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All Journal Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Khirani: Jurnal Pendidikan Anak Usia Dini
Candra Kristiyan
Unknown Affiliation
Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Physics

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Pentingnya Pendidikan Karakter Pada Peserta Didik Sekolah Dasar Di Era Digital Untuk Meningkatkan Kualitas Pendidikan Candra Kristiyan; Arri Handayani; Dini Rakhmawati
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 4 No. 3 (2023): Agustus : Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v4i3.204

Abstract

The purpose of this article is to understand how important character education is for primary school students in the digital age. The phenomenon that occurs at this time is that students become easier to access information, thus causing the behavior of students who experience poor behavior. Because of that, education in Primary School needs to be balanced with character education. Character education is a process of moral and religious instillation that is given to students by way of teaching from now on, strengthening and behavioral development. The purpose of this article is to describe the education of the digital revolution era, to describe the importance of character education for Primary School students in the digital era and to describe how to implement the character education of Primary School students to face the digital era. The results of this study show that character education is important to show the degradation of character, morals and character in the digital age, so character education should be determined from today.
Pengaruh Model Pembelajaran Mind Mapping Dan Model Pembelajaran Inkuiri Terhadap Kemampuan Berpikir Kreatif Pada Peserta Didik Kelas IV Di Sekolah Dasar Kabupaten Demak Candra Kristiyan; Sumarno Sumarno; Ida Dwijayanti
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 1 No. 2 (2023): Juni : KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Buddha Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v1i2.284

Abstract

This study aims to analyze the influence of the mind mapping learning model and the inquiry learning model on the ability to think creatively in style material in elementary schools. Data collection techniques used were observation, questionnaires and written tests. Research instruments in the form of tests and questionnaires. The research sample was carried out by purposive sampling. Data analysis included test description analysis and questionnaire description analysis. Descriptive data on the post-test values of the control class with a sample of 20 students obtained a percentage value of 70.3%, while the experimental class with an inquiry model with a sample of 20 students obtained a percentage value of 85.3% and the experimental class with a mind mapping model with a total sample of 20 students obtained a percentage value of 84.8%. From the description of the post test value data, there are differences in the percentage values between the control class and the experimental class after being given different treatments. Descriptive data on the value of the questionnaire based on the results of data collection in the control class as a whole obtained a percentage value of 79.58%, based on the results of data collection in the inquiry experimental class as a whole obtained a percentage value of 81.58%, and based on the results of data collection in the mind mapping experimental class as a whole the overall percentage value obtained is 87.73%. The results for the post test scores in the control class with conventional learning and the inquiry experimental class are different. the percentage value in the control class is 70.3%. and inquiry experimental class of 85.3%. there was a difference of 15%. This shows that the ability to think creatively in style material is easier to obtain in the inquiry learning model than in conventional learning. The average learning outcomes in the post-test scores in the control class with conventional learning were 70.3% and the average post-test learning mind mapping was 84.8%. from these results there is a difference of 14.5%. This proves that mind mapping learning improves students' creative thinking abilities. So on the test instruments and questionnaires it can be concluded that there is an influence of the mind mapping learning model and the inquiry learning model on the ability to think creatively in fourth grade students in elementary schools.
Co-Authors Arri Handayani Dini Rakhmawati Ida Dwijayanti Sumarno Sumarno