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Social Science Learning through Cooperative Script Aplication: Development Strategy of Coorperative and Opinion Appreciation Character for Elementary School Students suwarti suwarti; Mohammad Zainuddin
Journal of Development Research Vol. 1 No. 1 (2017): Volume 1 Number 1, May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.717 KB) | DOI: 10.28926/jdr.v1i1.5


Many elementary school students today bring its own problems with the dissolution of cooperative and opinion appreciation character. Especially at this era of implementation character based 2013 curriculum. Therefore, it is necessary to find a solution to overcome it. After going through a series of studies, then selected solution in the form of development strategy of coorperative and opinion appreciation character for elementary school students. This research has done in the research development approach. So it will produce the product of learning video as reference material for teacher. In this research the researcher appoints students of elementary school program as model teacher. The results showed that the implementation of social science learning application of coperative script strategy, all strategy steps have been done and have an impact on the development of the character of cooperation and opinion apprecdiation of the students especialy in social science learning. Thus it can be concluded that the development of social science through cooperative script strategy effective and efficient to reestablish the character of cooperation and opinion appreciation on self elementary students.
Kemampuan Guru dalam Implementasi Contextual Teaching and Learning (CTL) untuk Pembelajaran Pendidikan Kewarganegaraan dan Pengetahuan Sosial Widayati Widayati; Suminah Suminah; Suwarti Suwarti
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 34, No 1 (2007)
Publisher : Universitas Negeri Malang

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This descriptive-evaluative study aims at describing teachers' competence in implementing Contextual Teaching and Learning (CTL) in Civics and Social Education. Involving 32 fourth-grade teachers, this study employed questionnaires and documentation in collecting the data. The results of descriptive analyses indicate that teachers' competence was of fair category. This fair category applies to all these aspects: CTL development, teaching-strategy selection, application of the seven CTL elements, and CTL-procedure implementation. The teachers appeared not to have difficulty implementing CTL.