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"Tesis ini membahas mengenai pentingnya memahami perkembangan pendidikan anak usia dini. Pendidikan perlu dimulai dari usia dini oleh karena itu pendidik harus memiliki pemahaman yang kompleks mengenai perkembangan anak dan isu-isu untuk memperkaya pendidikan awal. Pendidikan pengalaman bermakna bagi anak. Para ahli perkembangan anak, baik psikolog, psikiater maupun dokter menyatakan bahwa pada usia dini yakni usia dari nol sampai enam tahun pertama dalam kehidupan seorang manusia merupakan masa dimana perkembangan fisik dan motorik, intelektual maupun sosial berlangsung dengan sangat pesatnya, sehingga seringkali disimpulkan bahwa keberhasilan pada masa ini menentukan seluruh masa depan seorang anak. Untuk memenuhi kebutuhan-kebutuhan tersebut, maka perlu adanya pendidikan anak usia dini. Pendidikan Anak Usia Dini (PAUD) merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik, kecerdasan, sosio emosional, bahasa, dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. Dalam penelitian ini, akan dijelaskan bagaimana metode pengajaran yang digunakan pihak TK JJS untuk anak Jepang yang ada di Indonesia. Bukan hanya itu, dalam penelitian ini juga akan meneliti bagaimana guru TK JJS dalam menjalankan peranannya. Serta, bagaimana upaya guru di TK JJS dalam mengatasi perbedaan-perbedaan yang timbul.

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This research discusses the importance of understanding education development of early childhood educators. Education needed to start early with the result that the educators must have a complex understanding of child development and early education issues to provide rich, meaningful educational experiences for all children even families in their care. Child development experts, either psychologists, psychiatrists and physicians stated that the early age (newborn-infant-toddler-preschooler) is a period where chilrden rapidly encounter first development stage; physical, motor, social and intellectual. It has been frequently concluded that this stage determines their children’s fruitfulness.

In order to comply the success in the early grades, Early Childhood Education (ECE) has been required to development appropriate teaching in preschool and kindergarten. Early Childhood Education (ECE) is an education form that focuses on physical growth and other developments such as intelligence, socio-emotional, language, and communication through uniqueness and developmental stages of preschool education.

This research explicates teaching methods in JJS from educators concrete perspective. It also illustrates how educators carried out their roles in class by way of their teaching experiences in overcoming distinctions of children’s characteristics."

"Skripsi ini membahas tentang proses pelaksanaan pendidikan berbasis karakter yang diterapkan di Taman Kanak-kanak Ummul Qura’ yang terletak di Kelurahan Munjul, Kecamatan Cipayung, Jakarta Timur. Pendekatan yang digunakan adalah pendekatan kualitatif dengan jenis penelitian deskriptif. Informan dipilih menggunakan teknik purposive sampling, dengan tiga kategori yaitu, kepala sekolah, guru atau pengajar, dan orang tua murid Taman Kanak-kanak Ummul Qura’. Hasil penelitian menunjukkan bahwa Taman Kanak-kanak Ummul Qura’ memiliki fasilitas yang mewadahi dan mendukung pelaksanaan, serta menggunakan kurikulum sembilan pilar dan sentra seperti yang diterapkan di Indonesia Heritage Foundation, juga terdapat faktor pendukung dan penghambat dalam pelaksanaan pendidikan berbasis karakter.

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This thesis discusses the implementation process of character-based education in kindergarten Ummul Qura’, which is located in Munjul, Cipayung subdistrict, East Jakarta. This research used qualitative approach with descriptive method. Informants were selected using purposive sampling technique, with three categories, headmaster, teachers, and parents of kindergarten Ummul Qura'. The results showed that kindergarten Ummul Qura' has the facilities to accommodate and support the implementation, as well as using the nine pillars and the central curriculum as implemented in Indonesia Heritage Foundation. It also has supporting factors and obstacles in the implementation of character-based education."

"Penelitian ini bertujuan untuk menguji efektivitas dari workshop yang dirancang untuk meningkatkan efikasi diri guru TK dalam kemampuan mengajar secara kreatif. Workshop ini dilakukan kepada 60 guru TK yang berasal dari beberapa kota di Indonesia secara daring. Penelitian ini menggunakan dasar teori empat sumber efikasi diri dari Bandura dan teori experiential learning dari Kolb. Pemilihan subjek menggunakan teknik accidental sampling. Workshop dilakukan sebanyak 6 sesi dalam waktu 2 hari. Desain penelitian yang digunakan adalah before and after study design untuk membandingkan perolehan skor kelompok (tanpa grup kontrol) sebelum dan sesudah pemberian intervensi. Instrumen penelitian yang digunakan adalah Teaching for Creativity Scales (Rubenstein et al., 2013) dengan mengambil salah satu dimensinya yaitu efikasi diri guru. Dari 60 peserta awal workshop, terdapat 38 data peserta yang dapat diolah menggunakan metode Repeated-Measures ANOVA. Penarikan kesimpulan penelitian ini dilihat dari nilai Sig Greenhouse-Geisser (0.000 < 0.05) dan perbedaan skor rata-rata kelompok yang menunjukkan bahwa terdapat perbedaan yang signifikan pada nilai efikasi diri guru TK mengenai kemampuan mengajar kreatif setelah diberikan intervensi. Dengan demikian dapat disimpulkan bahwa workshop yang dilakukan efektif untuk meningkatkan efikasi diri guru TK dalam kemampuannya mengajar secara kreatif.

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This study aims to examine the effectiveness of a workshop designed to increase kindergarten teachers’ self-efficacy regarding their creative teaching abilities. The workshop was conducted online for 60 kindergarten teachers from several cities in Indonesia. This study uses the theoretical basis of the four sources of self-efficacy from Bandura dan Kolb’s experiential learning. Subjects were selected using the accidental sampling technique. This workshop was conducted in 6 sessions for 2 days. The research design used in this study is a before and after study design (without a control group) to compare the group scores before and after the intervention. The research instrument used is the Teaching for Creativity Scales (Rubenstein et al., 2013) by taking one of the dimensions, which is teacher self-efficacy. From the initial 60 participants, there were only 38 participants’ data that could be processed using the Repeated-Measures ANOVA method. The conclusion of this research is seen from the value of Sig Greenhouse-Geisser (0.000 < 0.05) and the difference in the group average score, which shows that there is a significant difference in the self-efficacy score of kindergarten teachers regarding their creative teaching ability after the intervention. Thus, it can be concluded that the workshop is effective to increase the self-efficacy of kindergarten teachers regarding their ability to do creative teaching"

"Penelitian ini bertujuan untuk mengetahui pengaruh dari strategi pengajaran guru terhadap penerimaan teman sebaya siswa normal pada siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif dengan n=73 unit analisis kelas. Penelitian ini dilakukan pada 10 SD negeri inklusif dan 8 SD swasta inklusif di Jakarta, Depok dan Bogor. Penelitian ini menggunakan Bender Classroom Structure Questions Versi Indonesia (BCSQ-VI) untuk mengukur strategi pengajaran dan Peer Acceptance Scale (PAS) untuk mengukur penerimaan teman sebaya. Hasil analisis regresi menunjukan bahwa strategi pengajaran mempunyai pengaruh terhadap penerimaan teman sebaya siswa normal pada siswa berkebutuhan khusus di SD negeri inklusif (R=0,342, p<0,05). Hasil yang berbeda ditemukan di SD swasta inklusif, strategi pengajaran di SD swasta inklusif tidak berpengaruh secara signifikan terhadap penerimaan siswa normal pada siswa berkebutuhan khusus (R=0,337, p>005). Hasil perbandingan strategi pengajaran di SD negeri inklusif dan SD swasta inklusif menunjukan hasil yang tidak signifikan. Tidak ada perbedaan strategi pengajaran di SD negeri inklusif dan SD swasta inklusif. Hasil yang sama terlihat pada perbandingan penerimaan teman sebaya siswa normal terhadap siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif. Tidak ada perbedaan penerimaan teman sebaya siswa normal terhadap siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif.

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The purpose of this study was to determine effects of teacher’s strategy on students peer acceptance toward disability students in inclusive public and private elementary school with n=73 class unit class analysis. This study was conducted in 10 inclusive public elementary school and 8 inclusive private elementary school in Jakarta, Depok and Bogor. This study uses measuring instruments Bender Classroom Structure Question Version Indonesian (BCSQ) to measure teaching strategy and Peer Acceptance Scale to measure peer acceptance.

Results from regression analysis found that there is significant effect of teaching strategy on students peer acceptance in inclusive public elementary school (R=0,342, p<0,05). Different result found in inclusive private elementary school, there is no significant effect of teaching strategy on students peer acceptance in inclusive private elementary school (R=0,337, p>005).

The comparative of teaching strategy in inclusive public elementary school and inclusive private elementary school found the results no significant different. Further, the comparative of peer acceptance in inclusive public elementary school and inlusive private school found the results that no significant different."

"ABSTRAKLatar belakang :Patient-based teaching merupakan komponen yang sangat penting dalampendidikan kedokteran. Salah satu metode pengajaran patient based teaching,yakni bedside teaching (BST) merupakan cara yang paling efektif untukmempelajari keterampilan klinis dan komunikasi. Penelitian ini ingin menggalisecara mendalam proses pelaksanaan BST dan mengidentifikasi hambatanpelaksanaannya di beberapa rumah sakit pendidikan FK Unisba.Metode :Jenis penelitian yang digunakan adalah penelitian kualitatif, dengan rancanganstudi kasus. Pada penelitian ini kasus yang diangkat adalah metode pengajaranBST yang dilaksanakan di 3 wahana pendidikan (RSUD Al Ihsan, RS Al Islamdan RS Muhamadyah Bandung). Data diambil dengan wawancara mendalam,focus group discussion, observasi dan studi dokumentasi, kemudian dianalisismelalui tiga tahapan yang meliputi reduksi data, penyajian data dan kesimpulanatau verifikasi. Uji kredibilitas data dilakukan dengan triangulasi teknik, sumber,member check dan studi dokumentasi.Hasil:Pelaksanaan BST yang kurang optimal disebabkan oleh berbagai faktor yaitudosen klinik, peserta didik, pasien serta sarana penunjang pembelajaran. Faktoryang teridentifikasi pada dosen klinik yaitu kurangnya waktu yang dialokasikandosen klinik serta kurangnya pemahaman dosen klinik akan metode BST danperannya sebagai role model. Faktor peserta didik yaitu kurangnya persiapan padametode BST, serta jumlah dan pengaturan peserta didik yang sering overload dibeberapa wahana pendidikan. Faktor Pasien adalah variasi kasus pasien yangkurang dibeberapa wahana pendidikan serta keengganan pasien untuk ikut sertadalam pembelajaran. Sarana penunjang pembelajaran berupa modul klinik yangmemuat sasaran dan tujuan pembelajaran dengan jelas belum dimiliki institusi danruangan penunjang BST yang nyaman agar pelaksaanaan BST menyenangkanbelum ada.Kesimpulan:Faktor-faktor yang telah teridentifikasi pada studi kualitatif ini menjadi parameterpada monitoring dan evaluasi program sehingga memudahkan institusi pendidikanmelakukan intervensi pada hambatan yang ada.

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ABSTRACTIntroduction:Patient-based teaching is a very important component in medical education.Bedside teaching (BST), one of the methods in patient based teaching is the mosteffective way to learn clinical skills and communication. This research was doneto explore in depth process of BST implementation and also to identify itsimplementation barriers in several teaching hospital of Unisba Medical SchoolMethods:Qualitative research with case study design was used for this research. Study casetheme used is BST teaching methods implemented in three teaching hospitals (AlIhsan Hospital, Al Islam Hospital, and Muhamadyah Hospital Bandung. Datawere taken using in-depth interviews, focus group discussions, observation, anddocumentation studies, and then followed by analysis through three stagesincluding data reduction, data presentation, and conclusions or verification.Credibility of the data was tested using triangulation techniques, sources, memberchecks and documentation studies.Results:Less than optimal BST Implementation was due to various factors, clinicalteachers, students, patients and also learning support facilities. Factors identifiedin the clinical teachers are lack of time allotted and lack clinical teachersunderstanding about BST method and its role as a role model. Factors identified inthe students are lack of preparations about BST method, and also lack of numbersand arrangements of students whose often overload on some teaching hospitals.Factors identified in the patients are less variation of patients in some cases ofteaching hospital and patients reluctance to participate in BST learning. Means oflearning support in the form of modules containing learning outcomes andobjectives clearly not owned by institutions and also comfortable roomssupporting BST in order to implement BST in a more gratifying way is yet exist.Conclussion:Factors which have been identified in this qualitative study is becomingparameters on monitoring and program evaluation therefore, making it easier foreducational institutions to intervene on the existing barriers."

"Latar Belakang : Kesehatan mulut merupakan masalah kesehatan masyarakat utama yang dapat mengenai semua kelompok populasi, dan kelompok anak usia dini penting untuk diperhatikan. Masalah kesehatan mulut yang paling penting pada masa ini adalah Early Childhood Caries (ECC). ECC dapat dicegah dengan pemberian pendidikan kesehatan kepada anak. Taman Kanak-Kanak (TK) tepat untuk dijadikan sebagai pusat pendidikan kesehatan bagi anak, dan guru TK memainkan peranan penting dalam hal ini. Namun ditemukan bahwa pengetahuan, sikap, dan praktik guru TK masih kurang serta terdapat beberapa faktor yang memengaruhi hal ini. Penelitian ini bertujuan untuk mengetahui hubungan antara berbagai karakteristik pribadi guru TK dan pengetahuan, sikap, dan praktik mengenai kesehatan mulut di Jakarta Selatan. Metode: Studi analitik observasional cross-sectional dengan metode convenience sampling dilakukan pada beberapa TK di Jakarta Selatan dengan menggunakan kuesioner secara daring yang disebarluaskan melalui pesan grup WhatsApp dan melibatkan 253 guru TK. Kuesioner digunakan untuk pengambilan data karakteristik pribadi serta pengetahuan, sikap, dan praktik guru TK mengenai kesehatan mulut. Analisis statistik meliputi statistik deskriptif, uji korelasi Spearman, dan uji bivariat (p < 0,05).Hasil: 66,4% guru TK memiliki pengetahuan yang baik, 53% guru TK memiliki sikap yang baik, dan 55,7% guru TK memiliki praktik yang baik mengenai kesehatan mulut. Terdapat hubungan positif signifikan antara pengetahuan dan sikap, pengetahuan dan praktik, dan sikap dan praktik guru TK mengenai kesehatan mulut. Terdapat perbedaan signifikan antara status pernikahan, anak, dan pengalaman pelatihan kesehatan mulut dengan pengetahuan mengenai kesehatan mulut (p < 0,05). Kesimpulan: Sebagian besar guru TK sudah memiliki pengetahuan, sikap, dan praktik yang baik mengenai kesehatan mulut. Terdapat hubungan antara pengetahuan dan sikap, pengetahuan dan praktik, dan sikap dan praktik guru TK mengenai kesehatan mulut. Karakteristik pribadi guru TK seperti status pernikahan, anak, dan pengalaman pelatihan kesehatan mulut memiliki hubungan dengan pengetahuan mengenai kesehatan mulut.

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Background: Oral health is a major public health problem that can affects all population group, and it is important to pay attention to early childhood group. The most important oral health problem at this time is Early Childhood Caries (ECC). ECC can be prevented by providing health education to children. Kindergarten has become an approriate place as a center for health education for children and kindergarten teacher plays important role in this. However, it was found that teachers were still lacking in knowledge, attitude, and practice and there were several factors that influenced this. This study aims to determine the relationship between kindergarten teachers’ various personal characteristics and knowledge, attitude, and practice regarding oral health in South Jakarta.

Methods: A cross-sectional observational analytic study using the convenience sampling method was conducted in several kindergartens in South Jakarta using an online questionnaire which was distributed via WhatsApp group message and involved 253 kindergarten teachers. The questionnaire was used to collect data on kindergarten teachers’ personal characteristics and knowledge, attitude, and practice regarding oral health. Statistical analysis included descriptive statistics, Spearman correlation test, and bivariate test (p < 0,05).

Results: 66,4% of kindergarten teachers had good knowledge, 53% of kindergarten teachers had good attitude, and 55,7% of kindergarten teachers had good practice regarding oral health. There was a significant positive correlation between kindergarten teachers’ knowledge and attitude, knowledge and practice, and attitude and practice regarding oral health. There was a significant difference between marital status, children, and oral health training experience with knowledge regarding oral health (p < 0,05).

Conclusion: Most kindergarten teachers already had good knowledge, attitude, and practice regarding oral health. There was a correlation between kindergarten teachers’ knowledge and attitude, knowledge and practice, and attitude and practice regarding oral health. Kindergarten teachers’ personal characteristics such as marital status, children, and oral health training experience were associated with knowledge regarding oral health."

"Tujuan penelitian ini adalah mengelaborasipemanfaatan Teknologi Informasi dan Komunikasi (TIK) gunameningkatkan proses belajar peserta didik. Pemanfaatan TIKdalam pembelajaran akan memotivasi guru melaksanakansecara bertahap kegiatan pembelajaran yang berpusat padapeserta didik. Masalah yang dibahas di dalam penelitian iniadalah tentang bagaimana pergeseran kegiatan pembelajarandari yang semula berpusat pada guru menjadi berpusat padapeserta didik melalui pemanfaatan TIK. Perkembangan TIKmemengaruhi berbagai aspek kehidupan sehari-hari, termasukkegiatan pembelajaran di kelas. Sekalipun demikian, belumsemua sekolah dan guru memanfaatkan TIK dalammembelajarkan peserta didiknya. Kegiatan pembelajaranmasih cenderung berfokus atau berpusat pada guru di kelas.Penelitian ini mengkaji kecenderungan guru memulaipemanfaatan TIK dalam kegiatan pembelajaran dan pada saatyang bersamaan juga cenderung menerapkan modelpembelajaran yang berpusat pada peserta didik. Penelitianini menerapkan metode penelitian kepustakaan yangmengeksplorasi berbagai isu yang berkaitan denganpemanfaatan TIK dalam pembelajaran (melalui berbagai hasilpenelitian dan pengembangan, jurnal ilmiah, prosidingpertemuan ilmiah, dan publikasi lainnya yang relevan) gunamenerapkan model pembelajaran yang berfokus pada pesertadidik. Hasil penelitian ini menunjukkan bahwa pemanfaatanTIK dalam pembelajaran menstimulasi guru secara bertahapuntuk menerapkan model pembelajaran yang berpusat padapeserta didik."

"Pendidikan dan Pelatihan Instruktur Penyuluh Narkoba Untuk Guru seringkali dinyatakan kurang efektif dalam menciptakan sekolah bersih dari Narkoba. Oleh karena itu perlu mengevaluasi keefektivan pendidikan dan pelatihan guru tentang narkoba dalam menciptakan sekolah bersih dari Narkoba. Dalam mengevaluasi keefektifan pendidikan dan pelatihan guru tersebut populasi pelatihan ini meliputi SMA 7, 30, 70 dan 95 di Jakarta yang pernah dilatih Pusat Dukungan Pencegahan Lakhar BNN Tahun 2003 dan sebagai sampelnya adalah Guru dan Siswa. Berdasarkan empat tingkat evaluasi Kirkpatrick menyebutkan mengenai Reaksi, Pembelajaran, Perilaku dan Hasi1 Dimana dari hasil pengujian korelasi Product Moment karl Pearson dalam mengukur hubungan efektivitas Diktat Guru mengenai narkoba dalam menciptakan sekolah bersih narkoba dengan program SPSS Versi 11 for window diperoleh nilai r sebesar + 0, 740 dengan signifikansi (p) = 0, 000.Artinya terdapat hubungan positif yang kuat dan signifikan antara Diklat Guru mengenai narkoba dalam menciptakan sekolah bersih narkoba. Berdasarkan hasil penelitian yang diperoleh melalui pengujian statistik sebagaimana telah diuraikan, maka saran-saran yang dapat diajukan adalah sebagai berikut:1. Perlu dilakukan penelitian lebih lanjut dengan menyertakan variabel-variabel lain yang diduga berpengaruh dalam menciptakan sekolah bebas narkoba, misalnya variabel kompetensi Guru, kondisi lingkungan sekolah, dan sebagainya.2. Kepada Manajemen BNN selaku pelaksana Diktat Guru mengenai narkoba perlu melakukan peningkatan kualitas pelaksanaan diktat dengan memperhatikan aspek-aspek terkait misalnya, kesesuaian materi diktat dengan profesi peserta, kompetensi instruktur dalam menyampaikan materi, rancangan waktu pemberian materi yang memadai, pelaksanaan keefektifan evaluasi termasuk pelaksanaan program diktat secara berkala.3. Kepada pihak sekolah khususnya para Guru peserta diktat mengenai narkoba disarankan sebagai berikut:a. Berperan aktif melakukan berbagai upaya dan aplikasi Ilmu pengetahuan yang diperoleh dari diktat tersebut dalam menciptakan sekolah bebas narkoba.b. Lebih luas lagi para Guru peserta diktat mengenai narkoba diharapkan dapat menjadi penggerak dan motivator bagi komponen sekolah lainnya dengan cara membagi dan menularkan pengetahuan yang diperolehnya kepada Guru lain.4. Berdasarkan jawaban responden dalam kuesioner sekolah bebas narkoba terungkap beberapa hal yang masih perlu ditingkatkan, yaitu:a. Berupaya meningkatkan kesadaran akan bahaya narkoba kepada siswa tidak hanya melaiui penyuluhan tetapi melalui tindakan-tindakan yang lebih tegas.b. Berupaya meningkatkan ketaatan siswa dalam mematuhi peraturan tata tertib sekolah dengan meningkatkan kedisiplinan dan pemberian sanksi yang tegas serta konsisten, dengan demikian lingkungan sekolah dan siswa yang bersih dan narkoba akan dapat terwujud.

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Training and Education of Drugs Instructor Counselor for Teachers is often stated not effective in creating the school clean of Drugs. So it is necessary to evaluate the effectiveness of teacher's training and education on drugs in creating the school clean of Drugs. We include the population of SMA 7, 30, 70 and 95 in Jakarta who have been trained by The Prevention Center of National Narcotics Board in 2003, and as the samples are the teachers and students, in evaluating the effectiveness of teacher's training and education.Based on the four level of evaluation Kirkpatrick mentions about Reaction, Learning, Attitude, and Result. The result of examination correlation of Product Moment Karl Person in measuring the effectiveness correlation of Teacher's Training and Education on drugs in creating the school clean of Drugs with SPSS 11 Version windows programmer, found that r is + 0.740 with significance is (p)= 0.000.It means that there is significant and strong positive correlation between Teacher's Training and Education on drugs in creating the school clean of Drugs.Based on the research found through statistic examination as stated above, we will submit some suggestions as follows:1. It is necessary to do further research by including other variables which is estimated can affect in creating the schools free of Drugs, for example Teachers competence, the condition of school environment, etc.2. For NNB management as the implementer of the Teacher's Training and Education on drugs needs to improve the quality of the implementation of training and education by considering related aspects such as the coherence of the training material and the participants profession, the instructor competence in presenting the material, enough time of the material presentation, effective implementation including the implementation of training program periodically.3. For the schools especially teachers as the participants of training and education on drugs, we suggest that:a. Be active in doing any efforts and applying the knowledge got from the training and education in creating school free of drugs.b. Widely, teachers as the participants of training and education on drugs hoped to be able to support and motivate the other school components by sharing the knowledge got from other teacher.4. Based on the respondents? answers of the questioner on the school free of drugs, we found some matters that still need to be improved, namely:a. Try to improve the students' awareness of dangerous drugs not only through training but also through stern measures.b. Try to improve the loyalty of students to obey the school regulation by improving the disciplines and giving stern and consistent sanction, so that the school environment and student clean of drugs can be created."

"[ABSTRAKPenurunan kualitas lingkungan terjadi karena kelalaian, ketidaktahuan dan tiadanya etika serta moral terhadap lingkungan. PLH penting diajarkan pada murid SD. Penelitian ini bertujuan untuk (1) menganalisis metode yang digunakan di Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH; dan (2) menganalisis metode yang efektif dalam mengajarkan PLH. Metode yang digunakan adalah kuantitatif dengan analisis deskriptif. Penelitian dilakukan diSekolah Jepang Jakarta dan Bandung; dan sekolah penerima Adiwiyata di DKI Jakarta yaitu SDN Klender 22, SDN Benhil 12, SDN Menteng 02, dan SDN Sungai Bambu 05 serta SDN Sungailiat 05. Responden berjumlah 72 orang guru. Hasil penelitian menunjukkan bahwa metode yang digunakan oleh guru Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH adalah metode ceramah, metode pengalaman langsung dan metode diskusi. Pemilihan metode mempertimbangkan tujuan pembelajaran, situasi dan kesiapan pengajar sendiri. Metode yang efektif digunakan untuk mengajarkan PLH di sekolah dasar Adiwiyata dan sekolah Jepang adalah metode pengalaman langsung, metode diskusi dan metode ceramah.

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ABSTRACTThe degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective., The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.]"

"This book emphasizes the pedagogical task of education and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values : teachers’ and students’ concepts of moral and democratic education, curriculum design, democratic teaching instructional methods, and teacher education. "