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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Mimbar PGSD Undiksha Jurnal Inovasi Teknologi Pendidikan Jurnal Prima Edukasia JINOP (Jurnal Inovasi Pembelajaran) Mimbar Sekolah Dasar Al Ishlah Jurnal Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar El Midad : Jurnal Jurusan PGMI Jurnal Pengabdian kepada Masyarakat Nusantara Journal for Lesson and Learning Studies International Journal of Learning Reformation in Elementary Education Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang)
Unik Ambarwati
Universitas Negeri Yogyakarta
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Cakrawala Pendidikan

 1 
IMPLEMENTASI PENDIDIKAN KARAKTER KEMANDIRIAN DI MUHAMMADIYAH BOARDING SCHOOL Wuri Wuryandani; Fathurrohman Fathurrohman; Unik Ambarwati
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2016, TH. XXXV, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (846.721 KB) | DOI: 10.21831/cp.v15i2.9882

Abstract

Abstrak: Penelitian bertujuan untuk menjelaskan implementasi pendidikan karakter kemandirian di Muhammadiyah Boarding School (MBS), menentukan kebijakan dan strategi dalam menginternalisasikan nilai-nilai karakter kemandirian. Penelitian menggunakan pendekatan kualitatif. Pengumpulan data yang dilakukan lewat teknik observasi, wawancara, dan dokumentasi, sedang analisis lewat teknik induktif melalui langkah reduksi data, unitisasi dan kategorisasi, display data, dan penarikan kesimpulan. Temuan penelitian menunjukkan hasil sebagai berikut. Pertama, kebijakan untuk membangun kemandirian dalam diri santri dilakukan lewat kemandirian belajar, mengatur diri pribadi, memanajemen waktu. Kedua, kemandirian dalam proses pembelajaran guru menggunakan strategi penugasan yang menuntut santri untuk secara mandiri memanfaatkan sumber belajar, membuat kontrak belajar, dan mengintegrasikan pendidikan karakter kemandirian dalam proses belajar mengajar di kelas. Ketiga, terkait dengan kendala yang dialami sekolah dalam implementasi pendidikan karakter kemandirian adalah kurang konsistensinya orang tua dan adanya beberapa guru yang belum mengintegrasikan pendidikan karakter kemandirian dalam proses pembelajaran. Kata Kunci: pendidikan karakter, kemandirian, Boarding School
SELF EFFICACY CHANGES IN COLLABORATIVE COURSE FOR INCLUSIVE EDUCATION PRESERVICE TEACHERS Pujaningsih Pujaningsih; Unik Ambarwati
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (22.657 KB) | DOI: 10.21831/cp.v39i1.26669

Abstract

The number of inclusive schools improves significantly in the last 10 years in Indonesia. However, there is a lack of effort to prepare future teachers so they have inadequate knowledge, skills, and experiences to provide education services for diverse students including students with special needs. This research examines the changes of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course that integrates between special education content and elementary education content. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t34 = -2.16; p .05), especially in efficacy for instructional strategies (t34 = -2.73; p .05). The qualitative data also supported this finding based on three cases of preservice teachers who have different genders, previous experiences, and attitudes toward students with learning problems. Several recommendations for future collaborative courses and a new direction for the teacher preparation programs are discussed.
Co-Authors A.S Almunawwarah Agus Herwanto Agustang, Agustang Ali Mustadi Ambarwati, Aniza Anisa Ilma Wardhani Anwar Senen Celine Widyaningrum Kusumawardani D, Siti Irine Astuti Deana Indah Haimima Deni Hardianto Devi Anggi Friani Edy Mawardi ELIANA, NENENG Fathurrohman Fathurrohman Fathurrohman, Fathurrohman Febrina Siska Widyaningtyas Fery Muhammad Firdaus Firdaus, Fery Muhamad Harsono, Tiara Friaesa Hermanto Hermanto Herwanto, Agus Ika Damayanti Ikhlasul Ardi Nugroho Intan Purnama Dewi Ita Tri Lestari Kartika, Lia Nur Kinanti Pangestu Komalasari, Mahilda Dea Kurniawan, Hendra Listya Kusumah, Sandy Abdi Lailelleru, David Listyoadi, Gantheng Lutfiana Nurohmah Marisa Monika Marwan Marwan Marwan Marwan Muammar Murrti, Rahayu Condro Mu’alimah, Siti Nurhayati Nurhayati Nurhayati Nurlayli, Akhsin Pangestu, Kinanti Paulina Reta Paulina Pratama, Kukuh Wahyudin Pratiwi Pujiastuti Pujaningsih Pujaningsih Puji Lestari PUJI LESTARI Pujiastuti, Lita Rahayu Condro Murti Ramadhani, Deasy Rashika Ardafa Sahila Rosidah, Ulfa Khoirotul Safitri Yosita Ratri Sandy Abdi Kusumah Sekar Purbarini Kawuryan Shely Cathrin Shofie Putriningtyas Sigit Wibowo Sisca Rahmadonna Srihartati, Nanik Supartinah Supartinah Tri Asih Wardani, Ella Kusuma Wayan Pudma Febby Mandalika Widyaningtyas, Febrina Siska Woro Sri Hastuti Wuri Wuryandani YENI FITRIYA Ying Chang, Yi Yoppy Wahyu Purnomo Zahra, Mar’atu