IMPELENTASI MODEL PEMBELAJARAN TERINTEGRASI DALAM MEMBINA CIVIC RESPONSIBILITY PADA MATA PELAJARAN PENDIDIKAN KEWARGANEGARAAN DI SMA DARUL HIKAM BANDUNG

• Main Author: Megawati, Siti (Author)
• Format: Book
• Published: 2013-08-13.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Pendidikan karakter bangsa merupakan pendidikan yang penting dikembangkan Secara mikro pengembangan nilai/karakter dapat dibagi dalam empat pilar, yakni kegiatan belajar-mengajar di kelas, kegiatan keseharian dalam bentuk budaya satuan pendidikan (school culture); kegiatan ko-kulikuler dan/atau ekstra kulikuler serta kegiatan keseharian di rumah, dan di dalam masyarakat. Bagaimana implementasi pendidikan karakter menggunakan model integrasi tersebut, maka dibuat rumusan masalah sebagi berikut: 1) Bagaimana Proses penerapan model pembelajaran terintegrasi dalam membina civic responsilibity di SMA Darul Hikam? 2) Bagaimana bentuk-bentuk perilaku tanggung jawab peserta didik yang tercermin dalam kegiatan di lingkungan sekolah? 3) Bagaimana hambatan yang dihadapi oleh guru dan pihak sekolah dalam membina dan mengembangkan civic responsibility pada peserta didik? 4) Bagaimana solusi yang dilakukan oleh guru dan pihak sekolah untuk menanggulangi hambatan yang terjadi dalam proses pembinaan dan pengembangan civic responsibility pada peserta didik Pendekatan yang dilakukan dalam penelitian ini adalah kualitatif, sedangkan metode yang digunakan adalah desktiptif analitik. Penelitian dilakukan di SMA Darul Hikam Bandung, sedangkan yang menjadi subjek penelitian adalah pelaksana pendidikan di SMA Darul Hikam Bandung yaitu Wakasek Kurikulum, Wakasek Kesiswaan, Pembina Ekstrakurikuler, Guru PKn dan Siswa. Hasil penelitian yang penulis peroleh yaitu: 1) Proses penerapan pembelajaran terintegrasi dalam membina civic responsibility di SMA Darul Hikam dilakukan secara holistik dan komprehensif, artinya pendidikan karakter diinternalisasikan ke dalam setiap kegiatan pembelajaran secara utuh dan menyeluruh dalam program kurikuler, ko-kurikuler dan ekstrakurikuler 2) Bentuk-bentuk perilaku tanggung jawab peserta didik yang tercermin dalam kegiatan di lingkungan sekolah, baik di kelas maupun di luar kelas 3) Hambatan yang dihadapi dalam pelaksanaan program pendidikan karakter dirasakan oleh semua pelaksana pembelajaran, mulai dari tahap perencanaan, pelaksanaan dan evaluasi program, baik program kurikuler maupun program ekstrakurikuler 4) solusi yang diambil ketika menghadapi hambatan dilapangan adalah mengacu pada program kerja yang telah dibuat oleh bidang kurikulum dalam program kerja bidang kurikulum, serta melaksanakan program tersebut secara utuh dan menyeluruh. National character education is an important education developed in micro level. Values / characters development can be divided into four pillars, namely teaching and learning activities in the classroom, daily activities in the form of cultural education unit (school culture); co-curricular and / or extra-curricular activities and daily activities at home, and in society. To know the way to implement character education using the integration model, the formulation of the problems are made as follow: 1) How is the implementation of an integrated learning model in fostering civic responsilibity in Darul Hikam high school? 2) What forms of responsible behavior of learners are reflected in the activities in the school environment? 3) What obstacles faced by teachers and the school in fostering and developing civic responsibility to the learners? 4) What are the solution made by the teachers and the school to overcome barriers that occur in the process of formation and development of civic responsibility to the learners? The approach used in this study is qualitative, whereas the method used is descriptive analytic. The study was conducted in Bandung SMA Darul Hikam, while the subject of research is the education executive at Darul Hikam Senior High School Bandung; they are Curriculum Wakasek, Studentship Wakasek, Extracurricular mentor, Civics Teachers and Students. The results obtained by the author are: 1) The implementation process of integrated learning in fostering civic responsibility in Darul Hikam is done holistically and comprehensively. It means that character is internalized into each learning activity completely and thoroughly in the curricular, co-curricular and extracurricular program 2 ) the forms of responsible behavior of learners are reflected in the activities in the school environment, both in class and outside the class 3) Obstacles encountered in implementing the character education program are felt by all learning implementers, ranging from planning, implementing and evaluating the program, both curricular and extracurricular programs 4) solution taken when facing the obstacles in the field is by referring to the work program created by the field of curriculum in the field of curriculum work program, and implementing the program completely and thoroughly.

Item Description

http://repository.upi.edu/107/1/S_PKN_0907242_TITLE.pdf
http://repository.upi.edu/107/2/S_PKN_0907242_ABSTRACT.pdf
http://repository.upi.edu/107/3/S_PKN_0907242_TABLE%20OF%20CONTENT.pdf
http://repository.upi.edu/107/4/S_PKN_0907242_CHAPTER1.pdf
http://repository.upi.edu/107/5/S_PKN_0907242_CHAPTER2.pdf
http://repository.upi.edu/107/6/S_PKN_0907242_CHAPTER3.pdf
http://repository.upi.edu/107/7/S_PKN_0907242_CHAPTER4.pdf
http://repository.upi.edu/107/8/S_PKN_0907242_CHAPTER5.pdf
http://repository.upi.edu/107/9/S_PKN_0907242_BIBLIOGRAPHY.pdf
http://repository.upi.edu/107/10/S_PKN_0907242_APPENDIX.pdf