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<![CDATA[RELEVANSI FILSAFAT ALFRED NORTH WHITEHEAD BAGI PENGEMBANGAN ILMU ]]>
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ MAJALAH LONTAR Vol 22, No 1 April (2008): MIL ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/ltr.v22i1 April.482
<![CDATA[Dalam suasana hiruk-pikuknya perkembangan kemajuan ilmu pengetahuan dan teknologi modern, Alfred North Whitehead sebagai seorang tokoh aliran filsafat proses mengajukan alternatif dan solusi epistemologik maupun metodologik yang sifatnya unik dan memuat pandangan-pandangan baru tentang relaitas yang menjadi obyek penyelidikan berbagai ilmu pengetahuan. Landasan epistemologi (Filsafat Pengetahuan) A.N. Whitehead adalah teori tentang ?óÔé¼?ôprehension?óÔé¼?Ø yang dimaksudkan untuk mengatasi dikotomi atau pemisahan yang sepertinya tidak terjembatani amtara subyek dan obyek, tanpa meruduksikan ke salah satu. Kontribusi Whitehead di bidang ilmu pengetahuan adalah pengajuan prinsip metodis dalam penelitian yang menjadikan pengalaman sebagai sumber dan muara dalam penelitian ilmiah, dan perumusan suatu pemikiran yang bersifat umum, menyeluruh, mendasar, terbuka, serta dapat menjelaskan seluruh dimensi pangalaman manusia. Pengembangan ilmu berdasarkan pemikiran filsafat Alfred North Whitehead untuk memahami relitas realitas sebaai suatu substansi yang telah jadi dan berhenti berproses, hal ini disebabkan bahwa realitas itu hakikatnya merupakan peristiwa atau fenomena yang bersifat organis. Dalam kaitannya dengan pengembangan ilmu pengetahuan, Whitehead telah mengingatkan agar menghindar dari kesalahan yang berupa ?óÔé¼?£pernyataan berlebihan?óÔé¼Ôäó, karena itu ilmuan harus selalu memiliki keteraturan observasional dan keteraturan konseptual. Kata-kata kunci : prehensi, organis/proses, relitas. persepsi]]>
<![CDATA[PENDIDIKAN NILAI MENUJU KEBEBASAN MANUSIA DALAM ALAM DEMOKRASI ]]>
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ DIMENSI PENDIDIKAN Vol 1, No 2/07 (2005) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/dm.v1i2/07.483
<![CDATA[Value clarification only reflects and implicates in the gathering condition where all the people are able to develop the value of respectness, solidarity and interiority. Value clarification in the learning process that support the value which is found in human being?óÔé¼Ôäós life including value of freedom. The point of value is the way of thinking, the way of attitudes, and the way of behaviour, either personal or together. Value clarification will make the students become more mature in finding and giving the positive value in their freedom Progressivism philosophy is relevant to develop the value of clarification to the freedom of human being in democration. Since there is an opinion of basic progressivism a value has a quality of social, besides progresivism giving pressure to the freedom of the students, progressivism also cares to the disipline of the students so that they get advantages. Progressivism as the philisophy of education will get big problems in managing an education in a managed curriculum Keyword : value clarification, freedom, democracy, progresivism]]>
<![CDATA[PENDIDIKAN NILAI MENUJU KEBEBASAN MANUSIA DALAM ALAM DEMOKRASI ]]>
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ DIMENSI PENDIDIKAN Vol 1, No 2/07 (2005) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/dm.v1i2/07.201
<![CDATA[Value clarification only reflects and implicates in the gathering condition where all people are able to develop the value of respectness. Solidarity and interiority. Value clarification is the learning process that supports the value which is found in human being?óÔé¼Ôäós life including value of freedom. The point of value is in way of thinking, the way of attitudes, and the way of behaviour, either personal or together. Value clarification will make the students become more mature in finding and giving the positive value in their freedom. Progressivism philosophy is relevant to develop the value of clarification to the freedom of human beings in democration. Since there is an opinion of basic progressivism a value has a quality of social, besides progressivism giving pressure to the freedom of the students, progressivism also cares to the disipline of the students so they get advantages. Progressivism as the philosophy of education will get big problems in managing an education in a managed curriculum. Keyword : value clarification, freedom, democracy, progressivism]]>
<![CDATA[ANALISIS FILSAFATI PENDIDIKAN BERBASIS LIBERAL-PROGRESIVISME ]]>
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ Civis : Jurnal Ilmiah Ilmu Sosial dan Pendidikan Vol 12, No 1 (2023): JANUARI 2023 ]]>
Publisher : <![CDATA[FPIPSKR Universitas PGRI Semarang ]]>
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DOI: 10.26877/civis.v12i1.14465
<![CDATA[The independent campus curriculum and independent learning are currently triggering changes in the education system in Indonesia. The reason is, the competence of students in Indonesia is not all ready to undergo this system change. On the other hand, there is also a dilemma faced by educators who are "triggers of knowledge" in the implications of the independent learning curriculum, educators are required to be able to meet all the needs of students and provide freedom for students to choose the field they like. The hope is that students can have adaptive power that can be absorbed in the world of work. However, not a few educators have not been able to meet these achievements due to several factors. Despite all these things, MBKM has a positive impact in terms of efforts to restore basic human potential in students. It is this potential that is the divine nature that must be maintained and developed. Through philosophical analysis, researchers try to decipher the basic concepts of education basicly by liberalis progressivime with qualitative type research. The approach used by researchers is the basic approach of the philosophy of ontology, epistemology, and axiology. Thus, the philosophical analysis is expected to be able to clarify the common thread that is the problem of education today.]]>
<![CDATA[Penerapan Model PBL Untuk Meningkatkan Hasil Belajar Peserta Didik Mata Pelajaran Pendidikan Pancasila Di SMK N 2 Semarang ]]>
<![CDATA[Fachrudin Dwi Saputro]]>;
<![CDATA[Supriyono Purwosaputro]]>;
<![CDATA[Suharmanto Suharmanto]]>
<![CDATA[ Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i3.5675
<![CDATA[The background of this research is the low learning outcomes of students in Pancasila Education subjects. The aim of this research is to explain how to apply a problem-based learning model to improve student learning outcomes in Pancasila Education subjects. This study uses a qualitative methodology. This type of classroom action research has two cycles, each with one meeting with planning, implementation, observation and reflection activities. The use of problem-based learning models and student learning outcomes are the focus of this research. This research involved 36 students and educators of class XI PM 1 during the odd semester of the 2023/2024 academic year. Data is collected in the form of observations, tests and documentation. This study uses qualitative analysis methods. The results of this research show that both teacher and student activities and student learning outcomes have improved in learning. This research found that teachers and students have more time to study. In cycle I, student learning outcomes were in the poor category, while in cycle II, student learning outcomes were in the good category. The learning outcomes of class XI PM 1 students can be improved by implementing a problem-based learning model in the Cultural Collaboration in Pancasila Education material.]]>
<![CDATA[Implementasi Media Wordwall terhadap Minat Belajar Siswa dalam Pembelajaran Pendidikan Pancasila di SMK Negeri 2 Semarang ]]>
<![CDATA[Fatkhan Yusuf Anggulian]]>;
<![CDATA[Supriyono Purwosaputro]]>;
<![CDATA[Puput Tri Hartanti]]>
<![CDATA[ Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i3.5691
<![CDATA[The learning media used by teachers in the classroom today is very important for teachers to use so that learning can take place in an interesting way. One of them is Wordwall media. This research aims to determine students' interest in learning by using media word wall in learning Pancasila Education at SMK N 2 Semarang. This research study uses a qualitative descriptive approach. This research collects data using observation, documentation and questionnaires conducted in Class X AKL 3 SMK N 2 Semarang. Researchers to process the analyzed data. Media Implementation research results word wall Regarding students' learning interest in learning Pancasila education at SMK Negeri 2 Semarang, it shows that the use of Wordwall in learning Pancasila education increases students' interest in learning and student participation so that learning is more interesting and enthusiasm for learning is higher. It is hoped that this research can provide knowledge so that Pancasila education learning can use currently developing technology.]]>
<![CDATA[Implementasi Sistem Among melalui Model Pembelajaran PBL pada Pendidikan Pancasila Kelas X PM 3 ]]>
<![CDATA[Ainul Siti Fatimah]]>;
<![CDATA[Supriyono Purwosaputro]]>;
<![CDATA[Puput Tri Hartanti]]>
<![CDATA[ Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i3.5692
<![CDATA[This research aims to describe the implementation of the among system KHD through the Problem Based Learning learning model in Pancasila Education subjects. This research will be carried out in Class X PM 3 SMK Negeri 2 Semarang with the material "Identifying Individual Identity and Group Identity". In this research, the researcher will describe in descriptive form the implementation of the Among System through the PBL Learning Model in the Pancasila Education Subject Class X PM 3 SMK N 2 Semarang. Data obtained through direct observation during the learning process, and also reflections filled in by students. The research results show that the among system has been implemented in the learning process. This implementation was carried out by collaborating with the among system and the Problem Based Learning learning model. From the research day, it can be understood that teachers have an important role in education, not only limited to teaching or providing material, but teachers are also guides, mediators, facilitators, evaluators, providing examples, providing direction, encouragement or motivation to students.]]>
<![CDATA[Kemampuan Kompetensi Profesional Mahasiswa PPG Prajabatan dalam Melaksanakan Praktik Mengajar PPkn di SMA N 05 Semarang ]]>
<![CDATA[Cipto Prasetyo]]>;
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 13 No. 1 Februari (2024): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
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DOI: 10.58230/27454312.581
<![CDATA[Penelitian ini bertujuan menganalisis bagaimana kemampuan kompetensi Profesional Mahasiswa PPG Prajabatan dalam Melaksanakan Praktik Mengajar PPkn di SMA N 05 Semarang jenis penelitian yang digunakan adalah penelitian kualitatif dengan subjek 3 mahasiswa. Pengumpulan data dengan menggunakan teknik wawancara, observasi dan dokumentasi. Analisis untuk mengetahui bagaimana kemampuan kompetensi profesional Mahasiswa PPG Prajabatan dalam proses pembelajaran PPKn menggunakan triangulasi sumber. Hasil penelitian menunjukan bahwa Mahasiswa PPG Prajabatan dalam Melaksanakan Praktik Mengajar PPkn di SMA N 05 Semarang terdapat beberapa kompetensi profesional yang telah dilaksanakan yaitu pada aspek silabus, bahan ajar pembelajaran serta pendekatan pembelajaran Menguasai materi, struktur, pola pikir keilmuan yang mendukung mata pelajaran yang diampu, Menguasai standar kompetensi dan kompetensi dasar mata pelajaran, Mengembangkan materi pembelajaran mata pelajaran yang diampu secara kreatif, Mengembangkan keprofesionalan secara berkelanjutan dengan melakukan tindakan reflektif, Memanfaatkan teknologi informasi dan komunikasi untuk mengembangkan diri.]]>
<![CDATA[Peran Guru Pendidikan Pancasila dan Kewarganegaraan Dalam Mengembangkan Moral Siswa Berlandaskan Nilai Nilai Pancasila ]]>
<![CDATA[Latifah]]>;
<![CDATA[Rosalina Ginting]]>;
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ Jurnal Kewarganegaraan Vol 7 No 2 (2023): Desember 2023 ]]>
Publisher : <![CDATA[UNIVERSITAS PGRI YOGYAKARTA ]]>
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DOI: 10.31316/jk.v7i2.5626
<![CDATA[Abstrak Penelitian ini bertujuan untuk mendeskripsikan peran guru PPKn dalam mengembangkan moral siswa berlandaskan nilai-nilai Pancasila di SMP N 1 Karangjambu. Latar belakang dari penelitian yaitu adanya permasalahan yang timbul dari moral siswa, dan kurangnya penerapan nilai-nilai pancasila dari siswa dilingkungan sekolah. Rumusan masalah yang diangkat dalam penelitian ini adalah bagaimana peran guru PPKn dalam mengembangkan moral siswa berlandaskan nilai-nilai pancasila. Tujuan penelitian ini untuk mengetahui bagaimana peran guru PPKn dalam mengembangkan moral siswa dengan berlandaskan nilai-nilai pancasila di SMP N 1 Karangjambu.Dari penelitian ini mendapatkan hasil bahwasanya guru PPKn dalam menjalankan perananya yaitu 1)Guru PPKn sebagai pendidik guru memaksimalkan dalam memberikan materi dan melakukan kebiasaan-kebiasaan yang dapat menunjang moral siswa baik didalam kelas maupun diluar kelas. 2)Guru PPKn sebagai teladan yaitu menjadi teladan dan contoh baik yang dapat menunjang perubahan karakter dan perilaku siswa.3)Guru PPKn sebagai motivator dalam mengembangkan moral siswa,dalam hal ini bentuk usaha yang diberikan oleh guru yaitu memahami apa yang siswa butuhkan dan menjalin komunikasi secara baik dengan siswa untuk mendorog siswa agar memiliki moal yang baik. Bentuk peran yang diberikan oleh guru dengan menerapkan nilai- nilai pancasila bagi siswa tidak tidak hanya dalam ruang kelas saja, namun yang terpenting adalah bagaimana cara siswa dapat menanamkan nilai-nilai pancasila dalam diri siswa itu sendiri.Munculnya faktor ekternal sepertih pengaruh dari lingkungan dan factor internal dari diri siswa itu sendiri ini menjadi kendala yang harus diperhatikan oleh guru dan sekolah. Upaya yang dapat dilakukan untuk mengatasi kendala yang muncul dengan melakukan hubungan yang baik antara siswa, orangtua,dan pihak sekolah dan selalu mengevaluasi perkembangan moral dari peserta didiknya. Kata Kunci: Peran Guru PPKn, Pengembangan Moral, Nilai-nilai Pancasila Abstract This research aims to describe the role of PPKn teachers in developing student morals based on Pancasila values at SMP N 1 Karangjambu. The background of the research is that there are problems arising from student morals, and the lack of application of Pancasila values by students in the school environment. The formulation of the problem raised in this research is the role of PPKn teachers in developing student morals based on Pancasila values. The purpose of this research is to find out the role of PPKn teachers in developing student morals based on Pancasila values at SMP N 1 Karangjambu. habits that can support student morale both in the classroom and outside the classroom. 2) PPKn teachers as role models, namely being role models and good examples that can support changes in students' character and behavior. 3) PPKn teachers as motivators in developing students' morals, in this case the form of effort provided by the teacher is understanding what students need and establishing communication well with students to encourage students to have good morals. The form of role given by teachers by applying Pancasila values to students is not only in the classroom, but the most important thing is how students can instill Pancasila values in the students themselves. The emergence of external factors such as the influence of the environment and environmental factors. This internal aspect of the students themselves is an obstacle that teachers and schools must pay attention to. Efforts can be made to overcome the obstacles that arise by establishing good relationships between students, parents and the school and always evaluating the moral development of students. Keywords: Role of PPKn Teachers, Moral Development, Pancasila Values]]>
<![CDATA[ANALISIS GAYA BELAJAR PESERTA DIDIK KELAS 11 PADA SEKOLAH MENENGAH ATAS NEGERI 11 SEMARANG: Indonesia ]]>
<![CDATA[Yoga Wijaya Suhendro]]>;
<![CDATA[Supriyono Purwosaputro]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 2 Juni 2024 in Press ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v10i2.2936
<![CDATA[Pendidikan dianggap sebagai aset berharga bagi setiap orang karena memberi mereka kesempatan untuk mengembangkan potensi mereka sendiri dan meningkatkan kualitas hidup mereka. Namun, motivasi belajar seringkali menjadi penghalang untuk mencapai tujuan akademik. Seperti yang diketahui, gaya belajar adalah cara unik yang dapat digunakan orang untuk mendapatkan dan memproses informasi. Untuk menghasilkan pembelajaran yang efektif dan efisien, guru harus memahami gaya belajar siswa. Tujuan dari penelitian ini adalah untuk mengevaluasi gaya belajar siswa di Sekolah Menengah Atas Semarang. Penelitian ini menggunakan metode kualitatif dengan mengguankan pendekatan deskriptif, menurut (Fadli, 2021) memberikan penjelasan bahwa penelitian deskriptif adalah jenis penelitian yang mempelajari fakta-fakta populer saat ini. Peneliti memilih metode ini untuk membangun cerita tentang situasi atau peristiwa. Peneliti memilih metode penelitian kualitatif deskriptif karena tujuan utama penelitian adalah untuk mengetahui gaya dan model belajar siswa di SMA N 11 Semarang. Hasil penelitian menunjukkan bahwa gaya belajar yang paling dominan dimiliki oleh peserta didik adalah gaya belajar visual (41.5%), diikuti oleh gaya belajar kinestetik (41.5%) dan gaya belajar auditori (16.9%). Penelitian ini menunjukkan bahwa gaya belajar peserta didik di SMA N 11 Semarang beragam. Peserta didik lebih dominan pada model gaya belajar visual dan kinestetik.]]>
