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All Journal At-Turats eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar
Meilina Meilina
Institut Daarul Qur'an Jakarta
Education Languange, Linguistic, Communication & Media Other

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Children's Integrity Character Education of Early Childhood Based on School Culture Through The Habituation Program Feny Nida Fitriyani; Meilina Meilina
AT-TURATS Vol 15, No 1 (2021)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/at-turats.v15i1.1981

Abstract

The character of the nation's children is increasingly eroded by the spread of various problems related to moral degradation, such as: corruption, nepotism, and dishonesty. PAUD institutions in this case certainly play an important role in building the initial foundation in children in order to minimize moral degradation. Therefore, character education becomes a solution to overcome this problem. One of the programs launched at TK Masyithoh 25 Sokaraja, Banyumas is integrity education based on school culture through the habituation program. Methodologically, type of this research is field research, while the approach used is qualitative approach. The data are obtained from observations, interviews, and documentation. The results of this study found four types of habituation used in integrity character education, namely routine habituation, spontaneous habituation (giving reward, punishments, and advice), habituation by exemplary, and habituation with conditioning. Each habituation includes stimulus, response, and reinforcement. Reinforcement is an important element in integrity character education through habituation in early childhood. The reinforcement that is mostly used by teachers is positive reinforcement in the form of non-material rewards. These four habituation are the basic way to instill the character of integrity (honesty, exemplary, and politeness) in children at TK Masyithoh 25 Sokaraja as a kindergarten piloting project for integrity education. Keywords: Integrity Character Education, Child Moral, Habituation.
PENDEKATAN GAMIFICATION UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS MATEMATIKA SISWA PRESCHOOL: STUDI KUASI EKSPERIMENTAL Meilina Meilina
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 7 No. 2 (2023): Desember
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v7i2.2152

Abstract

Penerapan teknologi dalam kehidupan sehari-hari baik orang dewasa maupun anak-anak melalui perangkat seluler pintar telah mengarah pada integrasi alat digital dalam proses pendidikan. Beberapa tahun terakhir terlihat peningkatan minat terhadap penggunaan alat inovatif untuk meningkatkan pendidikan matematika, termasuk eksplorasi teknik gamifikasi untuk meningkatkan keterlibatan siswa dan kemampuan berfikir kritisnya. Berpikir kritis sangat diperlukan dalam pembelajaran matematika karena dapat melatih siswa mengembangkan dan menganalisis permasalahan yang diberikan. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan gamification terhadap keterampilan berpikir kritis dalam pembelajaran teori bilangan. Desain penelitian eksperimen yang digunakan adalah one-group pretest-posttest. Subyek penelitian ini adalah siswa preschool di Spring Shine Preschool and Kindergarten (PAUD dan TK) Semarang, Jawa Tengah yang telah mengambil pembelajaran teori bilangan. Instrumen dalam penelitian ini adalah tes berpikir kritis. Teknik analisis data yang digunakan dalam penelitian ini adalah (1) uji normalitas menggunakan uji Liliefors, (2) uji homogenitas menggunakan uji Bartlet, dan (3) uji hipotesis menggunakan uji beda rata-rata berpasangan. Berdasarkan hasil analisis data dapat disimpulkan bahwa: (1) Terdapat pengaruh pendekatan gamification terhadap kemampuan berpikir kritis siswa, (2) Terdapat perbedaan rata-rata skor N-Gain kemampuan berpikir kritis siswa. keterampilan sebelum dan sesudah menggunakan pendekatan gamification dengan observasi = 12,025 > tkritis (0,05; 1) = 2,001, (3) Pendekatan gamification dapat meningkatkan proporsi nilai rata-rata setiap indikator berpikir kritis.
Co-Authors Feny Nida Fitriyani