Harahap, Asriana
Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman

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GENDER TYPING (PADA ANAK USIA SEKOLAH DASAR) Harahap, Asriana
Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman Vol 4, No 1 (2019): Al-Muaddib : Jurnal Ilmu-Ilmu Sosial dan Keislaman
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.493 KB) | DOI: 10.31604/muaddib.v1i1.781

Abstract

Abstract: The word gender in Indonesian is borrowed from English. When viewed in a dictionary, there is no clear distinction between sex and gender. Meanwhile, there is no explanation that is able to explain briefly and clearly about the concept of gender and why the concept is important to understand the system of social injustice. In other words, the emergence of obscurity is caused by a lack of explanation about the link between the concept of gender and other issues of injustice. Gender is one of the important aspects that influence social development in the early days of children. Gender terms are intended behavior and attitudes associated with men and women. Most children experience at least three stages in gender development. First, children develop beliefs about gender identity, namely the feeling of men or women. Second, children develop gender privileges, attitudes about which sex they want. Third, they obtain gender provisions, a belief that a person's sex is determined biologically, permanently, and does not change. Although everyone basically assumes that the behavior of children as male or female is caused by an interaction of biological factors and environmental factors, one's view of interaction is not the same for everyone. For some people, this view suggests that certain environmental conditions are needed before the trends previously programmed appear. Culture, schools, peers, the media, and other family members are other sources. However, it is important to keep from shifting too far from this direction because especially in the early years of parental development is an important influence on gender development. According to the theory of cognitive development towards gender, the gender forms of children arise after they develop a concept of gender. When they understand themselves as men or women consistently, children often arrange their world according to gender. Keyword: Typing Gender, Sekolah Dasar.
IMPLEMENTASI NILAI-NILAI KARAKTER DALAM PEMBELAJARAN TEMATIK KELAS III SDIT DARUL HASAN PADANGSIDIMPUAN Harahap, Asriana
Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 1, No 1 (2018): Juni
Publisher : STPI Bina Insan Mulia Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (738.891 KB)

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi nilainilai karakter dalam pembelajaran tematik, nilai-nilai karakter yangdikembangkan serta mengetahui faktor pendukung dan faktor penghambatimplementasi nilai-nilai karakter dalam pembelajaran tematik kelas IIISDIT Darul Hasan Padangsidimpuan.Penelitian ini menggunakan pendekatan kualitatif dengan jenisdeskriptif. Subjek penelitian siswa-siswi kelas III dan wali kelas sertakepala sekolah guna mendukung data. Penelitian ini dilaksanakan di SDITDarul Hasan Padangsidimpuan pada semester ganjil tahun ajaran2017/2018. Teknik pengumpulan data yang digunakan dengan observasi,wawancara dan dokumentasi. Data analisis yang dilakukan dengan carapengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan.Teknik keabsahan data dengan triangulasi sumber dan teknik.Hasil penelitian menunjukan bahwa implementasi nilai-nilai karaktermeliputi perencanaan dan pelaksanaan. Dalam perencanaan pembelajaranterdiri atas silabus dari dinas/pemerintah dan RPP yang dibuat sendiri olehguru. Sedangkan dalam pelaksanaannya, guru dalammengimplementasikan nilai-nilai karakter melalui kegiatan pembelajarandan metode pembelajaran, penilaian, penanaman kedisiplinan, pembiasaandan keteladanan. Nilai-nilai karakter yang dikembangkan guru dalampembelajaran tematik diperoleh nilai-nilai karakter yang sering munculnilai-nilai karakter lain yang jarang muncul. Fakor pendukung dalamimplementasi nilai-nilai karakter adalah sekolah melalui kegiatan danfasilitas, guru melalui keteladanan, strategi pembelajaran, media dansumber belajar. Faktor penghambat adalah lingkungan, peserta didik danwaktu.
IMPLEMENTASI NILAI-NILAI KARAKTER DALAM PEMBELAJARAN TEMATIK KELAS III SDIT DARUL HASAN PADANGSIDIMPUAN Harahap, Asriana
Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman Vol 3, No 2 (2018): Al-Muaddib : Jurnal Ilmu-Ilmu Sosial dan Keislaman
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/muaddib.v2i2.543

Abstract

AbstractThis study aims to describe the implementation of character values in thematic learning, character values developed and find out the supporting factors and inhibiting factors for the implementation of character values in class III SDIT Darul Hasan Padangsidimpuan thematic learning.This study uses a qualitative approach with descriptive types. The research subjects were class III students and homerooms and principals to support the data. This research was conducted at SDIT Darul Hasan Padangsidimpuan in the odd semester of the 2017/2018 academic year. Data collection techniques used by observation, interviews and documentation. Data analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. Data validity technique with source and technique triangulation.The results of the study show that the implementation of character values includes planning and implementation. In planning learning consists of syllabus from the service / government and RPP made by the teacher. Whereas in its implementation, the teacher in implementing character values through learning activities and methods of learning, assessment, discipline, discipline, habituation and example. Character values developed by the teacher in thematic learning character values are obtained which often appear values of other characters that rarely appear. The main supporters in the implementation of character values are school through activities and facilities, teachers through exemplary, learning strategies, media and learning resources. The inhibiting factor is the environment, students and time. Keywords: Implementation, Character Values, Thematic Learning.