Email this article 
Character Based Reflective Picture Storybook: Improving Student’s Social Self-Concept in Elementary School
Suhardi Suhardi, Yogyakarta State University
Endah Sri Susilaningrum, Yogyakarta State University
Rohmatul Ummah, Yogyakarta State University
Maylina Purwatiningtyas, Yogyakarta State University
Prabantara Esti Wijayanti, Yogyakarta State University
Abstract
MEDIA REFLECTIVE PICTURE STORYBOOK BERBASIS NILAI-NILAI KARAKTER: UNTUK MENINGKATKAN KONSEP DIRI SOSIALSISWA SD
Abstrak: Penelitian bertujuan: 1) menghasilkan media reflective picture storybookberbasis nilai-nilai karakter yang layak untuk meningkatkan konsep diri sosial siswa, dan 2) mengetahui keefektifan media dalam meningkatkan konsep diri sosial siswa. Metode penelitian menggunakan R&D yang mengacu pada 10 langkah pengembangan Borg & Gall.Subjek uji coba adalah siswa kelas V SD se-Kabupaten Bantul.Teknik pengumpulan data menggunakan wawancara, self-report, skala, dan observasi. Teknik analisis data menggunakan analisis deskriptif, manova, dan uji t.Hasil penelitian menunjukkan: 1) media yang dikembangkan telah memenuhi kriteria kelayakan berdasarkan validasi ahli media dan ahli materi, serta respons guru dan siswa dengan kategori sangat baik; 2) media yang dikembangkan efektif untuk meningkatkan konsep diri sosial siswa. Konsep diri sosial meningkat secara signifikan berdasarkan uji t pada taraf signifikansi 0.05, yang hasilnya 0.000 < α = 0.05). Melalui media yang dikembangkan, siswa dapat menginternalisasi nilai-nilai karakter dengan menyenangkan dan menambah wawasan berinteraksi dengan orang lain.
Kata Kunci: mediareflective picture storybook berbasis nilai-nilai karakter, konsep diri sosial
Keywords
Full Text:
PDFReferences
REFERENCES Bakhurst & Sypnowich. (1995). The social self. London: SAGE Publications Ltd. Berman, S. (1990). Educating for social responsibility. Service Learning, General, 43, 75-80. Borg, W.R. & Gall, M.D. (1983). Educational research. New York: Longman Inc. Colwell, C. (2013). Children’s storybooks in the elementary music classroom: a description of their use by orff-schulwerk teachers. Journal Music Therapy & Special Music Education, 5(2). 174-187. Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275. DeWall, C.N. & Bushman, B.J. (2011). Social acceptance and rejection: The sweet and the bitter. Current Directions in Psychological Science, 20(4), 256–260. Fadjrie Kurnia Bella Ibnu. (2015). Perancangan animasi cerita inspiratif sebagai media pembentukan konsep diri untuk anak usia 3-5 tahun. Tesis, tidak diterbitkan. UNIKASoegijapranata. Fernández-Zabala, A., Rodríguez-Fernández, A., & Goñi, A. (2016). The structure of the social self-cconcept (ssc) questionnaire. Anales de Psicología, 32(1), 199-205. Fitts, W.H. (1971). The self concept and self actualization. Los Angeles, California: Western Psychological Services. Gillespie, A. (2005). Becoming other from social interaction to self-reflection. London: Information Age Publishing, Inc. Harisson J. & Dymoke S. (2009). Reflective teaching and learning; a guide to professional issues for beginning secondary teachers. London: Sage. Huck, C.S., Hepler, S., & Hickman, J. (1987). Children’s literature in the elementary school. New York: Holt, Rinehart, and Winston. Kemp, J.E. & Dayton, D.K. (1985). Planning and producing instructional media (Fifth ed.). New York: Harper & Row Publishers, Inc. Laryea, J., Saani, A., & Brew, A. (2014). Influence of students self-concept on their academic performance in the elmina township. European Journal of Research and Reflection in Educational Sciences. 2(4), 1-10. Lukens, R. J. (1999). A critical handbook of children’s literature (Sixth ed.). New York: Addison-Wesley Educational Publishers, Inc. Mitchell, D. (2003). Children’s literature, an invitation to the world. Boston: Ablongman. Mourao, S. (2016). Picturebooks in the primary efl classroom: authentic literature for an authentic response. CLELE Journal, 4(1), 25-43. Nurgiyantoro, B. (2013). Sastra anak: Pengantar pemahaman dunia anak. Yogyakarta: Gadjah Mada University Press. Richter, T. & Calio F. (2014). Stories can influence the self-concept. Social Influence, 9( 3), 172–188. Santrock, J.W. (2011). Educational psychology (Fifth ed.). New York: The McGraw-Hill Companies, Inc. Semrud-Clikeman, M. (2007). Social competence in children. New York, PA: Springer Science & Business Media. Shambaugh, N. N. & Magliaro, S. G. (2006). Instructional design; a systematic approach for reflective practice. Boston: Pearson Education, Ltd. Stump, K., et.al. (2009). Theories of social competence from the top-down to the bottom-up: A case for considering foundational human needs. Lawrence: University of Kansas. Sukardjo. (2006). Collection of learning evaluation materials. Yogyakarta: UNY. Tompkins, G.E. & Hoskisson, K. (1995). Language arts: Content and teaching strategies (3rd ed.). Englewood Cliffs, New Jersey: Prentice-Hall, Inc. Turan, F. & Ulutas, I. (2016). Using Storybooks as a Character Education Tools. Journal of Education and Practice, 7(15), 169-176. Zaky, E. A. (2016). Once upon a time, we were all little kids too ! Influence of cartoon on children‟s behavior; is it just a world of fantasy or a nightmare? International Journal of Science and Research, 5(5), 1296-1298. Zuchdi, D., Prasetya, Z.K., & Masruri, M.S. (2010). The development of character education model integrated in learning subjects in elementary school. Cakrawala Pendidikan, 1(3), 1-12.
DOI: https://doi.org/10.21831/cp.v36i3.15860
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
