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STRATEGI MENGHADAPI TANTANGAN ARUS BUDAYA GLOBAL MELALUI PENDIDIKAN KARAKTER BERBASIS BUDAYA Rulianto ruli; Ida Bagus Brata; Ida Bagus Nym Wartha
Jurnal Pendidikan dan Kebudayaan Missio Vol. 12 No. 2 (2020): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v12i2.419

This article was compiled based on the results of a study aimed at knowing and understanding the Strategy to Face the Challenges of Global Cultural Flow through Cultural Education Based on Culture. This study uses a qualitative method. Data obtained through observation, interviews, documentation, and literature study, in a natural setting. Data analysis was carried out through three activities simultaneously, namely: data reduction, data presentation, and conclusions or verification. The results of the study indicate that the world of education is currently facing the challenges of global cultural currents, namely the process and system of economic expansion of a transnational free market economy that has penetrated into various fields of life such as politics, religion, socio-culture, including education. In the era of openness marked by the dynamics of local, national, and global communities that have the potential to cause various impacts it is impossible to avoid. Therefore, it is important for a nation to have character and identity in the face of global cultural currents, in order to remain firmly established on the noble values of the nation's culture. Culture-based character education can be used as an educational strategy and symbolic investment strategy accompanied by efforts to create a conducive social environment through a tri center of education (family, school, and community). Reviving local cultural values in certain packages is one cultural approach to empowerment. Thus the revitalization of local cultural values in the era of globalization plays an important role. This needs to be done considering the cultural behavior among children and adolescents has begun to change along with the growing pressure of global cultural currents.

PENERAPAN METODE INKUIRI BERBASIS AUDIO VISUAL “MUSEUM BALI” DALAM MENUMBUHKAN MOTIVASI DAN KESADARAN SEJARAH Rulianto ruli
Jurnal Pendidikan dan Kebudayaan Missio Vol. 13 No. 1 (2021): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v13i1.420

This study (1) determine whether the application of inquiry method based on audio visual in Bali museum can foster student motivation to learn, (2) Determine whether the application of inquiry method based on audio visual museum Bali can raise awareness of student history. This research is a classroom action research. This research was conducted in two cycles with the research subjects of all third semester students of the Department of History Education at Mahasaraswati Denpasar University in the 2017-2018 academic year as many as 26 people. The method used in this research is the inquiry method. The results of the discussion show that the learning motivation of students has increased which is indicated by the indicator of student curiosity increasing after being tracked using a motivation questionnaire in the learning process. Meanwhile, if it is calculated into numbers, in the first cycle, 16 students have not yet achieved completeness and 10 students have reached completeness. In the second cycle, there was an increase of 17 students whose score was 90, 3 students got a score of 110 while 6 students got a score of 100, thus it could be said that there had been a significant change in student learning motivation. The aspect of historical awareness refers to the score range (100-120 Very good) (90-99 Good) (80-89 Enough) (70-79 Poor) (60-69 Very poor). The results show that the data analysis of the historical awareness questionnaire test of history learning in the first cycle, there are 13 students who get the lowest score. 1 person gets a score of 77, 1 person gets a score of 78.2 people get a score of 79 and 2 people get a score of 80, 1 student gets a score of 86, 3 students get a score of 88, and 3 students get a score of 89. Based on the scoring guidelines found on the observation sheet, the classification is at a sufficient level. In cycle II, 19 students got a score above 90. 1 person got a score of 112, 3 people got a score of 103. 3 people got a score of 120. Based on the scoring guidelines contained in the observation sheet, the classification is at a very good level.

Pendidikan Sejarah Sebagai Penguat Pendidikan Karakter Rulianto Rulianto
Jurnal Ilmiah Ilmu Sosial Vol. 4 No. 2 (2018): Jurnal Ilmiah Ilmu Sosial
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jiis.v4i2.16527

Pendidikan tidak hanya diartikan sebagai transfer pengetahuan melainkantransfer nilai, terutama nilai nilai yang terkandung dalam 18 nilai karakteryang ditargetkan dalam pendidikan karakter. Pendidikan adalah upayauntuk membentuk karakter siswa sehingga mereka dapat mengetahui danmembedakan antara yang baik dan buruk dalam kehidupanbermasyarakat, berbangsa dan bernegara. Pendidikan karakter saat inisangat diperlukan untuk mengatasi masalah generasi penerus bangsa iniyang semakin sulit dikendalikan. Pembelajaran sejarah sebagai pendukungpendidikan karakter memiliki peran yang sangat sentral karenapembelajaran sejarah memiliki lingkup materi sebagai berikut: (1)mengandung nilai-nilai heroik, teladan, perintis, patriotisme, nasionalisme,dan semangat pantang menyerah yang mendasari proses pembentukankarakter dan kepribadian siswa; (2) berisi repertoar peradaban bangsatermasuk peradaban Indonesia; (3) menanamkan kesadaran persatuan dan persaudaraan dan solidaritasuntuk menjadi bangsa yang bersatu dalam menghadapi ancaman disintegrasi; (4) mengandung ajaran dankebijaksanaan moral yang berguna dalam mengatasi krisis multidimensi yang dihadapi dalam kehidupansehari-hari; (5) menanamkan dan mengembangkan sikap tanggung jawab dalam menjaga keseimbanganlingkungan dan keberlanjutan. Dilihat dari ruang lingkup, sangat tepat jika pembelajaran sejarahdigunakan untuk mendukung pendidikan karakter.

Penerapan Model Pembelajaran Kooperatif Tipe Talking Stick untuk Meningkatkan Motivasi Belajar dan Hasil Belajar IPS (Sejarah) Siswa Kelas VII 6 SMP NEGERI 7 Denpasar Rulianto Rulianto; Ida Bagus Nyoman Wartha
SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah Vol 2 No 1 (2020): SINDANG: JURNAL PENDIDIKAN SEJARAH DAN KAJIAN SEJARAH
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/sindang.v2i1.630

According to the results of the observations were carried out research through observation of classes and interviews with teachers eye subjects IPS Class VII 6 in SMP State 7 Denpasar at half of odd year lesson 2018/2019 at the time of executing PPL ( practical experience of the field ) shows that the achievement of the results of study eyes lessons IPS less optimal. Based on the background behind what has been described in the above , it can be formulated the problem as follows : 1 ). How does the model of learning cooperative type of talking stick can increase the motivation to learn social studies students grade VII 6 SMP State 7 Denpasar? 2 ) . How does the model of learning cooperative type of talking stick can improve the outcomes of learning IPS students grade VII 6 SMP state 7 Denpasar ? . The objectives of this study are : 1 ). To find out the application of the cooperative learning model the talking stick type can increase social studies learning motivation in students of class VII 6 of SMP State 7 Denpasar. 2 ). To determine the application of the model of learning cooperative type of talking sick can improve the outcomes of learning IPS on students to weld VII 6 SMP State 7 Denpasar. Type of research this is the Research Action Class (PTK). research action class is compose. Based on the results d of two cycles that each cycle includes planning , implementation of action , observation and reflection . The method that is used in research this is the application of the model estab be disable in cooperative type of talking stick of study show motivation to learn the students can be seen in Cycle I obtained the category of motivation to learn ' high ' as many as 10 students and the category of ' quite high ' 14 students , while the category of ' low ' 16 students . In Cycle II there was an increase in the ' very high ' category of 7 students , the ' high ' category of 26 students , and the 'enough' category of 3 students . While the result of learning of students can be seen on cycle I that the value of the realm of cognitive students are on average 66 and completeness 72% and the realm of Affective values were obtained by the students is a very good 46.8%, good 46.8%, and quite a 36.0% while the sphere Psychomotor very good 50.4%, good 50.4% and sufficient 28%. In Cycle II domain of cognitive students are on average 78 and the thoroughness of 100, the realm of affective value that is obtained by the students is very good 90%, both 39.6% while psychomotor very good 90%, good 39.6%. Thus , can be concluded that the application of the model of learning cooperative type of talking stick can increase the motivation to learn and the results of learning IPS students grade VII 6 SMP Negeri 7 Denpasar, because through interaction are both between teachers and students as well as the atmosphere of learning that is fun facilitate students to understand and learn materials lesson so that objectives are desired can be achieved.

Identitas Budaya: Berkeperibadian Dalam Kebudayaan (Salah Satu Konsep Trisakti Bung Karno Disampaikan, 17 Agustus 1965) Ida Bagus Brata; Rulianto Rulianto; Adi Saputra
SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah Vol 2 No 2 (2020): SINDANG: JURNAL PENDIDIKAN SEJARAH DAN KAJIAN SEJARAH
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/sindang.v2i2.631

This paper tries to examine "cultural existence" which is one of Bung Karno's "Trisakti" concepts delivered in his speech on the 20th birthday of the Republic of Indonesia, August 17, 1965. This ideology was deliberately brought up by Bung Karno in response to the practice of neo-colonialism. imperialism (nekolim) in the form of Western cultural hegemony towards Indonesian culture which is felt to be very detrimental in the future development of its people. Existence in a culture is actually a cultural identity, is the identity of a person as a citizen of a nation that is obtained from birth through the process of interaction that is done at any time in his life and then forms a special pattern that radiates characteristics to the person concerned. The Indonesian nation is a multicultural nation, a nation of diverse ethnic, cultural and religious diversity. This diversity has contributed to the formation of this nation, but when symptoms of disintegration occur it is often accused of being a source of conflict. Being in culture is an inspiring ideology that is absolutely needed by a multicultural nation such as Indonesia in anticipating various dynamics in society including dynamics due to globalization.

Pengaruh Penaklukan Konstantinopel Terhadap Kemajuan Turki Usmani Tahun 1453 ( Kajian Politik Ekspansi Sultan Muhammad Al-Fatih) Rulianto Rulianto; Altin Dokopati
SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah Vol 3 No 1 (2021): SINDANG: JURNAL PENDIDIKAN SEJARAH DAN KAJIAN SEJARAH
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/sindang.v3i1.1063

The purpose of this study is (1). To find out about the conditions of the ottoman turks before conquering Constantinople (2). To find out about the political progress and the ottoman military in the time of Sultan Muhammad Al-Fatih (3). To find out the influence of constantinople’s conquest on the progress of Ottoman turks in 1453. This type of research is descriptive qualitative, and using the library research method one method of data processing which is done by systematically compiling so that general conclusions can be obtained. The result of this study was the influence of Constantinople’s conquest of the progress of Ottoman Turkey in 1453. The city of Constantinople as a country that is so strong lies in the territory of Byzantium. Efforts to conquer this region continue to be carried out from the time Umayyah, Abbasiyah, arrived at the time of Ottoman rule. The conquest could be carried out on the 20th of Jumadil early 857 H/ mei 291453 M, at 1.00 am, Tuesday, the main attack was launched. The mujahideen were ordered to raise the voice of the takbir while attacking the city. The population of Constantinople was at the height of its fear that morning. Mujahideen who are determined to fight in the cause of Allah, so brave to invade the crusaders in the city. In the end the city of Constantinople could be conquered by Sultan Muhammad Al-Fatih with his troops. It nrought great influence to the Ottoman Turks in the field of military political, economy, governance, of religious and cultural science, and expanding to Europe.

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