The demand of KKNI curriculum in the 21st century is about the equality of learning achievement covering attitudes and values, work ability, scientific mastery, authority and responsibility. For that, PGSD graduates of Sarjanawiyata Tamansiswa University (UST) Yogyakarta are expected to be able to design the learning activities, which is in line with the development of science, and technology, which is on the same time, are able to bring Indonesian cultural value into it. The graduates’ competence are presented in their abilities to develop elementary school learning activities based on the Science Environment Technology and Society (SETS) and integrate local wisdom into it. The purpose of this research is to describe the skills of critical thinking of PGSD students in developing SETS-based learning integrated with local wisdom and also along with the indicators that appear in each skill aspect. This is a type of quantitative descriptive research with non-test data collection techniques, observation, and documentation. While the main instruments are in the form of Student Worksheet (LKM), the observation sheet towards the indicators of critical thinking skills. Data analysis techniques is done by using descriptive statistics interpretation through several answering criteria: very good, good, fair, poor, and very poor which is then the results are presented in the form of tables. The results showed that the average critical thinking ability of PGSD UST students was 69.24% with can be categorized in good criteria. Indicator of every critical thinking skills aspect has appeared, even though some targets of achievements have not been optimally gained yet.
Â Abstract: Many researches has been done in searching the advantages and disadvantages, both Cooperative and competitive model of teaching. Each of them has many advantages as well as disadvantages. Accordingly, the task of teachers is to take the advantages and eliminate its disadvantages.This article tries to propose Team Game Tournament as a meansin integrating cooperative and competitive aspects of instructional activity.with is distinctive feature, TGT can combines both cooperative and competitive spirits of student. As a result, hopefully, student achievement will increase.Theachers of PKn should change their circumstances, chiefly their traditional instructional practices. Implementation of TGT in some right occasion is one of means in increasing instructional effectiveness.
Â Abstract: Espectation which still be remained from Indonesia nation in order to get out of various crisses is improving and repairing education system. National education is aimed at developing the competence of student to become pious and religious human wich have civilized bahaviour and kindnes, healthy, knowledgeable, capable, creative, self-supporting, and become democratic citizen and responsible. Civic education owns the strategic role in forming democratic and responsible citizen and bulilding the democratic society. Hoped competences after undergoing civic education is the owning of a set smart action, full of responsibility from a citizen in relating to state, and also able to have a share in solving various problem faced by the society, nation and state as according to proffesion capacities of each.
Corruption has become a disease harmful to the nation, the education transformation is required in order to reduce the growing corruption. One of them by integrating anti-corruption education into a number of subjects Education Anti-corruption one can be applied in teaching Citizenship Education. Anti-corruption values taught in the learning process Citizenship Education includes the value of honesty, discipline values, values of openness, and the value of responsibility. On the implementation of the Anti-Corruption Education in Citizenship Education learning by means of the application in the vision and mission, school culture that includes a variety of behavioral activities of the school community, canteens honesty and discipline and responsibility. Some of the factors obstacles, such as lack of awareness of students, was their habit of corrupt behavior. There are several ways that can be used to overcome the barriers as well as the efforts made in the Anti-Corruption Education in Learning Civic Education, that is: exemplary, habituation, giving strict sanctions, competition and sources, increased faith.
Â Abstract: The multiculturalism problem isnât only the indonesian but also globalâs problem. Multiculturalism is one of the problem key in the world which is crusial, including indonesia, in facing the global changes in the future, evenmore the national history in past time which apparent and controlled by the hardness. It gives priority to the uniformity which is like the sociopolitical order in Indonesia since 1965. Multicultural learning has been given to the child since early aging, it will givw the initial understanding which decide very much, because itâs golden phase, this phase plays an important role to the development in adult time. Education of elementary school, in practical is materialized through which the programmes are variety and packed into informational istitutional and the effort which is looked so important in framework to give understanding about multicultural concept through the education of elementary school.
Human Rights are a foundamental problem in every country, especially in the developing country such as Indonesia. Eventhough, the state had given protection of human right for every body, but in Indonesia there a many breakdowns of it. As a democratic state, Indonesia has to regard human right. It is beause the human rights were the core of democratic principle. So, the human rights must be trained in the school for every student. By using this way, every body can know what their rights and obligations verywell. Civis eduation can be a vehicle for this goal, because itâs one of lessons that talk about human rights and be learned in all school.
The purpose of this research is to get better understanding about the implementation process of Tri-Nga to instill a sense of Nobel Character in Civic Education subject and student activities in implementing Tri-Nga to instill a sense of nobel character in Civic Education class. This is a type of qualitative research. The data of this study are gained from the activities of students who attend civic education class, which is implicitly delivering nobel character value. The instrument in this study is the research itself, which is supported by the interview guidelines, observation, and documentation. The data analysis technique used in this research refers to data analysis technique developed By Moleong. Data validity checking used is the degree of trust (credibility). The result of data analysis showed that the students have implemented nobel character by applying Tri-Nga theory in a good way. The development of nobel character was implemented in the Civic education class through cognitive moral approach, instillation a sense of value approach, and value clarification approach. Students’ activities in Tri-Nga implementation on Civic education class in which the students are aware of knowing it, realizing it and believing in it, would carried out the following moral values: 1). Possessing and developing tolerance, 2). Growing the self-discipline, 3). Developing work ethic, 4). Having a sense of responsibility, 5). Having a sense of being open to others, 6). Being able to think positively, 7). Developing self-potention, 8). Having togetherness and mutual cooperation, 9). Having mutual respect, and 10). Growing honesty.
Abstract : The right to obtain the basic education is the right of every citizen as stipulated in the constitution and the fulfillment of such right is a great respect for human rights. Indonesia is legal state that has guaranteed and regulated the legal protection of the right to basic education for Indonesian citizens aged seven to fifteen years.Â In conducting basic level education has been done since the existence of 4th amendment of UUD1945 Constitution which further followed up with the Law on National Education System No. 20 of 2003. In Aditian, Law No. 39 of 1999 on Human Rights also provide legal protection for Indonesian citizens to be able to obtain the education although not explicit and explicit set free education at the basic level. The process of implementing basic education its responsibilities between local government and society. Funding of education is share responsibility between central government, local government and society.
This study is intended to increase the studentâs achievement and process to excute the social studies learning withRole Playing approach.This study is a Classroom Action Research (CAR) implemented to 4th elementary students inSDN Nogosaren Gamping Sleman as the object of study. This study contains two cycles, starts from planning,implementation, monitoring, reflecting and improving. The data were collected by using learning achievement test,observations, and interviews. The data from learning achievement tests were analyzed by using the descriptivequantitative technique. The data from observations and interviews were analyzed by using the descriptive qualitativetechnique on the basics of the results of the observation and reflection.Findings suggest that by the Role Playingapproach implementation, the civic education can get its best result. The studentâs score increases. It is proved bythe average score in each examination. At the first cycle, the average score is 69,43 and the second cycle is 74,90.
This study is intended to increase the studentâs achievement and process to excute the social studiesÂ learning with Cooperative Learningapproach. This study is aÂ Classroom Action Research(CAR) implemented to 8 th grade students in SMPN 3 Gamping Sleman as the object of study. This study contains three cycles, starts from planning, implementation, monitoring, reflecting and improving. The data were collected by using learning achievement test, observations, and interviews. The data from learning achievement tests were analyzed by using the descriptive quantitative technique. The data from observations and interviews were analyzed by using the descriptive qualitative technique on the basics of the results of the observation and reflection. Findings suggest that by theÂ Cooperative Learningapproach implementation, the social studies can get its best result. The studentâs score increases. It is proved by the average score in each examination. Atthe first cycle, the average score is 66.44; the second cycle is 67.41; and the third cycles is 77.67