Humor Cartoon-Based Integrated Thematic Learning Model for Character Education in Elementary School

Adolescent moral crisis that occurred today in Indonesia has caused tremendous concern to the sustainability of human future development. The government decided to design and implement a new curriculum in 2013 which is more oriented character education in the learning process. Development ofan integrated thematic learning model based humor cartoon aims to produce an effective learning model, innovative and fun for students to improve the quality ofcharacter education in elementary schools. This study uses a model development AIDM (Alternative Instructional Design Models) with the subject and location in SD 08 Surau Gadang, Nanggalo, Padang - Indonesia. Data were collected by interview; observation and documentation were analyzed with descriptive quantitative and qualitative techniques.  After going through the process of designing, development and evaluation by expert validation of this model had a good degree of validity.  Based on initial implementation stated that some modeling exercises and character education in schools conducted by using images of humor cartoon as a medium that shows an excellent level of practicality. The effectiveness ofthe product revealed that this model shows some character values are the discipline of time, care for the environment and honesty; had given good results

Improving Skills of Candidate Teachers of Children with Visual Impairment as Sighted Guide

This study aims to improve the skills of candidate teachers of children with visual impairment as a sighted guide/companionfor blind peoplethrough training and mentoring. The subjects of this study were the students of the Department of Special Education of Faculty Education Yogyakarta State University that takes concentration education of children with visual impairment.Data analysis using descriptive analysis. The results showed that the training and mentoring is proven to improve skills of candidate teachers ofchildren with visual impairmentas a sighted guide/companion for blind people have done with two cycles of action. Results cycle 1 of actions undertaken by the practice as a sighted guide/companion for blind people accompanied by a pre-test as a baseline, seven candidate teachers of children  with visual impairment  cumulatively reached an average score of 2.47 and a post-test achieving an average score of 3.24; 31.17% have been able to improve the skills of the sevencandidate teachers of children with visual impairment as a sighted guide/companion for blind people. The results of the actions undertaken by cycle 2 had done with exercises and mentoring as a sighted guide/companion to look out for blind people , the seventh  candidates teacher of children with visual impairment cumulatively reached an average score of 3.24 increased 29.63% to an average score of 4.2 with a good rating and has exceeded the target minimum standard score/weight percentage value of 3.5 or better stated, reaching 76%, but has not reached the predicate is very good because it has not reached a score of> 4.2 to 5.0 or 86% -100%, so it has reached the target action and not there needs to be action cycle 3

Character Education Strategy Through Integrated Islamic Religious Education In Junior High Schools In Banyumas Regency

Purpose: Shaping the students’ morality and virtous character is one of the objectives of education. Character  education as an aspect that enriches religious education is aimed atdeveloping students’ values, attitudes, and behaviors  which reflects virtous morality. This is in accordance with the most essential objective of Islamic religious education that is to educatestudents with noble and perfect character as the soul of the Islamic religious education is thecharacter education.Method: This is a descriptive qulitative research which aims at describing the integration of religious Islamic education with other school subjects, school cutlture, and extracurricular activities. Observation, interview, questionnaires, as well as documentation were used in the research.Findings: The result of the research showed that positive values, attitudes, and behaviors, such as honesty, hospitality, trustworthiness, optimism, as well as avoiding negative behaviors, such as lying, lavishness, and enviousness, were parts of the characters covered in the religious education. In addition, the teaching learning process should be supported by the environmental factors to achieve its goal. The environmental factors could include the school culture as well as extracurricular activities. When the moral values in the religious education were integrated with other school subjects, school culture, and supporting extracurricular activities, the students virtous characters and attitudes would be positively affected. Islamic Religous Education (PAI)as one of the subjects taught at schools have similarities with Civic Education (PKn). The similarities could be described with the character values aimed to achieve.Several  religious values in the Islamic religious education are praying before and after lesson, showing tolerance to believers of other religions, respecting others doing religious activities, praying for sick friends. Meanwhile, the religious character covered in the civic education, among others, are smiling, greeting, being polite, praying, praying for sick friends, showing tolerance, and doing religious activities well.The integrated model allowed students to learn the knowledge and skills wholistically. Hence, the teaching and learning process would be more meaningful for the students. Beside the integration of the religious education with the civic education, the shaping of values at school relied heavily on the school cultures, and school activities as a media to shape personal values, both in term of religiosity as well as nationalism

Nyantrik Learning Model in the Field Experience Practice Program for The Bachelor (S-1) Workforce Education Institutions

Objective: The objectives of this research are to develop Nyantrik learning model in the Field Experience Practice Program for the bachelor (S-1) Workforce EducationInstitutions, and to investigate the effectiveness of the Nyantrik learning model.Method: This research was conducted at Teacher Training Institutions in the regions of Ngawi Residency, East Java, Indonesia. It used the research & development method with the following phases: preliminary studies (library research, field survey, product drafting), development (limited experiment and field experiment), and testing (pre-test, treatment, and post-test).Result: The results of the research are as follows: 1) Nyantrik  learning model is a learning model which is used in the Field Experience Practice Program for the bachelor (S-1) students of the Teacher Training Institutions with the process of teacher competency transformation through imitation, identification, and internalization of the competencies owned by the mentor teachers. The teacher competency transformation is done by applying the teaching proposed by Ki Hajar Dewantara that is tut wuri handayani (supporting from the back), ing madya mangun karsa (building spirit in the middle), and ing ngarsa sung tulada (setting an example in the front) in formal and informal Nyantrik situations. 2) The results of the learning model effectiveness test are as follows: a) The teacher competency transformation through imitation, identification, and internalization can take place well; b) the application of the teaching of Ing ngarsa sung tuladha, ing madya mangun karsa, and tut wuri handayani can form the teacher competencies maximally; and c) the blend between the formal Nyantrik  and the informal Nyantrik  can create a harmonious mentoring from the mentor teachers to the students doing the Field Experience Practice Program including the implementation of periodical workshops, which can form  the teacher competencies maximally, namely: their pedagogical, professional, personal, and social competencies. d) Nyantrik Learning Model is better and more effective than the Apprenticeship Learning Model.Conclusion: Based on the results of the research, a conclusion is drawn that the Nyantrik learning model is very effective to be applied in the Field Experience Practice Program as to form the teacher competencies of the bachelor (S-1) Workforce Education Institutions

The Development of the Story-Based Moral Value Learning Model at Islamic Senior Secondary Schools

The objective of this research is to develop the story-based moral value learning model for the students of Islamic Senior Secondary Schools. The story-based learning model is expected to help the teachers and the students to deal with the problem(s) in the moral value learning in terms of concept, activity, and evaluation. The story-based learning model can create a productive and effective learning. This research used the research and development (R&D) procedures, comprising: (1) study-exploration phase, held through observation, in-depth interview, and documentation; (2) model development phase, carried out through validation testing by practitioners and experts’ judgments, model revision, and limited and extended trials, and (3) effectiveness testing phase. This research was conducted at State Islamic Senior Secondary Schools and Private Islamic Senior Secondary Schools in Banyumas regency during even and odd semesters 2012-2013. The data of the research were gathered through test, questionnaire, and observation. The data of the research were analyzed by using the quantitative technique of analysis (difference/t test) and the percentage description reflectively. The result of the analysis shows that the competency standard, indicator, strategy, media/source, and evaluation of the moral value learning stated in the syllabus have not reflected the ideal moral value learning concept. In addition, the learning process is very much oriented to cognitive domain. Therefore, the teachers are very much in need of a learning model which can create and encourage the learning motivation and activeness of students in the class and which is effective to reach its objectives.  The findings show that the story-based learning model is very valid and feasible to be a moral value learning model. The effectiveness testing shows that the story-based learning model is able to create a quality learning process and to improve the moral value of students. The response and observation of students also indicate that the teachers and students like the story-based learning model very much. Therefore, the story-based learning model is very suitable to be used in the moral value learning

Project Based- Learning in Teachers’ Perspectives

This study was conducted to determine the teacher 's perspective of project -based learning in Special Region of Yogyakarta. This study is a qualitative research. It describes the teachers’ perceptions on project based learning.The data was taken from the sample of 34 teachers through observation, interviews and questionnaires. The perspective of teachers of the learning experience planning constraints on the determination of teaching material according to curriculum implemented using project based learning. In the implementation of the teachers had difficulty in terms of time as project based learning takes a long time, and others feared to disturb the learning process. In terms of assessment, teachers have difficulty doing authentic assessment in the learning process and learning outcomes, especially in the realm of attitudes and skills.The project based learning can improve students' skills in integrating the achievement of competence in the areas of attitude, knowledge, and skills, but requires the readiness of teachers in the planning and control of the time so that the learning can be done well, and students can attain competency knowledge

Value-Based Education Model to Build Students of Inclusive Elementary School’s Character

This research is aimed at developing value learning model to build students’ character in elementary schools that conduct inclusion model. This research used R & D (Research & Development) approach and was conducted in two stages. The first stage was a base line study to find out what was needed in value education in schools that conduct inclusive education (need assessment). Based on the assessment, a module was then drafted. After that, the draft was examined regarding its feasibility through a focused-group discussion and a small-scale tryout to an elementary school that conduct inclusive education. The result of this stage was a module draft which was used as a value learning model through story-telling and games. This model was set within seven (7) themes and was integrated to subjects taught in the elementary schools that conduct inclusive education

Self-Evaluation Model Management Inclusive Education in Primary School District Bantul Yogyakarta

The research aims to find out the Self-Evaluation Model Management Inclusive Education in Elementary School Bantul Yogyakarta. Variables that will be revealed include: institutional, learning curriculum and evaluation, workforce, student affairs, infrastructure, and financing. Subjects were teachers, principals and committee inclusive education in primary school Bantul district. The total population was all Inclusive Elementary Schools located in Bantul district consisting both public and private elementary Inclusive schools.Type of evaluation research was the survey held in April-October 2013. The technique of collecting data included questionnaires: interview, observation, and documentation. Data analysis technique used integrated or simultaneous quantitative and qualitative descriptive approach.The results of the study revealed clearly and operational condition of the success of inclusive elementary schools, indicated by: (1) institutional, (2) curriculum, (3) staffing, (4) student, (5) infrastructure, and (6) financing, implementation and management success Inclusive Elementary School Principal in Bantul Yogyakarta

The Audio Medium Model of Character Education (Mapk) in Increasing The Discipline Attitude of Elementary School’s Students

This research aims to uncover and describe about the effectiveness of the audio medium of character education in increasing the discipline of attitude in elementary school students in high grade. This type of research is experimental research that takes place in Gunung kidul, Yogyakarta city, Indonesia. The target of research is the fifth grade students in elementary school which consisted of 30 students each class in ponjong II elementary school as the control school and ponjong IV elementary school as the experiment school. Data collected with instruments attitude. the collected data were analyzed by t-test statistical analysis. The research experimentally found out that learning character by utilizing audio medium character education can increase the discipline of students than in conventional learning with an average of 140, 7 and deviation standard 10,83 in control school Ponjong II elementary school and the average standard 6.75 and deviation standard  150,3 in Ponjong IV elementary school

The Effectiveness of Asserive Training to Increase the Communication Skills of High School Students in Surakarta

Purpose-Assertive communication skill is the ability to express feelings and thoughts clearly and honestly without offending others.Students’ behavior such as being afraid of disappointing others,  liked or accepted, or hurting someone else’s feeling make students difficult to express their thoughts and feelings. This research aims to enhance students' skills in assertive communication. Method-This research applied Research and Development approach.The sample of this study were of20 students of grade XI IPA 3 SMA Al Islam 1 Surakarta. The subjects wereselected purposively from 40 students with low average scores of assertive communication skills. Findings-From the results of pretest-posttest, the students' assertive communication skills improved. It was indicated by the results of quantitative analysis by Mann-Whitney U test showing the z values -2.981 and probability (p) 0.003 (α <0.05) and Wilcoxon T test showing the z values ​​-3.922 and probability (p) 0.000 (α <0.05). It meant that Assertivensess Training was effective to enhance students' assertive communication skills.   Keywords : Assertiveness Training, Assertive Communication Skill