- Tytuł:
- Integrated Character Education in Social Sciences with Contextual Teaching and Learning Approach
- Autorzy:
-
Rahman, Hardianto
Thalib, Syamsul Bachri
Mahmud, Alimuddin - Powiązania:
- https://bibliotekanauki.pl/articles/1998218.pdf
- Data publikacji:
- 2017-06-30
- Wydawca:
- Wydawnictwo Adam Marszałek
- Tematy:
-
character education
social sciences
contextual teaching - Opis:
- The presented study aims at increasing positive attitude of students as good citizens through the integration of character education in social studies with CTL approach. This research was classroom action research and the subjects of this research were 38 fifth-grade pupils of Elementary School SD Negeri 07 Panreng Sinjai. The study involved collaborators that were fifth-grade teachers who acted as the implementing action. Data were obtained through a test scale of attitude as the main data and supporting data were collected through observation and self-report. The research showed some findings. First, the integration of character education in teaching social studies is conducted by instilling the values of character education in learning with the social studies content and applying some of the components in the CTL. Second, there is continuous improvement of the integration of character education in social studies with the CTL approach from the first cycle to the third cycle. Based on the results of attitude tests on the citizenship subject in the first cycle, there was no student classified as very positive (0%), 44.73% of students were classified as positive, 39.47% negative, and 15.76% very negative. In the second cycle, there were 23.68% of students classified as very positive, 44.73% positive, 26.31% negative, and 5.26% very negative. In the third cycle, there were 18.42% of students classified as very positive, 78.94% positive, 2.63% negative and 0% very negative. Thus, the integrated character education in social studies can improve the attitude of a good citizen in fifth-grade pupils of SD Negeri 07 Panreng Sinjai.
- Źródło:
-
The New Educational Review; 2017, 48; 53-64
1732-6729 - Pojawia się w:
- The New Educational Review
- Dostawca treści:
- Biblioteka Nauki
Artykuł