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All Journal Ilmu Pendidikan Cakrawala Pendidikan Humanika : Kajian Ilmiah Mata Kuliah Umum Dinamika Pendidikan The Journal of Educational Development Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini FOUNDASIA Jurnal Serambi Abdimas
L. Hendrowibowo
Universitas Negeri Yogyakarta
Arts Humanities Education Environmental Science Social Sciences Other

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Pendidikan Motal dalam Keluarga Hendrowibowo, L
Dinamika Pendidikan Vol 3, No 1 (1996): Dinamika Pendidikan No. 1/TH. III/Oktober 1996
Publisher : Fakultas Ilmu Pendidikan UNY

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Abstract

Pendidikan Motal dalam Keluarga
Pendidikan Umum sebagai Sarana Integritas Bangsa Hendrowibowo, L
Dinamika Pendidikan Vol 8, No 1 (2001): Dinamika Pendidikan No. 1, TH. VIII Maret 2001
Publisher : Fakultas Ilmu Pendidikan UNY

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Abstract

Pendidikan Umum sebagai Sarana Integritas Bangsa
The Use of Traditional Games to Implement Character Education Policy in Kindergarten Hendrowibowo, Lorensius; Haryono, Haryono; Raharjo, Tri Joko; Rusdarti, Rusdarti
The Journal of Educational Development Vol 6 No 3 (2018): October 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i3.25395

Abstract

The background of this research is an emerging problem in the field of education in Indonesia. One of the problems is the occurrence of moral irregularities among students which results in the moral decline of the nation. At the level of early childhood education, character education is a way that can be implemented to overcome these problems. One way is to implement various traditional games. This study aims to explain the implementation of character education based on traditional games, the process of internalizing character values based on traditional games, and the possibility of applying traditional games as a character education model. This is a qualitative research conducted in three Kindergartens IN Gunung Kidul, Yogyakarta; each with a background of Islam, State and Christianity. The primary data of this study were sourced from the results of interviews with informants. The secondary data were in the form of policies, values, school views, and parents functioning further to strengthen the data and as a means of character education configuration based on traditional games in the context of micro systems. The data were analyzed through several stages, namely (1) display of observation and interview results; (2) sorting out observations and interviews; (3) discovery of contrasting or negative elements. The results of this study show that (1) The implementation of character education based on traditional games in the three kindergartens is different from one another; (2) character values are internalized through several traditional games, namely gobag sodor, cublak-cublak suweng, dakon, jamuran, and engklek or sundamanda; (3) Character education based on workable traditional games becomes a character education model in kindergarten.
P~NDIDIKAN KEWARGANEGARAAN (PKn) MENJAWAD T·ANTANGAN MASA DEPAN KE ARAH INTEGRASI BANGSA L. Hendrowibowo, L. Hendrowibowo
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.9339

Abstract

Recently' "SARA" cases appear to the direction ofnation disintegration ofcourse influencesthe learning in th~ school, which ,is not good. One of the lessons that close relationship with thisproblem .i~ Religion Education and Civics Education. That is why according team nationalEducation":Departement needs the learning system in Civics Education.The: lean:llng process of Civics Education with the paradigm is hoped can give the newinspiration for ".teacher to development the student capacity ti the nation integration and sicialconcern. TIle "new paradigm is shoed in the way of learning that is used in the Civics Education,that the process.is very important. This case is different with the "Moral Pancasila" Education, thelatter is nearly like an indoctrination.The strategy which is used in giving material of Civics Ed.ucation directed to the knowingand doing with values clarification method, problem solving and inquiry. On the hand forevaluation using direct observation, not only cognitifevaluation, but al~o afectifand psychomotor.
The Use of Traditional Games to Implement Character Education Policy in Kindergarten Hendrowibowo, Lorensius; Haryono, Haryono; Raharjo, Tri Joko; Rusdarti, Rusdarti
The Journal of Educational Development Vol 6 No 3 (2018): October 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i3.25395

Abstract

The background of this research is an emerging problem in the field of education in Indonesia. One of the problems is the occurrence of moral irregularities among students which results in the moral decline of the nation. At the level of early childhood education, character education is a way that can be implemented to overcome these problems. One way is to implement various traditional games. This study aims to explain the implementation of character education based on traditional games, the process of internalizing character values based on traditional games, and the possibility of applying traditional games as a character education model. This is a qualitative research conducted in three Kindergartens IN Gunung Kidul, Yogyakarta; each with a background of Islam, State and Christianity. The primary data of this study were sourced from the results of interviews with informants. The secondary data were in the form of policies, values, school views, and parents functioning further to strengthen the data and as a means of character education configuration based on traditional games in the context of micro systems. The data were analyzed through several stages, namely (1) display of observation and interview results; (2) sorting out observations and interviews; (3) discovery of contrasting or negative elements. The results of this study show that (1) The implementation of character education based on traditional games in the three kindergartens is different from one another; (2) character values are internalized through several traditional games, namely gobag sodor, cublak-cublak suweng, dakon, jamuran, and engklek or sundamanda; (3) Character education based on workable traditional games becomes a character education model in kindergarten.
Beberapa Aliran Filsafat dan Kaitannya dengan Pendidikan di Indonesia L. Hendrowibowo
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 29, No 1 (2002)
Publisher : Universitas Negeri Malang

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Abstract

Education in Indonesia relates to some theories of philosophy: idealism in the context of character building and human nature, realism in the context of human commitment to the social environment, humanism relating to moral building, and pragmatism focusing on natural and social environment. The curriculum, educational content, and educational goal in Indonesia seem to be an inseparable unity. The educational effort is aimed at improving all aspects of national personality and fulfilling the need for the balanced physical, psychological, and spiritual needs. Therefore, an integrated curriculum which involves the spirit of patriotism, skill education, and professional education should be implemented.
KAJIAN ILMIAH TENTANG ILMU PENDIDIKAN L. Hendrowibowo
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1994,TH.XIV
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.9125

Abstract

Sebagian ahli pendidikan mengatakan bahwa ilmu pendidikanadalah penerapan ilmu-ilmu lain dalam praktek pendidikan.Pendidikan hanyalah memanfaatkan hasil-hasil ailtropologi,5Osiologi, dan psikologi. Dengan telaah yang lebihdalam, kita temukan bahwa ilmu pendidikan sebagai ilmuyang berdiri sendiri, memiliki obyek dan metode kajian yangberbeda dengan ilmu-ilmu yang lain.Untuk mengkaji sesuatu ilmiah atau bukan harus dikaitkandenga tiga dasar keilmuan, yakni:: ontologis. epistemologis,dan aksiologis. Ontologis berkaitan dengan oby~k, epistemologisberkaitan dengan metode dan sistematikanya, danaksiologis berkaitan dengan kesejahteraan umat manusia.neogan tiga dasar keilmuan di atas, ilmu pendidikanmemenuhi syarat sebagai ilmu yang berdiri sendiri, bukansebagai kumpulan dari ilmu-ilmu lain.
Pembelajaran Terpadu (Integrated Curriculum) Pendidikan Moral dalam Mata Pelajaran L Hendrowibowo
Dinamika Pendidikan Vol 10, No 1 (2003): Dinamika Pendidikan No. 1/TH. X/Maret 2003
Publisher : Fakultas Ilmu Pendidikan UNY

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Abstract

Pembelajaran Terpadu (Integrated Curriculum) Pendidikan Moral dalam Mata Pelajaran
Nilai-nilai dan metode pendidikan karakter di taman kanak-kanak di Banjarmasin Dwi Siswoyo; Rukiyati Rukiyati; L Hendrowibowo
FOUNDASIA Vol 11, No 1 (2020)
Publisher : Prodi Filsafat dan Sosiologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v11i1.32485

Abstract

Masa usia dini adalah masa yang tepat untuk dikenalkan, dan ditumbuhkan pendidikan moral agar kelak anak menjadi orang yang baik. Selain orang tua, guru memgang peran penting untuk mengembangkan nilai-nilai moral dalam diri anak usia dini di Taman Kanak-Kanak. Tujuan penelitian ini adalah untuk : 1)  menganalis nilai-nilai karakter  yang menjadi target pendidikan karakter di Taman Kanak-Kanak di kota Banjarmasin; 2) menganalisis metode penanaman nilai karakter yang diterapkan di taman kanak-kanak di kota Banjarmasin. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode pengumpulan data berupa diskusi grup terfokus (focus group discussion). Subjek penelitian ini terdiri dari 30 orang guru TK ‘Aisyiyah di kota Banjarmasin. Analisis data mengikuti langkah-langkah Miles Huberman meliputi, reduksi data, penyajian data dan penarikan kesimpulan. Uji keabsahan data dengan trianggulasi sumber. Hasil penelitian menunjukkan bahwa ada delapan nilai utama yang dikembangkan guru, yaitu religiusitas, respek (hormat menghormati), kemandirian, percaya diri, kejujuran,  disiplin, tanggung jawab, dan kerjasama.   Metode yang digunakan guru adalah keteladanan, pembiasaan, memberi nasehat, bercerita dan sosiodrama, kunjungan sosial, fasilitasi, bernyanyi, pengenalan dan hafalan  hadis singkat. Evaluasi pendidikan moral dilakukan sesuai yang tercantum di dalam kurikulum TK, yaitu menggunakan observasi perilaku anak sehari-hari. Sebagian besar anak telah mencapai perkembangan moral yang baik, dan  beberapa anak mendapat nilai sangat baik. Perilaku moral yang paling tampak perkembangannya adalah kemandirian dan rasa percaya diri. Anak  telah dapat membaca kitab suci Alquran, dan menghafal beberapa hadis pendek. 
Peningkatan Keterampilan Pengembangan Rencana Pembelajaran Semester di STKIP Bina Insan Mandiri Surabaya Ebni Sholikhah; Lorensius Hendrowibowo; Mami Hajaroh; Lusila Andriani Purwastuti
Serambi Abdimas Vol 4 No 1 (2023): Jurnal Serambi Abdimas
Publisher : Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.sa.2023.4.1.7841

Abstract

Salah satu perangkat pembelajaran yang harus disiapkan dosen adalah RPS. RPS yang baik wajib ditinjau dan diperbaharui secara berkala sesuai capaian pembelajaran lulusan. Perubahan kurikulum Pendidikan tinggi menjadi kurikulum merdeka menuntut adanya pembaruan RPS berbasis outcome. Akan tetapi di STKIP Bina Insan Mandiri, masih ditemukan RPS yang belum memenuhi unsur-unsur RPS berbasis outcome. Oleh karenanya perlu peningkatan kompetensi pedagogis dosen dalam pengembangan perangkat pembelajaran berupa RPS. Artikel ini mendeskripsikan peningkatan kemampuan dosen STKIP Bina Insan Mandiri dalam mengembangkan RPS melalui workshop. Pelatihan dilaksanakan dengan dua kali pertemuan secara daring dan luring. Hasil pelatihan menunjukkan bahwa kemampuan peserta workshop dalam menyusun RPS lebih optimal daripada sebelumnya. Peserta mampu memperbaharui kembali RPSnya sesuai unsur-unsur yang tertera pada SN-DIKTI. Peserta juga menunjukkan respon positif terhadap proses workshop melalui angket evaluasi yang dibagikan dengan rata-rata nilai 3.87 dari skala 4. Berdasarkan evaluasi tersebut, pelatihan dapat ditindaklanjuti dengan menyelenggarakan workshop untuk mengembangkan perangkat pembelajaran lain seperti instrument evaluasi, media, dan bahan pembelajaran.
Co-Authors Amrih Setyo Raharjo Dwi Siswoyo Dwi Siswoyo Ebni Sholikhah Evi Rovikoh Indah Saputri Fajar Sidik Haryono Haryono LUSILA ANDRIANI PURWASTUTI Mami Hajaroh Rukiyati Rukiyati Rusdarti - Tri Joko Raharjo