ANALISIS PENGUATAN PENDIDIKAN KARAKTER INTEGRITAS SUB NILAI KEJUJURAN MELALUI PEMBELAJARAN TEMATIK PADA SISWA KELAS IV SDN SIDOKATON JOMBANG
| Main Author: | Ekawati, Felisia Nor |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/47036/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/47036/2/BAB%20I.pdf http://eprints.umm.ac.id/47036/3/BAB%20II.pdf http://eprints.umm.ac.id/47036/4/BAB%20III.pdf http://eprints.umm.ac.id/47036/7/BAB%20IV.pdf http://eprints.umm.ac.id/47036/6/BAB%20V.pdf http://eprints.umm.ac.id/47036/8/LAMPIRAN.pdf http://eprints.umm.ac.id/47036/ |
Daftar Isi:
- The Character Education Reinforcement is a new government policy implemented in SDN Sidokaton Jombang. In SDN Sidokaton, the value of honesty is applied well at school. Moreover, the value of honesty also implemented through thematic learning continuously during the learning process. This research aims to describe : (1) the implementation of PPK integrity sub honesty value through thematic learning for fourth-grade students of SDN Sidokaton Jombang (2) obstacles that exist in implementing (3) Cope with the obstacles in implementing. This research used qualitative and descriptive research. Primary data source: headmaster, fourth-grade teacher as in charge, and 23 students of fourth-grade students in SDN Sidokaton Jombang. The research was conducted in February-March 2019. Data collection technique used were observation, interview, and documentation. Data analysis used were data collection, data reduction, data presentation, and conclusion. The validity of the data was checked by triangulation of data sources, technical triangulation, and member check. The result of the study shows (1) PPK (Penguatan Pendidikan Karakter or Character Education Reinforcement) integrity sub honesty value could be applied through thematic learning. It could be seen from the data collection technique which shows that the aspects of honesty character values could be applied during the learning process, taught indirectly, and has been implemented by students. (2) The obstacle faced in implementing PPK were students lack of understanding about the importance of integrity values, and the implementation of PPK in thematic learning was less optimal. (3) The solutions provided so far also have been able to overcome the existing obstacles in the implementation of PPK through thematic learning.