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PENGEMBANGAN SSP TEMATIK INTEGRATIF BERBASIS LVEP UNTUK PENGUATAN KARAKTER NASIONALISME PESERTA DIDIK SD An-Nisa Apriani, Indah Perdana Sari dan
ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an) Vol 7, No 1 (2020): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/elementary schoo.v7i1.488

Abstract

AbstractThis study aims to (1) produce an Integrative Thematic SSP based on the Living Values Education Program (LVEP) for Strengthening the Nationalism Character of Elementary Students and (2) determine the effectiveness of the LVEP-based Thematic Integrative SSP to improve understanding of the nationalism character of elementary school students. This type of research is Research & Development (R&D) with a development model from Borg & Gall. This model consists of 10 stages. Data collection techniques used are guidelines for product assessment, observation, questionnaires, and interviews. Data collection instruments used were product assessment guidelines, observation guidelines, questionnaires, and interview guidelines. The results showed the Integrative Thematic SSP based on the Living Values Education Program (LVEP) for the Strengthening of Nationalism Characteristics of Elementary School Students at the initial coaba test stage was known to P 0,000 <0.05 meaning there was a difference between the average observations of the nationalism character values before and after the study, in the test try the field known P 0,000 <0.05 means that there is a difference between the average results of observations of the value of nationalism character before and after research, and in the field test it is known that P 0,000 <0.05 means there is a difference between the average results of observing the value of nationalism characters before and after research. Furthermore, the student assessment sheet on the practicality of the SSP that was developed was categorized as "very good" in terms of the atmosphere of learning, the use of student worksheets, and the activeness of students with a score of 48.07 in the Very Good category.Keyword: SSP, thematic integrative, nationalism, LVEP
ANALISIS MUATAN NILAI-NILAI NASIONALISME PADA BUKU TEKS KTSP PKn KELAS 3 SD An-nisa Apriani, Yusinta Dwi Ariyani
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol 4, No 2 (2017): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v4i2.176

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan nilai-nilai nasionalisme pada buku teks KTSP mata pelajaran PKn kelas 3 SD dan untuk menganalisis komponen-komponen muatan nilainasionalisme dalam buku teks KTSP mata pelajaran PKn kelas 3 SD. Penelitian ini merupakan penelitian analisis konten dengan pendekatan kualitatif melalui empat tahap, yaitu pengadaan data, reduksi data, inferensi dan analisis data. Sumber data penelitian ini adalah buku teks KTSP mata pelajaran PKn kelas 3 SD yang terdiri dari empat Bab yaitu Bab 1 “Makna Sumpah Pemuda”, Bab 2 “Aturan Masyarakat”, Bab 3 “Pentingnya Harga diri”, Bab 4 “Bangga Sebagai Bangsa Indonesia”. Unit analisis adalah nilai-nilai nasionalisme yang terkandung dalam buku teks. Hasil penelitian yaitu: (1) buku teks KTSP mata pelajaran PKn kelas 3 SD tidak semua materi mengandung muatan nilai-nilai nasionalisme, ada 1 materi yang tidak mengandung nilai-nilai nasionalisme. (2) pada buku teks KTSP mata pelajaran PKn kelas 3 SD semester 1 nilai-nilai nasionalisme yang lebih dominan terletak pada indikator persatuan dan kesatuan dan yang paling sedikit terletak pada indikator bangga sebagai bangsa Indonesia. Untuk semester 2 nilai-nilai nasionalisme yang lebih dominan terletak pada indikator persatuan dan kesatuan sedangkan untuk indikator nilai peduli sosial tidak terdapat pada materi di semester 2.Kata kunci: nilai-nilai nasionalisme, buku teks KTSP, PKn.AbstractThis research aims to describe the values of nationalism and to analyze the components of nasionalism content in the civics education textbook with Educational Unit Level Curriculum of third grade elementary school. This research is a research of content analysis with qualitative approach through four stages, such as data procurement, data reduction, inference and data analysis. The source of this research data is civics education textbook with Educational Unit Level Curriculum of third grade elementary school consisted of four chapters, include Chapter 1 "The Meaning of Youth Pledge", Chapter 2 "Rules of Society", Chapter 3 "The Importance of Self-Esteem", Chapter 4 "Proud As The Nation of Indonesia ". The unit of analysis of this research is the values of nationalism contained in the textbooks. The results of this research are: (1) Not all the civics education textbook with Educational Unit Level Curriculum of third grade elementary school contains the content of values of nationalism. There is one material that does not contain the values of nationalism. (2) In the civics education textbook with Educational Unit Level Curriculum of first semester of third grade elementary school, values of nationalism more dominant in indicator of unity and least dominant on proud indicator as Indonesian nation. At the second semester, the values of nationalism more dominant in the indicator of unity, whereas the indicators of social care value is not contained in the material of second semesterKeywords : values of nationalism, textbook with Educational Unit Level Curriculum, civics education
MODEL FLIPPED CLASSROOM BERBASIS LIVING VALUES EDUCATION PROGRAM SEBAGAI PENGUATAN PENDIDIKAN KARAKTER PESERTA DIDIK SEKOLAH DASAR Komalasari, Mahilda Dea; Apriani, An-Nisa
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol 8, No 1 (2021): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v8i1.1210

Abstract

This study aims to determine the potential of the flipped classroom model based on living values education program to strengthen the character education of elementary school students. This research is a literature study using a qualitative descriptive approach by examining journals related to flipped classrooms and journals related to the living values education program. The results of these literature reviews will be used to identify the potential of a flipped classroom model based on a living values education program as a strengthening of character education for elementary school students. Sources of research data are secondary data sources. Data analysis in this literature review is content analysis. The results of this study indicate the potential for a flipped classroom model based on living values education program to strengthen the character education of elementary school students.
CHARACTER VALUE IN KARAWITAN ACTIVITY: A QUALITATIVE STUDY AT SDN TRUCUK BANTUL INDONESIA Prastiwi, Altisa Dini; Apriani, An-Nisa; Perdana, Riki
RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION Vol 7, No 1 (2021)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v7i1.8179

Abstract

This study aims to describe the integrated character values in Karawitan activities and the impact of these activities on the personalities of students. A research method is a qualitative approach with a descriptive research type. Data collection using observation and interviews technique. The observed character values are Religious Values, Nationalism, Independence, Teamwork, and Integrity. Participants in this study were students in grades 3,4,5 at SDN Trucuk Pajangan Bantul. The sampling technique used was snowball sampling. The results showed that all the character values studied were integrated with Karawitan activities. Religious value is shown from the behavior of implementing religion, tolerance, and peace. The value of nationalism is shown in the attitude of selfishness, love for the country, and obeying the rules. The independent value of students is shown by the behavior of working hard, professionally, and not depending on others. The value of mutual cooperation is shown in the behavior of completing work together, solidarity, and helping each other. The value of integrity is shown from responsible, active behavior and in accordance with words and actions. Recommendations for further research are to integrate karawitan activities into several learning topics so that they have a direct influence on student achievement.
LIVING VALUES EDUCATION PROGRAM DALAM PEMBELAJARAN DARING SEKOLAH DASAR An-Nisa Apriani; Wilda Isti Chomariyah; Ahmad Sukaris
Taman Cendekia: Jurnal Pendidikan Ke-SD-an Vol 5 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tc.v5i1.9677

Abstract

This study aimed to describe the process of instilling character in online learning through the Living Values Education Program (LVEP). The type of research used in this research was literature study. The data in this study were secondary data from books, journals, and other relevant sources. Data analysis in this literature review was content analysis. The results showed that the LVEP which included the values of life such as the value of cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance, and unity was one of the effective programs in instilling character in online learning. Living ValuesEducation Program (LVEP) in online learning included activities of reflection, imagination, dialogue, communication, creation, writing, expressing oneself through art, and playing with the values taught. LVEP in online learning was able to help and encourage students to access their creativity and talents to explore and develop universal values. LVEP made children more self-confident, more appreciative of others and demonstrated positive social and personal skills improvement, even LVEP had a positive influence on the character development of students.
Peningkatan Pemahaman Guru Tentang Living Values Education Program (Lvep) sebagai Program Penguatan Pendidikan Karakter di SD Negeri Demakijo 1 Apriani, An-Nisa; Gutama, Deden Hardan; Nurvirginiawati, Asti; Septiyani, Isti
ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Vol 2, No 2 (2021): September
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (615.936 KB) | DOI: 10.31002/abdipraja.v2i2.4146

Abstract

Pemahaman guru dalam merancang dan melaksanakan pembelajaran tematik berbasis karakter masih belum memadai. Keterampilan guru dalam mendidik karakter siswa diperlukan untuk menghadapi tantangan dekadensi moral serta menyiapkan generasi emas Indonesia tahun 2045. Kegiatan Pengabdian Masyarakat bertujuan untuk meningkatkan pemahaman guru tentang Living Values Education Program sebagai salah satu program penguatan pendidikan karakter yang inovatif dan solutif. Kegiatan utama workshop berupa pelatihan dengan metode ceramah, tanya jawab, dan diskusi. Kegiatan pengabdian masyarakat dilakukan melalui tiga tahap yaitu persiapan, pelaksanaan, dan evaluasi. Instrumen yang digunakan untuk mengukur tingkat pemahaman peserta berupa angket pre-test dan post-test. Partisipasi dan antusiame guru-guru dalam kegiatan sangat baik, kelompok mitra berkontribusi aktif dalam mengikuti workshop tentang konsep Living Values Education Program dalam pembelajaran tematik sebagai program penguatan pendidikan karakter. Kegiatan pengabdian masyarakat diperoleh hasil bahwa pemahaman guru tentang Living Values Education Program sebagai program penguatan pendidikan karakter dalam pembelajaran tematik meningkat. Hal itu dibuktikan dari hasil post-test 100% guru dalam kriteria pemahaman “baik sekali” dengan rerata skor post-test= 89,19.
PENGARUH LIVING VALUES EDUCATION PROGRAM (LVEP) TERHADAP PENANAMAN KARAKTER NASIONALISME SISWA SD DALAM PEMBELAJARAN TEMATIK An-Nisa Apriani; Indah Perdana Sari; Intan Kurniasari Suwandi
Taman Cendekia: Jurnal Pendidikan Ke-SD-an Vol 1 No 2 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (520.1 KB) | DOI: 10.30738/tc.v1i2.1947

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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.
Implementasi Pendidikan Nilai Nasionalisme Dalam Pembelajaran Living Values An-Nisa Apriani; Yusinta Dwi Ariyani
LITERASI (Jurnal Ilmu Pendidikan) Vol 8, No 1 (2017)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.838 KB) | DOI: 10.21927/literasi.2017.8(1).59-73

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This research aims to investigate the implementation of educational values of nasionalism in the living values learning process on the preparation class at SD Tumbuh 1 Yogyakarta. The data were collected by qualitative-descriptive method. Participants of this research included the principal, the teachers, and the students. The object of this research is the process of living values learning. The data were collected by observation, interview, and documentation. The researcher used observation sheets and interview guides as the instruments of this research.  The data were analyzed by descriptive-analyzed technique and applied Miles and Huberman model. Many steps of data analysis were conducted, included measuring data reduction, displaying data, and conclusion. The validity of the data were checked by triangulation.The result showed that the implementation of educational values of nasionalism in the living values learning process involving the value of the award in diversity (tolerance), unity, and peace. Living values learning process includes three stages: planning, implementation, and evaluation. Learning plan of living values is based on signs EYCG curriculum (Years Earlier Curicullum guidence) and modified with multiple sources of reference. The learning plan includes syllabus and program description. The implementation of living values learning process emphasizes three elements of embeding moral values such as knowledge, feeling, and moral behavior. The evaluation of the living values learning process includes the assessment of learning outcome and learning process. Assessment of learning outcome has reached the domain of comprehension and moral behavior. Learning process assessment is conducted orally but rarely carried out by the teacher.
Pendampingan Belajar dari Rumah dan Al-Quran pada Masa New Normal di Dusun Pencar, Sindumartani, Ngempak, Sleman Astuti, Astri Widi; Evana, Estu Rizky; Wulandari, Riskika; Wardana, Irza Epria; Silalahi, Nasrun; Ilmiah, Nur Maulidatul; Sari, Septi Yussinta; Setiani, Setiani; Awie, Sain Abrari; Apriani, An-Nisa
ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Vol 3, No 1 (2022): Maret
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/abdipraja.v3i1.4051

Abstract

Sekolah merupakan tempat terjadinya aktivitas berkumpul dan berinteraksi antara guru dan siswa, dalam masa pandemi covid-19 untuk mengurangi penyebaran virus tersebut pelaksanaan kegiatan pembelajaran sekolah dilakukan dari rumah. Proses pembelajaran daring membuat anak-anak kesulitan beradaptasi dengan sistem pembelajaran dari rumah dikarenakan ilmu yang didapatkan siswa tidak maksimal. Program Kuliah Kerja Nyata (KKN) merupakan program rutin sebagai bentuk Tri Dharma Perguruan Tinggi di Indonesia. Maka salah satu program kerja KKN Tematik  melaksanakan kegiatan pendampingan belajar.  Tujuan dari kegiatan pengabdian yaitu memberikan pendampingan bagi siswa SD dalam mengikuti kegiatan belajar dari rumah (BDR) dan meningkatkan motivasi siswa SD untuk belajar Al-Quran pada masa new normal. Kegiatan ini melibatkan siswa SD yang bertempat tinggal di Dusun Pencar. Kegiatan pendampingan BDR dilaksanakan selama 1-2 jam dalam 1 hari menyesuaikan dengan jadwal belajar online anak-anak supaya tidak mengganggu pembelajaran anak di sekolah. Selanjutnya, kegiatan belajar Al-Qur’an dilaksanakan tiga kali dalam seminggu yaitu hari Selasa, Kamis dan Minggu pada sore hari. Kegiatan pengabdian memberikan manfaat, wawasan dan pengetahuan kepada anak-anak di Dusun Pencar, Sindumartani, Ngemplak, Sleman yaitu membantu menyelesaikan tugas dari guru, meningkatkan prestasi dan motivasi belajar serta meningkatkan kemampuan membaca Al-Qur’an.
LIVING VALUES EDUCATION PROGRAM SEBAGAI PEMBENTUK KARAKTER ANAK DI ERA MILENIAL Nur Relawati Sarif; Rika Asmara Sejati; An-Nisa Apriani
EDUSOSHUM: Journal of Islamic Education and Social Humanities Vol. 1 No. 2 (2021)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (483.535 KB) | DOI: 10.52366/edusoshum.v1i2.17

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Responding to the moral decline in the millennial generation as a result of advances in communication, information, and technology is a big challenge that must be faced together so that the formation of children's character needs to be instilled. The purpose of this research is to shape the character of the millennial generation through the living values ​​education program in the school environment. The research method used is library research with secondary data sources, namely research documents and supporting books. Data analysis in this study is content analysis. The results of the study indicate that the strength of character education and the participation of school educational institutions are the main foundations in providing motivation in the life of diversity. Character education becomes very important when the collapse of ethical values, morality, as a result of the progress of the times, especially in the millennial generation. By building character through the values ​​contained in the living values ​​education program, the millennial generation can have good character in accordance with the noble values ​​of the Indonesian nation.