PENGINTEGRASIAN PENDIDIKAN ANTIKORUPSI DALAM PEMBELAJARAN PKN SEBAGAI PENGUAT KARAKTER BANGSA :Studi Evaluasi dan Pengembangan Perangkat Pembelajaran Bermodel PAKEM di Sekolah Menengah Pertama

• Main Author: Harmanto (Author)
• Format: Book
• Published: 2013-12-02.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/3642/1/D_PKN_0908423_Title.pdf; http://repository.upi.edu/3642/2/D_PKN_0908423_Abstract.pdf; http://repository.upi.edu/3642/3/D_PKN_0908423_Table_of_Content.pdf; http://repository.upi.edu/3642/4/D_PKN_0908423_Chapter1.pdf; http://repository.upi.edu/3642/5/D_PKN_0908423_Chapter2.pdf; http://repository.upi.edu/3642/6/D_PKN_0908423_Chapter3.pdf; http://repository.upi.edu/3642/7/D_PKN_0908423_Chapter4.pdf; http://repository.upi.edu/3642/8/D_PKN_0908423_Chapter5.pdf; http://repository.upi.edu/3642/9/D_PKN_0908423_Bibliography.pdf; http://repository.upi.edu/3642/10/D_PKN_0908423_Appendix.pdf
• Keywords: Pendidikan Kewarganegaraan S-3

Korupsi di Indonesia telah mencapai tingkat yang mengkhawatirkan. Untuk itu penting dilakukan penelitian bagaimana kerangka konseptual-teoritis dan implemen-tatif PAK melalui pembelajaran PKn sebagai penguat karakter bangsa? Tujuan penelitian ini untuk mengkaji, menemukan ide-ide dasar kerangka konseptual-teoritis dan implementatif PAK melalui pembelajaran PKn sebagai penguat karakter bangsa. Penelitian ini dilandasi filsafat pendidikan idealisme dan rekonstruksionisme, fungsionalisme struktural (Parsons dan Merton), teori hukum (Socrates, Plato, Aristoteles, Kelsen), teori belajar (Gagne, Bruner, Vygotsky), civic competence (Branson), kajian citizenship education (Cogan), citizenship education continuum (Kerr), teori perkembangan moral (Piaget, Erikson, Garbarino dan Bronferbrener, Kohlberg), dan PAKEM (Suparlan et al, Boediono). Penelitian ini menggunakan pendekatan kualitatif dan kuantitatif dengan menggunakan pola"the dominant-less dominant design". Pada tahap awal akan dilakukan penelitian evaluasi dengan menggunakan pendekatan kualitatif terhadap pelaksanaan PAK melalui pembelajaran PKn di SMP. Hasil penelitian evaluasi kemudian digunakan untuk menyusun Rencana Pelaksanaan Pembelajaran PAK melalui PKn bagi siswa SMP, khususnya kelas VIII semester gasal, yang kemudian dilakukan pengujian dengan menggunakan eksperimen di satu SMP. Hasil penelitian ini menunjukkan bahwa pandangan guru PKn tentang korupsi dan antikorupsi memberikan andil yang besar kepada pandangan siswa terhadap korupsi dan antikorupsi, di samping pengaruh dari media massa. Faktor-faktor yang mendukung pembinaan karakter siswa melalui PAK di sekolah dibagi menjadi dua golongan, yaitu internal dan eskternal. Faktor internal meliputi visi dan misi sekolah, kepemimpinan kepala sekolah, guru, staf administrasi, budaya sekolah, sarana dan prasarana. Sedangkan faktor eksternal terdiri atas pengaruh teman sebaya (peer group), dukungan orang tua, kebijakan dinas pendidikan, dan lingkungan. PAK melalui pembelajaran PKn dengan menggunakan PAKEM hasil belajarnya lebih baik dibandingkan dengan kelompok kontrol yang menggunakan pembelajaran konven-sional. Kesimpulan penelitian ini (1) pandangan guru memberikan andil yang besar pada pandangan siswa terhadap korupsi, selain itu juga dipengaruhi media massa dan elektronik, (2) PAK melalui pembelajaran PKn dengan menggunakan PAKEM hasil belajar siswa lebih baik dibandingkan dengan menggunakan pembelajaran konvensional. Secara teoritik temuan penelitian ini akan memperkaya pengembangan teori dan bangunan keilmuan PKn, sedangkan secara praktis berimplikasi pada peran guru sebagai pengajar sekaligus pendidik, pengembangan perangkat pembelajaran secara utuh. Produk pengembangan perangkat pembelajaran dikemas dengan sebutan Aku adalah Generasi Antikorupsi. Rekomendasi hasil penelitian: (1) perlunya dukungan orang tua dan pemerintah agar PAK menjadi instrumen penguat karakter bangsa, (2) penelitian lanjutan dengan variabel dan subjek yang lebih banyak. Corruption in Indonesia has reached an alarming level. It is important to study how Anti-Corruption Education (ACE) conceptual-theoretical framework and implementation through reinforcement learning Citizenship Education (CE) as the nation's character. The purpose of this study is to examine and discover the basic ideas of the ACE conceptual-theoretical and implementative framework through reinforcement learning of CE as the nation's character. This study is based on the educational philosophy of idealism and reconstructivism, structural functionalism (Parsons and Merton), legal theory (Socrates, Plato, Aristoteles, Kelsen), the theory of learning (Gagne, Bruner, Vygotsky), civic competence (Branson), the study of citizenship education (Cogan), citizenship education continuum (Kerr), the theory of moral development (Piaget, Erikson, Garbarino and Bronferbrener, Kohlberg), and the study of PAKEM/active learning (Suparlan at al., Boediono). This study uses qualitative and quantitative approaches using "the dominant-less dominant design". In the early stage, an evaluation research using a qualitative approach to the implementation of the ACE through CE in junior high school would be conducted. The results of evaluation are then used to construct an ACE lesson plan through CE for junior high school students, especially the odd semester of class VIII, which is then tested by using an experiment in a junior high school. The results of this study show that beside mass media, Civic teacher's opinion on corruption and anti-corruption contributed to the opinion of students against both corruption and anti-corruption. Factors that support the character development of students through ACE at school are divided into two categories, namely: internal and external factors. Internal factors include the vision and mission of schools, the leadership of principals, teachers, administrative staffs, school culture, facilities and infrastructure. While external factors consist of peer influence, parental support, the education policy, and environment. The result shows that the learning outcomes of experimental group that was taught by ACE through CE learning by using PAKEM is better than the control group who was taught by a conventional way. The conclusions of this study are as follows: (1) Teachers' views on corruption gave a great influence on the students' views on corruption. Moreover, the students' construction was also influenced by mass media. (2) The learning outcomes of students who were taught by using ACE through CE by using PAKEM is better than those who were taught by conventional way. Theoretically, the findings of this study will enrich the development of scientific theories and CE buildings, while practically they will give impacts to teachers' role as lecturers and educators, the development of instructional design. The product of development of the learning device is packed as I am Anti-corruption Generation. The results recommended that (1) it is need to support parents and the government' to implement the ACE in order to reinforce the national and character building, (2) it should be continued by other research using more variables and subjects.