Study Analysis of Character Values in the Thematic Book for Grade III Elementary School Students

(1)

Study Analysis of Character Values in the Thematic Book for Grade III Elementary School Students

Asrial

Jambi University, Jambi, Indonesia

E-mail: [email protected]

Syahrial

Jambi University, Jambi, Indonesia Email: [email protected]

Dwi Agus Kurniawan*)

Jambi University, Jambi, Indonesia Email: [email protected]

Putri Fadillah

Universitas Jambi, Jambi, Indonesia E-mail: [email protected]

Abstract: These character values are 18 contained in the Thematic Book for Grade III Elementary School Students which can be studied by educators through analysis. This study aims to examine the analysis of material content in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018 which contains character values. This research uses a qualitative approach with a type of document study. The subject in this study is the researcher himself. The objects used in this study are contained in data and data sources.

This research data is in the form of 18 character values in the 2013 Curriculum. The data source is in the form of Thematic Books for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018. The data is analyzed by content analysis method. The content analysis techniques used, namely unitizing sampling, recording, reducing, inferring, and narrating.

The results of the analysis of character values studies in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018 are religious, honest, tolerance, discipline, hard work, creative, independent, respect achievements, democratic, curiosity, national spirit, love of the country, friendly/communicative, love peace, love of reading, care for the environment, care for social, and responsible. By reviewing the contents of the Thematic Book for Class III Students Curriculum 2013 Revised Edition 2018, it is hoped that educators can find out the character values contained in the book and be able to help students form student character values in each of their learning activities.

Abstrak: Nilai-nilai 18 karakter ini terdapat pada Buku Tematik Peserta Didik Kelas III Sekolah Dasar yang dapat dikaji oleh pendidik melalui analisis. Penelitian ini bertujuan untuk mengkaji analisis isi materi pada Buku Tematik Peserta Didik Kelas III Sekolah Dasar Kurikulum 2013 Edisi Revisi 2018 yang memuat nilai-nilai karakter di dalamnya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi dokumen.

Subjek dalam penelitian ini adalah peneliti itu sendiri. Objek yang digunakan penelitian ini terdapat pada data dan sumber data. Data berupa muatan 18 nilai-nilai karakter pada Kurikulum 2013. Sumber data berupa Buku Tematik Peserta Didik Kelas III Sekolah Dasar Kurikulum 2013 Edisi Revisi 2018. Data yang diperoleh tersebut dianalisis dengan metode analisis isi. Teknik analisis isi yang digunakan, yaitu unitizing, sampling, recording, reducing, inferring, dan narrating. Hasil analisis kajian nilai-nilai karakter pada Buku Tematik Peserta Didik Kelas III Sekolah Dasar Kurikulum 2013 Edisi Revisi 2018 adalah religius, jujur, toleransi, disiplin, kerja keras, kreatif,

TA’DIB JOURNAL, 26 (2), 2023, (July-December)

ISSN: 1410-8208 (Print) 2580-2771 (Online)

Available online at https://ejournal.uinmybatusangkar.ac.id/ojs/index.php/takdib/index

Received: 26-5-2023; Revised: 14-10-2023; Accepted: 05-12-2023

(2)

mandiri, menghargai prestasi, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan bertanggung jawab. Dengan mengkaji isi Buku Tematik Peserta Didik Kelas III Kurikulum 2013 Edisi Revisi 2018 ini diharapkan pendidik dapat mengetahui nilai karakter yang terkandung dalam buku tersebut dan mampu membantu peserta didik membentuk nilai-nilai karakter peserta didik di setiap kegiatan pembelajarannya.

Keywords : Character Value; Thematic Book; Curriculum 2013

INTRODUCTION

he 2013 curriculum is one of the curricula set in Indonesia that has a major overhaul from the previous curriculum (Fernandes, 2019). Not only does it stop at the 2013 curriculum but the 2013 curriculum has a revised curriculum (Ika, 2018). The curriculum is called the revised 2013 curriculum. The 2013 curriculum is a revised part of the 2013 curriculum that is more developed to meet educational needs and gain meaningful experience directly (Rahmawati, 2018; Deviana &

Kusumaningtyas, 2019). This curriculum emphasizes more on the competence and characteristics of students (Aisyah, 2020).

This is an effort by the government to increase the superiority of human resources and hopefully facilitate the work of educators.

Creating superior human resources is not only seen from the superiority of competence and skills but the character of students must also be superior. Superior character is formed through character education in accordance with the 2013 curriculum (Pramasanti, Bramasta, &

Anggoro, 2020). Based on Government Regulation Number 87 Article 3 of 2017 has a design regarding strengthening character education consisting of 18 character values, namely (1) religious; (2) be honest; (3) tolerance; (4) discipline; (5) hard work; (6) creative; (7) independent; (8) democratic; (9) curiosity; (10) national spirit; (11) love of the motherland; (12) reward achievements; (13) friendly/ communicative; (14) peace-loving;

(15) love to read; (16) care for the environment; (17) social care; and (18) responsible (Permendikbud No.20, 2018).

These character values are character education in the 2013 curriculum that must be instilled in students.

Character cultivation can be adjusted to the characteristics of each learner. The characteristics of learners are seen from attitudes, skills, and knowledge (Rhosalia, 2017). To develop these characteristics, starting from elementary school (Anisah &

Holis, 2020). Elementary school-age children do not have a fixed character so they need character learning in elementary school. The existence of character learning in elementary schools can build the character of good students (Shinta & Ain, 2021). The learning in question is thematic learning.

Thematic learning is theme-based learning by linking several subjects into one unit (Wandini, 2017). Thematic learning uses thematic books as a learning resource. In line with research conducted by Imani, Hasanah,

& Setiabudi (2021) explained that in thematic learning of the 2013 curriculum, character education can be instilled through learning materials. The learning material is a thematic book that contains themes, subthemes, and learning activities that must be learned by students. The themes in the grade III elementary school thematic book have 8 themes consisting of Growth and Development of Living Things, Loving Plants and Animals, Things Around Me, My Obligations and Rights, Weather, Energy and Its Changes, Technological Development, Praja Muda Karana. Each of these themes is further divided into 4 subthemes. Each subtheme consists of 6 lessons. Each learning has various learning activities, namely Let's Observe, Let's Read, Let's Try, Let's Write, Let's Practice, Let's Tell Stories,

T

(3)

Let's Discuss, Let's Create, Let's Move, Let's Sing, Let's Dance, and Let's Play Roles, and is equipped with activities together with parents. Thematic learning has been prepared and it is hoped that educators can channel their learning well.

Good learning in schools needs to follow the direction of educators. This is because educators are learning pillars who must be ready and follow the process of changing times (Syahrial, et al., 2022). The educator should strive to learn to develop his abilities and insights. Because, educators who have this attitude can be creative in the learning process because they have prepared the material to be delivered. Material preparation using thematic book teaching materials and supported by media that attracts and motivates students (Ariyani &

Wangid, 2016). Although, educators can prepare material but not many educators actively have the ability in learning design including analyzing the content of the material.

Analysis of the content of the material is needed to determine the character values in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018. Previous research by Khairani & Ain (2022) argued that by using student books in the 2013 curriculum, it is hoped that it can help develop students' character values (Khairani

& Air, 2022). This can be an important step for educators to analyze the content of the material so that it can form the instillation of student character. In addition, previous research conducted by (Oktaviani, 2022)

stated that to know and describe the suitability of character values in the books of grade III elementary school students. This study aims to examine the analysis of material content in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018 which contains character values in it.

METHOD

This research uses a qualitative approach with a type of document study research. Document study is a type of research that obtains data by collecting documents from the results of analysis (Indra Kartika Sari, 2021). These documents will be analyzed so as to produce information for meeting needs and solving problems in this study.

The subject in this study is the researcher himself. Researchers will examine the analysis of what character values are contained in the 2013 Revised Edition of the 2018 Curriculum. While the object used in this study is the Thematic Book of Grade III Elementary School Students.

Data and data sources that support the research. Data becomes important information that is well organized and data sources as supporting information and strengthening research to be more relevant.

Data can be in the form of documents in the form of 18 character values in the 2013 Curriculum. While the source of supporting data is in the form of Thematic Books for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018. As for the indicators of character values.

Table 1. Character Values Indicator

No Character Value Character Sub Value

1 Religious An attitude that always obeys the provisions of his religion Get along well with friends of different religions

2 Honest Trustworthy words

Trustworthy actions

3 Tolerance An attitude of respecting differences of opinion and action

An attitude of respect for religious, ethnic, ethnic, and cultural differences 4 Discipline Students are orderly and comply with the rules and regulations of the assigned

tasks

5 Strive Students can overcome obstacles in learning activities Learners work hard to complete tasks

6 Creative Learners can come up with ideas

(4)

No Character Value Character Sub Value Students do creative ways

7 Self-sufficient An attitude of not depending on others

8 Democratic Learners have a way of thinking can assess equally rights and obligations Learners have an attitude that can assess equal rights and obligations 9 Curiosity Students are excited to know new things

Students always try to know their tasks

10 National Spirit Students have a way of thinking by placing the interests of the nation and state Students have an attitude that prioritizes the interests of the nation and state 11 Love of the Motherland Students have a way of thinking that shows loyalty and concern for the

homeland

Students have a loyal and caring attitude towards the homeland 12 Rewarding

Achievements

An attitude of acknowledging the success of friends Learners respect the success of friends

13 Friendly/

Communicative

Students can communicate Students can work together

14 Peace Loving Words that make people around you feel happy, safe, and comfortable An attitude that makes people around you feel happy, safe, and comfortable 15 Loves to Read Learners are aware of the importance of time for reading

Learners familiarize themselves with reading 16 Care for the

Environment

Preventing environmental damage Repairing environmental damage 17 Social Care Provide assistance to others

18 Responsible Duties and obligations towards oneself Duties and obligations to society

Duties and obligations to the environment Duties and obligations to the state

Duties and obligations towards God Almighty

(Adi, 2018); (Permendikbud No. 20, 2018) This research was conducted in Lotus Village, Muara Bulian District, Batanghari Regency, Jambi Province. The length of time used for this study is for five full months starting from December to April 2023.

The data collection technique in this study is using document studies or document analysis. Analysis of documents obtained by the method of content analysis. The document analysis techniques according to Krippendorff (2018), namely unitizing, sampling, recording, reducing, inferring, and narrating. As for the steps in analyzing the data, as follows:

1. Unitizing (unit selection) means that this study uses analysis units that have been collected in the form of data containing 18-character values in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018.

2. Sampling in qualitative research that focuses more on content analysis data Thematic Book for Grade III Elementary

School Students Curriculum 2013 Revised Edition 2018.

3. Recording (recording or recording) which means recording by providing codes and sign records to facilitate conclusions and data description.

4. Reducing which means that it can separate or eliminate data that is not in accordance with the research carried out based on the problem formulation.

5. Inferring is a stage after completing the previous four stages where researchers can conclude results based on data obtained and recorded.

6. Narrating (describing) is the final stage by describing or narrating the results of research based on the formulation of the problem in the research.

RESULTS AND DISCUSSION Result

The learning process at school is inseparable from the name book. Books are one of the important learning resources for

(5)

educators and students. The book used today is a book published in the 2013 curriculum published by the Ministry of Education and Culture of the Center for Curriculum and Books and Balitbang. The book is a Thematic Textbook. This thematic textbook consists of an educator's handbook and a learner's handbook (Ernawati & Ernawati, 2022). The focus of this research uses a thematic book of learner handbooks. The book provides meaningful experiences for students, especially grade III students aged 9-10 years who are in the concrete operation phase. This age phase where students try to get to know the surrounding environment and solve problems (Lestari, et al., 2020).

Thus, educators must be able to provide active and creative learning activities so as to foster the competence, skills, and character of quality students.

The learning activities of the 2013 curriculum in grade III elementary schools use thematic learning whose implementation uses the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018. The book contains character values that will be instilled into students. The thematic book for grade III elementary school students consists of eight themes, namely Growth and Development of Living Things, Loving Plants and Animals, Things Around Me, My Obligations and Rights, Weather, Energy and Its Changes, Technological Development, Praja Muda Karana. The themes each have four subthemes and six learnings. Each theme has a focus on developing character values to be analyzed. The scattered material for each learning activity is different integrated into the values of 18 characters.

Based on the results of data analysis in this study, it is known that there is a content of character values contained in learning activities in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018. The following are the results of the analysis that has been carried out, which are as follows:

Study of Character Values in Theme 1 Growth and Development of Living Things

The theme to be studied is theme 1 growth and development of living things containing four subthemes consisting of

"Characteristics of Living Things"; "Human Growth and Development"; "Animal Growth"; "Plant Growth and Development".

The four subthemes contain different learning activities, namely let's sing, let's practice, let's observe, let's discuss, let's write, let's try, let's tell stories, let's dance, let's create, and activities with parents. The results of the study of these character values are religious, tolerance, discipline, hard work, creative, independent, democratic, curiosity, respect for achievements, friendly/communicative, love to read, care for the environment, care for social, and responsible.

Table 2. Character Values Appearing in Theme 1 Character Value Sub Themes Sum

1 2 3 4

Religious 7 3 - - 10

Honest - - - - -

Tolerance 1 12 6 - 19

Discipline 33 26 23 20 102

Strive 36 30 36 30 132

Creative 6 8 10 7 31

Self-sufficient 1 4 - 1 6

Democratic - 3 3 - 6

Curiosity 37 10 12 25 84

National Spirit - - - - -

Love of the Motherland

- - - - -

Rewarding Achievements

- - 1 1 2

Friendly/

Communicative

24 16 18 12 70

Peace Loving - - - - -

(6)

Loves to Read 29 30 20 35 114 Care for the

Environment

2 - 6 12 20

Social Care - 3 5 2 10

Responsibility 18 12 8 12 50

Study of Character Values in Theme 2 Loving Plants and Animals

The theme to be studied is theme 2 loving plants and animals containing four subthemes consisting of "Benefits of Plants for Human Life"; "Benefits of Animals for Human Life"; "Love plants"; "Love animals". The four subthemes contain different learning activities, namely let's read, let's practice, let's sing, let's observe, let's tell stories, let's write, let's try, let's discuss, let's create, let's role-play, and activities with parents. The results of the study of these character values are religious, honest, disciplined, hard work, creative, democratic, curiosity, respect for achievements, friendly/ communicative, peace-loving, fond of reading, caring for the environment, social care, and responsibility.

1 2 3 4

Religious 2 - - - 2

Honest 2 1 - - 3

Tolerance - - - - -

Discipline 19 22 24 23 88

Strive 30 29 29 26 114

Creative 12 9 12 15 48

Self-sufficient - - - - -

Democratic 2 - 3 - 5

Curiosity - - 7 11 18

National Spirit - - - - - Love of the

Motherland

- - - - -

- - 1 - 1

Friendly/

Communicative

9 11 12 11 43

Peace Loving 5 1 1 - 7

Environment

8 - 19 - 27

Social Care 2 13 5 2 22

Study of Character Values in Theme 3 Things Around Me

The theme that will be studied in the content of the material is the theme 3 Things Around Me contains four subthemes consisting of "Various Things Around Me";

"The Form of Things"; "The Transfiguration of Things"; "The Miracle of Transfiguration Around Me". The four subthemes have different learning activities, namely let's read, let's observe, let's practice, let's try, let's write, let's discuss, let's tell stories, let's sing, let's create, and activities with parents. The results of the study of character values are religious character values, honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, friendly/communicative, peace-loving, fond of reading, caring for the environment, social care, and responsibility.

1 2 3 4

Religious - - - 2 2

Honest - 1 - - 1

Tolerance - - - 1 1

Strive 33 36 42 38 149

Creative 8 11 21 7 47

Self-sufficient - - - 1 1

(7)

Democratic 8 - - - 8

Curiosity 8 22 18 6 54

Motherland

- - - - -

Friendly/

Communicative

22 18 13 14 67

Peace Loving - 1 - 1 2

Environment

8 5 - 4 17

Study of Character Values in Theme 4 My Obligations and Rights

The theme that will be studied in the content of the material is theme 4 obligations and my rights containing four subthemes consisting of "My Obligations and Rights at Home"; "My Obligations and Rights at School"; "My Duties and Rights in Neighborliness"; "My Duties and Rights as a Citizen". The four subthemes have different learning activities, namely let's observe, let's read, let's write, let's practice, let's try, let's sing, let's tell stories, let's create, let's discuss, let's dance, and activities with parents. The results of the study of character values are from religious character, tolerance, discipline, hard work, creative, democratic, curiosity, national spirit, love for the country, friendly/communicative, love to read, care for the environment, care for social, and responsible.

1 2 3 4

Religious - - - 3 3

Honest - - - - -

Tolerance - - - 3 3

Discipline 38 28 29 27 122

Strive 32 26 27 23 108

Creative 4 5 5 8 22

Democratic 1 4 3 2 10

Curiosity 2 - - 1 3

National Spirit - - - 2 2 Love of the

Motherland

- - - 2 2

- - - - -

Friendly/

Communicative

3 6 5 2 16

Environment

2 6 8 6 22

Social Care 1 2 1 - 4

Study of Character Values in Theme 5 Weather

The theme to be studied is theme 5 weather containing four subthemes consisting of "Weather Conditions";

"Weather Change"; "The Effect of Weather Change on Human Life"; "Weather, Seasons, Climate". The four subthemes contain different learning activities, namely let's read, let's observe, let's write, let's practice, let's sing, let's do activities, let's discuss, let's tell stories, let's create, let's try, let's dance, and activities with parents. The results of the study of character values are religious, tolerance, discipline, hard work, creative,

(8)

democratic, curiosity, friendly/

communicative, fond of reading, caring for the environment, social care, and responsibility.

1 2 3 4

Religious - - 1 - 1

Honest - - - - -

Tolerance 2 - - - 2

Strive 29 31 31 17 108

Creative 5 16 9 13 43

Democratic - - 1 - 1

Curiosity 4 2 - 1 7

Motherland

- - - - -

Friendly/

Communicative

3 8 5 12 28

Environment

- 1 - 3 4

Responsibility 1 - 1 4 6

Study of Character Values in Theme 6 Energy and Its Change

The theme to be studied is theme 6 energy and the changes contain four subthemes consisting of "Energy Sources";

"Energy Change"; "Alternative Energy";

"Energy Saving". The four subthemes contain different learning activities, namely let's observe, let's read, let's tell stories, let's

sing, let's try, let's practice, let's discuss, let's write, let's dance, let's create, and activities with parents. The results of the study of these character values are discipline, hard work, creative, democratic, curiosity, friendly/communicative, love to read, care for the environment, care for social, and responsible.

1 2 3 4

Religious - - - - -

Honest - - - - -

Tolerance - - - - -

Strive 23 32 37 39 131

Creative 9 9 10 16 44

Democratic 2 - 1 3 6

Curiosity 2 - - - 2

Motherland

- - - - -

Friendly/

Communicative

4 2 1 4 11

Environment

4 - 11 5 20

Social Care 1 3 - - 4

Study of Character Values in Theme 7 of Technology Development

The theme to be studied is theme 7 technological development containing four subthemes consisting of "Development of

(9)

Food Production Technology";

"Development of Clothing Production Technology"; "Development of Communication Technology"; "Development of Transportation Technology". The four subthemes contain different learning activities, namely let's sing, let's read, let's observe, let's practice, let's try, let's discuss, let's role-play, let's write, let's dance, let's tell stories, let's create, and activities with parents. The results of the study of these character values are the character values of tolerance, discipline, hard work, creative, democratic, curiosity, love of the country, friendly/communicative, love of peace, love of reading, social care, and responsibility.

1 2 3 4

Religious - - - - -

Honest - - - - -

Tolerance 10 1 3 - 14

Discipline 32 33 33 32 130

Strive 26 33 25 27 111

Creative 7 13 7 5 32

Democratic 4 2 5 3 14

Curiosity 2 1 2 - 5

Motherland

- 1 - - 1

- - - - -

Friendly/

Communicative

5 1 9 7 22

Peace Loving 1 - - - 1

Environment

- - - - -

Social Care 1 - 2 - 3

Responsibility - 2 - - 2

Study of Character Values in Theme 8 Praja Muda Karana

The themes that will be studied in the content of the material are theme 8 praja muda karana contains four subthemes consisting of "I am a Scout"; "I'm an Independent Child"; "I love adventure"; "I Love to Work". The four subthemes contain different learning activities, namely let's sing, let's practice, let's try, let's read, let's discuss, let's observe, let's dance, let's create, let's write, let's tell stories, and activities with parents. The results of the study of these character values are religious character, tolerance, discipline, hard work, creative, independent, democratic, curiosity, love of the country, friendly/communicative, love of peace, love of reading, care for the environment, social care, and responsibility.

1 2 3 4

Religious - 3 3 - 6

Honest - - - - -

Tolerance 4 - 6 - 10

Strive 36 46 34 39 155

Creative 14 13 10 12 49

Self-sufficient - 10 - - 10

Democratic - 7 2 2 11

Curiosity 3 - 1 - 4

Motherland

8 - 2 2 12

- - - - -

Friendly/ 4 4 7 13 28

(10)

Communicative

Peace Loving - - 2 1 3

Environment

- 3 - 5 8

Social Care - 4 - 4 8

Responsibility 2 7 - 7 16

Discussion

Based on an analytical study conducted on each theme in the Thematic Book of Grade III Elementary School Students Curriculum 2013 Revised Edition 2018, it was found that the character values contained in it were found. In themes 1 to 8

there are four subthemes and six learning which contain subjects Indonesian, Mathematics, Science, PPKn, Social Studies, PJOK, and SBdp. Character value indicators on each learning theme vary. Theme 1 contains fourteen character values, theme 2 contains fourteen character values, theme 3 contains fifteen character values, theme 4 contains fourteen character values, theme 5 contains twelve character values, theme 6 contains ten character values, theme 7 contains twelve character values, and theme 8 contains fifteen character values. The table presented contains the character values contained in each theme 1 to theme 8, which are as follows:

Table 10. Character Values in Every Theme

No Theme Subthemes Character Value

1 Growth and Development of Living Things

Features of living beings Religious, tolerance, discipline, hard work, creative, independent, democratic, curious, respectful of achievements,

friendly/communicative, fond of reading, caring for the environment, caring socially, and responsible.

Human Growth and Development Animal Growth Plant Growth and Development 2 Love Plants and

Animals

Benefits of Plants for Human Life

Religious, honest, disciplined, hard working, creative, democratic, curious, respectful of achievements, friendly / communicative, peace-loving, fond of reading, caring for the environment, socially caring, and responsible.

Benefits of Animals for Human Life

Loving Plants Love Animals

3 Things Around Me Things Around Me Religious, honest, tolerant, disciplined, hard working, creative, independent, democratic, curious, friendly / communicative, peace- loving, fond of reading, caring for the environment, socially caring, and responsible.

Form of Objects Changes in the Form of Objects

The Miracle of

Transfiguration Around Me

4 My Obligations and Rights

My Obligations and Rights at Home

Religious, tolerance, discipline, hard work, creative, democratic, curiosity, national spirit, love for the country, friendly / communicative, love to read, care for the environment, care for social, and responsible.

My Obligations and Rights at School My Obligations and Rights in Neighborliness My Obligations and Rights as a Citizen

5 Weather Weather Conditions Religious, tolerance, discipline, hard work, creative, democratic, curious, friendly / communicative, fond of reading, caring for the environment, caring socially, and responsible.

Weather Changes The Effect of Weather Changes on Human Life Weather, Seasons, and Climate

6 Energy and Its Changes

Energy Source Discipline, hard work, creative, democratic, curious, friendly/ communicative, fond of Energy Change

(11)

Alternative Energy reading, caring for the environment, socially caring, and responsible.

Energy Saving 7 Technology

Development

Development of Food Production Technology

Tolerance, discipline, hard work, creative, democratic, curiosity, love of the

motherland, friendly/ communicative, love of peace, love of reading, social care, and responsibility.

Development of Clothing Production Technology Development of Communication Technology Development of Transportation Technology

8 Viceroy of Karana I'm a Boy Scout Religious, tolerance, discipline, hard work, creative, independent, democratic, curious, love of the motherland, friendly /

communicative, peace-loving, fond of reading, care for the environment, social care, and responsibility.

I'm an Independent Child I'm adventurous

I Love Creating

The results of the study of character values in each theme 1 to theme 8 in the Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018, concluded that overall has values of 18 characters. The value of the character instilled can be adjusted to the material of learning teaching materials (Ridwan & Mudiono, 2017). Teaching materials that are learning content can describe the activities of students carried out in everyday life. This opinion is in line with research (Geni, Sudarma, & Mahadewi, 2020) that the teaching materials used in the 2013 curriculum are thematic learning materials that connect character values with real materials in everyday life. Therefore, strengthening and instilling character values can be emphasized in learning activities.

The results of the study of the values of 18 characters in the Thematic Book of Grade III Elementary School Students Curriculum 2013 Revised Edition 2018 are religious, honest, tolerance, discipline, hard work, creative, independent, respect achievements, democratic, curiosity, national spirit, love of the country, friendly /communicative, love peace, love of reading, care for the environment, care for social, and responsible. Thus, the existence of these character values is expected to create intelligent and characterful human resources.

Content analysis is carried out to determine

the character values that are integrated in the content of learning activity materials.

CONCLUSION

The results of this study can be concluded as follows:

1. Thematic Book for Grade III Elementary School Students Curriculum 2013 Revised Edition 2018 contains 18 character values spread in each theme, subtheme, and learning activities.

2. The 18 character values, namely religious character, honesty, tolerance, discipline, hard work, creative, independent, respect achievements, democratic, curiosity, national spirit, love of the motherland, friendly / communicative, love of peace, love of reading, care for the environment, social care, and responsibility.

3. The themes consist of the themes of Growth and Development of Living Things, Loving Plants and Animals, Things Around Me, My Obligations and Rights, Weather, Energy and Its Changes, Technological Development, and Praja Muda Karana.

4. The subthemes contained in theme 1 to theme 8 are theme 1 containing the Characteristics of Living Beings;

Human Growth and Development;

animal growth; and Plant Growth and Development. Theme 2 contains the Benefits of Plants for Human Life;

(12)

Benefits of Animals for Human Life;

love plants; and Love Animals. Theme 3 contains Things Around Me; the form of things; Changes in the form of objects;

and The Miracle of Transfiguration of Things Around Me. Theme 4 contains My Obligations and Rights at Home;

My Obligations and Rights at School;

My Obligations and Rights in Neighborliness; My Obligations and Rights as a Citizen. Theme 5 contains Weather Conditions; weather changes;

The Effect of Weather Changes on Human Life; Weather, Seasons and Climate. Theme 6 contains Energy Sources; Energy Change; Alternative Energy; and Energy Saving. Theme 7 contains the Development of Food Production Technology; Development of Clothing Production Technology;

Development of Communication Technology; and Development of Transportation Technology. Theme 8 contains I am a Scout, I am an Independent Child; I'm adventurous; and I Love to Work.

5. As for learning activities, namely Let's Observe, Let's Read, Let's Try, Let's Write, Let's Practice, Let's Tell Stories, Let's Discuss, Let's Create, Let's Move, Let's Sing, Let's Dance, and Let's Play Roles, And is equipped with activities together with parents.

6. These learning activities are integrated in character values that can help educators in developing the character values of grade III elementary school students. The goal is that students can model every learning activity into everyday life so that they have good character. In addition, by reviewing the contents of the Thematic Book for Class III Students Curriculum 2013 Revised Edition 2018, it is hoped that educators can know the character values contained in the book and be able to help students form student character values in each of their learning activities.

REFERENCES

Adi, Y. K. (2018). Analysis of Character Education Content in Curriculum Textbooks 2013 Grade III to Semester 1. Basic Education Profession, 1(1), 23.

Aisyah, S. (2020). Development of the 2013 curriculum as a shaper of akhlakul karimah character. ANSIRU PAI:

Professional Development of Islamic Religious Education Teachers, 4(1), 78-93.

Anisah, A. S., & Holis, A. (2020).

Enculturation of character values through traditional games in thematic learning in elementary schools. UNIGA Journal of Education, 14(2), 318-327.

Ariyani, Y. D., & Wangid, M. N. (2016).

Development of thematic-integrative teaching materials based on values, character, care, environment and responsibility. Journal of Character Education, 7(1).

Deviana, T., & Kusumaningtyas, D. I.

(2019). Analysis of the need for the preparation of thematic learning tools based on HOTS (higher of order thinking skills) in the 2013 curriculum

at SD Muhammadiyah 05

Batu. Edumaspul: Journal of Education, 3(2), 64-74.

Ernawati, Y., & Ernawati, Y. (2022). Study Of Integrated Thematic Textbooks Grade IV Elementary School Curriculum 2013. Study Of Integrated Thematic Textbooks for Grade IV Elementary School Curriculum 2013.

Fernandes, R. (2019). The relevance of the 2013 Curriculum to the needs of Learners in the Era of Revolution 4.0. Jurnal Socius: Journal of Sociology Research and Education, 6(2), 70-80.

Geni, K. H. Y. W., Sudarma, I. K., &

Mahadewi, L. P. P. (2020). Multimedia Development of Interactive Learning with CTL Approach to Thematic Learning of Grade IV Elementary School Students. Undiksha Edutech Journal, 8(2), 1-16.

(13)

Ika, M. M. (2018). Differences in Perceptions of Elementary School Teachers Based on Teaching Duration

About the 2013

Curriculum. Elementary Journal:

Jurnal Pendidikan Guru Sekolah Dasar, 1(2), 12-21.

Imani, A., Hasanah, A. F., & Setiabudi, D. I.

(2021). Analysis of character education values in the class III thematic book The theme of Objects Around Me. Soko Guru: Journal of Education, 1(1), 23-29.

Indra Kartika Sari. (2021). Basicedu Journal.

Basicedu Journal, 5(4), 2156–2163.

Khairani, A., & Ain, S. Q. (2022). Character Education Values The Theme of Living Together in Student Books in Elementary School. Scaffolding:

Journal of Islamic Education and Multiculturalism, 4(3), 293-305.

Krippendorff, K. (2018). Content analysis:

An introduction to its methodology.

Sage publications.

Lestari, F., Maylita, F., Hidayah, N., &

Junitawati, P. D.

(2020). Understanding Children's Characteristics. Jawa Timur: Bayfa Cendekia Indonesia.

Minister of Education and Culture of the Republic of Indonesia. 2018.

Regulation of the Minister of Education and Culture on Strengthening Character Education in Formal Education Units. Jakarta:

Ministry of Education and Culture.

Ministry of Education and Culture, 2018.

Integrated Thematic Book for Grade III Students, Theme of Things Around Me. Jakarta: Kemdikbud.

Integrated Thematic Book for Grade III Students, Weather Theme. Jakarta:

Kemdikbud.

Integrated Thematic Book for Grade III Students, Energy Themes and Their Changes. Jakarta: Kemdikbud.

Integrated Thematic Book for Grade

III Students, Theme of My Obligations and Rights. Jakarta: Kemdikbud.

Integrated Thematic Book for Grade III Students, Theme of Loving Plants and Animals. Jakarta: Kemdikbud.

Integrated Thematic Book for Grade III Students, Theme of Technology Development. Jakarta: Kemdikbud.

Integrated Thematic Book for Grade III Students, Theme of Growth and Development of Living Things. Jakarta:

Kemdikbud.

Integrated Thematic Book for Class III Students, Theme Praja Muda Karana.

Jakarta: Kemdikbud.

Oktaviani, S. (2022). Analysis of character values in the student book curriculum 2013 grade III elementary school. Pendas Mahakam: Journal of Primary School Education and Learning, 7(2), 101-105.

Pramasanti, R., Bramasta, D., & Anggoro, S.

(2020). Implementation of character education, responsibility and cooperation in thematic learning of the 2013 curriculum in SD Negeri 2 Berkoh. Papeda Journal: Journal of Basic Education Publications, 2(1), 43-48.

Rahmawati, A. N. (2018). Identify problems faced by teachers in the implementation of the revised 2013 curriculum in elementary schools. Indonesian Journal of Primary Education, 2(1), 114-123.

Rhosalia, L. A. (2017). Scientific Approach in Integrated Thematic Learning Curriculum 2013 Version 2016. JTIEE (Journal of Teaching in Elementary Education), 1(1), 59-77.

Ridwan, M. H., & Mudiono, A. (2017).

Content Analysis of Character Values in Grade IV Elementary School Student Books The Beautiful Theme of Togetherness. Elementary School Rides, 25(1), 1-7.

(14)

Shinta, M., & Ain, S. Q. (2021). School Strategies in Shaping Student Character in Elementary School. Basicedu Journal, 5(5), 4045- 4052.

Syahrial, S., Asrial, A., Sabil, H., Kurniawan, DA, Perdana, R., &

Fadillah, P. (2022). Content analysis of character value indicators in integrated

thematic textbooks curriculum 2013 grade V subtheme 7 subtheme 1. Premiere Educandum: Journal of Basic Education and Learning, 12 (1), 69-87.

Wandini, R. R. (2017). Integration of Character Education in Thematic Learning. NIZHAMIYAH, 7(2)