Jurnal Pendidikan Dasar dan Sosial Humaniora
Jurnal Pendidikan Dasar dan Sosial Humaniora accomodates original research, or theoretical papers. We invite critical and constructive inquiries into wide range of fields of study with emphasis on interdisciplinary approaches: Humanities and Social sciences, that include: Educational and social humaniora
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<![CDATA[FILM DAN PESAN MORAL KEKELUARGAAN ]]>
<![CDATA[Widia Dewi Anggraeni]]>;
<![CDATA[Royke R. Siahainenia]]>;
<![CDATA[Seto.Herwandito]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[The occurrence of a moral crisis in adolescents in Indonesia is increasing. Film is a medium that is easily accessible by the public, so.thatpit.will make.itpeasier.for messages to be channeled properly. However, sometimes the audience only enjoys the storyline and visuals, thus ignoring the message contained in thelfilm. Thelpurpose oflthis.study ispto analyze how the moral message of kinship in the film Mulan (2020) uses Roland Barthes' semiotic theory which includes denotative, connotative and mythical meanings. Thisl.study..usedl.descriptive..qualitative.lmethod. The objectlof thisiresearch.is several.scenes inlthe.film Mulan which contain the meaning of a family moral message. Thelresults.of thislstudy canlbe concludedithat thereiis a family moral message contained in the film Mulan.]]>
<![CDATA[PENGARUH PEMBERIAN REWARDTERHADAPMOTIVASI BELAJARSISWA:STUDIDI KELAS TINGGI SD INPRES 3/77 PANYILI KECAMATAN PALAKKA KABUPATEN BONE ]]>
<![CDATA[Abd Kadir. A]]>;
<![CDATA[Sudarto Sudarto]]>;
<![CDATA[Dandi Dandi]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[This study was a cause-and-effect correlation study that aimed to determine whether there was or there was not an effect of rewarding to the learning motivation of students in the high grades of SD Inpres 3/77 Panyili. The research data was obtained through a questionnaire. The population in the study was all of the high-grade students of SD Inpres 3/77 Panyili for the 2021/2022 academic year, in acount 48 people.Data analysis techniques include Prerequisite Test and Simple Linear Regression Analysis and t Test. The results showed that Fhitung (0.3038) ˃ Ftabel (0.0725) which meant that the provision of rewards and student learning motivation with in a linear pattern, KP = 23.04% which meant that the reward for student learning motivation was of 23.04% and thitung (3,670) > ttabel (1,125).Based on the results of the study, it was concluded that there was a significant influence of rewarding to the the learning motivation of high-grade students of SD Inpres 3/77 Panyili. So, the better the reward given, the better the student's learning motivation]]>
<![CDATA[PENDIDIKAN KARAKTER DALAM PERSPEKTIF FILSAFAT ILMU ]]>
<![CDATA[Iqbal Muhammad Syaifulla]]>;
<![CDATA[Muhammad Nurwahidi]]>;
<![CDATA[Sudjarwo Sudjarwo]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[The formation of character in each individual is obtained through formal and informal education and is accepted as early as possible. Character is one of the significant elements that must always be side by side with science. The existence of a nation is closely related to its character. The assessment of a nation cannot be separated from the character of the nation itself. The method used in this study is a systematic literature review. The process of searching for articles was collected by researchers through the Google Scholar database, and Garuda obtained 16 articles as the final result after going through the screening stage. This study aims to examine character education using the perspective of the philosophy of science. This study outcome shows that the students are required to be able to implement character or moral values, so that character education when perceived from the perspective of the philosophy of science acts as an effort to instill intelligence that is projected into the realm of attitude or behavior in a way that is understood, interpreted through the process of thinking and experience.]]>
<![CDATA[LARANGAN TRADISI PERKAWINAN ADAT JAWA : JILU (SIJI JEJER TELU) ]]>
<![CDATA[Nopriyanti Nopriyanti]]>;
<![CDATA[Muhammad Nurwahidin]]>;
<![CDATA[Sudjarwo Sudjarwo]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Marriage or often referred to as marriage is one of the worship that goes through a very solemn and sacred procession, following the provisions set by religious law. In its implementation, it is also inseparable from the traditions, customs and culture of the community which are sometimes still preserved and developed. One of the prohibitions is Jilu marriage, it is between first (nomer siji) child and third (nomer telu) child, because according to tradition beliefs it makestroubles and turmoil in the household. This article uses the Systematic Literature Review (SLR) method. Looked for the articles was through by two databases, these are Garuda and Google Scholar which examines about the marriage, the prohibition of Javanese traditional marriages and the philosophy of science about the prohibition of jilu marriage. This study show if the prohibition of jilu marriage is only a myth in community who has been believed for young generation as the result. So, jilu marriage can still be carried out because the happiness of being in a household is not determined by the number of births in the family.]]>
<![CDATA[PEMBELAJARAN IPA BERBASIS ETNOSAINS DALAM TINJAUAN FILSAFAT ]]>
<![CDATA[Nadia Kurnia Ningsih]]>;
<![CDATA[Muhammad Nurwahidin]]>;
<![CDATA[Sudjarwo Sudjarwo]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Ethnoscience is a learning that describes cultural values (original science) as a form of natural phenomena that grow in the community and the truth can be studied empirically. Ethnoscience raises local wisdom and cultural understanding as objects of study in science learning which will then be scientifically tested into science learning in schools. The purpose of this study is to examine philosophy in the aspects of ontology, epistemology, and axiology of ethnoscience studies in science learning. This study uses the "literature review" method. The data collection techniques are sourced from various reference articles in 2018-2022 from Google Scholar and relevant books. In the review of the ontology aspect, it examines the nature of ethnoscience-based science learning, epistemology includes how to use ethnoscience as a scientifically identifiable learning resource, while the axiological aspect examines the relevance of ethnoscience-based science learning that has cultural character values so that science can be useful in the environment. community and in the student's school environment]]>
<![CDATA[PERANAN FILSAFAT ILMU DALAM PENDIDIKAN PANCASILA ]]>
<![CDATA[Devi Ariani]]>;
<![CDATA[Muhammad Nurwahidin]]>;
<![CDATA[Sudjarwo Sudjarwo]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Pancasila values have a very important role for adolescents who are in the process of self-discovery and the formation of moral coaching. This study employs the Literature Review method.Pancasila's rolewith the education system is reviewed by axiological philosophy, it can be explained that Pancasila is a guide to the life of the Indonesian nation which contains values as a reference in living life and life. Successful civic education will cultivate and form good citizens and form behaviors in accordance with the values of Pancasila: 1. Have faith and piety in God Almighty, and live the philosophy of the nation 2. Virtuous character, discipline in the life of the nation and state. Be national, dynamically carry out the duties of rights and obligations in state life.]]>
<![CDATA[MENELAAH TUJUAN PENDIDIKAN INDONESIA DARI PERSPEKTIF FILSAFAT BARAT DAN ISLAM:STUDY KOMPARATIF PEMIKIRAN PLATO DAN AL-GHAZALI ]]>
<![CDATA[Wulan Octi Pratiwi]]>;
<![CDATA[Muhammad Nurwahidin]]>;
<![CDATA[Sudjarwo Sudjarwo]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[The success of the learning and learning process in education, one of which depends on the clarity of goals. The purpose of national education leads to the formation of four aspects, namely, the religious aspect, the moral aspect, the intellectual aspect, and the national aspect. All these aspects are realized in order to form a complete and complete human being. This study describes the concept of Indonesian education goals from the perspective of western and Islamic philosophy according to Plato and Al-Ghazali's thoughts in depth, comparing the two educational thoughts with the goals of Indonesian education. The research method used in this study is the Literature Review method. The approach in the research is a comparative study with the object of discussion focused on the thoughts of the two figures about the concept of education. The results of this study state that the goals of national education in Indonesia are very relevant to the concept of educational goals according to Plato and Al-Ghazali because the two concepts of thought from western and Islamic philosophers place great emphasis on aspects of intellectual, moral, and spiritual development of students referring to the values of the value of humanity, immortality and divinity]]>
<![CDATA[DRAMATURGI CITRA GURU PROFESIONAL DALAM RUANG KELAS DAN MASYARAKAT ]]>
<![CDATA[Mukhamad Mukhamad]]>;
<![CDATA[Yasir Yasir]]>;
<![CDATA[sukino sukino]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Teori dramaturgi merupakan sebuah teori sosial yang digagas oleh Erving Goffman, seorang sosiolog keturunan Yahudi Ukraina yang pindah ke Amerika sebelum Perang Dunia I sekaligus berkarir. Melalui teori dramaturgi, penulis mencoba untuk melihat adanya kenyataan yang dialami oleh seorang guru profesional dalam melaksanakan tugasnya di ruang kelas dan saat hidup di ruang lingkup masyarakat sekitarnya sebagai sebuah dramaturgi, yaitu adanya panggung depan dan panggung belakang yang dijalani]]>
<![CDATA[KOMPARASI PENERAPAN KURIKULUM MERDEKA DAN K-13DI SMA ABDUSSALAM ]]>
<![CDATA[Anwar Anwar]]>;
<![CDATA[Sukino Sukino]]>;
<![CDATA[Erwin Erwin]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Kurikulum merupakan sebuah rujukan untuk menentukan kemana arah tujuan pendidikan akan kita capai. Pada saat mewabahnya virus pandemic covid -19 telah mendorong seluruh dunia untuk mulai belajar dengan caranya sendiri melalui teknologi menggunakan metode pembelajaran jarak jauh atau PJJ dalam jaringan atau sistem online. Pemerintah melalui Kementerian Pendidikan dan Kebudayaan Republik Indonesia telah mengambil langkah dengan membuat kurikulum yang dianggap cocok diterapkan di masa wabah pandemi COVID-19 saat ini. Yaitu dengan diterapkanya kurikulum merdeka, padahal sebelum pandemi terjadi K-13 merupakan kurikulum yang dijadikan kurikulum utama disetiap satuan pendidikan, namun setelah kementrian pendidikan menggagas sekolah penggerak yang dibina khusus maka muncullah kurikulum merdeka belajar. Namun kenyataanya sampai saat ini masih banyak sekolah yang belum mampu dan belum memahami bagai mana cara penerapan merdeka belajar tersebut. Walaupun pada dasarnya Kurikulummerdeka tidak terlalu jauh berdeda dengan kurikulum sebelumnya yaitu tetap menekankan pada pencapaian kompetensi sikap, pengetahuan, dan keterampilan untuk pelaksanaan pembelajaran. Namun hal ini juga harus menjadi sebuah kajian khusus oleh pemerintah selaku pemangku kebijakan dalam pelaksanaan pendidikan supaya kurikulum merdeka belajar tersbut dapat diterapkan guna menyempurnakan K-13 agar tidah hanya menjadi sebuah program yang dipaksakan pada satuan pendidikan.Dalam penelitian ini penulis akan membahas pola perbedaan penerapan kurikulum merdeka belajar dan K-13 agar nantinya para guru sudah tidak kesulitan lagi membedakan penerapan menerapkan kurikulum merdeka dan K-13.]]>
<![CDATA[PENERAPAN MODEL ACTIVE LEARNING TIPE CARD SORT UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA SISWA KELAS VI SD NEGERI 005 TELUK SEBONG ]]>
<![CDATA[Efiza Yanita]]>;
<![CDATA[Zulhidir Zulhidir]]>
<![CDATA[ Jurnal Pendidikan Dasar dan Sosial Humaniora Vol. 2 No. 1: November 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[The problem in this research is the low activity and learning outcomes of mathematics students of grade VI SD Negeri 005 Teluk Sebong. The purpose of this study was to increase student learning activities and outcomes through the card sort type of active learning model. This type of research is classroom action research. The research was carried out in two cycles. Each cycle consists of the stages of planning, implementing, observing, and reflecting. Data was collected through observation and tests using observation sheets and test questions. Data analysis using qualitative and quantitative analysis. The results showed that the card sort type of active learning model was easy for teachers to implement, as evidenced by an increase in teacher performance scores. The performance value of the teacher's cycle I is in the good category and cycle II is in the very good category. The results of this study prove that the application of the card sort type of active learning model in mathematics learning can increase student activity and learning outcomes. The increase in student learning activity can be seen from the percentage of student learning activity, cycle I with the active category and increases in cycle II with the very active category. The value of student learning outcomes cycle I with good category and cycle II with very good category. Completeness of student learning outcomes cycle I as many as 13 students in the good category and Cycle II increased to 18 students in the very good category.]]>
