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All Journal Journal of Economic Education IJTIMAIYA Harmony : Jurnal Pembelajaran IPS dan PKN Ijtimaiya : Journal of Social Science and Teaching
Fitria Martanti, Fitria
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Economics, Econometrics & Finance Education Environmental Science Social Sciences

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EVALUASI IMPLEMENTASI PROGRAM PENGEMBANGAN USAHA AGRIBISNIS PERDESAAN SEBAGAI UPAYA PEMBERDAYAAN MASYARAKAT MISKIN Martanti, Fitria
Journal of Economic Education Vol 1 No 2 (2012): November 2012
Publisher : Journal of Economic Education

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Abstract

Relevansi Dinding Baca dalam Menumbuhkan Literasi Sosial Siswa di Saengprathip Wittaya Mulniti School Thailand Rodliyah, Siti; Shobirin, Ma'as; Martanti, Fitria
IJTIMAIYA: Journal of Social Science Teaching Vol 5, No 1 (2021): IJTIMAIYA : Journal of Social Science Teaching
Publisher : Program Studi Tadris IPS Fakultas tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/ji.v5i1.9975

Abstract

The focus in this research is related to the implementation of the reading wall as an effort to foster the literacy tradition of grade I students at MI Saengprathip Wittaya Mulniti School Thailand. This research uses qualitative research methods. The results showed that the implementation of the reading wall at MI Saengprathip Wittaya Mulniti School Thailand has 5 stages. The first stage, gives 60 minutes to read. The second stage, summarizes what has been read from the reading wall, the third stage is working on the problem. The fourth stage recounts what has been read in front of the class. The fifth stage provides appreciation for students who tell stories in front of the class, and appreciation for those who have worked on questions with the best scores. The role of grade I teachers in implementing the reading wall is as a companion and facilitator. In addition to assisting students in reading wall activities as a literacy process, the teacher also acts as a facilitator. The obstacle that occurs in implementing the reading wall as an effort to foster the literacy tradition of grade I students at MI Saengprathip Wittaya Mulniti School is that classroom teachers cannot focus on making reading walls because the teacher's working hours are the same as school hours. The lack of cohesiveness of all grade I teachers makes the making of reading walls difficult if it is done without the cohesiveness of teachers between class I. 
Relevansi Dinding Baca dalam Menumbuhkan Literasi Sosial Siswa di Saengprathip Wittaya Mulniti School Thailand Rodliyah, Siti; Shobirin, Ma'as; Martanti, Fitria
IJTIMAIYA: Journal of Social Science Teaching Vol 5, No 1 (2021): IJTIMAIYA : Journal of Social Science Teaching
Publisher : Program Studi Tadris IPS Fakultas tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/ji.v5i1.9975

Abstract

The focus in this research is related to the implementation of the reading wall as an effort to foster the literacy tradition of grade I students at MI Saengprathip Wittaya Mulniti School Thailand. This research uses qualitative research methods. The results showed that the implementation of the reading wall at MI Saengprathip Wittaya Mulniti School Thailand has 5 stages. The first stage, gives 60 minutes to read. The second stage, summarizes what has been read from the reading wall, the third stage is working on the problem. The fourth stage recounts what has been read in front of the class. The fifth stage provides appreciation for students who tell stories in front of the class, and appreciation for those who have worked on questions with the best scores. The role of grade I teachers in implementing the reading wall is as a companion and facilitator. In addition to assisting students in reading wall activities as a literacy process, the teacher also acts as a facilitator. The obstacle that occurs in implementing the reading wall as an effort to foster the literacy tradition of grade I students at MI Saengprathip Wittaya Mulniti School is that classroom teachers cannot focus on making reading walls because the teacher's working hours are the same as school hours. The lack of cohesiveness of all grade I teachers makes the making of reading walls difficult if it is done without the cohesiveness of teachers between class I. 
IPS DALAM PENDEKATAN KONSTRUKTIVISME (STUDI KASUS PADA KEBUDAYAAN JAWA) Wijayanti, Tutik; Nugraha, Saka Mahardika Oktav; Martanti, Fitria; Sholeh, Muh.
Harmony: Jurnal Pembelajaran IPS dan PKN Vol 6 No 2 (2021): Volume 6 Nomor 2 November 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmony.v6i2.50545

Abstract

Social Sciences have a very broad scientific dimension. The scope of social studies is human social life in society. Therefore, this community is the main source of IPS. Whatever aspect of social life we ​​study, whether it be social relations, economics, culture, psychology, history, geography, or politics, comes from society. So, we need a philosophical approach that will provide modern, unconventional learning such as the constructivism approach. The method used in this research is the library study method. This research leads to the finding that teachers are no longer the only providers of knowledge. No longer the only source of learning. However, the teacher is positioned more as a facilitator who facilitates students to be able to learn and construct their knowledge. Based on observations on local wisdom and Javanese culture, the incorporation of social studies learning using a constructivist approach is expected to be able to make students democratic, responsible, and peaceful citizens of the world. Ilmu Pengetahuan Sosial memiliki dimensi keilmuan yang sangat luas. Ruang lingkup IPS adalah kehidupan sosial manusia di masyarakat. Oleh karena itu, masyarakat inilah yang menjadi sumber utama IPS. Aspek kehidupan sosial apapun yang kita pelajari, apakah itu hubungan sosial, ekonomi, budaya, kejiwaan, sejarah, geografi, ataupun politik, bersumber dari masyarakat. Sehingga dibutuhkan suatu pendekatan filsafat yang akan memberikan suatu pembelajaran yang modern tidak konvensional seperti pendekatan konstruktivisme. Metode yang digunakan dalam penelitian ini ialah metode studi kepusatakaan. Penelitian ini bermuara pada temuan bahwa guru tidak lagi menduduki tempat sebagai satu-satunya pemberi ilmu. Tidak lagi sebagai satu-satunya sumber belajar. Namun guru lebih diposisikan sebagai fasiltator yang memfasilitasi siswa untuk dapat belajar dan mengkonstruksi pengetahuannya sendiri. Mendasarkan pengamatan pada kearifan lokal dan kebudayaan Suku Jawa, penggabungan pembelajaran IPS yang menggunakan pendekatan konstruktivisme diharapkan mampu menjadikan peserta didik menjadi warga negara yang demokratis, bertanggung jawab, serta warga dunia yang cinta damai.
Co-Authors Muh. Sholeh Nugraha, Saka Mahardika Oktav Shobirin, Ma'as Siti Rodliyah, Siti Tutik Wijayanti, Tutik