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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar
Teguh Prasetio
MAN 1 Banyuwangi
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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Implementation of a STEM and Wasaka Character-Integrated Module to Internalize Wasaka Character Muhsinah Annisa; Dasim Budimansyah; Mupid Hidayat; Atiek Winarti; Teguh Prasetio
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8941

Abstract

STEM Education (Science, Technology, Engineering, and Mathematics) plays a crucial role in elementary schools because it provides a strong foundation for students' skill development and understanding in science and technology. STEM education can help students develop critical thinking, problem-solving skills, and creativity from an early age This research aims to implement a STEM-integrated module infused with Wasaka character values to internalize the Wasaka character in students. The Wasaka character, comprising religiousness, resilience, responsibility, and independence, is vital for fostering holistic development. The study utilizes a one-group pre-test-post-test design with pre-test and post-test evaluations to measure the effectiveness of the module in enhancing character development. Data were collected through observations and questionnaires. The results indicate a significant improvement in the internalization of Wasaka character traits following the implementation of the module. The findings suggest that integrating STEM education with local cultural values can effectively contribute to character building. This study highlights the importance of culturally relevant education in shaping students' character.
Implementation of STEM-Integrated Modules and Wasaka Character Values to Improve Learning Outcomes Muhsinah Annisa; Dasim Budimansyah; Mupid Hidayat; Atiek Winarti; Teguh Prasetio
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.9063

Abstract

STEM education, which includes Science, Technology, Engineering and Mathematics, is essential to prepare students with the skills and knowledge required in the modern world. This study aims to evaluate the effectiveness of the implementation of a STEM-integrated module combined with Wasaka character values to enhance student learning outcomes. The Wasaka values, rooted in local culture, include religiousness, resilience, responsibility, and independence, and are integrated into the STEM curriculum to create a holistic educational approach. The research employs a quasi-experimental design with pre-test and post-test assessments 35 students in a field trial phase. Statistical analyses, including paired t-tests and Wilcoxon signed-rank tests, were used to determine the significance of differences in student performance before and after the intervention. The results show a significant improvement in student learning outcomes, with all students demonstrating higher scores in post-tests compared to pre-tests. The integration of STEM and Wasaka character values enhanced academic achievement. This research concludes that the STEM-integrated module with Wasaka values is effective in improving both cognitive and character aspects of students, providing a model for more comprehensive and culturally responsive educational practices.
TEACHER PERCEPTION RELATED TO WASAKA CHARACTER IMPLEMENTATION Muhsinah Annisa; Fadhlan Muchlas Abrori; Teguh Prasetio; Asrani; Herti Prastitasari; Fathul Jannah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.23643

Abstract

Teachers' perceptions of the character of Waja Sampai Kaputing (Wasaka) are intentionally or unintentionally influenced by character education. It consists of behaviourism, cognitivism, constructivism, habituation, and reward and punishment. This study aims to identify teachers' perceptions regarding implementing the Wasaka character. This research was an exploratory study using two quantitative and qualitative approaches. The results of this study indicated that the tendency of schools and teachers' experience leads more to learning activities that refer to the cognitive-constructivist learning model and habituation. It is closely related to the teachers' perception, where they used these two models more in the classroom. The teacher also believed that this model is in line with the character of Wasaka, which leads to assimilation and repetition of experiences, such as persevering, working hard, and others. This research is an early initiation with many limitations. In the future, it is hoped that further research with the expansion of data collection methods or additional participants can enrich this research data to make it more representative.
Co-Authors Asrani Atiek Winarti Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Fadhlan Muchlas Abrori Fathul Jannah Herti Prastitasari Muhsinah Annisa Muhsinah Annisa Muhsinah Annisa Mupid Hidayat Mupid Hidayat