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ABRAHAM MASLOW HUMANISTIC APPROACH THROUGH COOPERATIVE LEARNING ON SOCIAL STUDIES SUBJECTS Irfan; Lusi Oktavia; Mei Akbar Velayati; S. Nudia Mastur; Astri
Auladuna: Jurnal Pendidikan Dasar Islam Vol 10 No 1 (2023): JUNE
Publisher : Department of Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Alauddin Makass

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/auladuna.v10i1a5.2023

Abstract

Abstract This research was conducted to identify the humanistic approach of Abraham Maslow's theory in cooperative learning in social studies subjects in class V by focusing on Abraham Maslow's 5 needs regarding the achievement of each need. The method used was qualitative method with descriptive analysis. Data were obtained through interviews, observation, and documents. The results of this research indicated that physiological needs, social needs, needs to be appreciated, and self-actualization needs have not been properly actualized, this is because: (1) teachers were still lacking in the mastery of cooperative learning techniques, (2) the atmosphere was unconducive, and the students were less compact in completing assignments, (3) students had not yet developed a sense of appreciation, so they still needed teacher instruction, and (4) some students could not express the material studied in class. The need for a sense of security had been implemented properly because the teacher gave the freedom to ask, answer, and accept the opinions expressed by his/her students.
Strategies to Overcome Children's Tantrums Based on Martin Heidegger's Existentialist Perspective In Primary School Irfan; Sri Atin; Rusdy Iskandar; Kharisma Romadhon
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 5 (2023): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v12i5.10121

Abstract

The development of negative emotions is a problem that manifests in children with tantrums, such as excessive anger. Tantrums can be pathological, so early identification can help teachers handle them in order to prevent long-term negative effects. The study in this paper aims to identify strategies to overcome tantrums in children based on the existentialist philosophy of Martin Heidegger in terms of building responsibility within themselves throughfour aspects. The use of the research method is qualitative with a case study approach. The data analysis is the triangulation of data acquisition techniques, which includes observation, interviews, and documents. Observations were conducted on one tantrum-prone child in the second grade. Interviews were conducted with the second-grade and the guidance counselor teachers to determine the appropriate strategies. The research results indicate the findings ofseveral ways of the second-grade teacher strategies and the guidance counselor teacher in overcoming tantrum-prone children at school. Firstly, individual support is required. Secondly, opportunity is given for tantrum-prone children to express their emotions in a conducive environment. Thirdly, opportunity is provided to children to foster their self-awareness to cultivate tolerance among peers. Fourthly, the opportunity is intended for children to express the circumstances that make their tantrums up. Fifthly, the opportunity is addressed to provide rewards in the form of verbal reinforcement when tantrum-prone children exhibit positive behavior. Sixthly, the opportunity refers to providing a humanistic approach, redirecting the child's emotions in a conducive environment, and providing a sense of safety and security by hugging the children when they are in high levels of emotional distress during tantrums. Theresearch conclusion is that strategies for overcoming tantrum-prone children consist of six methods, including opportunities to provide individual support, express their emotions and circumstances, provide children’s self-awareness building, give rewards, and conduct humanistic approach.
Analysis of Pancasila Values-Based on Character Building to Develop Perspective of Elementary School-Age Children Kharisma Romadhon; Shaleh; Sri Atin; Noor Alfi Fajriyani; Muftahatus Sa’adah; Irfan
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 5 (2023): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v12i5.9897

Abstract

In terms of child development, this paper explains the character building that aligns with Pancasila's values. The research in this paper aims to analyze character building in accordance with Pancasila values from the perspective of the development of elementary school- aged children. The research uses a qualitative descriptive strategy. The steps are observation, interviews, and documentation techniques as an approach to data collection. In the observation process, the researcher conducted observations in the classroom. The interviewed informants were the school principal and class teacher. The information was collected through published literature. The data that have been found were triangulated and tested for validity to validate the findings. The research results indicate that from a child development perspective, character development can be divided into three domains, namely cognitive development, linguistic development, and social and emotional development. Learning environment that encourages students' original thinking can be created through cognitive development. To help children develop their language skills, educators should teach them consistently how to speak politely in formal and informal languages. Students are expected to take responsibility for themselves, others, and their academic commitments as part of their social and emotional growth.
Co-Authors Astri Kharisma Romadhon Lusi Oktavia Mei Akbar Velayati Muftahatus Sa’adah Noor Alfi Fajriyani Rusdy Iskandar S. Nudia Mastur Shaleh Sri Atin