UPAYA GURU PENDIDIKAN KEWARGANEGARAAN DALAM MENGIMPLEMENTASIKAN SIKAP SPIRITUAL (KI-1) DAN SIKAP SOSIAL (KI-2) : Studi Deskriptif di SMP Negeri 5 Kota Bandung

• Main Author: Soleh Solahudin, - (Author)
• Format: Book
• Published: 2018-04-13.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/34995/1/S_PKN_1404302_Title.pdf; http://repository.upi.edu/34995/2/S_PKN_1404302_Abstract.pdf; http://repository.upi.edu/34995/3/S_PKN_1404302_Table_of_content.pdf; http://repository.upi.edu/34995/4/S_PKN_1404302_Chapter1.pdf; http://repository.upi.edu/34995/5/S_PKN_1404302_Chapter2.pdf; http://repository.upi.edu/34995/6/S_PKN_1404302_Chapter3.pdf; http://repository.upi.edu/34995/7/S_PKN_1404302_Chapter4.pdf; http://repository.upi.edu/34995/8/S_PKN_1404302_Chapter5.pdf; http://repository.upi.edu/34995/9/S_PKN_1404302_Bibliography.pdf; http://repository.upi.edu/34995/10/S_PKN_1404302_Appendix.pdf
• Keywords: H Social Sciences (General); LB1603 Secondary Education. High schools; LB2361 Curriculum

Posisi guru Pendidikan Kewarganegaraan selain menerapkan, menilai aspek kognitif, juga harus menerapakan, menilai aspek sikap, maka guru Pendidikan Kewarganegaraan harus bisa mengimplementasikan sikap spiritual (KI-1) dan sikap sosial (KI-2). Penelitian ini bertujuan melihat pengimplementasian sikap spiritual (KI-1) dan sikap sosial (KI-2) yang dilakukan guru Pendidikan Kewarganegaraan. Alasan penelitian ini untuk melihat upaya apa saja yang dilakukan guru Pendidikan Kewarganegaraan dalam mengimplementasikan sikap spiritual (KI-2) dan sikap sosial (KI-2). Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian studi Deskriptif, teknik pengumpulan data dengan wawancara, observasi, studi dokumentasi, catatan lapangan dan studi literatur. Hasil penelitian menunjukan (1) Pengimplementasian sikap spiritual (KI-1) dengan dua fokus utama yaitu pembelajaran secara langsung dan pembelajaran secara tidak langsung dan diarahkan kedalam program sekolah dengan pembiasaan seperti membaca Al-Qur'an dan shalat Dhuha dan lainya, (2) Pengimplementasian sikap sosial (KI-2) dengan dua fokus utama yaitu pembelajaran secara langsung dan pembelajaran secara tidak langsung dan diarahkan kedalam program sekolah dengan pembiasaan berbasis sosial seperti GPS (Gerakan Pungut Sampah) dan lainya, (3) Pentingnya pengimplementasian tersebut beberapa diantaranya sebagai upaya meredam pengaruh modernisasi dan globalisasi dan sebagai upaya penanaman nilai luhur Pancasila (4) Keunggulan pengimplementasian pada Pendidikan Kewarganegaraan adalah adanya pengembangan ranah sikap yang porsinya lebih besar dibanding mata pelajaran lainya, serta adanya KD (Kompetensi Dasar) dari KI-1 (Spiritual) dan KI-2 (Sosial) hanya ada pada mata pelajaran Pendidikan Kewarganegaraan (5) Kesulitan diataranya yaitu terbatasnya kewenangan guru, rendahnya komitmen guru, kreatifitas guru, sikap bawaan siswa. Upaya yang dilakukan, sekolah menstimulus guru agar menjadi teladan, melakukan pembinaan khusus, dan guru senatiasa harus belajar.---- The position of the Civic Education teacher in addition to applying, assessing the cognitive aspect, should also apply, assess the attitude aspect, the Civic Education teacher should be able to implement the spiritual attitudes (KI-1) and social attitudes (KI-2). This study aims to see the implementation of spiritual attitudes (KI-1) and social attitudes (KI-2) conducted by Civic Education teachers. The reason for this study is to see what efforts the Civic Education teacher does in implementing the spiritual attitudes (KI-2) and social attitudes (KI-2). This research uses qualitative approach with Descriptive research study method, data collection technique by interview, observation, documentation study, field note and literature study. The results showed (1) Implementation of spiritual attitudes (KI-1) with two main focuses namely direct learning and indirect learning and directed into school programs with habituation such as reading Al-Qur'an and Dhuha prayer and others, (2) Implementation of social attitudes (KI-2) with two main focuses of direct learning and indirect learning and directed into school programs with social-based habituation such as GPS (Movement of Garbage Collection) and others, (3) the importance of implementing such a number of efforts reducing the influence of modernization and globalization and as an effort to cultivate the noble values of Pancasila (4) The superiority of implementation in Civic Education is the development of an attitude aspect that is larger than other subjects, and the KD (Basic Competency) of KI-1 (Spiritual) and KI -2 (Social) is only available on Civic Education subject (5) Difficulties such as the limited authority of teachers, the low commitment of teachers, creativity of teachers, the innate attitude of students. Efforts are made, the school stimulate teachers to be role models, do special coaching, and teachers must always learn.