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INTERNALISASI SIKAP HORMAT DAN TANGGUNG JAWAB MELALUI KISAH HIKMAH SERTA KETELADANAN GURU PADA PEMBELAJARAN DARING DI SEKOLAH MENENGAH Sri Risky Ananda; Kama Abdul Hakam; Ganjar Muhammad Ganeswara
Jurnal Pendidikan Karakter VOL. 13, NO. 1 (2022)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v13i1.46385

Pandemi Covid-19 mengubah wajah pendidikan. Terjadinya perubahan dari sistem pembelajaran konvensional ke sistem pembelajaran daring yang berbasis teknologi bisa menjadi rintangan jika guru tidak mampu menintegrasikan teknologi informasi dan komunikasi dalam proses pembelajaran. Selain itu di masa pandemi ini, guru hanya menekankan pada transfer knowledge tetapi seringkali melupakan sisi ruhani dan pendidikan karakter siswa yang menjadi esensi seorang manusia. Kecanggihan teknologi tidak akan mampu menggantikan peran guru sebagai pendidik siswa. Walaupun kegiatan belajar dan mengajar dilakukan secara daring, pendidikan karakter harus tetap menjadi prioritas dalam proses pembelajaran. Tujuan dari penelitian ini adalah menginterrnalisasi sikap hormat dan tanggung jawab pada siswa sekolah menengah melalui kisah hikmah dan keteladanan guru pada pembelajaran daring. Internalisasi sikap hormat dan tanggung jawab pada masa pembelajaran daring dapat dilakukan melalui keteladanan guru. Bentuk keteladanan guru dalam menanamkan karakter tanggung jawab dapat dilaksanakan dengan cara pembiasaan dan pendekatan kepada siswa untuk dapat menanamkan dan membentuk karakter tanggung jawab siswa. Selain itu internalisasi sikap hormat dan tanggung jawab dapat dilakukan melalui metode kisah yaitu dengan cara bercerita tentang peristiwa-peristiwa ataupun kisah penuh hikmah dalam upaya pembentukan akhlak. Kisah juga dapat memberikan stimulasi kepada peserta didik dan secara otomatis mendorong peserta didik untuk berbuat kebajikan serta dapat membentuk akhlak mulia.

Penerapan Metode Diskusi Dilema Moral dalam Pembelajaran IPS untuk Meningkatkan Kemampuan Berfikir Kritis Siswa Sekolah Dasar Saroh Kurnia; Ganjar Muhammad Ganeswara
PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Vol 8, No 2 (2021): PEDADIDAKTIKA
Publisher : Program Studi PGSD UPI Kampus Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pedadidaktika.v8i2.35347

Penelitian ini dilatarbelakangi oleh masalah di kelas yaitu kurangnya komunikasi timbal balik antara siswa dengan guru saat belajar. Padahal hal tersebut mempengaruhi pada pola pikir dan tindakan yang akan dilakukan siswa, salah satunya untuk mencegah tindakan amoral.Oleh karena itu, untuk membangkitkan keberanian siswa, salah satunya dengan menerapkan diskusi dilema moral karena dapat digunakan dalam mengasah keterampilan rasional, sikap, sekaligus kemampuan mengambil keputusan yang terbaik. Adapun pendekatan yang digunakan yaitu perkembangan moral kognitif dengan karakteristiknya memberikan penekanan pada aspek kognitif dan perkembangannya.Penelitian ini bertujuan mendorong siswa untuk berfikir aktif, kritis terhadap masalah moral dan aktivitas siswa dengan menerapkan diskusi dilema moral dalam pembelajaran IPS. Adapun metode penelitiannya yaitu Penelitian Tindakan Kelas terhadap 28 siswa kelas V MI Darul Hufadz Kabupaten Sumedang. Berdasarkan hasil observasi diperoleh aktivitas siswa pada siklus I memperoleh persentase sebesar 61%, siklus II sebesar 67%, serta siklus III sebesar 78%. Adapun kemampuan berfikir kritis siswa pada siklus I diperoleh presentase sebesar 32,14%, siklus II sebesar 43%. Sedangkan siklus III sebesar 71.43%. Hasil tersebut dikategorikan baik. Jadi secara psikologis ketika siswa melakukan diskusi, maka dapat melatih cara berfikirnya. Implikasi dari penelitian ini yaitu agar siswa memiliki pengetahuan, perasaan, dan perilaku yang baik

EDUCATING CHILDREN WITH HEART AND SELF-QUALITY: IMPLICATIONS OF KI HADJAR DEWANTARA'S THINKING ON PRIMARY SCHOOL CHARACTER EDUCATION Yusuf Siswantara; Ace Suryadi; Mupid Hidayat; Ganjar Muhammad Ganeswara; Asnita Sirait
Jurnal Cakrawala Pendas Vol. 9 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i2.4566

The problem of bad behavior of the younger generation in the form of juvenile delinquency is a major concern in character education in elementary schools. Using qualitative methods, this study aims to raise character education in the educational paradigm of Ki Hadjar Dewantara as a fundamental solution to the problem of juvenile delinquency. The results showed that both the inner interiority in Neng, Ning, Nung, and Nang, the person (will and heart) who is "antêp, mantêp, têtêp," the child's attitude that is "Ngandel, Kandêl, Kêndêl, Bandêl" (attitude area), and the educational method "Among" with spirit: "Ing Ngarsa Sung Tulada, Ing Madya Mbangun Karsa, Tut Wuri Handayani" can be an effective choice in developing character education. The recommendation for future research is to evaluate the effectiveness of the "Among, Momong, Ngemong" method by focusing on the factors of influence of family environment, peers, and school culture. The concrete solution for primary school education is the preparation of a curriculum that is more focused on building student character by incorporating eastern values and moral education as well as training and developing teacher competencies in carrying out character education in the daily learning process. Masalah perilaku buruk generasi muda dalam bentuk kenakalan remaja menjadi perhatian utama dalam pendidikan karakter di sekolah dasar. Dengan menggunakan metode kualitatif, penelitian ini bertujuan untuk mengangkat pendidikan karakter dalam paradigma pendidikan Ki Hadjar Dewantara sebagai solusi mendasar atas masalah kenakalan remaja. Hasil penelitian menunjukkan bahwa karakter baik dalam interioritas batin dalam Neng, Ning, Nung, dan Nang, pribadi (kehendak dan hati) yang "antêp, mantêp, têtêp," sikap anak yang "Ngandel, Kandêl, Kêndêl, Bandêl" (area sikap), dan metode pendidikan “Among” dengan semangat: “Ing Ngarsa Sung Tulada, Ing Madya Mbangun Karsa, Tut Wuri Handayani” dapat menjadi pilihan efektif dalam mengembangkan pendidikan karakter. Rekomendasi untuk penelitian selanjutnya adalah untuk mengevaluasi efektivitas metode "Among, Momong, Ngemong" dengan memfokuskan pada faktor-faktor pengaruh lingkungan keluarga, teman sebaya, dan budaya sekolah. Solusi konkret untuk pendidikan sekolah dasar adalah penyusunan kurikulum yang lebih terfokus pada pembentukan karakter siswa dengan memasukkan nilai-nilai ketimuran dan pendidikan moral serta pelatihan dan pengembangan kompetensi guru dalam melaksanakan pendidikan karakter dalam proses pembelajaran sehari-hari.

Inclusive values: Foundations of religious education for multicultural harmonious life Yusuf Siswantara; Ace Suryadi; Mupid Hidayat; Ganjar Muhammad Ganeswara
KURIOS Vol. 9 No. 1: April 2023
Publisher : Sekolah Tinggi Teologi Pelita Bangsa, Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30995/kur.v9i1.548

Harmonious living in a diverse society presents complex challenges due to the potential for significant conflict. Radicalism, intolerance, and social conflict often occur, especially concerning religious pluralism. Educational institutions, which are expected to build the nation's character, are also prone to religion's education labeling. Hence, Christian religious education had two choices: strengthen dogmatic teaching or embrace inclusive values. This research focuses on the importance of inclusive values as the foundation for Christian Religious Education. Through descriptive analysis of various literature, this study discusses the theological basis for inclusive values in the context of the Church and its implications for Christian religious education. The research results show that the value of inclusion is based on the reflection of the incarnation and the example of encountering dialogue, which forms the foundation for inclusive Christian Religious Education.

Exploration of Holistic Character Values on Integrative Thematic Books Saroh Kurnia; Ganjar Muhammad Ganeswara; Edi Suresman
Indonesian Journal of Primary Education Vol 5, No 1 (2021): Indonesian Journal of Primary Education: June 2021
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v5i1.32883

This research is based on the problems related to content materialthat does not emphasize of character education. This research aims to explore the values of the holistic character contained in the integrated thematic book of fourth grade for elementary school and implication in the learning process or student life. This research used qualitative approach with the content analysis objects were several themes in Integrative Thematic learning for fourth grade. And the methods of research used in this research was descriptive. Data collection techniques using documentation and literature study. Based on the exploration results the, character values contained in the integrative thematic book were: [1] The values of holistic character in the textbook are Love of God and all of His Creations, Responsibility, Tolerance, Mutual Cooperation, and Perseverance; Although lacks in the aspects of language, text function, incomplete discourse and the frequency of uneven character values loads, but with the holistic character, can balance cognitive, affective and psychomotor loads in integrative thematic books [2] The implication for learning or student life is that it has not made abstract characters more concrete because holistic characters are more contained in narrative texts compared to practice during learning and in daily life and the use of forms of linguistic exposure must use language that is often found in elementary school children. The results of this study provide several recommendations for further studies, programs, teachers, and researchers that can be taken into consideration integration character education and improving the contents in integrative thematic books.

EDUCATING CHILDREN WITH HEART AND SELF-QUALITY: IMPLICATIONS OF KI HADJAR DEWANTARA'S THINKING ON PRIMARY SCHOOL CHARACTER EDUCATION Yusuf Siswantara; Ace Suryadi; Mupid Hidayat; Ganjar Muhammad Ganeswara; Asnita Sirait
Jurnal Cakrawala Pendas Vol. 9 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i2.4566

The problem of bad behavior of the younger generation in the form of juvenile delinquency is a major concern in character education in elementary schools. Using qualitative methods, this study aims to raise character education in the educational paradigm of Ki Hadjar Dewantara as a fundamental solution to the problem of juvenile delinquency. The results showed that both the inner interiority in Neng, Ning, Nung, and Nang, the person (will and heart) who is "antêp, mantêp, têtêp," the child's attitude that is "Ngandel, Kandêl, Kêndêl, Bandêl" (attitude area), and the educational method "Among" with spirit: "Ing Ngarsa Sung Tulada, Ing Madya Mbangun Karsa, Tut Wuri Handayani" can be an effective choice in developing character education. The recommendation for future research is to evaluate the effectiveness of the "Among, Momong, Ngemong" method by focusing on the factors of influence of family environment, peers, and school culture. The concrete solution for primary school education is the preparation of a curriculum that is more focused on building student character by incorporating eastern values and moral education as well as training and developing teacher competencies in carrying out character education in the daily learning process. Masalah perilaku buruk generasi muda dalam bentuk kenakalan remaja menjadi perhatian utama dalam pendidikan karakter di sekolah dasar. Dengan menggunakan metode kualitatif, penelitian ini bertujuan untuk mengangkat pendidikan karakter dalam paradigma pendidikan Ki Hadjar Dewantara sebagai solusi mendasar atas masalah kenakalan remaja. Hasil penelitian menunjukkan bahwa karakter baik dalam interioritas batin dalam Neng, Ning, Nung, dan Nang, pribadi (kehendak dan hati) yang "antêp, mantêp, têtêp," sikap anak yang "Ngandel, Kandêl, Kêndêl, Bandêl" (area sikap), dan metode pendidikan “Among” dengan semangat: “Ing Ngarsa Sung Tulada, Ing Madya Mbangun Karsa, Tut Wuri Handayani” dapat menjadi pilihan efektif dalam mengembangkan pendidikan karakter. Rekomendasi untuk penelitian selanjutnya adalah untuk mengevaluasi efektivitas metode "Among, Momong, Ngemong" dengan memfokuskan pada faktor-faktor pengaruh lingkungan keluarga, teman sebaya, dan budaya sekolah. Solusi konkret untuk pendidikan sekolah dasar adalah penyusunan kurikulum yang lebih terfokus pada pembentukan karakter siswa dengan memasukkan nilai-nilai ketimuran dan pendidikan moral serta pelatihan dan pengembangan kompetensi guru dalam melaksanakan pendidikan karakter dalam proses pembelajaran sehari-hari.

Exploration of Holistic Character Values on Integrative Thematic Books Saroh Kurnia; Ganjar Muhammad Ganeswara; Edi Suresman
Indonesian Journal of Primary Education Vol 5, No 1 (2021): Indonesian Journal of Primary Education: June 2021
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v5i1.32883

This research is based on the problems related to content materialthat does not emphasize of character education. This research aims to explore the values of the holistic character contained in the integrated thematic book of fourth grade for elementary school and implication in the learning process or student life. This research used qualitative approach with the content analysis objects were several themes in Integrative Thematic learning for fourth grade. And the methods of research used in this research was descriptive. Data collection techniques using documentation and literature study. Based on the exploration results the, character values contained in the integrative thematic book were: [1] The values of holistic character in the textbook are Love of God and all of His Creations, Responsibility, Tolerance, Mutual Cooperation, and Perseverance; Although lacks in the aspects of language, text function, incomplete discourse and the frequency of uneven character values loads, but with the holistic character, can balance cognitive, affective and psychomotor loads in integrative thematic books [2] The implication for learning or student life is that it has not made abstract characters more concrete because holistic characters are more contained in narrative texts compared to practice during learning and in daily life and the use of forms of linguistic exposure must use language that is often found in elementary school children. The results of this study provide several recommendations for further studies, programs, teachers, and researchers that can be taken into consideration integration character education and improving the contents in integrative thematic books.

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