scholarly journals Pengembangan Bahan Ajar Konsep Dasar IPS Berbasis Karakter untuk Mahasiswa PGSD

2019 ◽  
Vol 2 (2) ◽  
pp. 50-57
Author(s):  
Monalisa Gherardini ◽  
Aren Frima
Keyword(s):  
Social Studies ◽  
Character Education ◽  
Basic Concept ◽  
Average Score ◽  
Teaching Materials ◽  
The Social ◽  
Reading Materials ◽  
Basic Concepts ◽  
Character Reading ◽  
Two Stages

This article discusses the process in designing teaching materials in the form of Social Studies Basic Concept textbooks for PGSD STKIP PGRI Lubuklinggau students. The method used by the author in designing teaching materials is part or two initial stages of the ADDIE development model which consists of the analysis, design, deleopment, implementation, and evaluation stages. The analysis phase aims to identify the curriculum, the need for teaching materials, while the design phase is to design the textbook framework and research instruments. Based on these two stages, the concept of character education is obtained which can be integrated into learning by presenting in the Social Studies Basic Concept Book so that the learning of Social Sciences Basic Concepts is more meaningful and can be one of the character reading materials for students. The analysis results obtained that all components included in the Valid category with an overall average score of 3.22 with a maximum score of 4.00. Conclusions, that the character-based teaching materials in the form of textbooks IPS basic concepts are valid. Keywords: Teaching Materials, Characters, IPS PGSD

scholarly journals ANALYSIS OF NEEDS FOR DEVELOPMENT OF BASIC CONCEPT SOCIAL STUDIES TEACHING MATERIALS IN PRIMARY SCHOOL TEACHER EDUCATION COLLEGE STUDENTS

2021 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Muhammad Aunur Rofiq ◽  
Ika Nurwulandari
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Basic Concept ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching Materials ◽  
Study Program ◽  
First Semester ◽  
Basic Concepts ◽  
Primary School Teacher Education

This study aims to analyze the students' needs for teaching materials in the basic concepts of social studies at STKIP Muhammadiyah Blora. Social studies basic concept courses are subjects that must be implemented by first semester students of the PGSD STKIP Muhammadiyah Blora Study Program. Currently the teaching materials used are simple teaching materials made by lecturers without paying attention to student needs. This study uses descriptive qualitative data analysis, namely analyzing the results of observations, interviews and user questionnaires about the basic concepts of social studies teaching material needs. The research was conducted at the PGSD STKIP Muhammadiyah Blora Study Program. The subjects of this study were the first semester students with a total of 47 students, Primary School Teacher Education Study Program, Basic Concept of Social Sciences courses. The results of data collection indicate that the teaching materials that need to be developed in the Basic Concepts of Social Studies course for PGSD students are textbooks in the form of modules. The development of teaching materials is based on the needs of students, namely on aspects of content / material, aspects of the feasibility of presenting teaching materials, and aspects of language feasibility.

scholarly journals Komparasi Tujuan dan Standar Kurikulum Social Studies Sekolah Dasar Kanada dan Indonesia

2021 ◽  
Vol 4 (1) ◽  
pp. 592-600
Author(s):  
I Nengah Suastika
Keyword(s):  
Social Studies ◽  
Social Science ◽  
Science Curriculum ◽  
The United States ◽  
Further Education ◽  
Environment Change ◽  
Curriculum Changes ◽  
The Social ◽  
Strategic Role ◽  
Basic Concepts

The curriculum has a strategic role in supporting teachers in carrying out the learning process and students in skills skills. Curriculum changes that have occurred in several countries such as Japan, South Korea, the United States, and Canada have shown encouraging results. It is proven that the implementation of the curriculum has brought changes, improvements and enhancements to the quality of education in the country. Based on studies conducted, the Social Science curriculum in Canada was created and developed based on subjects. The objectives of Canadian Primary School Social Studies are to provide an understanding of the basic concepts of Social Studies, develop the skills, strategies and habits of thought necessary for effective inquiry and communication, as well as to apply basic Social Science concepts, to a variety of learning tasks, and impart skills. to relate and apply the social studies obtained through social studies to the world outside the classroom. Meanwhile, the goal of elementary school social science in Indonesia is to lay the foundation of intelligence, knowledge, personality, noble morals, and skills to live independently and follow further education. The curriculum in Social Sciences Grades 1 to 6 in Canada, organizes learning in a set of basic concepts, namely systems and structures, interaction and interdependence, environment, change and sustainability, culture, and governance.

scholarly journals Media Sinopsis Cerita Beraspek Multikultural Untuk Meningkatkan Apresiasi Keberagaman Siswa Dalam Pembelajaran IPS di SMPN 2 Jati Kudus

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
ANDHIKA FITRIANTO
Keyword(s):  
Social Studies ◽  
Social Science ◽  
Teaching And Learning ◽  
Attitude Scale ◽  
Social Dimension ◽  
Student Diversity ◽  
Average Score ◽  
Student Opinions ◽  
Study Approach ◽  
The Social

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="508"><p class="Abstrakabstract">The purpose of the research is to describe the facts that causing lack of student diversity appreciation at SMPN 2 Jati Kudus. The next is to clarify that Social Science learning activities using synopsis media with multiculturalism aspect efectively to improve student diversity appreciation at SMPN 2 Jati. The research design used in this study is a qualitative research with a case study approach . Subjects researched are relatively limited , focus of research concerning variable and very broad social dimension because it involves students at once psychological dimensions that are influenced by social and civic life. Implementation of this strategy was observed in the social studies class IX with a synopsis media with multiculturalism aspect. Phenomena analyzed classes ranging from: syllabus, lesson plans, preparation of teaching materials or the use of media to arouse the interest of students to understand the concepts of multiculturalism. Students are also given a set of questionnaire contains an attitude scale that contains student opinions about the diversity of ethnicity, religion in the school and the outside. The data were obtained as follows : the causing factor of a lack of student diversity appreciation at the school because the quality of teaching and learning in these schools. The major factor is the weakness of quality and quantity of social studies teachers.  in addition to the surrounding community socio-economic factors behind most impoverished immigrant population. After learning social science with Media Synopsis students begin to understand what is the meaning of the multiculturalism concepts. Students want to hangout and work in group with no barriers of differences culture. When evaluation the results are satisfactory, an average score of 78.6, which means obtaining complete and almost students familiar of multicultural concepts.</p></td></tr></tbody></table>

scholarly journals HUBUNGAN KOMPETENSI SOSIAL GURU KELAS TERHADAP PENANAMAN PENDIDIKAN KARAKTER SISWA DI SEKOLAH DASAR

2019 ◽  
Vol 3 (6) ◽  
pp. 1226
Author(s):  
Maslan Maslan
Keyword(s):  
Social Competence ◽  
Character Education ◽  
Average Score ◽  
School Students ◽  
Average Value ◽  
The Social ◽  
Qualitative Descriptive ◽  
Field Notes ◽  
Relationship Of

Teachers play a very important role in improving the quality of education. Therefore, professional teachers are required to always improve their competence, one of them is social competence. Learning will not run well and effectively if the teacher is not able to develop social competence. The purpose of this study is to describe and find out the relationship of teacher social competence in inculcating student character education. This research was carried out at SD Negeri 014 Pulau Rengas. This type of research is a qualitative descriptive. Methods of data collection using questionnaires, interviews, field notes. The results showed that the social competence of teachers obtained an average score of 90% in the excellent category and the assessment of students' character education planting had an average value of 85% in the very good category. The results of the study prove the teacher's social competence is very important in instilling character education in elementary school students 014 Pulau Rengas

scholarly journals ANALYSIS OF SCIENCE MATERIALS SOCIALIN MI/SD, CONFORMITY OF CHARATERISTICS, HOTS, AND 4C

2021 ◽  
Vol 5 (1) ◽  
pp. 49-60
Author(s):  
Yuliananingsih Yuliananingsih
Keyword(s):  
Social Studies ◽  
Character Education ◽  
Financial Literacy ◽  
Learning Goals ◽  
Content Standards ◽  
Teaching Material ◽  
Ministry Of Education ◽  
Teaching Materials ◽  
Development Of Students ◽  
Class Iv

Abstract: Teaching material is an important learning element, it gets the attention of the teacher so that students can learn the things needed to achieve learning goals. This analysis aims to determine the suitability of class IV thematic textbooks with the Ministry of Education and Culture regulation Number 21 of 2016, the scope of social studies material. The suitability of textbooks with the characteristics of students and the literacy contained therein. The results of the analysis show: 1) Based on the content standards contained in the Regulation of the Minister of Education and Culture Number 21 of 2016, Class IV Thematic textbooks published by the Ministry of Education and Culture have met the predetermined standards. 2) it is in accordance with the development of students both in terms of material presentation, writing and image portions in the textbook. 3) there is no HOTS in the whole learning theme. 4) and there is financial literacy, culture and citizenship and character education. Keywords: Teaching materials, thematic textbooks, social studies material.

scholarly journals THE DEVELOPMENT OF INDONESIAN LANGUAGE TEACHING MATERIALS BASED ON KNOWLEDGE INTEGRATION IN ISLAMIC HIGHER EDUCATION

2019 ◽  
Vol 12 (2) ◽  
pp. 165
Author(s):  
Rahmiati Rahmiati ◽  
Azhar Arsyad ◽  
Muhammad Yaumi ◽  
Nur Asik ◽  
Muhammad Nur Akbar Rasyid
Keyword(s):  
Higher Education ◽  
Research And Development ◽  
Knowledge Integration ◽  
Language Teaching ◽  
Average Score ◽  
Teaching Materials ◽  
Reading Materials ◽  
Large Groups

The Development of Indonesian Language Teaching Materials Based on Know-ledge Integration in Islamic Higher Education. This study aims at describing: (1) the reality and the needs for materials oriented towards knowledge integration, (2) the prototype and evaluation of the developed teaching materials. This is a Research and Development undertaken in UIN Alauddin Makassar involving 138 students, five lecturers, and two expert validators. The results show the currently used materials is not based on knowledge integration. Integration have been undertaken in the developed materials by including related verses or hadith, raising Islamic themes as reading materials and examples. The developed materials were evaluated by expert validators both content and design with the average score of 3.91 and 3.93 respectively and categorized as very good. The gain index for small and large groups is 0.71 and 0.72 respectively and categorized as high.

scholarly journals CHARACTER EDUCATION INTEGRATION IN SOCIAL STUDIES LEARNING

2018 ◽  
Vol 12 (2) ◽  
pp. 392 ◽  
Author(s):  
Leo Agung
Keyword(s):  
High School ◽  
Drug Abuse ◽  
Social Studies ◽  
Character Education ◽  
Junior High School ◽  
Junior High ◽  
Identity Crisis ◽  
The Social ◽  
Sex Crime

Recently many violent and moral degradations occurred in Indonesia have affected most of the youth. The moral degradation symptoms are indicated by the increase of drug abuse, free sex, crime, violent act, and many other disrespectful behaviors. The source of this multidimensional crisis and the nation’s downturn is the identity crisis and the failure in developing the nation’s character education. The IPS (the social studies) lesson is, in fact, aimed at improving the personal, social, and intellectual competences. Therefore, it is the time to integrate the character education with the school’s lessons, particularly in the social studies or IPS in the level of junior high school. In this case, the lesson is expected to be a tool and opportunity for students to develop various good characteristics such as religious, honest, integrited, tolerant, discipline, independent, hard worker, creative, patriotic, and friendly qualities.

The Frequency and Placement of Main Ideas in Children's Social Studies Textbooks: A Modified Replication of Braddock's Research on Topic Sentences

1984 ◽  
Vol 16 (1) ◽  
pp. 27-40 ◽  
Author(s):  
James F. Baumann ◽  
Judith K. Serra
Keyword(s):  
Social Studies ◽  
Main Idea ◽  
Eighth Grade ◽  
The Social ◽  
Reading Materials ◽  
Social Studies Textbooks ◽  
Expository Prose ◽  
Main Ideas

Braddock (1974) evaluated adult, expository reading materials for the frequency and placement of topic sentences (main ideas). Results indicated that relatively infrequently were main ideas directly stated in expository prose, and that paragraphs opened with a simple topic sentence only 13% of the time. This study was a modified replication of Braddock's research in which second-, fourth-, sixth-, and eighth-grade social studies textbooks were examined for the presence of explicit and implicit main ideas in paragraphs and short passages. Results were generally consistent with Braddock's findings on topic sentences: only 27% of all short passages that were examined in the social studies textbooks contained explicit passage main ideas; only 44% of all paragraphs contained explicit main ideas; and only 27% of all paragraphs opened with a directly-stated main idea. Implications for teachers, publishers, and reading researchers are discussed.

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