PENGARUH SSP TEMATIK-INTEGRATIF TERHADAP KARAKTER DISIPLIN DAN TANGGUNG JAWAB SISWA KELAS III SD

An-Nisa Apriani, Muhammad Nur Wangid

Abstract


Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan SSP tematik-integratif  terha-dap: (1) penanaman karakter disiplin dan (2) tanggung jawab siswa kelas III  SD se-gugus 2 Kecamat-an Banguntapan. Jenis penelitian ini adalah quasi experiment dengan desain pretest-posttest control group design. Teknik analisis data yang digunakan adalah uji Anova satu jalur dengan taraf signifikansi 0,05. Penelitiaan ini menunjukkan hasil sebagai berikut. (1) SSP tematik-integratif berpengaruh signifikan terhadap penananaman karakter disiplin. Hasil uji Anova pada skor posttest karakter disiplin antara kelompok kontrol, eksperimen I, dan eksperimen II menunjukkan bahwa nilai F sebesar 18,173 dengan db 86 dan taraf signifikansi 0,00. Nilai signifikansi lebih kecil dari 0,05. (2) SSP tematik-integratif berpengaruh signifikan terhadap penanaman karakter tanggung jawab antara kelompok kontrol, eksperimen I, dan eksperimen II. Hasil uji Anova pada skor posttest karakter tanggung jawab menunjukkan bahwa nilai F sebesar 17,809  dengan db 86 dan taraf signifikansi 0,00. Nilai signifikansi lebih kecil dari 0,05. Data tersebut dapat disimpulkan bahwa SSP tematik-integratif berpengaruh positif dan signifikan terhadap penanaman karakter disiplin dan tanggung jawab siswa kelas III SD Se-Gugus 2 Kecamatan Banguntapan.

_________________________________________________________________________________________________________________________________________________

THE EFFECT OF THEMATIC-INTEGRATIVE SSP ON THE CHARACTERS OF DISCIPLINE AND RESPONSIBILITY OF YEAR III STUDENTS OF ESs

ABSTRACT

This research was aimed to find out the effect of thematic-integrative Subject Specific Pedagogy  in inculcating the character of (1) discipline and (2) responsibility of year III students of elementary schools in cluster 2 in Banguntapan Subdistrict. This research was a quasi-experiment with a pretest and posttest control group design. The data analysis technique used was Anova test with significance level of 0.05. The results of the research were (1) Thematic Integrative Subject Specific Pedagogy had a significant effect in inculcating character of discipline. The result of the Anova test on the post-test score of discipline character among the control group, the experimental I and II groups showed that the value of F was 18.173 with db 86 and significance level of 0.00. The significance level was less than 0.05. (2) Thematic Integrative Subject Specific Pedagogy  had a significant effect in inculcating character of responsibility among the control group, the experimental I and II groups. The result of the Anova test on the posttest score of the responsibility character showed that the value of F was 17.809 with db 86 and significance level of 0.00. The significance level was less than 0.05. Based on the data it could be concluded that there was a positive and significant effect of Thematic Integrative Subject Specific Pedagogy in inculcating characters of discipline and responsibility of year III students of elementary schools in cluster 2 in  Banguntapan Subdistrict.

Keywords: thematic integrative subject specific pedagogy, characters of discipline and responsibility.

Keywords


SSP tematik-integratif; karakter disiplin dan tanggung jawab

Full Text:

PDF

References


Bohlin, K.E. (2005). Teaching character education through literature awakening the moral emagination in secondary class-rooms. New York: RoutledgeFalmer.

Browne, A. (2009). Developing language and literacy 3-8. (3rd ed.). London: SAGE Publications Ltd.

Clemes, H.& Bean, R. (2001). Melatih anak bertanggung jawab. (Terjemahan Anton Adiwiyanto). New York: Penguin Putnam. (buku asli diterbitkan tahun 1978).

Crooks, R., L & Stein, J. (1991). Psychology science, behavior, and life: second edition. San Fransisco: Harcourt Brace Jovanovich

Drake, S.M. (2012). Creating standards based integrated curriculum: the commom core state standards edition. California. Corwin Press A sage Publication Company.

Hergenhahn, B. R. & Olson, M. H. (2012). Teori belajar edisi ketujuh. (Terjemahan Triwibowo). Jakarta: Kencana Prenada Media Group

Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. Bogor: Ghalia.

Howe, D., et all. (1991). Teaching young children using themes. United States of America: Good Years Book.

Joyce, B. & Weil, M. (1996). Models of teching fifth edition. Boston. Allyn and Bacon.

Kemdikbud. (2013). Peraturan Menteri pendidikan Nasional dan Kebudayaan RI No 67 Tahun 2013 tentang standar proses pendidikan dasar dan menengah.

Kemdiknas. (2009). Peraturan Menteri Pendidikan Nasional RI No 8 Tahun 2009, tentang Program Pendidikan Profesi Guru Prajabatan.

Koesoemo, A. D. (2007). Pendidikan karakter: strategi mendidik anak di zaman global. Jakarta: Gramedia.

Lickona, T. (1991). Educating for character: how ous schools can teach respect and responbility. New York: Bantam Books.

Margo, D. (2014). What is Subject specific Pedagogy: The teaching or learning of a specific subject. Di ambil pada tanggal 25 Juni 2014 darhttp://instaedu.com/what-is-Subject-specific-Pedagogy/

Nucci, L. &Narvaez, D. (2008). Handbook of moral and character education. New York: Routledge.

Randle, I. (2010). Themeasure of success: integrated thematic instruction. Diakses di http://www.tandfonline.com/doi/pdf/ pada tanggal 21 Juli 2013. Jam 22.13 WIB.

Renee, D. (2014). What is Subject specific Pedagogy: The teaching or learning of a specific subject. Di ambil pada tanggal 25 Juni 2014 dari http://instaedu.com/what-is-Subject-specific-Pedagogy/

Rusman. (2010). Model-model pembelajaran: mengembangkan profesionalisme guru. Jakarta: Raja Grafindo.

Schunk, D. H. (2009). Learning theories an educational perspective 5th end. New Jersey: Pearson.

Slavin, R. E. (2008).Psikologi pendidikan Teori dan Praktik. Terjemahan oleh Marianto Samosir. Jakarta: Indeks.

Sugihartono, dkk. (2007). Psikologi Pendidikan. Yogyakarta: UNY Press.

Sukarjo. (2006). Kumpulan materi evaluasi pembelajaran. Yogyakarta: UNY

Suparno, P., dkk. (2003). Pendidikan budi pekerti untuk SMU-SMK.Yogyakarta: Kanisius.

Wibowo, Widodo Setiyo. (2011). Pengembangan Subject Spesific Pedagogy (SSP) berbasis domain aplikasi sains untuk menanamkan karakter siswa SMP. Tesis magister, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta.




DOI: https://doi.org/10.21831/jpe.v3i1.4061

Refbacks

  • There are currently no refbacks.


Copyright (c)



Jurnal Prima Edukasia indexed by:

All rights reserved p-ISSN: 2338-4743 |e-ISSN: 2460-9927

Creative Commons LicenseJurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View Prima Edukasia Journal Stats