISPRUDENTIAL INQUIRYAbstrakPenelitian ini bertujuan mengembangkan budaya demokrasi di Sekolah Menengah Atas melalui Jurisprudential Inquiry. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan mengamati penanaman nilai-nilai demokrasi yang diterapkan dalam mata pelajaran Pendidikan Kewarganegaraan dengan menerapkan model pembelajaran jurisprudential inquiry. Model pembelajaran jurisprudential inquiry secara empirik telah membangun atmosfer pembelajaran yang dinamis. Model ini memberikan peluang bagi siswa untuk berbeda pendapat tetapi berdasarkan data yang akurat dan tidak perlu malu atau rendah diri untuk mengakui bahwa pendapat siswa yang lain itu lebih baik dan rela mendukung pendapat itu. Dengan demikian, model ini memungkinkan terjadinya perdebatan yang kontruktif. Praktik ini mampu membangun nilai menghargai perbedaan pendapat dalam proses pembelajaran. Hasil penelitian ini menunjukkan bahwa model pembelajaran jurisprudential inquiry dapat menjadi model alternatif dalam mengembangkan budaya demokrasi yaitu berpartisipasi aktif dalam kegiatan sekolah, menghargai keragaman, membiasakan musyawarah dan menjaga keseimbangan antara hak dan kewajiban di sekolah. ]]>
<![CDATA[PEMIKIRAN KI HADJAR DEWANTARA TENTANG BUDI PEKERTI ]]>
<![CDATA[Adenita Damayanti]]>;
<![CDATA[Muhammad Japar]]>;
<![CDATA[Mohammad Maiwan]]>
<![CDATA[ Jurnal Pendidikan Kewarganegaraan Vol 11, No 2 (2021): Jurnal Pendidikan Kewarganegaraan ]]>
Publisher : <![CDATA[Prodi PPKn ULM dan AP3KnI Kal-Sel ]]>
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DOI: 10.20527/kewarganegaraan.v11i2.12252
<![CDATA[Tujuan dari penelitian ini adalah untuk mengumpulkan data mengenai pemikiran Ki Hadjar Dewantara tentang budi pekerti dan dihimpun menjadi kesatuan yang utuh. Metode yang digunakan yaitu penelitian kepustakaan dengan menggunakan teknik analisis data kualitatif. Hasil yang didapatkan dalam penelitian ini yaitu Ki Hadjar Dewantara menegaskan bahwa pendidikan tidak terlepas dari kebudayaan dan kemerdekaan belajar, tujuan pendidikan tidak saja berbicara tentang membentuk peserta didik yang pintar namun juga harus berbudi pekerti, terdapat sistem trisentra pendidikan dan Trikon yang dapat diterapkan untuk membangun peserta didik yang cerdas dan berbudaya, dan adanya sistem among, pamong, ngemong dan trisakti jiwa yang baiknya digunakan oleh pendidik dalam membangun budi pekerti peserta didik. Gagasan Ki Hadjar Dewantara mengenai budi pekerti ini masih dapat diterapkan pada masa kini dengan beberapa penyesuaian. Pemikiran budi pekerti Ki Hadjar Dewantara baik untuk diterapkan karena berlandaskan kebudayaan dan memikirkan segala aspek perkembangan peserta didik. Pemikiran Ki Hadjar Dewantara juga merupan pemikiran yang visioner dan memproyeksikan sebuah solusi dari tantangan yang akan dihadapi oleh suatu bangsa pada masa yang akan datang sehingga pemikiran ini baik untuk direvitalisasi.]]>
<![CDATA[Emergency remote learning during the COVID-19 pandemic: Perspectives of elementary schools in rural area of Indonesia ]]>
<![CDATA[Hermanto Hermanto]]>;
<![CDATA[Zulela Ms.]]>;
<![CDATA[Muhammad Japar]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v2i1.5052
<![CDATA[Amidst the COVID-19 pademic, the Indonesian government issued a distance and online learning policy so that students study in a state of emergency. Education is a conscious effort to provide a meaningful learning experience for students. This experience includes cognitive, affective, and psychomotor aspects. This research is at the cutting edge of portraying the emergency remote learning of elementary schools in rural area of Indonesia in response to the COVID-19 pandemic. In the COVID-19 emergency, the Indonesian government issues a distance and online learning policy so that students can study even in a state of social distancing. The digital transformation of teachers and students is the impact of the learning process during the pandemic since the beginning of 2020. This research was a qualitative research employing a case study. Sources of data were teachers and students in elementary schools selected by purposive sampling. The technique applied interview and observation using interview sheet instruments and field notes about the reality of the implementation of education in schools. The results indicate that 80.81% of the learning process for low grade students is fully controlled by their parents, while in high grade students online and distance learning processes are not as formal as they should be. The implications of the results of this study illustrate that basic education in Indonesia has not yet ready in terms of human resources and technology, especially in the rural areas of frontier, outermost and underdeveloped. The contribution in this research is to provide an understanding to education observers how the process or learning experience is in pandemic and normal situations.]]>
<![CDATA[Pengembangan Instrumen Tes Siswa Tingkat Sekolah Dasar di Kabupaten Kuningan ]]>
<![CDATA[Syamsul Alam]]>;
<![CDATA[Muhammad Japar]]>;
<![CDATA[Muhammad Nur Ashar Asnur]]>
<![CDATA[ Qalam : Jurnal Ilmu Kependidikan Vol. 8 No. 1 (2019): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sorong ]]>
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DOI: 10.33506/jq.v8i1.389
<![CDATA[Penelitian ini bertujuan untuk menghasilkan soal-soal yang valid dan praktis sesuai dengan konsep Taksonomi Bloom. Penelitian ini meurpakan penelitian pengembangan instrumen yang terdiri dari tujuh langkah (1) menyusun spesifikasi tes (2) menulis soal tes (3) menelaah soal tes (4) memperbaiki tes (5) melakukan uji coba tes (6) menganalisis butir soal tes (7) menafsirkan hasil tes. Uji coba instrumen dilakukan di SD Negeri Pajambon Kabupaten Kuningan, pemilihan subjek coba dilakukan dengan teknik sampel acak sederhana. Subjek penelitian ini adalah siswa kelas II SD Negeri Pajambon Kabupaten Kuningan sebanyak 20 siswa. Pengujian kualitas instrumen menggunakan bantuan software excel. Validitas isi instrumen diperoleh dari penilaian pakar dengan menggunakan lembar validasi. Reliabilitas tes dianalisis menggunakan persamaan Flanagan. Haisl penelitian ini adalah instrumen tes yang dikembangkan memenuhi keriteria yang baik adalah dari hasil analisis tersebut diperoleh bahwa semua soal pilihan ganda valid dengan nilai sebesar 0,81 dan soal uraian valid dengan nilai sebesar 2.04 yang berarti memiliki reliabilitas tinggi. Dari hasil ini dapat disimpulkan bahwa soal yang dikembangkan valid secara kualitatif, valid secara kuantitatif dan memiliki kriteria reliabilitas yang tinggi.]]>
<![CDATA[PELATIHAN PEMBUATAN VIDEO PEMBELAJARAN BAGI GURU PPKN ]]>
<![CDATA[Muhammad Japar]]>;
<![CDATA[Adenita Damayanti]]>;
<![CDATA[Aditya Wibowo]]>;
<![CDATA[Pitoyo Yuliatmojo]]>;
<![CDATA[Dini Nur Fadhillah]]>
<![CDATA[ Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol 2 (2021): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta ]]>
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<![CDATA[Abstrak Dalam era education 4.0 seorang guru dituntut untuk dapat lebih kreatif dalam membuat media pembelajaran. Terlebih ketika pandemi Covid-19 melanda dibutuhkan keterampilan yang lebih baik lagi untuk meningkatkan motivasi peserta didik untuk mengikuti proses pembelajaran. Salah satu keterampilan yang dapat dikembangkan oleh guru adalah membuat video pembelajaran. Dalam rangka meningkatkan keterampilan guru, maka pelatihan pembuatan video pembelajaran bagi guru PPKn ini diadakan sebagai sarana belajar guru. Kegiatan pelatihan dilakukan dengan beberapa tahapan, yaitu: 1) Persiapan, 2) Pelaksanaan, dan 3) Evaluasi. Kegiatan pelatihan berjalan dengan baik dan peserta terlihat sangat menikmati pelatihan pembuatan video pembelajaran yang digunakan sebagai ajang untuk meningkatkan keterampilan. Pelatihan ini mendapatkan respon yang baik dari peserta pelatihan yang mengatakan bahwa pelatihan ini sangat menarik dan menambah ilmu mengenai pembuatan video pembelajaran. Hasil yang didapatkan oleh guru setelah mengikuti pelatihan ini yaitu 98,7% guru memahami proses pembuatan video pembelajaran dan 99,6% ingin menerapkan ilmu yang didapatkan dalam pelatihan pembuatan video pembelajaran ini ke dalam kegiatan Pembelajaran Jarak Jauh (PJJ). AbstractIn the era of education 4.0, a teacher is required to be more creative in making learning media. Especially in the Covid-19 pandemic, teacher skills are needed to increase the motivation of students to take part in the learning process. Skill that can be developed by the teacher is to make learning videos. In order to improve the skills of teachers, the training in making learning videos for Pancasila and Civics Education teachers was held. The training activities are carried out in several stages:1) Preparation, 2) Implementation, and 3) Evaluation. The training activities went well and the participants seemed to really enjoy the training in making learning videos which were used as an opportunity to improve skills. This training received a good response from the training participants who said that this training was very interesting and added to their knowledge about making learning videos. The results obtained by teachers after participating in this training are that 98.7% of teachers understand the process of making learning videos and 99.6% want to apply the knowledge gained in this training to make learning videos into Distance Learning (PJJ) activities]]>
