PENGEMBANGAN MODEL PEMBELAJARAN PPKn BERBASIS BUDAYA SIRI’ NA PACCE DI SEKOLAH DASAR UNTUK MENUMBUHKAN KARAKTER PESERTA DIDIK

Abdul Azis, - (2022) PENGEMBANGAN MODEL PEMBELAJARAN PPKn BERBASIS BUDAYA SIRI’ NA PACCE DI SEKOLAH DASAR UNTUK MENUMBUHKAN KARAKTER PESERTA DIDIK. S3 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini dilatari pentingnya penumbuhan karakter di sekolah dasar untuk menjadi fondasi karakter peserta didik ketika melanjutkan pendidikan maupun dalam kehidupan bermasyarakat. Pendidikan Pancasila dan Kewarganegaraan (PPKn) memiliki peran strategis dalam menumbuhkan karakter peserta didik melalui proses pengintegrasian nilai-nilai baik dalam pembelajaran, termasuk nilai budaya. Budaya siri’ na pacce mengandung nilai luhur yang dapat berpengaruh positif terhadap karakter. Oleh karena itu, budaya siri’ na pacce dapat diintegrasikan dalam pembelajaran PPKn untuk menumbuhkan karakter peserta didik. Berdasarkan pemikiran tersebut, maka dilakukan penelitian dengan tujuan mengembangkan model pembelajaran PPKn berbasis budaya siri’ na pacce yang valid, praktis, dan efektif untuk menumbuhkan karakter peserta didik sekolah dasar. Penelitian ini menggunakan pendekatan design research (penelitian pengembangan) dengan jenis penelitian development studies (studi pengembangan). Prosedur penelitian menggunakan tahapan educational design research Plomp yang terdiri atas tiga fase, yaitu preliminary research (studi pendahuluan), development or prototyping (pengembangan atau prototipe), dan assessment (penilaian). Lokasi penelitian adalah sekolah dasar di Kota Makassar, Sulawesi Selatan. Partisipan penelitian terdiri dari dosen, guru dan peserta didik sekolah dasar. Penelitian ini menghasilkan Model Pembelajaran PAMER dengan empat komponen, yaitu sintaks, sistem sosial, prinsip reaksi, dan sistem pendukung. Keempat komponen tersebut saling berinteraksi untuk menumbuhkan karakter sipakatau (menghormati), reso (kerja keras), dan pacce (peduli) peserta didik, serta mewariskan budaya siri’ na pacce. Sintaks Model Pembelajaran PAMER terdiri atas lima tahap, yaitu 1) pengetahuan awal, 2) memikirkan, 3) mendiskusikan, 4) mengomunikasikan, dan 5) refleksi. Akronim dari tahap-tahap ini dirangkai menjadi nama model pembelajaran, yakni PAMER. Sistem pendukung yang dikembangkan untuk menopang implementasi Model Pembelajaran PAMER adalah Buku Model Pembelajaran PAMER, Rencana Pelaksanaan Pembelajaran (RPP), Buku Guru (BG), Buku Siswa (BS), Lembar Kerja Peserta Didik (LKPD), dan Penilaian Peserta Didik (PPD). Materi dalam perangkat pembelajaran pendukung dibatasi pada materi kelas IV sekolah dasar Tema 1 Indahnya Kebersamaan Subtema 1 Keberagaman Budaya Bangsaku. Model Pembelajaran PAMER telah melalui pembahasan dalam focus group discussion (FGD), validasi ahli, uji keterbacaan, uji coba terbatas, dan uji luas. Komponen Model Pembelajaran PAMER telah dinyatakan valid oleh tiga validator dan dinyatakan praktis oleh guru yang telah mengimplementasikan model pembelajaran ini. Model Pembelajaran PAMER telah memenuhi empat indikator keefektifan model pembelajaran, yaitu 1) keterlaksanaan Model Pembelajaran PAMER oleh guru berada pada kategori sangat baik, 2) respon peserta didik terhadap Model Pembelajaran PAMER dinyatakan positif, 3) peningkatan hasil belajar peserta didik berada pada kategori tinggi, serta 4) karakter sipakatau, reso, dan pacce peserta didik dinyatakan positif. Dengan demikian, Model Pembelajaran PAMER dinyatakan valid, praktis, dan efektif untuk menumbuhkan karakter peserta didik kelas IV sekolah dasar, khususnya karakter sipakatau (menghormati), reso (kerja keras), dan pacce (peduli). This research was based on the importance of nurturing characters in elementary school to become the foundation of student character, both in continuing education and social life. Pancasila and Civic Education has a strategic role in instilling students’ character through integrating good values in learning, including cultural values. Siri’ na pacce culture contains noble values that positively affect the character. Therefore, the siri’ na pacce culture can be integrated into Pancasila and Civic Education learning to cultivate students’ character. Based on this notion, research was conducted to develop a Pancasila and Civic Education learning model based on the siri’ na pacce culture that was valid, practical, and effective in fostering characters of elementary school students. This research used a design research approach with the type of research development studies. The research procedure employed Plomp’s educational design research stages which consisted of three phases: preliminary research, development or prototyping, and assessment. The research locations were elementary schools in Makassar City, South Sulawesi. Research participants comprised education lecturers as well as elementary school teachers and students. This research produced PAMER Learning Model with four components, syntax, social system, reaction principle, and supporting system. The four components interact to foster the character of sipakatau (respect), reso (hard work), and pacce (care) of students, as well as inheriting the siri’ na pacce culture. The syntax of the PAMER Learning Model consists of five stages, 1) acquiring initial knowledge (pengetahuan awal), 2) thinking (memikirkan), 3) discussing (mendiskusikan), 4) communicating (mengomunikasikan), and 5) reflection (refleksi). The acronym of these stages in Bahasa Indonesia were assembled into the name of the learning model, PAMER. The supporting systems developed to support the implementation of the PAMER Learning Model were the PAMER Learning Model Book, Lesson Plan, Teacher’s Manual, Student Book, Student Worksheet, and Student Assessment. The material in the supporting learning tools is limited to fourth-grade elementary school material Theme 1 The Beauty of Togetherness Sub-theme 1 The Cultural Diversity of My Nation. The PAMER Learning Model has gone through discussion in focus group discussions (FGD), expert appraisal, readability test, tryout, and field test. The components of the PAMER Learning Model have been declared valid by three validators and declared practical by the teacher who has implemented this learning model. The PAMER Learning Model has met four indicators of the effectiveness of the learning model, 1) the implementation of the PAMER Learning Model by the teacher is in the very good category, 2) student responses to the PAMER Learning Model are positive, 3) the increase in student learning outcomes is in the high category, and 4 ) the students’ sipakatau, reso, and pacce characters were declared positive. Therefore, the PAMER Learning Model is declared valid, practical, and effective in nurturing the character of fourth-grade elementary school students, especially the character of sipakatau (respect), reso (hard work), and pacce (caring).

Item Type: Thesis (S3)
Additional Information: Link Google Scholar : Kokom Komalasari: https://scholar.google.co.id/citations?user=ELDFO2oAAAAJ&hl=en ELDFO2oAAAAJ Sapriya: https://scholar.google.co.id/citations?user=QWku6ggAAAAJ&hl=en QWku6ggAAAAJ Rahmat: https://scholar.google.co.id/citations?user=l_U1n5MAAAAJ&hl=en l_U1n5MAAAAJ ID SINTA Dosen Pembimbing: Kokom Komalasari : 5984369 Sapriya : 5987047 Rahmat : 5990804
Uncontrolled Keywords: Model Pembelajaran PAMER, pembelajaran PPKn, budaya siri’ na pacce, sipakatau (menghormati), reso (kerja keras), pacce (peduli), peserta didik sekolah dasar
Subjects: J Political Science > J General legislative and executive papers
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Sekolah Pasca Sarjana > Pendidikan Kewarganegaraan S-3
Depositing User: Abdul Azis
Date Deposited: 09 Sep 2022 07:48
Last Modified: 09 Sep 2022 07:48
URI: http://repository.upi.edu/id/eprint/79743

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