BUILDING CHARACTER OF STUDENT IN THE 21ST CENTURY BY LEARNING MATHEMATICS

Education is the main way to form character building all people in accordance with the constitution. At the time, education was done to form human becoming the full gold generation of Indonesian in the 21st century. History of education noted that education in Indonesian accordance with the philosophy of Ki Hajar Dewantara as Father of education in Indonesian. There are three philosoph that involve all people must know it. It is namely ing ngarso sung tulodo, ing madya mangun karso, and tut wuri handayani. Until now in the 21st century, it is still eminent. It is task in our country to build character in education of the 21st century. It includes five aspects. It is: building human intelligent and well attitude, priority to cooperation than individualism, organizing the literacy of mentality, thinking, feeling, and action, Priority of quality than quantity; and teaching conflict resolution. It is the fifth key of the success of education 21st century. It can be a part in education systems and can be taught by math teacher. It must be passed by the gold generation of Indonesian through education system. Learning mathematic is a part of education system to bring all students knowing development science and technology. Learning mathematic also make all students to critical thinking, consistency, and active. Accordingly, learning mathematic in school give students to build their knowledge, skill, and attitude be better than before

The correlation between Using Technology and Cross-Cultural Understanding of Well-Being within Educational System

This Research aimed to analyse the correlation between using technology and cross-cultural understanding of well-being within the educational system. This analysis will be concerned with two fundamental issues: the first, how using technology in the educational system changed cultural of human habit, the second what is the relation between using technology and cross-cultural understanding of well-being within the educational system. The method in this research used mix method. The result of this research had inform and giving comprehensive to analysis about the correlation between using technology and cross-cultural understanding of well-being within the educational system. It had three established, such as: (1) learning in globalisation were faced two challenge, the first about study perception and the second about ICT and its development had influenced human study. (2) learn in school began to involve using instructional media interactive. (3) globalisation era and using technology had connected to the cross-cultural understanding of well-being within the educational system. Based on that result known that it had the correlation between using technology and cross-cultural understanding of well-being within the educational system

Metode Problem Solving Dalam Pembelajaran Matematika Sebagai Bagian Dari Pembentukan Karakter

Pembelajaran matematika mengajarkan setiap orang untuk berfikir lebih logis dan realistis. Dunia matematika menjadi hal yang sangat indah untuk dijelajahi. Situasi ini menjadi perhatian para guru untuk mengajarkan matematika kepada siswa SD untuk berpikir dan bertindak secara logis dan konsisten. Ini dikarenakan usia siswa SD di dimulai antara 6-12 tahun. Taraf berfikir siswa SD ini tentunya masih dalam kategori operasional konkret yang segala sesuatunya harus sesuai dengan apa yang dilihat dan diamatinya dalam kehidupan sehari-hari. Oleh karena itu, pembelajaran matematika dengan metode problem solving menjadi salah satu bagian dalam menanamkan karakter yang logis dan konsisten terhadap siswa SD dalam berpikir, mengambil keputusan untuk bertindak. Karena di dalam metode problem solving yang dimulai dengan menganalisis masalah, membuat pola penyelesaian, menyelesaikan masalah dan mengecek kembali proses penyelesaian yang dilakukan akan membuat siswa secara tidak langsung menjadi lebih berhati-hati dalam bertindak. Kata kunci: pembelajaran matematika, metode problem solving, dan karakter siswa S

TRIK PEMBELAJARAN BANGUN DATAR SEGITIGA AGAR TAK TERLIHAT

Pembelajaran matematika di sekolah dasar yang terkesan abstrak dapat dibuat menjadi ses- uatu yang konkrit. Banyak cara yang dapat dilakukan oleh guru sekolah dasar untuk memberikan pemahaman kepada siswa terkait dengan materi pelajaran. Pembelajaran matematika di sekolah dasar merupakan mata pelajaran yang menyenangkan juga ditakuti oleh para siswa yang memiliki kelemahan dalam menghitung angka-angka yang sifatnya abstrak. Salah satu materi dalam pembe- lajaran matematika adalah materi bangun datar. Materi bangun datar yang pertama kali dipelajari di sekolah dasar adalah segitiga. Materi bangun datar segitiga merupakan materi yang menarik karena selain menampilkan bidang datar segitiga dengan berbagai jenis dan ukuran, siswa dapat langsung membedakan jenis segitiga melalui bentuk segitiga yang diamati. Segitiga juga memiliki ukuran yang dinyatakan dengan angka-angka. Angka-angka yang sifatnya abstrak ini akan mem- buat siswa takut dan bahkan tidak tertarik untuk mempelajari bangun datar. Olehnya itu, diper- lukan trik pembelajaran agar pembelajaran matematika materi bangun datar segitiga tidak terlihat abstrak, sehingga siswa tertarik dan memiliki kesan dalam mempelajari matematika. Hal ini akan membuat retensi pemahaman siswa terhadap materi pelajaran dapat bertahan lebih lama. Kata kunci: trik pembelajaran segitiga di S

The Evaluation Inclusive Education Program Based Pancasila Values in Giwangan Elementary School Yogyakarta

This research is educational research and development. The aim is developing an evaluation instrument that implementation inclusive education based on the values of Pancasila in elementary school. The research target is to get the evaluation instrument for inclusion school so that the known effectiveness of inclusive education based on the values of Pancasila in elementary school. Research methods have used research and development. Data collection techniques using an instrument. The object of research is the Giwangan elementary school. The results showed the steps used in developing the evaluation instrument of inclusive education program is analyzing needs, designing development, producing/developing evaluation instrument, to evaluate products, and do the final product testing and quality evaluation instrument of inclusive education program based on the values of Pancasila. Thus, this evaluation instrument can be used to conduct the evaluation in school which would program the inclusive educational based on the values of Pancasila, particularly on the first principle, second principle, and the fifth principle.     Keywords: The Inclusive Education and The Values of Pancasil

IMPLEMENTASI VISI MISI SEKOLAH DASAR MUHAMMADIYAH PULOKADANG YANG BERNAFASKAN ISLAM DALAM MEWUJUDKAN GENERASI EMAS INDONESIA

Tujuan penulisan artikel adalah untuk mendeskripsikan pelaksanaan visi misi sekolah dasar Muhammadiyah Pulokadang yang saat ini sedang mempersiapkan generasi emas Indonesia yang memiliki akidah yang sesuai dengan tuntunan Rasulullah SAW ...

Pedagogy teachers’ competence establishes students’ digital ethics: Case of educational modernization in Indonesia

This research aims to explore the competence of digital pedagogy of teachers towards the establishment of students’ digital ethics in the modernization of Indonesian education. This research uses the phenomenological approach to examine the essence of teachers' digital pedagogy competence. We collected the data using semi-structured interviews with five primary school teachers in Indonesia who have worked for more than three years. We chose the subjects based on their capability in guiding students in their routine. The results showed that the pedagogical teaching competence to establish the students’ digital ethics in education modernization are driven by some factors, namely: (1) the teachers have responsibility at work to self-actualize, (2) the teachers have high confidence to establish digital ethic in education modernization, and (3) the teachers use research and spiritual approaches to change the students’ ethics in education modernization. These three factors ultimately encourage teachers to establish digital ethics in education modernization. Therefore, it is important to establish the policy regarding the pedagogy digital competence. Furthermore, teachers can also take advantage of these findings by maximizing antecedent factors to increase digital pedagogy competence at work