STRATEGI PENCIPTAAN KOMUNITAS PEDULI DENGAN PENDEKATAN KOMPREHENSIF DI SEKOLAH DASAR
Downloads
Penelitian ini bertujuan untuk mendeskripsikan strategi penciptaan komunitas peduli dengan pendekatan komprehensif di sekolah dasar. Jenis penelitian adalah analisis konten inferensial. Prosedur penelitian yang dilakukan mencakupi pengadaan dan reduksi data. Sumber data berupa empat artikel jurnal yang memiliki fokus penelitian yang sama. Unit data menggunakan unit fisik dengan sampel unit berupa konteks tentang caring classroom sebagai bentuk implementasi Child Development Project (CDP) yang dipublikasikan pada tahun 1990-1996 dan diakses melalui Google Scholar. Teknik analisis data dilakukan secara kualitatif menggunakan peta kognitif, yaitu mencari kesesuaian pemikiran penulis artikel jurnal tentang strategi penciptaan komunitas peduli pada tahun tersebut dengan realitas saat sekarang. Semua data diringkas, dipahami, diinterpretasikan, diinferensikan, dan ditemukan pola hubungan dengan situasi terkini tentang fenomena kepedulian siswa SD. Penelitian ini menggunakan validitas semantis dan reliabilitas stabilitas (konsistensi). Konstruk analitis dibangun menggunakan teori kognitif dan afektif. Hasil penelitian menunjukkan bahwa komunitas peduli di sekolah dasar diciptakan menggunakan beberapa strategi, yaitu: (1) menciptakan hubungan asuh yang peduli; (2) mengajarkan nilai-nilai kemanusiaan; (3) menghormati motivasi intrinsik, dan (4) mengajarkan untuk memahami. Strategi tersebut dapat berjalan efektif dengan melibatkan peran dan tanggung jawab administrator, guru, konselor, orang tua, dan masyarakat secara komprehensif.
CREATION STRATEGY OF CARING COMMUNITIES USING COMPREHENSIVE APPROACH IN ELEMENTARY SCHOOLS
This study aims to describe the strategy of creating caring communities with a comprehensive approach in elementary school. The type of this research was inferential content analysis. The research procedures carried out include the procurement and reduction of data. The data sources were four journal articles that have the same research focus. The data unit used physical units with a sample unit in the form of context about caring classroom as a form of implementation of the Child Development Project (CDP) which was published in 1990-1996 and accessed through Google Scholar. The data analysis technique was carried out qualitatively using a cognitive map, which seeks to match the thinking of journal articles writers about the strategy of creating caring communities in that year with current realities. namely looking for the suitability of the thoughts of the authors of journal articles about the strategy of creating a caring community in that year with the current reality. All data were summarized, understood, interpreted, referenced, and found patterns of relationships with the current situation regarding elementary school students' concern phenomena. This study used semantic validity and stability reliability (consistency). Analytical constructs were built using cognitive and affective theory. The results show that the caring community in primary school was created using the following strategies: (1) creating the caring nurturing relationships; (2) teaching human values; (3) respecting intrinsic motivation; and (4) teaching to understand. The strategy can be effectively by involving the roles and responsibilities of administrators, teachers, counselors, parents, and the community comprehensively.
Arhar, J. M., & Kromrey, J. D. (1993). Interdisciplinary teaming in the middle level school: Creating a sense of belonging for at risk middle level students. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia. 12-16 April 1993. Retrieved from https://files.eric.ed.gov/fulltext/ED364456.pdf.
Ariyani, D.Y., & Wangid, M. N. (2016). Pengembangan bahan ajar tematik integratif berbasis nilai karakter peduli lingkungan dan tanggung jawab. Jurnal Pendidikan Karakter, 6(1), 116129. DOI: https://doi.org/10.21831/jpk.v0i1.10737.
Battistich, V.A. (2008). The child development project: Creating caring school communities. In Nucci, L.P., & Narvaes, D. (Eds.), Handbook of moral and character education (p. 328-351). Routledge.
Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1994). Students and teachers in caring classroom and school communities. New Orleans: American Educational Research Association
Brandt, R. (1992). On building learning communities: A conversation with Hank Levin. Educational Leadership, 50, 19-23.
Brandt, R. (1989). On parents and schools: A conversation with Joyce Epstein." Educational Leadership, 24-27.
Bronfenbrenner, U. (1979). The ecology of human development: Experiment by nature and design. Cambridge: Harvard University Press.
Brophy, J. (1988). Teacher effects research and teacher quality. Journal of Classroom Interaction, 22(1), 14-23. Retrieved from https://www.jstor.org/stable/23869181.
Bryk, A.S., & Driscoll, M.E. (1988). The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers. Madison, WI: National Center on Effective Secondary Schools.
Cabello, B., & Terrell, R. (1994). Making students feel like family: How teachers create warm and caring classroom climates. The Journal of Classroom Interaction, 29(1), 17-23. Retrieved from https://www.jstor.org/stable/23870438.
Cicek, V., Ulker, R., Tarman, B. (2012). Comparison of character education in US and Turkish educational systems: Globalizing American education system. Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), 1311-1322. Retrieved from https://www.academia.edu/19707400/Comparison_of_character_ education_in_US_and_Turkish_educational_systems_Globalizing_Americ an_education_system.
Connell & Wellborn. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82(1), 22-32. DOI: 10.1037//0022-0663.82.1.22.
Connell, J.P. (1990). Context, selj and action: A motivational analysis of selfsystem processes across the life span. In D. Ciccheti & Marjorie Beeghly (Eds.), The self in transition: Infancy to childhood. Chicago: University of Chicago Press.
Creemers, B.P.M. & Tillema, H.H. (1988). The classroom as a social/emotional environment. Journal of Classroom Interaction, 23(2), 1-7.
Deci & Ryan, 1990 Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dewey, J. (1900). The school and society. Chicago: University of Chicago Press.
Dryfoos, J. (1994). Full-service schools. San Fransisco: Jossey-Bass.
Durkheim, E. (1961.). Moral education. New York: Free Press.
Eccles, J. S., & Roeser, R. W. (2011). School and community influences on human development. In M.H. Bornstein & M.E. Lamb (Eds.), Developmental science: An advanced textbook (p. 571– 643). Psychology Press.
Eccles, J.S., Midgley, C., Wigheld, A., Buchanan, C.M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-nvironment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90-101. DOI: 10.1037/0003- 066X.48.2.90.
Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In Hurrelmann, K.; Kaufmann, F.; and Losel, F. (eds.) Social Intervention: Potential and Constraints (121136). New York: DeGuyter.
Epstein, J.L. (2010). School/family/community partnerships: caring for the children we share. Phi Delta Kappan, 92(3), 81–96. DOI: 10.1177/003172171009200326.
Erikson, E. (1950). Childhood and society. New York: W.W. Norton.
Flores, B"ž Cousin, P.T. & Diaz, E. (1991). Transforming deficit myths about learning, language and culture. Language Arts, 68, 369-379. Retrieved from https://www.jstor.org/stable/- 41961877.
Gardner, H. (1991). The unschooled mind. New York: Basic Books
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon and Schuster.
Gardner, H., & Boix-mansilla, V. ( 1994). Teaching and understanding within and across the disciplines. Educational Leadership, 51(5), 14-18. Retrieved from https://www.researchgate.net/publication/234725768_Teaching_for_Understanding_Within_and_Across_the_Disciplines.
Glasser, W. (1969). Schools without failure. New York: Harper and Row.
Good, T. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(6), 9-15. DOI: https://doi.org/10.1177/002248718703800406 .
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. DOI: https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS231030011- 3>3.0.CO;2-X.
Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
Hallinger, P., & Murphy, J. F. (1986). The social context of effective schools. American Journal of Education, 94(3), 328-355. Retrieved from https://www.jstor.org/stable/1085156.
Hansen, D.A. (1989). Lesson evading and lesson dissembling: Ego strategies in the classroom. American Journal of Education, 97(2), 184-208. Retrieved from https://www.jstor.org/stable/- 1084910.
Haynes, N.M. (1996). Creating safe and caring school communities: Comer school development program schools. The Journal of Negro Education, 65(3), 308-314. Retrieved from https://www.jstor.org/stable/2967347.
Kohn, A. (1991). Caring kids: The role of the schools. Phi Delta Kappan, 72(7), 496-506. Retrieved from https://eric.- ed.gov/?id=EJ422809
- Authors certify that the work reported here has not been published before and contains no materials the publication of which would violate any copyright or other personal or proprietary right of any person or entity.
- Authors transfer or license the copyright of publishing to Jurnal Pendidikan Karakter to publish the article in any media format, to share, to disseminate, to index, and to maximize the impact of the article in any databases.
- Authors hereby agree to transfer a copyright for publishing to Jurnal Pendidikan Karakter a Publisher of the manuscript.
- Authors reserve the following:
- all proprietary rights other than copyright such as patent rights;
- the right to use all or part of this article in future works of our own such as in books and lectures;
- use for presentation in a meeting or conference and distributing copies to attendees;
- use for internal training by author's company;
- distribution to colleagues for their research use;
- use in a subsequent compilation of the author's works;
- inclusion in a thesis or dissertation;
- reuse of portions or extracts from the article in other works (with full acknowledgement of final article);
- preparation of derivative works (other than commercial purposes) (with full acknowledgement of final article); and
- voluntary posting on open web sites operated by author or author's institution for scholarly purposes, but it should follow the open access license of Creative Common CC BY-SA License.
All posts that exist in JURNAL PENDIDIKAN KARAKTER is not a reflection of the attitudes and opinions of the Editorial Board of JURNAL PENDIDIKAN KARAKTER. The responsibility for the contents or the result of writing still lies on the authors.
Jurnal Kependidikan by https://journal.uny.ac.id/index.php/jpka/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
