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All Journal Wahana Didaktika Al-Bahtsu: Jurnal Penelitian dan Pendidikan Islam
Wulandari, Meisi Dwi
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Religion Humanities Education Social Sciences Other

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Implementasi Budaya (ANTRI) Sekolah dalam Membentuk Karakter Siswa Kelas III di Madrasah Ibtidaiyah Asy-Syifa Kota Bengkulu Wulandari, Meisi Dwi; Azari, Niken Aprilia; Anggraini, Ranti; Apriani, Windu; Zubaidah, Zubaidah
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 22 No. 2 (2024): Wahana Didaktika: Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v22i2.14402

Abstract

Cultural implementation is the application of elementary school education based on formal procedures used by elementary schools to uphold educational principles, standards and practices in their educational environment. Schools can also encourage students to think openly, cooperate and be actively involved in their education. After that, this research shows that getting children used to implementing the 3S queuing culture (smile, greet, greet) has a good impact because students become more orderly. The focus of this research is, what is the form of habituation to cultural implementation in class III students at MI asy-syifa, then how do you encourage students to remain consistent in implementing cultural implementation and what is the effect on student behavior after implementing cultural implementation in class III students? The purpose of this research is to determine the form of habituation to cultural implementation in students, and to find out how to encourage students to remain consistent in implementing cultural implementation at MI asy-syifa and to determine the influence on student behavior after implementing culture at school. This type of research uses a qualitative approach using data collection techniques in the form of observation, interviews and documentation. The implementation of school culture at Madrasah Ibtidaiyah Asy-Syifa has had a positive impact on the formation of student character. Learning, extracurricular and student conditioning activities involve a culture of queuing and the application of 3S (smile, greet, salute). The formation of student character requires time and consistency in the acculturation process, and the success of student character formation is closely related to the implementation of good school culture. Through the implementation of school culture, character values such as example, friendliness and discipline can be realized. In this context, teaching about queuing culture on an ongoing basis both in class and in extracurricular activities is considered important to shape student character.
Program Kaligrafi dalam Membangun Jiwa Gotong Royong Sebagai Penerapan P5 Kurikulum Merdeka di SD Negeri 79 Kota Bengkulu Febrianti, Adel; Wulandari, Meisi Dwi; Azhari, Niken Aprilia; Anjani, Ola
Al-Bahtsu: Jurnal Penelitian Pendidikan Islam Vol 10, No 2 (2025): Al-Bahtsu: Jurnal Penelitian Pendidikan Islam
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/btu.v10i2.7652

Abstract

The purpose of this study is to describe the implementation of P5 Gotong Royong activities in learning Islamic Religious Education. The method used is descriptive qualitative. Based on the findings at SDN 79 Bengkulu City, the researcher concluded that Calligraphy activities are considered appropriate to improve students' mutual cooperation spirit in accordance with Islamic teachings and foster love for the Qur'an. This is because planting activities will increase students' awareness of the importance of loving Allah's Verses. The P5 project on the mutual cooperation dimension through the Calligraphy making project that has been implemented at SDN 79 Bengkulu City is relevant to the objectives of the P5 content in the achievements of the P5 project activities. It can be seen from the observation that students are happy because they can work together, help each other, share opinions in carrying out this P5 Calligraphy learning activity. From the documentation obtained, it shows that the implementation of P5 learning on the mutual cooperation dimension in the Calligraphy project is in accordance with the objectives of P5 learning itself. The achievement of P5 learning on the mutual cooperation dimension is very good as seen from the results of the reflection carried out by the teacher at the end of learning. Most students are happy with this P5 learning because they can work together, share, and help each other. So the dimension of mutual cooperation has been considered successful.
Co-Authors Anggraini, Ranti Anjani, Ola Apriani, Windu Azari, Niken Aprilia Azhari, Niken Aprilia Febrianti, Adel Zubaidah R, Zubaidah