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All Journal JISPE Journal of Islamic Primary Education Tuladha : Jurnal Pendidikan Dasar
Fajrianti
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTASI PENDIDIKAN KARAKTER SISWA KELAS V SDN I KAUBULA Fajrianti; Kaif, Sitti Hermayanti
JISPE Journal of Islamic Primary Education Vol. 5 No. 01 (2024): JISPE Journal of Islamic Primary Education
Publisher : Institut Daarul Qur'an Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51875/jispe.v5i01.287

Abstract

This study aims to explore the implementation of character education in fifth-grade elementary school students, focusing on six main characters: religious, disciplined, honest, responsible, independent, and tolerant. A qualitative approach with a case study design was used to gain an in-depth understanding of character education implementation. Data were collected through participatory observation, in-depth interviews, and document analysis at Kaubula State Elementary School 1. The results showed that character education was effectively integrated into various learning activities and daily life at school. Religious character was instilled through joint prayers and celebrations of religious holidays, although the diversity of students' religions posed a challenge addressed with an inclusive approach. Discipline was enforced through strict yet fair classroom rules, with necessary support from parents. Honesty was enhanced through concrete examples and rewards for honest behavior, although negative influences from outside the school needed to be anticipated. Responsible character was developed through individual and group tasks, while independence was encouraged by providing students with opportunities to make their own decisions. Tolerance was fostered through cooperative activities and discussions that respected differences, although stereotypes and prejudices remained challenges. Overall, character education in fifth grade had a positive impact on students' development, helping them become more religious, disciplined, honest, responsible, independent, and tolerant individuals. The successful implementation of character education requires continuous support from all parties, including schools, teachers, parents, and the surrounding environment. A synergistic effort among various educational components is essential to ensure that character values are deeply ingrained in students, equipping them with a strong moral foundation to face future life challenges.
Implementasi Kegiatan Praktik dalam meningkatkan Kemampuan Berpikir Kritis Peserta Didik Kelas V Ssekolah Dasar Negeri 77 Buton Fajrianti; Sitti Hermayanti
Tuladha : Jurnal Pendidikan Dasar Vol. 4 No. 2 (2025): December
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tuladha.v4i2.21007

Abstract

Tim peneliti di SD Negeri 77 Buton mendokumentasikan langkah-langkah yang mereka ambil untuk membantu siswa kelas lima mengembangkan kemampuan berpikir kritis mereka. Penelitian ini menggunakan metodologi kualitatif deskriptif. Sumber data utama dan sekunder digunakan untuk mengumpulkan data. Observasi, wawancara, dan laporan praktikum merupakan beberapa metode yang digunakan untuk mengumpulkan data. Reduksi data, penyajian data, dan penarikan kesimpulan merupakan metode yang digunakan dalam analisis data. Temuan penelitian ini menunjukkan bahwa keterampilan berpikir kritis siswa dapat ditingkatkan melalui penggunaan kegiatan praktik. Oleh karena itu, jelas bahwa siswa dapat: 1) mengidentifikasi, 2) menganalisis, 3) mengelompokkan, 4) membandingkan, 5) memberikan argumen (penjelasan kritis), 6) menjawab pertanyaan, 7) membangun keterampilan dasar, 8) membuat ringkasan dengan logis, 9) presentasi dengan penuh tanggungjawab, 10) menyimpulkan hasil presentasi.The research team at SD Negeri 77 Buton set out to document the steps they took to help fifth graders develop their critical thinking abilities. This research makes use of a descriptive qualitative methodology. Both main and secondary sources are used to gather the data. Observation, interviews, and practical reports are some of the methods used to gather data. Reducing data, presenting data, and making conclusions are all methods used in data analysis. The study's findings suggest that students' critical thinking skills might be enhanced through the use of hands-on activities. Because of this, it is clear that pupils can: 1) identify, 2) analyze, 3) group, 4) compare, 5) provide arguments (critical explanations), 6) answer questions, 7) build basic skills, 8) create logical summaries, 9) present responsibly, and 10) conclude presentation results.
Co-Authors Sitti Hermayanti Sitti Hermayanti Kaif