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All Journal QOSIM: Jurnal Pendidikan, Sosial & Humaniora International Journal of Instructions and Language Studies
I Nyoman Sueca
UHN I Gusti Bagus Sugriwa Denpasar
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF “CATUR GURU” AS THE BASIS OF CHARACTER EDUCATION IN ELEMENTARY SCHOOL I Nyoman Sueca; I Nyoman Temon Astawa; Ni Luh Sinar Ayu Ratna Dewi
International Journal of Instructions and Language Studies Vol. 1 No. 1 (2023): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v1i1.2482

Abstract

Purpose – This scientific paper aims to discuss a special approach of character education in elementary school, which covers both its urgency and implementation. Methodology – The data collection was carried out through document studies, observations, and in-depth interviews with teachers, parents, and socio-cultural experts. The data were analyzed qualitatively using pedagogical theories and Bourdeau’s theory of social action. Findings – The result showed that intensive character education is essential for elementary school students, since they are still at their golden age, which would promote the effectiveness of its implementation. Character education, for elementary school students, can be implemented based on the concept of Catur Guru, including developing the students’ character to respect; Guru Rupaka (parents), Guru Pengajian (school teacher), Guru Wisesa (government), and Guru Swadyaya (God Almighty). Significance – These four dimensions of Guru (the teachers of life) must be introduced synergistically in order to build the character of elementary school students in their house, school, society, and also their living environment. Character education was also expected to direct the students’ creativity, critical thinking, communication, and collaboration, toward kindness and peace. Other implications for educational purposes were also discussed.  
Implementasi Media Pojok Baca Sebagai Upaya Meningkatkan Minat Membaca Siswa Kelas IV di SD Negeri 1 Bungbungan Klungkung I Dewa Gede Aditya Pradnyana Putra; I Nyoman Sueca; Ni Nyoman Ayu Suciartini
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.8449

Abstract

Minat membaca merupakan salah satu faktor penting dalam mendukung perkembangan kemampuan literasi siswa sekolah dasar. Namun, pada kenyataannya masih terdapat siswa yang kurang tertarik melakukan kegiatan membaca. Sekolah berupaya menciptakan lingkungan belajar yang mendukung budaya literasi melalui implementasi media pojok baca di dalam kelas. Adapun rumusan masalah dalam penelitian ini meliputi (1) bagaimana bentuk implementasi media pojok baca sebagai upaya meningkatkan minat membaca siswa kelas IV SD Negeri 1 Bungbungan, Klungkung, (2) apa saja hambatan yang dihadapi guru dalam mengoptimalkan keberadaan media pojok baca di kelas IV SD Negeri 1 Bungbungan, Klungkung, dan (3) apa dampak media pojok baca di kelas IV SD Negeri 1 Bungbungan, Klungkung. Penelitian ini bertujuan untuk mengetahui implementasi, hambatan, dan dampak media pojok baca dalam meningkatkan minat membaca siswa kelas IV SD Negeri 1 Bungbungan, Klungkung. Teori yang digunakan dalam penelitian ini yaitu teori konstruktivisme, teori minat membaca, teori lingkungan belajar, dan teori motivasi belajar. Subjek penelitian ini adalah kepala sekolah, guru kelas IV, dan siswa kelas IV SD Negeri 1 Bungbungan. Metode pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Data yang telah terkumpul dianalisis menggunakan metode analisis deskriptif kualitatif dengan langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa (1) implementasi media pojok baca dilaksanakan melalui penyediaan area membaca di kelas, pembiasaan membaca sebelum pembelajaran dimulai, pemberian motivasi membaca, dan pemanfaatan pojok baca sebagai sumber belajar, (2) hambatan yang dihadapi guru meliputi keterbatasan jumlah dan variasi buku, keterbatasan ruang kelas, perbedaan minat membaca siswa, serta kurangnya pembiasaan membaca di rumah, dan (3) media pojok baca memberikan dampak positif terhadap peningkatan minat membaca, kemampuan membaca, suasana belajar, serta sikap disiplin dan tanggung jawab siswa kelas IV SD Negeri 1 Bungbungan, Klungkung.
Co-Authors I Dewa Gede Aditya Pradnyana Putra I Nyoman Temon Astawa Ni Luh Sinar Ayu Ratna Dewi Suciartini, Ni Nyoman Ayu