1 Nama Jurnal 1st Annual International Conference on Natural and Social Science Education (ICNSSE)
2 Website Jurnal https://conference.uhamka.ac.id/lic/
3 Status Makalah Accepted
4 Jenis Prosiding Prosiding International 4 Tanggal Submit 17 September 2020 5 Bukti Screenshot submit Ada
24 BAB VII
RENCANA TINDAK LANJUT DAN PROYEKSI HILIRISASI
Rencana tindak lanjut dan proyeksi hilirisasi terdiri dari dua yaitu hasil penelitian dan rencana tindak lanjut
Hasil Penelitian Penelitian ini merupakan penelitian inovasi produk yaitu mengembangkan perangkat pembelajaran. Perangkat pembelajaran ini dikembangkan berbasis budaya lokal sehingga mampu mengintegrasikan produk hasil pengembangan dengan nilai-nilai luhur yang erkandung dalam budaya lokal yang diharapkan mampu menciptkan probadi siswa yang mempunyai sikap serta tingkah laku yang sesuai kepribadian bangsa. Produk ini nantinya merupakan produk pendukung yang mampu mengelola pembelajaran secara optimal.
Rencana Tindak Lanjut
Setelah perangkat pembelajaran dikembangkan akan dikembangkan juga alat penyampai pengetahuan seperti media dan bahan ajar. Media dan baha ajar dikembangkan berdasarkan nilai-nilai baik dalam budaya lokal
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DAFTAR PUSTAKA
1. Abidin, Y. 2012. Pembelajaran Bahasa Berbasis Pendidikan Karakter.
Bandung: Refika Aditama
2. Affandi, B. 2011. Buku Panduan Praktis Pelayanan Kontrasepsi. Jakarta:
Bina. Pustaka
3. Akbar, S. 2013. Instrumen Perangkat Pembelajaran. Bandung: Rosdakarya 4. Borich, G.D. 2007. Effective Teaching Methods Research-Based Practice Sixth
Edition. New Jersey: Pearson Merrill Pren-tice Hall.
5. Jaya, I. M, Sadia, I. W. & Arnayana, I. B. P. 2014. Pengembangan Perangkat PembelajaranBiologi Bermuatan Pendidikan Karakter Dengan Setting Guided Inquiry UntukMeningkatkan Karakter Dan Hasil Belajar Siswa SMP. e- Journal Program Pascasarjana. Universitas Pendidikan Ganesha Program Studi IPA. Vol. 4: 1-12
6. Marini, A., Safitri, D., & Muda, I. 2018. Managing School Based on Character Building in The Context of Religious School Culture (Case in Indonesia).
Journal of Social Studies Education Research, 9 (4), 274-294
7. Ninawati, M. & Wahyuni, N. 2020. Efektivitas Bahan Ajar Berbasis Kearifan Lokal Terhadap Kemampuan Literasi Menulis Siswa Sekolah Dasar. Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD). 8(1): 51-59.
8. Purnamasari, V. & Wangid, M. N. 2016. Pengembangan Perangkat Pembelajaran Berbasis Scientific Approach untuk Membangun Karakter Kepedulian Dan Kedisiplinan. Jurnal Pendidikan Karakter. 4 (2):167-180.
9. Puspita, A. M. I. 2019. Peran Budaya Literasi Pada Peningkatan Karakter Siswa Sekolah Dasar. Jurnal Pendidikan: Pedagogia. 8 (1): 105-113.
10. Sugiyono. 2016. Metode Penelitian & Pengembangan. Bandung: Alfabeta 11. Suhartini, S., Sekarningrum, B., & Sulaeman, M. M. 2019. Social Construction
of Student Behavior Through Character Education Based on Local Wisdom.
Journal of Social Studies Education Research, 10 (3), 276-291
12. Wening, S. 2012. Pembentukan Karakter Bangsa Melalui Pendidikan Nilai.
Jurnal Pendidikan Karakter 2 (1).
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13. Yunus, R. 2013. Transformasi Nilai-Nilai Budaya Lokal Sebagai Upaya Pembangunan Karakter Bangsa (Penelitian Studi Kasus Budaya Huyula di Kota Gorontalo). Jurnal Penelitian Pendidikan, 14 (1).
14. Zuchdi, D. 2010. Pengembangan Model Pendidikan Karakter Terintegrasi Dalam Pembelajaran Bidang Studi Di Sekolah Dasar. Cakrawala Pendidikan,1(3): 1-11.
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Lampiran 1 Artikel pada Seminar Internasional ICNSSE UHAMKA 2020 The Effect of Learning Tools Based on Local Culture on Strengthening the
Character of Elementary School Students in Urban Areas
1 Mimin Ninawati, 2 Ika Yatri
Muhammadiyah University of Prof Dr. HAMKA Jakarta Indonesia¹˞²
Abstract: Character education is an important part of the world of education. This is needed along with the times that bring the influence of western culture which easily enter the life of the nation which in turn affect the national personality patterns. If this influence is allowed to continue without filtering, the mindset and behavior of the nation's generation can change and adopt western culture. Schools are suitable places to provide character education for the nation. Quality learning management by using learning tools that link the noble values of local culture is expected to be able to strengthen the character of students. This study aims to determine the effect of local culture-based learning tools on strengthening the character of students in urban areas. The research method used in this research is a quantitative model with a Quasi Experimental Design in the form of a Nonequivalent Control Group. In the research design, researchers used one experimental group and a control group. The study began with giving a pre test to each group. Thing makes it different is that only the experimental group is given treatment, while the control group is not. The posttest will be given at the end of the study in both groups where the hypothesis test results obtained are the sig value. (2-tailed) in the control class, and 0.001 and 0.002 in the experimental class.
Based on the independent sample t-test, the sig. is (2-tailed) <0.05 which indicates a significant difference between the control class and the experimental class.
Hypothesis 0 in this study is rejected, which indicates that there is a significant influence of local culture-based learning tools on strengthening the national character of elementary school students. Based on the results of the study, it was concluded that the implementation of culture-based learning tools had a significant effect on strengthening the character of elementary school students.
Keywords: Local Culture; National Character; Learning Tools
THE URGENCY OF CHARACTER EDUCATION
The influence of western culture that is incompatible with the national personality has had a negative impact on the younger generation, such as fights between students, social styles, and manner that have begun to fade both to teachers and parents. Therefore, education whcih has a function to strengthen the character of the nation for students is needed, so that education is able to form a strong and resilient person. It can be carried out through a proper teaching and guidance process. Education is the most effective means of building and developing character. The purposes of character education is to improve the quality of the implementation and results of education in schools that lead to the achievement of character building and noble character of students in a comprehensive, integrated
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and balanced manner in accordance with the principles that are based on the values of national culture and religion.
Why is character education important?
In facing global challenges and competitiveness between nations, it is necessary to have human resources with character to prepare students. The results of observations in the field show that many schools have not or rarely apply the noble values of Pancasila. This is one thing that makes it even more difficult to create a young generation with character. Learning management that is integrated with local cultural values is a way that can be done to instill national character education.
Character education is needed to achieve humans who have integrity of moral values so that children have a respectful attitude towards others, are honest and care about the environment so that the younger generation (students) who are educated both at home and at school do not only have cognitive abilities, but aspects affective and morality must also be taught, one of which is reducing juvenile delinquency.
Child or adolescent delinquency does not only come from biological or psychological factors, but can also be influenced by the social environment in which the child is located. Child delinquency occurs a lot both in urban areas and in big cities due to several factors, as expressed by Walter Luden (in Raihana, 2016), including a wave of urbanization from villages to cities, developing cities, conflicts between norms traditional rural customs with new norms growing in the process of rapid social shift in the big cities, the waning of the personality patterns associated with traditional social control, and global changes in science and technology. In this case, a shift in the social order of society will have an impact on the formation of student personalities.
LOCAL CULTURE BASED LEARNING TOOLS
The formation of personality in students can provide optimal results through education and learning in schools. Unfortunately, there are still many obstacles and obstacles in the current learning process. According to Akbar (2013), learning in schools is currently experiencing problems, especially in sub-optimal learning tools used to regulate the course of learning, such as in terms of indicators, objectives, models, teaching materials, and evaluation tools. The quality of learning tools prepared by the teacher affects student learning activities and outcomes, where good learning management will produce meaningful learning outcomes and be able to foster character for students.
Character education is very important given to students from an early age.
Wening (2012) explains that the environment plays a role in shaping a person's character. Good character education is character education that comes from the cultural values of the Indonesian people. The existence of culture and the diversity of noble cultural values possessed by the Indonesian people are one of the means in building the character of citizens, both related to private and public characters (Yunus, 2013). National character development through national culture can be done by transforming local cultural values as a means of national character. One of the means to build national character is by transforming local Javanese cultural values. Ninawati (2020) argues that a local wisdom-based approach is able to make
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students learn and form a good understanding of various learning activities which have been adapted to several aspects, including the community background consisting of culture, norms, values, and or the environment. This learning will be able to improve the character of students.
What is the function of local culture-based learning tools for student character?
Character development needs to start from instilling habituation in a school environment that is integrated with the learning process in elementary schools.
Thus, learning tools are needed that can connect the elements of cultivating national character. Learning devices that are designed systematically and based on student needs can help teachers in transferring knowledge and the guidance process to students optimally. According to Borich (2007), it is stated that "Planning is the systematic process of deciding what and how your students should learn."
Therefore, in the preparation of learning tools must be done through observation and field studies that examine student characteristics and problems in the field, as well as opportunities and obstacles that arise when the learning tools that have been compiled are implemented.
RESEARCH METHODS
This research used a quantitative research model with experimental methods. The experimental method is a method to find the effect of certain treatments on others under controlled conditions in a study (Sugiyono, 2014).
The research design used in this study was a Quasi Experimental Design with the form of Nonequivalent Control Group Design. In this case, the researcher used one experimental group and one control group which was started by giving a pretest to each group. The experimental group was given treatment, while the control group was not. Post test for both groups was given at the end of the research.
The research design used is as shown in Figure 1 below.
Figure 1. Research Design
The population in this study were all fourth grade students of SDN Cipayung 03 Pagi, totaling 62 students. The population consisted of classes IV-A and IV-B. The sample used is selected using a saturated sampling technique where all members of the population are selected as sample members.Data collection in this study was carried out through observation and tests. Meanwhile, data analysis was performed using a comparative test with paired sample t-test. Paired Sample
O₁ X O₂
O 3 O₂
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T-test aims to test the pretest and posttest values in the same group. The SPSS 25.0 program was used as support in the data analysis process
RESULTS AND DISCUSSION
The results of the student character comparison test are shown in Table 1 below.
Table 1. Hypothesis Test Results of the Independent Sample T Test The Skill of Creative & Mathematics
Thinking
t-test for Equality of Means
T Sig.
(2- tailed) Mean Std. Error
Difference
Equal variances assumed -7,093 1,889 -3,754 ,001 Equal variances not assumed -7,093 1,934 -3,668 ,002
Referring to the information shown in table 4.4, the results obtained from hypothesis testing are the sig value. (2-tailed) for the control class and for the experimental class are 0.001 and 0.002. Based on the independent sample t-test, it was found that the sig. (2-tailed) <0.05 which indicates a significant difference between the control class and the experimental class. Hypothesis 0 in this study is rejected, which shows that there is a significant influence of local culture-based learning tools on strengthening the national character of elementary school students.
According to Purnamasari and Wangid (2016), it is explained that local culture-based learning tools are considered effective in strengthening the character of the student nation. This is because the application of learning tools developed in primary schools has a significant effect on the character of students compared to students who are not given the learning tools developed. Jaya et al. (2014) revealed that the results of developing learning tools that are integrated with local values indicate a learning device that meets valid, practical and effective criteria to improve character and student learning outcomes and can be used in a wider scope.
The opinions above reinforce the results of this study that the learning tools based on local culture that have been compiled by the teacher are effective in improving the character of students in elementary schools.
Primary education is the initial level of formal education which is obliged to teach character education to students. Character education instilled in students from an early age will have an effect on students in the future. Later students grow into human character, both in the family and society. Improving and strengthening student character is a school task as a place for student learning at the elementary level. School does not only act as a place to hone knowledge but also as a place that trains students to foster moral and social values so as to produce human characters.
According to Zuchdi et al (2010), character education is a vital need that provides the next generation with basic abilities that are able to make life-long learners as a character.Character education is called lifelong education because this education is applied by humans during life. Afandi (2011) states that character education is an educational system that prioritizes the cultivation of values according to national culture and components from aspects of knowledge (cognitive), attitude (affective) and good actions towards God Almighty, oneself, society and nation. Meanwhile,
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Abidin (2012) explained that character education is education that develops character values in students so that they have values and character that are taught as their own character. In addition, they are also expected to be able to apply character values in their daily lives as members of society, members of national, productive, religious and creative citizens. According to Puspita (2019), character education is part of the education system wherein instilling character values in students, including components of knowledge, awareness or willingness, and actions to carry out these values.
Strengthening character education must involve the environment around students. According to Sahrtini et al (2019), it is necessary to have a willingness from regional leaders to apply local wisdom in character education which is then carried out by regional officials, schools, families and communities so that students with character can be realized. The role of schools and the community is very important in creating a smart and character generation. One of the stages in using learning tools is the selection of the right learning model that can improve student character. Character-based learning models and local wisdom can enrich students' awareness of the local wisdom they have while strengthening their character (Marini, et al: 2018). Based on the explanation above, it can be concluded that character education is a process of cultivating cognitive, affective, and divine aspects that shape humans with their own characteristics to be able to become productive and moral citizens.
CONCLUSION
The application of local culture-based learning tools based on the results of this study is known to be able to improve the character of students in elementary schools. Learning tools that are arranged based on the results of analysis of problems in the field, the character and needs of students that are associated with local cultural values are effective for use in the learning process. In addition, learning tools as a result of the development of this study are known to have a significant effect on strengthening student character. Student character can be formed optimally through the process of education and guidance appropriately with the help of using learning tools that are arranged based on an analysis of student problems and needs.
REFERENCES
15. Abidin, Y. 2012. Language Learning Character Education Based. Bandung:
Refika Aditama
16. Affandi, B. 2011. Practical Handbook of Contraception Service. Jakarta: Bina.
Pustaka
17. Akbar, S. 2013. The Instruments of Learning Media. Bandung: Rosdakarya 18. Borich, G.D. 2007. Effective Teaching Methods Research-Based Practice Sixth
Edition. New Jersey: Pearson Merrill Pren-tice Hall.
19. Jaya, I. M, Sadia, I. W. & Arnayana, I. B. P. 2014. Developing Biology Learning Media Containing Character Education With Guided Inquiry Setting For Improving Character and Achievement of Junior High School Students. E-
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Journal of Graduate Program. University of Ganesha Education Natural Science (IPA) Study Program. Vol. 4: 1-12
20. Marini, A., Safitri, D., & Muda, I. 2018. Managing School Based on Character Building in The Context of Religious School Culture (Case in Indonesia).
Journal of Social Studies Education Research, 9 (4), 274-294
21. Ninawati, M. & Wahyuni, N. 2020. The Effectiveness of Local Wisdom Based Teaching Materials Towards Writing Literacy Skill of Elementary School Students. Journal of Thought and Primary School Development (JP2SD). 8(1):
51-59.
22. Purnamasari, V. & Wangid, M. N. 2016. Developing Scientific Approach Based Learning Media to Develop Character of Care and Discipline. Journal of Character Education. 4 (2):167-180.
23. Puspita, A. M. I. 2019. The Role of Literacy Culture in Improving The Character of Elementary School Students. Education Journal: Pedagogia. 8 (1):
105-113.
24. Sugiyono. 2016. Research and Development Method. Bandung: Alfabeta 25. Suhartini, S., Sekarningrum, B., & Sulaeman, M. M. 2019. Social Construction
of Student Behavior Through Character Education Based on Local Wisdom.
Journal of Social Studies Education Research, 10 (3), 276-291
26. Wening, S. 2012. Nation Character Formation Through Value Education.
Journal of Character Education 2 (1).
27. Yunus, R. 2013. The Transformation of Local Culture Values as The Effort of Nation Character Development (Case Study Research of Huyula Culture in Gorontalo City). Journal of Educational Research, 14 (1).
28. Zuchdi, D. 2010. Pengembangan Model Pendidikan Karakter Terintegrasi Dalam Pembelajaran Bidang Studi Di Sekolah Dasar. Cakrawala Pendidikan,1(3): 1-11.
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Lampiran 2 Artikel Pada Jurnal Nasional Terakreditasi
IMPLEMENTASI MEDIA AUDIO VISUAL BERBASIS KEARIFAN LOKAL UNTUK MENINGKATKAN LITERASI BUDAYA DI SEKOLAH
DASAR
Mimin Ninawati
Program StudiPendidikan Guru Sekolah Dasar Universitas Muhammadiyah Prof DR Hamka Email: [email protected]
ABSTRAK
Pendidikan memiliki peran yang penting untuk menentukan maju atau mundurnya sebuah bangsa.
Pendidikan sangat diperlukan oleh setiap manusia sebagai sarana untuk mengembangkan nilai-nilai yang ada dalam diri manusia seperti nilai sosial, moral, agama, dan budaya. Berdasarkan hasil observasi, ditemukan bahwa literasi budaya pada siswa di sekolah dasar masih rendah. Tujuan dari penelitian ini yaitu untuk melihat pengaruh implementasi media audio visual berbasis kearifan lokal terhadap peningkatan literasi budaya di sekolah dasar. Metode penelitian yang digunakan adalah penelitian kuantitatif dengan jenis model quasi eksperiment dengan bentuk Nonequivalent Control Group Design. Teknik sampling penelitian ini adalah sampling jenuh karena semua anggota populasi dijadikan sebagai sampel. Analisis data dalam penelitian ini menggunakan uji komparasi dengan paired sample t-test berbantuan software SPSS 25.0. Berdasarkan hasil uji coba menunjukkan terdapat perbedaan pemahaman literasi budaya sebelum dan sesudah penggunaan media audio visual berbasis kearifan lokal. Sehingga dapat disimpulkan bahwa media audio visual berbasis kearifan lokal efektif mampu meningkatkan literasi budaya siswa sekolah dasar.
Kata Kunci : Media Audio Visual, Kearifan Lokal, Literasi Budaya
PENDAHULUAN
Pendidikan merupakan kegiatan yang tidak bisa dipisahkan dalam kehidupan masyarakat. Pendidikan memiliki peran yang besar untuk menentukan maju atau mundurnya sebuah bangsa. Pendidikan sangat diperlukan oleh setiap manusia sebagai sarana untuk mengembangkan nilai nilai yang ada dalam diri manusia seperti nilai sosial, moral, agama, dan budaya. Undang-Undang RI No. 20 tahun 2003 pasal 1 ayat (1) tentang Sistem Pendidikan Nasional menyatakan bahwa Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa, dan negara.