Hasil Pencarian  ::  Simpan CSV :: Kembali

"The objective of this research is to describe (1) the concept of nation's character education; 2) resources and scope of nation's character education; 3) efforts for nation's character building at school; and 4) method of nation's character building at school and family. The method of this study used library research. Based on the result of the study, it may be concluded that: 1) nation's character education is a system to build character values at school community involving components of knowledge, awereness or willingness, and action to perform those values, either to the Almaighty God, self, other human beigs, environment, or country so that the students will be a holistic human beings. 2) resources for nation's character education include values contained in Pancasila and norms of Indonesian Constitution from 1945; While scope of nation's character education involves: objectives that describe the equality of intended character, the most effective material to acheve the objectives, effective instructional goals; 3) Nation's character education at the school can be performed through the habituation of good attitude and behaviour from early childhood and to be continued persistenty and sustainably pursuant to the level of development of learners and their environment condition. Nation character education should be performed continously and involve student's parents and community; and 4) the method to build nation's character use behavior control. Lower grade students need more time to behavior control than higher grade students. "

"AbstrakUsing Community Organizing Participatory Action Research (COPAR) as the main framework for the multiple data-gathering methods utilizedin the study, the researcher addressed the following objectives: (1) to assessthe educational needs of the Lumad and peasant communities in light of theimplementation of Republic Act 10533, and (2) to developa curriculum that addresses the needs of the Lumad and peasant communitiesconsidering the learning competencies stipulated by RA 10533. Freires methodof education was maximized as participants in the research included men, women,and children who learned toassess their role in their community as agents of change with the goal ofachieving social transformation through education. Still adhering to Freires method of education, the intended curriculum that was designed is simple andeasy to understand, integrative, and perceptive of the social realitiessurrounding the Lumads and other peasant learners. From the state approvedcurriculum, the new alternative curriculum ensured the presence of lessons andactivities with a positive influence on all the aspects of a childs development: physical, emotional, social, linguistic, aesthetic, and cognitivethrough the application of the outcomes-based education (OBE) framework. Curriculumdesign also utilized the Makabayan (nationalist), Makamasa (mass-oriented), andSiyentipiko (scientific) (MMS) orientation, which is based on rooted assessmentof the needs of the community learners. The integration of OBE with MMSframework is expected to result in transformative education that can producelifelong learners who will aspire to be part of national development whilepromoting their identity and the good of their communities. The researchprocess undertaken proved that community immersion provides an opportunity forself reflexivity that can result in a more inclusive curriculum design. Lastly it can be concluded that community organizing in education is a painstaking andendless process of collaborations, which, if purposeful and sustained, canpositively impact the communities."