Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

1.325

P-Index

This Author published in this journals

All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan Humanika : Kajian Ilmiah Mata Kuliah Umum Socia : Jurnal Ilmu-Ilmu Sosial DIKSI Litera BAHASTRA BAHASA DAN SASTRA LingTera Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Tamaddun REiD (Research and Evaluation in Education) Jurnal Ilmiah Telaah JURNAL SCHEMATA : Pascasarjana UIN Mataram Academy of Education Journal DINAMIKA ILMU: Jurnal Pendidikan

Darmiyati Zuchdi

Department Of Social Sciences Education, Universitas Negeri Yogyakarta

Author-ID : 250227

Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 50 Documents Claim Missing Document

Claim Missing Document

Articles

Title

1 2

EMPATI DAN KETERAMPILAN SOSIAL Zuchdi, Darmiyati
Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Empathy can only be developed if we understand ourselves.Empathy makes it possible for oneto be involved in a good socialrelationship. There are three methodsto increase empathy, i.e., selfÂintrospection and theuse of an intimate friend for self- reflection,asking for help from professional people, and interacting withsomegroups of people who are participating in emotional sensitivitytraining.Wholeheartedness, doing something without an eye to reward,and empathy are the main human qualitiesto improve socialinteraction. A good communication skill without these three qualitieswillbe worth nothing. So these three aspects should be integrated inone in orderto create a satisfactory relationship.Thereare two polarities in every person; the first one makes onehave a desireto affiliate and the other makes one wish to isolateoneself. A leaderof every institution, including an educationalinstitution, should place thetwo. motives in proportion. Humanorientation, rather than jobor commodity orientation, makes itpossiblefor a leader to see others' perspectives as considerations inreaching a certain goal. This will leadto the development of ahumanistic social interaction

KONTEKSDALAMPEMBELAJARANBAHASAINDONESIA MENUJUMASYARAKATGLOBAL*) Zuchdi, Darmiyati
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1999,TH.XVIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.8629

budaya,minidrama,konotasikultural,studiartifak,dan penggunaanungkapansertaceritahumor. secaraluas,(2)situasipembelajaranyangkontekstual,dan sehinggameningkatkanpemahamanialah:(1) pengetahuankebahasaan,(2)pengetahuantentangkonsep- PembelajaranbahasaperiudisesuaikandenganIatar belakangpembelajar,sehinggadapatdikembangkan Katakunci:pembelajaranbahasa,peranankonteks, pembelajaranterpadu,perspektifglobal. penggunaanpenuturasli,rekamanaudiodanvideo, penggunaanbacaandanrealia,.kapsulbudaya,asimilator diidentifikasiolehNostrandapatdimanfaatkanolehguru. Teknikpembelajarannyadapatberbentukceramah, intemasional.Tujuanpembelajaranbudayayangtelah dirumuskanolehSeelyedantema-temabudayayangtelah pemahamanantarbudayadalamprogrampembelajaran bahasasangatlahjelas,baiksecaranasionalmaupunsecara pembelajaranbahasa.Padadewasainikebutuhanakan tanggungjawabyangbesarpadapengembangan (3)hubunganantarketerampilanberbahasayangmaksimal. Pengembanganperspektifglobaldapatdilakukanlewat yanglain(contentbasedinstruction).Tigaprinsipuntuk mencapaiketerpaduanyaitu:(1)keefektifankomunikasi yangbermaknadanmelibatkanpenggunaanbahasadalam tataranwacana,seharusnyadipadukandenganbidangstudi konsep,dan(3)pengetahuantentangstrukturwacana. Supayapembalajaranbahasaterjadidalamkonteks Dalamprosespemahaman,tigamacampengetahuanyang potensialuntukmenggerakkanstrukturkognitifpembelajar apabilapembelajarannyabermakna,yaitumemiliki hubunganyangjelasdenganpengetahuanpembelajar. bentukkeyangterfokuspadamakna.' Belajarbahasadapatefektifdanhasilnyatahanlama, prakomunikatifdankomunikatif,dariprosesberbahasa yangterkontrolkeyangotomatis,dariyangterfokuspada gramdenganpendekatananalitikdaneksperiensial. Praktikpenggunaanbahasaberwujudkegiatan kecakapanberbahasasecarakontekstual.Pengembangan kecakapanberbahasahendaknyaberbentukprogram-pro-

PENGEMBANGAN MODEL PENDIDIKAN KARAKTER TERINTEGRASI DALAM PEMBELAJARAN BIDANG STUDI DI SEKOLAH DASAR Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan No 3 (2010): Mei 2010, Th. XXIX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: The Development of a Character Education Model Integrated intoSubject Matters in Elementary School. This article is based on the results of thefirst year study of a three-year study aiming to develop a character educationmodel using a comprehensive approach integrated into the learning of theIndonesian language, science, and social studies in elementary school, togetherwith the development of a school culture. The research subjects comprised fourelementary schools in the Province of Yogyakarta, Indonesia. The results of thisstudy revealed that an effective model of character education is one implementinga comprehensive approach integrated into subject matters, using multimethods i.e.inculcation, modeling, value facilitation, and soflt skills development, accompaniedby the development of a positive school culture; the school principal and staffmembers, teachers, and parents should be involved in the practice of charactereducation; and the activities should be conducted in class, out of class, and athome.Keywords: character education, comprehensive approach, integrated learning, school culture

CULTURE BASED TEACHING AND LEARNING FOR INDONESIAN AS A FOREIGN LANGUAGE IN YOGYAKARTA Darmiyati Zuchdi; Nurhadi Nurhadi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v38i3.26297

The practice of culture-based teaching and learning Indonesian as a foreign language (TLIFL) has not been well managed and standardized. Therefore, this study attempted to investigate TLIFL at six universities in Yogyakarta. The investigation consisted of some cultural aspects in terms of program management, learning material, learning media, teaching approaches, methods, and strategies, learning assessment, and program evaluation. The research design was a mix method design. To collect data, it used questionnaires, interviews, and observations. The data then were analysis quantitatively and qualitatively. The research results were (1) TLIFL program management had not been culture-based, (2) TLIFL learning material had not been entirely culture-based, (3) there were not enough learning media reflected on culture, (4) approaches, methods, and strategies had not used learning models including language learning, language awareness, cultural awareness, and cultural experience, (5) the assessment of culture-based learning had not been carried out with process assessment, but some have already packed it in cultural festivals at the end of the program, and (6) there was no evaluation on TLIFL programs that explicitly evaluated program achievements on aspects of culture awareness, and experience.

PEMBENTUKAN SIKAP Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1995,TH.XIX
Publisher : LPMPP Universitas Negeri Yogyakarta

Theory ofReasoned Action menempatkan sikap pada posisi sentraldalam kaitannya dengan tindakan manusia. Sikap sebagai fungsi keyakin- .an tindakan manusia ditentukan olch keyakinan pribadi dan keyakinankelompok.Sikap terdiri atas tiga komponen: kognitif, afektif, dan konatif.Komponen kognitifberupa persepsi dan keyakinan. Komponen afektifmenyangkut aspek emosional, sedangkan komponen konatif merupakanaspek kecenderungan bertindak. Komponen afektif biasanya berakarpaling dalam, paling dapat bertahan terhadap berbagai pengaruh.Komponen kognitiftidak selalu akurat.Scbagai halnya karakteristik afektif yang lain, sikap memilikitarget, arah, dan intensitas. Sikap berkaitan dengan kebutuhan individu(fisiologis, keselamatan, sosial, harga diri, dan aktualisasi diri). Adapribadi yang mengutamakan kcbutuhan tingkat rendah (fisiologis), adapula yang mengutamakan kebutuhan tinggi (aktualisasi diri).Sikap sosial terbentuk oleh adanya interaksi sosial. Faktor-faktoryang mempengaruhi pembentukan sikap ialah pengalaman pribadi,kebudayaan, orang lain yang dianggap penting, media massa, lembagapendidikan dan Iembaga agama, dan faktor emosi dalam diri individu.Berbagai faktor tersebut, dalam mcngajarkan sikap harus dimanipulasisecara sendiri-sendiri atau bersama-sama demi terbentuknya sikap positifyang bersifat persuasif sehingga dipahami dan diterima oleh penerimainformasi. Pendckatan untuk mengukur sikap yaitu laporan diri, laporanolch orang-orang lain, sosiometrik dan catatan. Apabila memungkinkan,prosedur laporan diri sebaiknya digunakan. Prosedur laporan oleh orangoranglain baik digunakan untuk memperoleh laporan tentang tingkahlaku. Sosiometri digunakan untuk memperolch informasi mengenai struktursosial suatu kelompok. Yang terakhir, catatan digunakan untukmelaporkan kejadian schari-hari secara sistematis.

PENGAJARAN BAHASA INDONESIA SEBAGAI MEDIA, ' PENGEMBANGAN BUDAYA PROGRESIF Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1992,TH.XII
Publisher : LPMPP Universitas Negeri Yogyakarta

Demi tercapainya keadaan yang lebih maju,·diperh,.lkanpandangan baru yang berakar p~da pemahaman manusiaseca.ra utuh dan mendalam. Dengan demikian, masalah-masa-'lah global dapat diaiasi secara mendasar sehingga timbultanggung jawab dan kegotongroyongan sosial budaya. Kete'"rampiIan .mena'nggulangi, dan mengatasi masalah periu dikem- .bangkan lewat jalur pendidikan, yakni lewat;, isi dan proseskegiatan belajar":mengajar setiap bidang studio Memp.ertlmbangkan'adanya hubungan poIigenik dan ontogenik 'antarabahasa dan kebudayaan. pengembangan budaya progresif, yang.. salah satu cirinya adalah berkembangnya nilai teoretis ilmu.dapat diIaksanakan melalui isi. dan proses pengajaran BahasaIndonesia. Pengajaran Bahasa Indonesia dengan st1'ategi pem"ecahanmasalah kiranya tepat untuk tujuan pengembanganbudaya p1'ogresif. Penggunaan strategi ini 'mernberikanpeluang yang sangat besar kepada pelajar untuk mengembangkanketerampiIan be1'bahasa dan .keterampilan memeca,hkanmasalah.

HUMANISASI PENDIDIKAN DAN PENGEMBANGAN KETERAMPILAN MENGATASI KONFLIK Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan No 2 (2004): CAKRAWALA PENDIDIKAN, EDISI JUNI 2004, TH. XXIII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Educational institutions have the responsibility ofdesigning apro gramto help individuals become society members ofsufficient intelli gence and praiseworthy character. These two criteria make it pos sible to bring about an ideal social life colored with a spirit ofdevel oping the self-potential to achieve prosperity and happiness in the world and in the hereafter. An educational system suitable for the development of a society ofindividuals with such intelligence and character is one which is humanistic in nature, treating the educational participant as an indi vidual as well as a member ofthe community who needs to be helped and encouraged in order to have effective habits based on an inte gration ofknowledge, skills, and will. Such an integration makes it possible for an individual or a community to leave a condition ofde pendence and move to that ofself-dependence and interdependence. Interdependence is extremely important in modern society because a more complex life can only be handled collaboJ;1ltively. Itmeans that skills ofestablishing hannonious relationships are needed and skills of resolving conflicts are among those which should be mastered well though they are not easy to master. In relation to the Indonesian con text, any conflict resolution skill is really important for everybody to have in order to be able to manage various conflicts coming to exist ence in society. Such humanization ofeducation should as soon as possible be the mission ofevery level ofeducational institution in Indonesia in order that basic values for achieving success are really put in the foun dations ofthe character building ofthe nation. Among those values are integrity, modesty, loyalty, courage, fairness, honesty, patience, industriousness, politeness, and consistency. Key words: humanization ofeducation, effective habits, conflict resolution skills.

PENDIDIKAN BERWAWASAN BUDAYA SEBAGAI POLA ILMIAH POKOK IKIP YOGYAKARTA Darmiyati Zuchdi Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1997,TH.XVI
Publisher : LPMPP Universitas Negeri Yogyakarta

Hasil penelitian menunjultkan bahwa: "Pendidikan Bemawasan Budaya" baikrecara hukum maupun secara konseptual selaras dengan tujuan pendidikan nasionaldan tujuan pendidibn tinggi. Tujuan PIP "Pendidikan Bewawasan Budaya" ialahterbentuknya manusia berbudaya. yang salah salu dimensinya adalah berbudaya ilmu.Perilaku budaya memiliki ciri mampu mengelispresikan potensi dan nilai keilmuan,kemanusiaan dan kemasyarakatan. Proses belajar-mengajar bemawasan budaya berupaproses asimilasi, yang memiliki ciri adanya keterlibatan langsung subjek didik danmmebnbn budaya proses (mengolah informasi, melakukan intemalisasi, menghasilkansesuatu). Dalam menyikapi subjelt didik hams tercipta kondisi sosialisasi;pengalaman berpikir subjek didik meliputi berpikir linier-silematik dan berpikirkrealif-ristcmik. Dalam bidang penelitian dan pengabdian pada rnasyarabt perludiadakan berbagai usaha yang mendukung pencapaian PIP "Pendidikan BewawasanBudaya".

PENDEKATAN PENDIDIKAN NILAJ SECARA KOMPREHENSIF SEBAGAI SUATU ALTERNATIF PEMBENTUKAN AKHLAK BANGSA Darmiyati Zuchdi Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

The eclining quality of the Indonesian character needs to be resolved. One of the ways tosolve this problem is through the educational practice, by using a more effective approach.A single approach of values education is considered to be ineffective, that is why it isneeded a comprehensive one. The development of students' personality should be holistic innature, including the intellectual, emotional, and spiritual intelligence. Four importantsubstances of values education are values realization, character education, citizenship education,and moral education. Various programs are needed to help young people develop their "lifeskills". The important goals of character education include: respect, responsibility, compassion,self-discipline, loyalty, courage, tolerance, work ethic, and a belief in and love of God. Themajor aspects of citizenship education include: knowledge of being good citizens, appreciationto democratic system and civic values, critical thlnking skills, communication skills, cooperationskills, and conflict resolution skills. The major goal of moral education is to produceautonomous individuals who are in a high level of moral reasoning, are colnlnitted to acting in amanner cosistent with it or who have noble characters.The four important substances stated above are better integrated in Religion Education andPancasila Moral Education. Various strategies of values and moral education should be utilized,including inculcating values, modeling values, facilitating values, and the development of skillsfor achieving a personally peaceful and socially constructive life, as a manifestation of strongfaith.

EMPATI DAN KETERAMPILAN SOSIAL Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan No 2 (2003): CAKRAWALA PENDIDIKAN, EDISI JUNI 2003, TH. XXII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i2.8707

Empathy can only be developed if we understand ourselves.Empathy makes it possible for oneto be involved in a good socialrelationship. There are three methodsto increase empathy, i.e., selfintrospection and theuse of an intimate friend for self- reflection,asking for help from professional people, and interacting withsomegroups of people who are participating in emotional sensitivitytraining.Wholeheartedness, doing something without an eye to reward,and empathy are the main human qualitiesto improve socialinteraction. A good communication skill without these three qualitieswillbe worth nothing. So these three aspects should be integrated inone in orderto create a satisfactory relationship.Thereare two polarities in every person; the first one makes onehave a desireto affiliate and the other makes one wish to isolateoneself. A leaderof every institution, including an educationalinstitution, should place thetwo. motives in proportion. Humanorientation, rather than jobor commodity orientation, makes itpossiblefor a leader to see others' perspectives as considerations inreaching a certain goal. This will leadto the development of ahumanistic social interaction

Co-Authors Achmad Dardiri Agus Hariyanto Akbarizan Akbarizan Akif Khilmiyah Amalia Ngazimah Anik Ghufron Ari Kusmiatun Arif Unwanullah Budyariesqa, Viera Darodjat, Darodjat Di’amah Fitriyyah Fitra Youpika Hardi, Rahmat Sulhan Intan Kusumawati Kastam Syamsi Kurotul Aeni Limiansi, Kintan Mami Hajaroh Marzuki Marzuki Masae, Aleeyah Mawaidi Mawaidi Muhammad Edi Kurnanto Muhsinatun Siasah Masruri Musa Pelu Nanik Sulistyawati Nina Widyaningsih, Nina Nufikha Ulfah, Nufikha Nurhadi Nurhadi Nurul Imtihan Paidi Paidi Putri, Titis Kusumaningrum Witdaryadi Raras Gistha Rosardi Restiana Wati Rosyad, Ali Miftakhu Sari, Maesa Nila Seniati Sutarmin Siti Partini Suardiman Sri Sumarni Sumarno . Sumar’in Asmawi Sumin Sumin Suranto Suranto Sutrisno, Cucu Titik Sunarti Widyaningsih Tutuk Ningsih Umi Faizah Venny Indria Ekowati Wellyana Wellyana Widyastuti Purbani Yasir Alsamiri Yuniar, Mustika Suci Zamroni Zamroni Zamroni Zamroni

Title Search

Found 11 Documents Search Journal : Cakrawala Pendidikan

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 11 Documents
Search
Journal : Cakrawala Pendidikan