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All Journal Mimbar PGSD Undiksha Jurnal Ilmiah Sekolah Dasar
E. Kus Eddy Sartono
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Education

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The Implementation of Character Education in Elementary School: the Strategy and Challenge Heru Handoko; E. Kus Eddy Sartono; Heri Retnawati
Jurnal Ilmiah Sekolah Dasar Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v7i4.62102

Abstract

Elementary school is the most basic level of formal education for children, so character education is important at this level. Moreover, the negative impact of information disclosure and technological advancement has penetrated the behaviour of elementary school students. This study aims to analyse the strategies and challenges in implementing character education in several elementary schools based on general interpretations of practitioners' experiences in the field. This is a qualitative study with a phenomenological approach. The subjects of this study consisted of 5 principals, 27 class teachers, and 55 parents. Sampling in this study used snowball sampling technique. The data collection method used interviews. Data analysis, including: data display, data condensation, and conclusion drawing. The results of this study show that the implementation strategy of education in elementary schools, in the form of: character education implementation strategies through teaching and learning activities, extracurricular activities, exemplary, and habituation. Challenges faced by elementary schools in implementing character education include: incomplete school facilities, bad family conditions, and unsupportive community conditions. The conclusion of this study shows that: (1) elementary schools have not yet implemented a holistic character education implementation strategy, i.e. the implementation of character education through co-curricular activities; and (2) The main challenge of implementing character education in elementary schools is bad family conditions.
Cooperative Learning Type Group Investigation on Critical Thinking Ability at PGSD Students Anisa Kurniasih; E. Kus Eddy Sartono; Banu Setyo Adi; Dhiniaty Gularso
MIMBAR PGSD Undiksha Vol. 12 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v12i3.80925

Abstract

The minimum skill of students in critical thinking to solve a problem can be an obstacle in teaching and learning processes and development of their intellectual potential. This research aims to analyze how much influence the cooperative learning type group investigation model has on student critical thinking skills in social studies courses. This research uses a quasi-experimental two-group pretest-posttest design with a sample of 63 with 34 students (experimental class) and 29 students (control class). Data were collected through observation method and tests (pre-test and post-test). Data were analysed using quantitative descriptive analysis techniques, while hypothesis testing was conducted using the Wilcoxon method. The results showed that the hypothesis tested via Wilcoxon test was in the control class where the analysis results indicated a significance value of 0.071 in the control group and a significance value of >0.001 in the experimental group. Thus, the result in the experimental class is >0.001 which is >0.05, there is a difference in the group investigation type cooperative learning model on students' critical thinking skills in class A6-23. The results indicated that group investigation, as a cooperative learning model is effective in improving student critical thinking skills.
Co-Authors Anisa Kurniasih Banu Setyo Adi Dhiniaty Gularso Heri Retnawati Heru Handoko