Asri Mulyani, - (2024) PERSEPSI GURU TENTANG PROFIL PELAJAR PANCASILA DAN IMPLEMENTASINYA PADA PENDIDIKAN PANCASILA DI SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
Halaman Judul Tesis.pdf Download (1MB) |
|
Text
T_PD_2105203_Chapter 1.pdf Download (382kB) |
|
Text
T_PD_2105203_Chapter 2.pdf Restricted to Staf Perpustakaan Download (643kB) |
|
Text
T_PD_2105203_Chapter 3.pdf Download (483kB) |
|
Text
T_PD_2105203_Chapter 4.pdf Restricted to Staf Perpustakaan Download (754kB) |
|
Text
T_PD_2105203_Chapter 5.pdf Download (242kB) |
|
Text
T_PD_2105203_Appendix.pdf Restricted to Staf Perpustakaan Download (1MB) |
Abstract
ABSTRAK Tujuan penelitian ini yaitu untuk memperoleh deskripsi faktual mengenai persepsi guru tentang Profil Pelajar Pancasila, bagaimana strategi guru dalam mengimplementasikan Profil Pelajar Pancasila pada Pendidikan Pancasila di Sekolah Dasar, dan apa saja yang menjadi faktor pendukung dan penghambat, terealisasinya Profil Pelajar Pancasila di Sekolah Dasar. Penelitian ini menggunakan metode fenomenologi dengan pendekatan kualitatif. Subjek dalam penelitian ini yaitu guru sekolah dasar di Kota Bandung, Jawa Barat. Dengan menggunakan instrument in dept interview dan observasi, data penelitian diolah menggunakan metode Miles & Hubberman. Hasil penelitian menunjukan bahwa guru-guru sekolah dasar memiliki persepsi yang sama tentang Profil Pelajar Pancasila dengan kebijakan pemerintah (Kepmendikbudristek) Persepsi guru yang ditinjau dari tiga aspek yaitu (1) aspek kognitif (pengetahuan); (2) aspek afektif (sikap); serta (3) aspek konatif (tindakan). Strategi yang dilaksanakan oleh guru untuk mengimplementasikan Profil Pelajar Pancasila yaitu dengan keterampilan guru memperhatikan tahapan dalam proses pembelajaran yang dimulai dari; (1) kegiatan pembelajaran pendahuluan; (2) penyampaian informasi; (3) partisipasi peserta didik; (4) tes; dan (5) kegiatan lanjutan. Model pembelajaran Problem Based Learning menjadi salah satu strategi yang digunakan oleh guru-guru dalam mengimplementasikan ke-enam sikap pada Profil Pelajar Pancasila dalam pendidikan Pancasila. Selain itu guru-guru juga terampil dalam menggunakan metode, sumber belajar, bahan ajar, serta media pembelajaran. Adapun faktor pendukung guru dalam implementasi Profil Pelajar Pancasila pada pendidikan Pancasila di sekolah dasar yaitu: keterampilan serta penguasaan guru dalam proses pembelajaran, kerja sama antara orang tua dan guru, kerja sama antara lingkungan keluarga, sekolah dan masyarakat, kurikulum, dan optimalisasi dalam kegiatan sekolah; faktor penghambat yaitu: siswa memiliki karakter dan kepribadian yang berbeda-beda, efek perceraian orang tua, serta perkembangan teknologi dalam pembelajaran. Kata kunci: Persepsi Guru, Nilai Karakter, Profil Pelajar Pancasila, ABSTRACT The purpose of this research is to obtain a factual picture regarding teachers' perceptions of the Pancasila Student Profile, what teachers' strategies are in implementing the Pancasila Student Profile in Pancasila Education in Elementary Schools, and what are the supporting and inhibiting factors for the realization of the Pancasila Student Profile in Elementary Schools. This research uses a phenomenological method with a qualitative approach. The subjects in this research were elementary school teachers in Bandung City, West Java. Using in-depth interview and observation instruments, research data was processed using the Miles & Hubberman method. The results of the research show that elementary school teachers have the same perception regarding the Pancasila Student Profile with government policy (Kepmendikbudristek). Teacher perceptions are viewed from three aspects, namely (1) cognitive aspect (knowledge); (2) affective aspect (attitude); and (3) conative aspect (action). The strategy implemented by teachers to implement the Pancasila Student Profile is the teacher's skills in paying attention to the stages in the learning process starting from; (1) preliminary learning activities; (2) Delivery of information; (3) Student participation; (4) Test; and (5) Follow-up activities. The Problem-Based Learning learning model is one of the strategies used by teachers in implementing the sixth attitude in the Pancasila student profile in Pancasila education. Apart from that, teachers are also skilled in using methods, learning resources, open materials, and learning media. The supporting factors for teachers in implementing the Pancasila student profile in Pancasila education in elementary schools are teacher skills and mastery in the learning process, cooperation between parents and teachers, cooperation between the family, school and community, curriculum, and optimization in school activities. ; Inhibiting factors are: students have different characters and personalities, the effects of parents' divorce, and technological developments in learning. Keywords: Teacher Perception, Character Values, Pancasila Student Profile,
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=id&user=DziduzwAAAAJ SINTA ID : 6146282 |
| Uncontrolled Keywords: | Persepsi Guru, Nilai Karakter, Profil Pelajar Pancasila, Teacher Perception, Character Values, Pancasila Student Profile, |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Dasar S-2 |
| Depositing User: | ASRI MULYANI |
| Date Deposited: | 04 Mar 2024 07:14 |
| Last Modified: | 28 Aug 2024 07:50 |
| URI: | http://repository.upi.edu/id/eprint/115873 |
Actions (login required)
 |
View Item |