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INDONESIA
Jurnal Pendidikan Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 2303288X     EISSN : 25417207     DOI : 10.23887
Core Subject : Education,
Education
Jurnal Pendidikan Indonesia [p-ISSN: 2303-288X (print) and e-ISSN: 2541-7207 (online)] is a peer-reviewed journal published by the Research and Community Service Institute of Universitas Pendidikan Ganesha since 2012. JPI is an integrated media for ongoing communication related to significant new research findings related to education, including: the fields of educational research in teaching, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and education development. JPI publishes research articles that are comprehensive in nature by inviting reviews from the leading experts in the fields. The incoming papers will be selected based on high scientific studies, provide important new knowledge, and are very interesting for the community in the field of education. JPI has become a member of CrossRef with DOI: 10.23887/jpi-undiksha.v9i1 so that all articles published by JPI will have a unique DOI number.
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Articles 2 Documents
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Search results for , issue " Vol 2, No 2 (2013)" : 2 Documents clear
MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS Sadia, Wayan
Jurnal Pendidikan Indonesia Vol 2, No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.111 KB) | DOI: 10.23887/jpi-undiksha.v2i2.2165

Abstract

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning
ANALISIS SEMIOTIK TERHADAP VCD PEMBELAJARAN “MENGGAMBAR KREATIF BERSAMA EINSTEIN DAN FABER-CASTELL SERI 1: PETUNJUK MENGGAMBAR KREATIF UNTUK ANAK-ANAK” Herliyani, Elly
Jurnal Pendidikan Indonesia Vol 2, No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (218.857 KB) | DOI: 10.23887/jpi-undiksha.v2i2.2173

Abstract

VCD pembelajaran cara menggambar dan mewarnai menggunakan produk Faber-Castell perlu dikaji dengan ilmu semiotik, karena semiotik dapat membaca tanda apa yang kita lihat dan apa maksud penyampaian pesan. Penelitian menggunakan metode analisis tekstual dengan pendekatan semiotik, untuk membedakan unsur atau elemen tanda pada sebuah objek berdasarkan teori Roland Barthes dan teori Charles Sanders Peirce. Data dikumpulkan menggunakan metode observasi, wawancara, dan dokumentasi. Hasil analisis menunjukkan terdapat ikon, indeks, dan simbol yang merupakan tanda denotasi dari pesan yang disampaikan kepada audience, diteliti berdasarkan tanda verbal, tanda nonverbal dan tanda visual. Tanda konotasi meminjam citra positif Einstein, sehingga adanya mitos Einstein pintar menggambar karena produk Faber-Castell. Kode diperlukan untuk menyampaikan informasi Faber-Castell sebagai produsen peralatan menulis dan menggambar, serta Einstein sebagai artis profesional.

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