TUTURAN DIREKTIF GURU DALAM PEMBELAJARAN SEBAGAI SARANA PENDIDIKAN KARAKTER
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Pembelajaran tatap muka yang digantikan dengan pembelajaran daring dengan adanya pandemi Covid-19 telah mengajarkan banyak hal. Aspek nonverbal dalam interaksi guru-siswa dan suasana kelas yang setiap warganya saling mendukung dan memotivasi dalam membentuk siswa berkarakter kuat belum mendapat penggantinya. Tujuan penelitian ini untuk mendeskripsikan bentuk-bentuk pendidikan karakter yang terkondisikan dengan tuturan direktif guru dalam pembelajaran di Taman Kanak-Kanak (TK). Metode penelitian ini yaitu metode kualitatif deskriptif. Data penelitian berujud tuturan direktif guru dalam pembelajaran yang mengondisikan penguatan pendidikan karakter siswa TK. Untuk pengumpulan datanya digunakan teknik rekam, teknik simak, dan teknik catat. Analisis datanya menggunakan langkah-langkah: mengidentifikasi tuturan guru yang merupakan tuturan direktif, mengidentifikasikan tuturan direktif yang mendorong penguatan pendidikan karakter, dan mengidentifikasikan penggunaan metode pendidikan karakter oleh guru. Simpulan penelitian ini yaitu bahwa tuturan direktif guru dalam pembelajaran di TK dapat menjadi sarana penguatan pendidikan karakter (1) cinta terhadap Tuhan Yang Maha Esa; (2) disiplin; (3) jujur; (3) mandiri; (4) kreatif; (5) kerja keras; (6) percaya diri; (7) toleransi dan cinta damai; dan (9) tanggung jawab. Metode pendidikan karakter yang diterapkan guru yaitu metode penanaman nilai, keteladanan nilai, dan keterampilan nilai.
TEACHER'S DIRECTIVE SPEAKING IN LEARNING AS CHARACTER EDUCATION MEANSFace-to-face learning which has been replaced by online learning due to the Covid-19 pandemic has taught many things. The nonverbal aspects of teacher-student interaction and the class atmosphere where each people support each other with strong character have not been replaced. The purpose of this study is to describe the forms of character education conditioned by the directive speech of the teacher in learning in kindergarten. This research method is descriptive qualitative method. The data of this research were in the form of directive speech of the teacher in learning which conditions the strengthening of the character education of kindergarten children. The data collection used recording techniques, listening techniques, and note taking techniques. The data analysis used the following steps: identifying the teacher's speech which is directive speech, identifying directive speech that can encourage the strengthening of character education and identifying the use of character education methods by teachers. The conclusion of the study that the directive speech of teachers in kindergarten learning can be a means of strengthening character education (1) love for God Almighty, (2) discipline, (3) honest, (4) independent, (5) creative, (6) hard work, (7) self-confidence, (7) tolerance and peace-loving, and (9) responsibility. Futhermore, character education method applied by the teacher is the method of establishing values, exemplary values, and value skills.
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