PENINGKATAN KARAKTER KEMANDIRIAN SISWA MELALUI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK STORYTELLING PADA SISWA KELAS I DI SDN SIDOMUKTI III
| Main Author: | Wardani, Riska Ayu |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/39485/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/39485/2/BAB%20I.pdf http://eprints.umm.ac.id/39485/3/BAB%20II.pdf http://eprints.umm.ac.id/39485/4/BAB%20III.pdf http://eprints.umm.ac.id/39485/5/BAB%20IV.pdf http://eprints.umm.ac.id/39485/6/BAB%20V.pdf http://eprints.umm.ac.id/39485/7/LAMPIRAN.pdf http://eprints.umm.ac.id/39485/ |
Daftar Isi:
- Based on the preliminary study the researcher have conducted at SDN Sidomukti III, the grade 1 students tend to have less independence character. Therefore, the means of improving students’ independence character is necessarily required, one of those is through group guidance treatment by using storytelling technique. This research aims at knowing (1) the implementation of group guidance treatment by using storytelling technique in the grade I students at 1 SDN Sidomukti III, and (2) the improvement of students’ independence character after the group guidance treatment by using storytelling technique enforcement. This research used qualitative research as the research approach and classroom action research (CAR) as the research type. The subject of this research was thirteen (13) participants of grade I students at SDN Sidomukti III. The research was conducted in January 2018 within two stages; pre-action stage and action stage. The pre-action stage was organized by collecting data related to the group guidance treatment performed by the teacher and the researcher’s observation on students’ character at school. Meanwhile, the action stage was conducted within two cycles that consist of three meetings at each. The result of the study shows that (1) the implementation of group guidance treatment by using storytelling technique is performed optimally which represents by the RPLBK enactment, performed by the model teacher. (2) the group guidance treatment by using storytelling technique can improve independence character of grade I students at SDN Sidomukti III. It can be seen through the independence level of thirteen participants which were having less independence character on the pre-action stage, significantly showed some improvements on the cycle 2, resulting zero participant indicated to be having less independence character. The group guidance treatment by using storytelling technique is proposed to be implemented as reference in improving the characters of elementary students as well as developing the techniques of other group guidance treatment that can support the successful of students’ character building.