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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Student Scientific Creativity Journal
Kholifah Al Marah Hafidzhoh
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Belajar Bermakna (Meaningful Learning) Pada Pembelajaran Tematik Kholifah Al Marah Hafidzhoh; Nisa Nadia Madani; Zahra Aulia; Dede Setiabudi
Student Scientific Creativity Journal Vol. 1 No. 1 (2023): Januari: Student Scientific Creativity Journal
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/sscj-amik.v1i1.1142

Abstract

Pembelajaran bermakna merupakan proses pembelajaran dimana informasi baru dihubungkan dengan stuktur pengertian yang dimiliki seseorang dalam proses pembelajaran, Maksudnya pembelajaran bermakna terjadi apabila peserta didik mencoba menghubungkan fenomena baru dengan pengatahuan yang ia miliki, serta dikaitkan dengan pelajaran sehingga memunculkan konsep-konsep baru. Pengkajian Model Meaningful Learning pada pembelajaran tematik ini bertujuan untuk menghasilkan pembelajaran yang bermakna dalam penerapan pembelajaran tematik. Metode yang digunakan dalam penelitian ini menggunakan metode kepustakaan dengan pendekatan kualitatif. Metode kepustakaan yang dilakukan dalam penelitian ini dengan cara mengumpulkan data, informasi yang terdapat dalam kepustakaan. Analisis data dilakukan dengan mengkaji Konsep Model Pembelajaran Bermakna (Meaningful Learning) pada pembelajaran tematik. Dalam Model Pembelajaran Bermakna (Meaningfull Learning) terdapat beberapa model pembelajaran yang dapat menghasilkan pembelajaran bermakna, yaitu model pembelajaran peta konsep, model pembelajaran advance organizer, dan model pembelajaran kontekstual.
PERAN GURU DALAM MENANAMKAN SIKAP TOLERANSI KEPADA SISWA KELAS IV MI MA’HAD AL-ZAYTUN Kholifah Al Marah Hafidzhoh; Dede Indra Setiabudi; Dadan Mardani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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Abstract

The research is motivated by the importance of instilling an attitude of tolerance in elementary school students, the reality in the field shows that even though students have known tolerance, problems such as egocentric attitudes are still found in the classroom, Therefore, this study aims to describe the role of teachers and their application in instilling an attitude of tolerance to grade IV students of Madrasah Ibtidaiyah Ma'had Al-Zaytun. This study uses a qualitative approach with a descriptive type of research. The subjects of the study were teachers and fourth grade students at Madrasah Ibtidaiyah Ma'had Al-Zaytun, Data was obtained through interviews, observations, and documentation. To strengthen the analysis, this study refers to James A. Banks' multicultural education theory and Gordon Allport's contact hypothesis which is relevant to instilling the value of tolerance through equality in opinion. The results of the study show that teachers have a central role in instilling tolerance through various approaches. As a learning resource and educator, teachers emphasize the importance of respecting differences and respecting the opinions of others. As facilitators, teachers create group discussion spaces to get students used to working together and resolving differences democratically. In their role as classroom managers, teachers apply discipline rules, as well as an educational reward and punishment system. Keywords: Teacher’s role, tolerance attitude, students.
Co-Authors Dadan Mardani Dede Indra Setiabudi Dede Setiabudi Nisa Nadia Madani Zahra Aulia