Abstract
Living Values Education Program (LVEP) is one of the educational programs, which can facilitate the students to explore and develop the twelve universal values, which are cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance, and unity. This research aims to know the influence of LVEP towards character building on the 3rd grade students in elementary school, within the topic of nationalism on the thematic learning. This type of research is quasi experiment design by utilizing pretest-posttest control group design. The population of this research is the 3rd graders of SD Negeri Pujokusuman academic year of 2017/2018. The selected sample was 3rd graders A, B, and C chosen by using cluster random sampling techniques. 3rd graders in class B as the control group, while 3rd graders in class A and C as group experiments. The control group was given preferential treatment by using the method of storytelling, while the experimental groups were given a treatment using the LVEP. Data collection techniques used is observation and interview. The guidelines for observation is conducted to know whether the students show/perform character nationalism before treatment (pretest), during treatment, and after treatment (posttest). The interview guidelines are used to support the observation, which cover up character of students, learning model character, and implementation of learning before they are treated with certain experiment. The data analysis techniques used was t-test with the level of significance 0,05. The research results show that there are significant impacts during nationalistic character building by implementing Living Values Education Program (LVEP), which is done through storytelling method in thematic learning for 3rd graders of SD Negeri Pujokusuman. Distinction appears vividly in all sub nationalistic character, which is observed during the learning process, namely responsibility, tolerance, cooperation, unity, love, respect, and peace.
Highlights
PENDAHULUAN Upaya untuk membangun kualitas kehidupan manusia, pendidikan terus diupayakan dan dilakukan
Dengan demikian tepatlah rasanya pernyataan Dimerman (2009:3) yang mengatakan “One can speak of good character or bad character
Pembentukan Sikap Nasionalisme SiswaNegeri Semarang. Lickona, T. 1991. Educating for character: how our schools can teach respect and responbility. New York: Bantam Books. Megawangi, R.2010. Pengembangan program pendidikan karakter di sekolah: pengalaman sekolah karakter. Depok: Indonesia Heritage Foundation. Miftahuddin. 2008. Nasionalisme Indonesia: Nasionalisme Pancasila. Mozaik: Jurnal Randle, I. 2010. The measure of success: integrated thematic instruction. Diakses di http://www.tandfonline.com/doi/pdf/10. 1080/0009 8659709599331 pada tanggal 21 Juli 2013. Jam 22.13 WIB. Rukiyati, dkk.2013. Pendidikan Pancasila. Press
Summary
Pujokusuman.Populasi dalam penelitian ini adalah kelas III.Sampel yang digunakan adalah kelas III A dan III C sebagai kelompok eksperimen dan kelas III B sebagai kelompok kontrol. Tujuan penelitian ini adalah mengetahui pengaruh penggunaan LVEP terhadap penanaman karakter nasionalisme siswa kelas III SD dalam pembelajaran tematik.SD Negeri Pujokusuman terletak di Kecamatan Mergangsan. Nilai-nilai nasionalisme yang diajarkan guru kelas III SD Negeri Pujokusuman kepada siswa melalui kegiatan upacara, salam pagi, dan kegiatan pramuka. Ada beberapa cara untuk menanamkan karakter nasionalisme kepada siswa yaitu menggunakan LVEP atau metode storytelling dalam pembelajaran tematik. Disimpulkan bahwa ada keterkaitan antara nilai-nilai nasionalisme dengan nilai-nilai yang ada di LVEP, yaitu nilai persatuan, toleransi, penghargaan, kedamaian, cinta, tanggung jawab, kerjasama. Untuk mengetahui perbedaan karakter nasionalisme antara kelompok yang diberi pembelajaran dengan menggunakan LVEP dan Story tellingmaka dilakukan analisa data. Penanaman karakter kerjasama baik dalam pembelajaran dengan menggunakan LVEP maupun metode Storytelling dikembangkan melalui kegiatan diskusi secara berpasangan maupun kelompok yang beranggotakan 4-5 siswa.
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