METODE ANALISIS BUKU TEKS TEMA MAKANANKU SEHAT DAN BERGIZI PADA SISWA KELAS IV SDN KEBONSARI 02 KOTA MALANG PADA KURIKULUM 2013 - Repository UNIKAMA

Membedah Anatomi Kurikulum 2013 | 156 OPTIMALISASI PENERAPAN PENDIDIKAN KARAKTER PADA “KURIKULUM 2013” MENGGUNAKAN STRATEGI 3M DI SEKOLAH DASAR Nur Asyiah Liyana Sunanto Email: nurasyahmgmail.com FKIP Universitas Muhammadiyah Cirebon Abstract Character education is a major issue in 2013. One reason for the curriculum change curriculum SBC into the curriculum of 2013 is the morality of society are diminishing. The issue of character education has long been heard, even before it is implemented, 2013. The implementation of the character education curriculum as one way of achieving national education goals is to make students to be a man of faith and fear of God almighty one, noble, healthy, knowledgeable, skilled creative self and become citizens of a democratic and accountable. The purpose of this study is to obtain the learning device syllabus, lesson plans, and student worksheet integrated character education using 3M strategy Knowing Moral, Moral Feeling, and Moral Action on the curriculum in 2013, and look at the effectiveness of the learning device for shaping the character of the participants learners. The study design used was a quasi-experimental control grouph pre test-post test. This research was conducted in SDN 3 Klangenan and SDN 1 Sumber to fourth grade students. The effectiveness of the learning device is made to be seen from the results of student learning, character assessment, student response to learning. Instructional materials used by integrating the value of a character in it that apply 3M strategy Knowing Moral, Moral Feeling, and Moral Action. Implementation of character education in the curriculum in 2013 by using the 3M strategy Moral Knowing, Feeling Moral, Moral Action is better than learning without using 3M strategy. Curriculum implementation in 2013 on an experimental class students gain value character N-gain of 0.84 height higher than the control class of 0.34 moderate. The mean percentage of students in the class character of the value of the experiment is 81.8, while for the control class is 71.1. The mean scores on the students understanding of the experimental class was 88.1, and the value of the control class is 77.8. With t table value 6.513 and 0.00 on the character and significance in understanding the value of t table 3.505 and 0.005 significance. Based on these data we can conclude the application of