THE MODEL OF RELIGION-BASED CHARACTER EDUCATION (MULTI-SITE INTEGRATED ISLAMIC PAUD SABILAL MUHTADAIN AND PAUD ISLAM MAWADDAH BANJARMASIN, INDONESIA)

This study uses a qualitative method with multi-site design, aims to find out and describe the religious-based character education model, the implementation strategy used, the attitude values implemented and the supporting factors and constraints faced in the implementation of religious-based character education in Islamic PAUD Integrated Sabilal Muhtadin and PAUD Islam Mawaddah in Banjarmasin. From this study, it is known that the foundation used by both schools is the Qur'an, Sunnah and Pancasila which aims to form personal students who are faithful and devoted to Allah SWT and have a character that is in accordance with the teachings of Islam. Educators, students, organizations (foundations, heads of PAUD, and employees), curriculum and role of parents are important elements in the success of the learning process. Religious-based character education is carried out in daily and extra learning programs with assignment, direction, exemplary, environmental conditioning and habituation methods. Character values are implemented, namely respect (polite and friendly), honest, quality, clean and healthy, affection, patience, gratitude, sincerity, discipline, responsibility, khusyu, diligent (clever, hard work, endeavor, thorough), positive thinking, friendly, humble, Qanaah (simplicity, frugality), taqwa, istiqomah, cooperation, friendship and struggle. Parental support, quality teachers, environment (infrastructure), and partnerships are supporting factors, while parents who are less supportive and the condition of children are obstacles to the process of religious-based character education.  Article visualizations

MENINGKATKAN AKTIVITAS, KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR MENGGUNAKAN MODEL BESTARI PADA SISWA SEKOLAH DASAR

ABSTRACT This research identifies the problem of low activity, critical thinking skills, and student learning outcomes in Civics lessons, the reasons are one-way learning methods, lack of critical thinking stimulation, and meaningless learning. To overcome this problem, the BESTARI learning model was applied. The purpose of this study is to describe teacher activities and analyse student activities, critical thinking skills, and student learning outcomes. The research used a qualitative approach with the Classroom Action Research (PTK) method conducted in four meetings at SDN Pemurus Luar 1 with the subject of 22 students of class VB in the 2023/2024 school year. Data were collected through observations of teacher and student activities and critical thinking skills, as well as written tests to assess student learning outcomes. Data analysis was carried out descriptively with crosstable. The results showed that teacher activity was rated ‘Very Good’ in each meeting, student activity increased from 41% to 91%, students\u27 critical thinking skills increased from 36% to 86%, and the completeness of student learning outcomes increased from 41% to 91%. In conclusion, the BESTARI learning model is effective in improving student activity, critical thinking skills, and learning outcomes. This study recommends that teachers, principals, and other researchers consider the BESTARI model to improve Civics learning. Keywords: Activity, Critical Thinking Skills, Learning Outcomes, BESTARI ABSTRAK Penelitian ini mengidentifikasi masalah rendahnya aktivitas, keterampilan berpikir kritis, dan hasil belajar siswa dalam pelajaran PPKn, sebabnya ialah metode pembelajaran satu arah, kurangnya stimulasi berpikir kritis, dan pembelajaran yang tidak bermakna. Untuk mengatasi masalah ini, model pembelajaran BESTARI diterapkan. Tujuan penelitian ini adalah mendeskripsikan aktivitas guru serta menganalisis aktivitas siswa, keterampilan berpikir kritis, dan hasil belajar siswa. Penelitian menggunakan pendekatan kualitatif dengan metode Penelitian Tindakan Kelas (PTK) yang dilakukan dalam empat pertemuan di SDN Pemurus Luar 1 dengan subjek 22 siswa kelas VB pada tahun ajaran 2023/2024. Data dikumpulkan melalui observasi aktivitas guru dan siswa serta keterampilan berpikir kritis, serta tes tertulis untuk menilai hasil belajar siswa. Analisis data dilakukan secara deskriptif dengan crosstable. Hasil penelitian menunjukkan bahwa aktivitas guru dinilai “Sangat Baik” di setiap pertemuan, aktivitas siswa meningkat dari 41% menjadi 91%, keterampilan berpikir kritis siswa meningkat dari 36% menjadi 86%, dan ketuntasan hasil belajar siswa meningkat dari 41% menjadi 91%. Kesimpulannya, model pembelajaran BESTARI efektif dalam meningkatkan aktivitas siswa, keterampilan berpikir kritis, dan hasil belajar. Penelitian ini merekomendasikan agar guru, kepala sekolah, dan peneliti lain mempertimbangkan model BESTARI untuk meningkatkan pembelajaran PPKn. Kata Kunci: Aktivitas, Keterampilan Berpikir Kritis, Hasil Belajar, BESTAR

Meningkatkan Aktivitas, Motivasi, dan Hasil Belajar Siswa pada Muatan IPA Menggunakan Model PROBECO pada Siswa Kelas V SDN Alalak Selatan 1 Banjarmasin

Pendidikan merupakan salah satu hal yang dibutuhkan oleh manusia untuk mempersiapkan diri menata masa depan yang lebih baik. Tujuan penulisan ini adalah menganalisis terkait dengan peningkatan aktivitas, motivasi, dan hasil belajar siswa pada muatan IPA dengan menggunakan model PROBECO pada siswa kelas V SDN Alalak Selatan 1 Banjarmasin. Jenis penelitian yang digunakan ialah Penelitian Tindakan Kelas. Simpulan yang diambil berdasarkan paparan diatas ialah penggunaan model PROBECO pada pembelajaran IPA kelas V di SDN Alalak Selatan 1 dapat meningkatkan aktivitas guru dengan pencapaian kriteria yang sangat baik, meningkatkan aktivitas siswa menjadi kriteria yang sangat aktif, motivasi belajar dari siswa mengalami peningkatan dengan kriteria kualifikasi sangat tinggi, serta hasil belajar siswa pada mapel IPA mengalami ketuntasan belajar

Fine Motor Development for Children Aged 4-6 Years by Using Woven Products in Kampung Purun

One of the aspects of child development is fine motor skills. Children's fine motor skills are essential to be stimulated from an early age. Fine motor skills can be trained by using learning media so that learning becomes more fun. This research aims to describe the children's fine motor development aged 4-6 years using woven media in Kampung Purun. This research uses a qualitative approach. Data collecting by interviews, observation, and documentation. Data analysis through the reduction stage, presentation, and conclusion and it’s verified. The research results explain that purun woven product media coloring activities can improve children's fine motor skills aged 4-6 years.  . Implications for children's fine motor development are : 1) train in writing preparation, 2) stimulate the development of social, emotional, and artistic aspects, 3) train children's creativity so that children become creative and dare to try. 4) train children to think logically in relation to the ability to count. This research makes it easier for PAUD teachers to use woven products as learning media for early childhood in helping develop their fine motor skills

DEVELOPMENT OF FLOOD DISASTER MITIGATION LEARNING MODEL IN EARLY CHILDHOOD EDUCATION

This study aims to develop a learning model for flood disaster mitigation in Early Childhood. The research method used is the Research and Development (RD) method. The research was carried out in several stages. The first stage, conducting a preliminary study and needs analysis (early data collection); the second stage, planning; The third stage, the development of the draft product in this case the Daily Lesson Plan development flood disaster mitigation, the fourth stage is the validation and trial stage. Based on research results, it was found that the development of the flood disaster mitigation learning model met the valid criteria of 3.50, 98% effective and practical test of 3.9 in learning flood disaster mitigation in early childhood. Thus, it can be concluded that the flood disaster mitigation model can be used for learning activities to introduce the concept of science and the concept of environmental care in Early Childhood, especially for children aged 4-6 years. The finding or novelty element in this study is the design of the flood disaster mitigation learning model is easier for children to understand, because the implementation of the model has been adapted to the characteristics and uses learning methods and approaches that are appropriate to the stages of development based on age levels

Pelatihan Pemanfaatan Barang Bekas sebagai Media Pembelajaran di Taman Kanak-Kanak

The problem in this community service activity is the use of learning media that is less varied. This is because most teachers are less creative in utilizing the objects around them as innovative learning media. Therefore, the solution used to overcome this problem is to carry out workshops on using used goods as learning media in Kindergarten. This activity aims to provide insight and skills to teachers at partner schools to use used materials around them in exciting learning media. This Community Service activity was conducted at the Pembina State Kindergarten, East Banjarmasin District, Banjarmasin City. The method used in this activity is a lecture, demonstration, and question and answer method. All teachers in the school participated in this activity. This training activity results in teachers gaining knowledge and skills in utilizing used goods in the surrounding environment in exciting and innovative learning media