SOCIAL SCIENCE LEARNING MANAGEMENT BASED ON INSTILLING HEROISM VALUES Social Science Learning Management Based on Instilling Heroism Values at SDN Pendrikan Kidul 1 Semarang.
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SOCIAL SCIENCE LEARNING MANAGEMENT
BASED ON INSTILLING HEROISM VALUES
AT SDN PENDRIKAN KIDUL 1 SEMARANG
By: Sugiyo
Abstract
There are three objectives of this research. The first is describing the
characteristics of the lesson plan of Social learning based on heroism value
establishment at SDN Pendrikan Kidul 1 Semarang. Secondly, it is describing the
characteristics of Social learning based on heroism value establishment at SDN
Pendrikan Kidul 1 Semarang. finally, the research aims at classifying the
characteristics of Social learning impact based on heroism value establishment at
SDN Pendrikan Kidul 1 Semarang.
It is qualitative research using ethnography design. This research was
conducted at SDN Pendrikan Kidul 1 Semarang. The informants are the principal
and teachers of SDN Pendrikan Kidul 1 Semaranng. Techniques used in data
collection are interview, observation, and documentation. Data analysis of this
research includes data reduction, data display, and conclusion. Data validity uses
credibility, transferability, confirmability and dependability.
The research results show that (1) writing of Social lesson plan based
instilling heroism value at SDN Pendrikan Kidul 1 Semarang is conducted based
on the Education Unit Level Curriculum (KTSP). The lesson plan is elaborated
from syllabus with emphasizing on attitude and heroism moral. Teachers prepare
several components in writing the lesson plan that consists of Standard
competence, Basic Competence, prop and source, and the assessment. In writing
lesson plan, teachers consider the environment where teachers design learning
with asking students to go to the heroic places such as palagan Ambarawa and
Ronggowarsito. But teachers do not involve the computer-based media in Social
lesson plan based instilling heroism value. (2) Social learning based heroism value
establishment at SDN Pendrikan Kidul 1 Semarang run effectively. Teachers do
several efforts to make the learning run effective such as discussing the important
of instilling heroism value and the appropriate way in delivering material through
Focus Group Discussion (FGD). The main materials delivered are focused on
instilling the attitude and moral. Learning includes teaching and learning
activities, habituation activities such as instilling discipline attitude and willing to
sacrifice for students, and activities held by the school such as scout, and flag
ceremony. Sources of material in the implementation of Social learning based
instilling heroism value still use printed books not materials from internet. (3)
Social learning based instilling heroism value has a positive impact for SDN
Pendrikan Kidul 1 Semarang. With the heroism value establishment, students
more understand on the values and spirit of heroism. Heroism spirit can be seen
from the students’ attitude such as being responsible, willing to sacrifice, and
being a patriot.
Keywords: Social, lesson plan, implementation, impact
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INTRODUCTION
Education is a forerunner of a learning process for children. With stimuli
in form of sound, picture visualization and action from the experience in
interacting to surrounding environment both in school or home gives a greatly
effect for children’ development. Playing in the school or home and ask them to
talk are the important things in children’ development.
Embedded good understanding, perception and knowledge to children in
Elementary school level should be realized for all parties especially teachers,
parents and media due to a good knowledge and positive stimuli will determine
the next children’s development.
The Government regulation No. 28 of 1990 on the Basic Education,
article 25, paragraph 1, it is said that the guidance is an assistance provided to
students in order to find themselves, know the environment, and plan the future.
A guidance to recognize the environment has a meaning that teacher
should give help to students and parents to recognize their environment.
The phenomenon today is that children at the Elementary School level
can not choose television programs, magazines, or other good information for
their mental development, while the violence movies and lack of good role models
become an attractive option.
It has an effect on the decrease of the value of heroism that makes
students do not want to help their friends in distress, to follow the flag ceremony
at school, and always solve problem with violence. Parents’ role at home is very
needed to guide their children when they watch TV or read instructional books
and magazine or other books. Parents are required to be selected and creative in
providing educated reading materials and have a positive value for students’
mental so students just get positive stimuli from the media.
Primary education has an important role in improving the quality of
human resources both in the field of intellectual, emotional, social, and spiritual.
According Fraenhel in Rubino (1999:36) the value is an abstract idea or
concept on what people thought or considered to be important, and usually refers
to the aesthetic (beauty), ethics (behavior patterns), and logic (true or false ) or
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fairness (justice). A value leads people to do something directed, good, efficient,
qualified, right and fair. But according to Gordon Allport in Mulyana (2004: 9)
value is a belief that makes a person to act based on his choice and happens in a
psychology area. Generally, the instilling value in a family becomes parents’
commitment which is done by providing education or guidance related to the
instilling value to children. In a crisis era today, this looks the decline of heroism
values especially on students in education world. Students’ enthusiasm to follow
flag ceremony as the implementation of heroism spirit always decrease, less
interest in the national heroism stories on Social learning at school, but they prefer
like comic, cartoon or movies in TV that not too relevant to their personality and
lack of nation’s culture and education values.
The decline in the heroism value is as an effect of the lack of awareness
and attention of parents and teachers in providing information on the heroism
value to students, so to know the cause of decreasing the heroism value at
Elementary School students we must plan a good learning on the Social learning
about instilling of heroism value that make students interested in the learning.
According Fraenhel as cited by Rubino (1999:36) value is the abstract
idea or concept of person of considered to be important by the person, usually
refers to the aesthetic, ethics, and logic or justice. Patriotism value in Indonesian
means as the value of heroism, usually taken from the heroes story that maintain
the independence. According to Badrun (2006) heroes of a nation is a spirit that
continuous to grow and being historical that give a colorful history for the nation
even for the humanity and world civilization history.
According to Thoha (1990: 60 – 654) The instilling of value to students
can be seen from several parts, namely: 1) from the human needs include
biological value, faith, love, self-esteem, and identity value; 2) human ability to
capture and develop the value includes cognition, emotion, psychomotor, etc; 3)
from the culture process approach such as knowledge, economic, aesthetic,
political, and family value; 4) from the nature of value, such as subjective, rational
objective and metaphysical objective values; 5) from the source such as Ilahiyah
value (from God), and human value.
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Teacher is a person who connects directly to students so they should be
able to establish the patriotism value to students. Various concrete phases in the
field of learning can be practiced such as screening of films about the struggle and
drama performances of the heroism story.
In this research context, the writer used the Social definition based on
the Elementary school curriculum of 2006, Social is one of subjects that examines
a set of events, fact, concept, and generalization relevant to the social issues.
Social subject is intended to make students have some abilities such as: (1)
Familiar with concepts related to community life and the environment. (2) Have a
basic ability to think logically and critically, curiosity, inquiry, problem solving,
and skills in social life. (3) Have a commitment and awareness of social values
and humanity.
(4) Be able to communicate, cooperate, and compete in a
pluralistic society, locally, nationally and globally. The scope of Social subject
includes several aspects: (1) Humans, Places, and the environment, (2) Time,
continuation, and changes, (3) Social and cultural systems, and (4) Economic
behavior and welfare.
As confirmed in the Government Regulation No. 19 of 2005, article 20
that planning of learning process includes syllabus and the lesson plan. Lesson
plan contains the subject identity, standard competence, basic competence,
indicator, goal, subject matter, learning methods, learning steps, tools and learning
resources, and assessment. Lesson plan preparation includes several steps: (1)
Preparation the identity of subjects, (2) Preparation Standard and basic
competencies, (3) Formulating Indicators, (4) Formulate learning objectives, (5)
Formulate / select the subject matter of learning, (6) Formulate a method of
learning, (7) Plan learning activities that includes initial, core, and the final
activity, (8) Specifies the media / tools and learning resources, and (9) Determine
the assessment procedures, and develop assessment instruments relevant with the
indicators.
Clark (2008) in international journals, entitled Assessment is for
Learning: Formative Assessment and Positive Learning Interactions, This study
describes the challenge of promoting effective learning exists in our classrooms
5
there also exists the opportunity for better formative assessment. The focus of this
system is placed on: the quality of learning, the provision of advice and feedback
for improvement and a strong emphasis on cooperative learning groups. AfL is
founded upon five fundamental principles, all of which revolve around the hub of
positive interactions in the classroom: students must a) be able to understand
clearly what they are trying to learn, and what is expected of them; b) be given
feedback about the quality of their work; c) be given advice about how to go about
making improvements; d) be fully involved in deciding what needs to be done
next, and e) be aware of who can give them that help.
Maher (2009) in an international journal, entitled Learning Outcomes in
Higher Education: Implications for Curriculum Design and Student Learning
Higher Education (HE), Higher Education (HE) in the UK has experienced a
series of remarkable changes over the last thirty years as successive governments
have sought to make the sector more efficient and more accountable for
investment of public funds. Rapid expansion in student numbers and pressures to
widen participation amongst non-traditional students are key challenges facing
HE. Learning outcomes can act as a benchmark for assuring quality and efficiency
in HE and they also enable universities to describe courses in an unambiguous
way so as to demystify (and open up) education to a wider audience. This paper
examines how learning outcomes are used in HE and evaluates the implications
for curriculum design and student learning.
Research conducted by Rapoport (2009) entitled A Forgotten Concept:
Global Citizenship Education and State Social Studies Standards, In today's
global environment, social studies educators have the opportunity to expand their
students’ vision of the role of citizenship in developing a democratic
understanding by adopting multiple perspectives on citizenship. Global
citizenship education is becoming an important component in citizenship
education in many countries. However, unlike their colleagues in Europe or Asia,
US teachers are still less enthusiastic about incorporating global citizenship
perspectives into their instruction. This paper describes the obstacles that prevent
social studies teachers from using global citizenship perspectives. It also explores
6
whether state academic standards in social studies provide sufficient curricular
guidance for global citizenship education.
Research conducted by Adam
(2008)
entitled
Effective Time
Managemement for Teaching Effectiveness. This paper discusses the essence of
time management and its positive effect on teaching and subsequently on learning.
Samples were selected in two phases of the study viz: at the outset when 31
schools were selected in Ibadan City and after phase one of the study when the
most effective teacher-time-manager and the least-effective-teacher-time manager
were identified. Thirty students each from these classes were randomly selected
and used as the pretest –posttest experimental/control groups design to confirm or
confound the results of one. Findings include: effective-time management resulted
in effective and learning, if teachers were to be effective time managers they must
minimize social activities and devote more time preparation, good time
management engenders improved student performance etc. Recommendations
were that to assist teachers to manage their time better, they should be well
remunerated; teachers should reduce their social activities to the barest minimum;
they should the business more seriously among others.
Research conducted by Blomberg (2008) entitled Where Have All the
Heroes Gone? A Self-Interested, Economic Theory of Heroism. Heroism is a
valued part of any society, yet its realization depends on the decisions of
individual actors and a public reward to individuals who undertake heroic actions.
Military combat related activities provide a useful starting point for thinking about
the empirical nature of heroism. Interestingly, if we define heroism by those who
have been awarded military honors such as the Congressional Medal of Honor, the
number of heroes has actually fallen in the past 35 years. We develop a theory to
explain heroism in a rational decision-making framework, and we model the case
in which individuals respond to danger to themselves and others based on the
costs and benefits associated with acts of courage. We also provide insight into
how a government may wish to optimally subsidize heroic actions. We then use
our model to understand why the observed decline in heroism could, in fact, be
both an optimal individual and social response.
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According to the background above, this research has a focus on “What
are characteristics of the Social Science learning Management Based on Instilling
Heroism Values at SDN Pendrikan Kidul 1 Semarang?” The focus is elaborated
into three sub focuses (a) What are characteristics of the lesson plan of Social
Science based on instilling heroism value at SDN Pendrikan Kidul 1 Semarang?,
(b) What are characteristics of the implementation of Social Science learning
based on instilling heroism value at SDN Pendrikan Kidul 1 Semarang?, and (c)
What are characteristics of Social science learning impact based on instilling
heroism value at SDN Pendrikan Kidul 1 Semarang?
Research objectives to be achieved in this study are: (a) Describing
characteristics of the lesson plan of Social Science based on instilling heroism
value at SDN Pendrikan Kidul 1 Semarang. (b) Describing characteristics of the
Social Science learning implementation based on instilling heroism value at SDN
Pendrikan Kidul 1 Semarang. (c) Describing characteristics of the effects of
Social Science learning based on instilling heroism value at SDN Pendrikan Kidul
1 Semarang.
METHOD
It is a qualitative research in which a kind of research procedure that
created descriptive data in written or spoken words from people and behavior
observed (Bogdan and Tailor from Moleong, 2006: 4). The appropriate research
design is ethnography. This research used ethnography design due to it just
observed three sub focuses, not the whole of the Social learning management
based instilling heroism value, as the educational ethnography concept that refers
more to the part or the whole learning process Mantja (Harsono, 2008:156)
This research was conducted at SDN Pendrikan Kidul 01 Semarang. The
researcher took this location due to this school is accredited have a good record in
Semarang. In addition to that, this school also has produced good graduates. But
in the learning activities, it has a decrease of the heroism value which can be seen
from students who tend not to understand the struggle of the heroes. It is not in
line with the Social and Civic score on the heroism material that always good.
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The presence of the researcher in conducting this research is to find data
on the heroism value management of Social learning at Elementary School.
According to Spradley (Moleong, 2008: 158), the researcher has roles as the
research instrument and a student.
Data are writings or records about everything that is heard, seen,
experienced, and even thought by the researcher during the data collection
activities and reflect the activities into ethnography. Lofland from Moleong (2006:
157) the primary data source in qualitative research are words and action, the rest
is additional data such as document and others. Sources of data are something that
becomes a source to obtain a data. In this study, the researcher used data source in
the form of observations, interviews, and documentation. In this study involved
people who act as the key person, including the principal, vice principal, and also
teachers at SDN 01 Pendrikan Kidul Semarang.
Data collection techniques used in-depth interview, observation, and
documentation. In-depth interview is a directed conversation to collect or enrich
ethnographic information Mantja (from Harsono, 2008: 162). Type of observation
is the participation observation. According to Mulyana, D (2006: 175) through
participation observation, the researcher can participate in the daily activities of
the research subject whether observe what they do, listen what they say, and ask
other people is a certain period. According to Moleong (2007: 216) document is
divided into personal and official document. Researcher collected all data related
to the Social learning management based instilling heroism value at SDN
Pendrikan Kidul Semarang.
In analyzing data, the researcher conducted some steps according to
Miles and Huberman (2007: 16) are: data reduction, data display and conclusion
or verification, which usually known as an interactive analysis model.
Implementation of data reduction in this study is to reduce data which is not
appropriate with the research focus in preparing the research finding. The
interview with the principal which is not relevant to the interview with teacher
about the heroism value in Social Science Learning at SDN Pendrikan Kidul 1
Semarang is reduced.
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RESEARCH FINDING
Preparation of Social Science Lesson Plan Based on Instilling Heroism Value
at SDN Pendrikan Kidul 1 Semarang
1. In evolving lesson plan especially Social learning, the material of heroism
value, however teachers of SDN Pendrikan Kidul 01 Semarang are guided by
a curriculum that is School-Based Curriculum (SBC).
2. Lesson plan is evolved by elaborating the syllabus which has been designed
and developed by the teachers
3. The preparation of Social Science learning lesson plan based on instilling of
heroism value is same with other lesson plans, but it just emphasized on
attitude and heroism materials.
4. Evolving of lesson plan of Social Science learning based on heroism values is
focused on students.
5. Evolving of lesson plan on the Social Science learning base heroism values
consider the aspect of environment and the existing norms in the society.
6. Teachers do not prepare the computer-based on media in the preparation of
lesson plan.
Implementation of Social Science Learning Based on Instilling Heroism
Value at SDN Pendrikan Kidul 1 Semarang
1. The teachers at SDN Pendrikan Kidul 1 Semarang hold a discussion about the
Social Science learning based on instilling heroism value at Focus Group
Discussion (FGP).
2. The implementation of Social Science learning base instilling heroism values
at SDN Pendrikan Kidul 1 Semarang started by an apperception activity such
as singing patriotic songs.
3. The materials delivered are focused on instilling the attitude and moral.
4. The location of Social Science learning base instilling heroism value is not
only done in the classroom but also in outside the classroom.
5. The methods used are very varied.
6. The implementation of Social Science learning just uses printed books as the
material source.
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7. The assessment in the implementation of Social Science learning based on
instilling heroism value includes three aspects, namely cognitive, affective,
and psychomotor.
Impact of Social Science Learning Based on Instilling Heroism Value at SDN
Pendrikan Kidul 1 Semarang
1. Students of SDN Pendrikan Kidul 01 Semarang understand the heroism
material and have heroism spirit.
2. Students can practice the heroism value in the real world.
3. Students have nation’s love attitude.
4. Teachers’ knowledge is widely increased.
5. The school makes some programs to support Social Science learning based on
instilling heroism value.
DISCUSSION
Preparation of Social Science Lesson Plan Based on Instilling Heroism Value
at SDN Pendrikan Kidul 1 Semarang
Research conducted by Rapoport (2009) entitled A Forgotten Concept:
Global Citizenship Education and State Social Studies Standards, In today's
global environment, social studies educators have the opportunity to expand their
students’ vision of the role of citizenship in developing a democratic
understanding by adopting multiple perspectives on citizenship. Global
citizenship education is becoming an important component in citizenship
education in many countries. However, unlike their colleagues in Europe or Asia,
US teachers are still less enthusiastic about incorporating global citizenship
perspectives into their instruction. This paper describes the obstacles that prevent
social studies teachers from using global citizenship perspectives. It also explores
whether state academic standards in social studies provide sufficient curricular
guidance for global citizenship education.
While the research conducted at SDN Pendrikan Kidul 1 Semarang
discussed about the preparation of Social learning lesson plan based heroism value
which is conducted by teachers. Teachers have had competence in preparing the
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lesson plan so the principal does not need to do some training for teachers to make
the lesson plan. Lesson plan is written relevant with the SBC, focus on students,
and consider the norm and society environment. Teachers of SDN Pendrikan
Kidul 1 Semarang write the lesson plan by elaborating the syllabus that has been
planned. With their creation teachers develop the lesson plan but it still relevant to
the curriculum.
There is no difference in preparing the Social learning lesson plan based
instilling heroism values, only the materials delivered to students have a little
difference. In preparing the lesson plan, it is emphasized on the heroism values
such as love the homeland, willing to sacrifice, and patriotism. While for the
lesson plan which not based on the heroism values is more complex such as the
economic activity, nationalism, geography, culture, sociology, community, and
much more.
Teachers of SDN Pendrikan Kidul 1 Semarang prepare several
components in preparing the lesson plan of Social learning based instilling
heroism values. Preparation of lesson plan is focused on students, to motivate,
encourage
interest,
creativity,
initiative,
inspiration,
independence,
and
enthusiasm for learning, as well as performing attitude such as love the homeland,
willing to sacrifice, and patriotism. To achieve those attitudes, teachers of SDN
Pendrikan Kidul 1 Semarang prepare several lesson plan components such as:
standard competence and basic competence from syllabus, material, learning
objectives, learning steps, props and resources, and assessment.
The lesson plan writing process of Social learning based heroism value
considers the aspects of environment and norm in the society. The environment
can become the learning source for students, such as the historic places. Teachers
of SDN Pendrikan Kidul 1 Semarang choose the Ronggowarsito and Palagan
Ambarawa Museum as the place to instill the heroism values to students.
The heroism values materials are about the democracy life so teachers
can practice the heroism values in preparing the lesson plan. In preparing the
lesson plan, teachers of SDN Pendrikan Kidul 1 Semarang prepares learning
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media although only simple learning media such as the pictures of National
heroes, the use of media give a positive impact to students’ activities in class.
If compared with the previous research, the research conducted at SDN
Pendrikan Kidul 1 Semarang has the equality and difference. Both of the research
discuss about the Social learning, but in the previous research discusses about the
curriculum which is not clear so teachers still feel confuse in performing Social
learning especially in delivering the material, while the research conducted at
SDN Pendrikan Kidul 1 Semarang discusses about the preparation of Social
learning lesson plan based instilling heroism values where the curriculum used by
SDN Pendrikan Kidul 1 Semarang is a guide of preparing the lesson plan.
Implementation of Social Science Learning Based on Instilling Heroism
Value at SDN Pendrikan Kidul 1 Semarang
Maher (2009) in an international journal, entitled Learning Outcomes in
Higher Education: Implications for Curriculum Design and Student Learning
Highter Education (HE), Higher Education (HE) in the UK has experienced a
series of remarkable changes over the last thirty years as successive governments
have sought to make the sector more efficient and more accountable for
investment of public funds. Rapid expansion in student numbers and pressures to
widen participation amongst non-traditional students are key challenges facing
HE. Learning outcomes can act as a benchmark for assuring quality and efficiency
in HE and they also enable universities to describe courses in an unambiguous
way so as to demystify (and open up) education to a wider audience. This paper
examines how learning outcomes are used in HE and evaluates the implications
for curriculum design and student learning.
While research at SDN Pendrikan Kidul 1 Semarang discuss about the
Social learning based instilling the heroism values. The learning is done by
designed it in the FGD forum. Teachers and students are cooperatively to do the
learning activities. Teachers attract students’ attention by doing fun apperception,
use varied methods, and ask students to visit the historic places.
If compared between the previous research with the research done at
SDN Pendrikan Kidul 1 Semarang have the equality and difference. Both of the
13
research discuss about the learning activities especially about teachers’ efforts to
make students are motivated and interested in following learning activities. It is
just the previous research discuss about the effort of teachers to make students be
able to improve their achievement, one of it by giving fun circumstance. While the
research conducted at SDN Pendrikan Kidul 1 Semarang discussed about the
Social learning based instilling heroism values starting from the beginning until
the learning assessment which are conducted by teachers of SDN Pendrikan Kidul
1 Semarang.
The implementation of Social learning based instilling heroism values at
SDN Pendrikan Kidul 1 Semarang started by an apperception activity. The
apperception is to attract students’ attention so that they are enthusiasm in
following learning activities.
Teachers do not only explain the material in the apperception activity,
but also done by the varied methods. Teachers ask students to sing patriotic songs
such as hari merdeka, ibu kita kartini, satu nusa satu bangsa, padamu negeri and
others. Teachers also show the heroes pictures such as Bung Karno, Bung Hatta,
and other revolution heroes for the basic competence “appreciating the heroes
struggle in maintaining Indonesian independence” to attract students’ attention at
the beginning of the implementation of Social learning based instilling heroism
values.
The materials which are given in the learning process are given from the
first grade until the sixth grade. Technically, teachers have begun to instill the
heroism values to students in the first until the sixth grade. Delivering of the
materials is tailored with the level of ability of each class in Social learning
material, Civic and habituation activity at school. While the special material about
the heroism and patriotism for the fourth grade in the first semester and fifth grade
in the first semester and the sixth grade in the first and second semester.
The activities done in the Social learning based instilling heroism value
at SDN Pendrikan Kisul 1 Semarang include teaching and learning activities,
habituation activities and other activities held by the school to celebrate the heroes
service.
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For the third and fifth grade students visit the historic places in
Semarang such as: Mandala Bakti Museum, Tugu Muda, Lawang Sewu,
Ronggowarsito Museum, Gedung Batu, Candi Tugu through Government office
and finish in Kota Lama. While for the fifth and sixth grade students held a study
tour in Central Java and surrounding areas, the time and place relevant with the
tour program of the first and second semester. The rest of heroism values learning
for students are done by the activities in the school.
The assessment conducted by SDN Pendrikan Kidul 1 Semarang
teachers in Social learning based heroism value includes three aspects such as
cognitive, affective and psychomotor. It seems to be different with the research
done by Clark (2008) in International Journal entitled Assessment is for Learning:
Formative Assessment and Positive Learning Interactions, the research stated that
the formative assessment to inform, support, and improve the learning process is
needed. It would be nice if all three aspects of Social learning based heroism are
done by performing the formative assessment.
Impact of Social Science Learning Based on Instilling Heroism Value at SDN
Pendrikan Kidul 1 Semarang
Research conducted by Adam
(2008)
entitled
Effective Time
Managemement for Teaching Effectiveness. This paper discusses the essence of
time management and its positive effect on teaching and subsequently on learning.
Samples were selected in two phases of the study: at the outset when 31 schools
were selected in Ibadan City and after phase one of the study when the most
effective teacher-time-manager and the least-effective-teacher-time manager were
identified. Thirty students each from these classes were randomly selected and
used as the pretest –posttest experimental/control groups design to confirm or
confound the results of one. Findings include: effective-time management resulted
in effective and learning, if teachers were to be effective time managers they must
minimize social activities and devote more time preparation, good time
management engenders improved student performance etc. Recommendations
were that to assist teachers to manage their time better, they should be well
15
remunerated; teachers should reduce their social activities to the barest minimum;
they should the business more seriously among others.
Research conducted at SDN Pendrikan Kidul 1 Semarang discusses
about the impact of Social learning based instilling heroism value. Impact of
learning is not only got by the students but teachers and school also get it.
Students understand and can practice the materials of heroism values in the real
world. Teachers have widely insight, while the school makes programs to support
the Social learning based instilling heroism values.
If compared between the previous research and the research conducted at
SDN Pendrikan Kidul 1 Semarang, both of the research have the ability and
difference. Those researches discuss about the effect of a learning quality. In the
previous research discusses the impact of time management of teacher in the
learning activities, while the research conducted at SDN Pendrikan Kideul 1
Semarang discuss about the impact of Social learning based instilling heroism
values which can be seen from students, teachers and school.
Social learning based instilling heroism values at SDN Pendrikan Kidul
1 Semarang gives a positive impact for students, teachers and school. With
instilling the heroism value, students understand the heroism values and have the
heroism spirit that can be seen from the students’ attitude such as being
responsible, willing to sacrifice, and have patriotic attitude.
It can be said that Social learning based instilling heroism values run
effectively in which it can be seen from students’ attitude when finishing their
tasks, and their readiness when asked to be the operator of flag ceremony.
Students have time to follow several activities held by the school and willing to
admit their mistake and want to apologize.
Students’ care for each other is very high. They always appreciate to the
environment surround them and give help such as contributing to help the Merapi
disaster at Muntilan, Jogjakarta. This shows that students can practice the heroism
values in the daily life.
Students love their nation. They are proud to be Indonesian which does
not treat its citizens arbitrarily because of moral and religion. Students of SDN
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Pendrikan Kidul 1 Semarang defend the Indonesian flag team in the football game
that shows one of the nation’s love attitude. Students are active in following the
flag ceremony held in the school.
Teachers who give Social learning based instilling heroism value also
have an impact from the learning activity, in which they feel their knowledge is
more increased. Teachers must work hard to manage learning activities with
searching for information but actually the activity increases their knowledge about
heroism.
Teachers manage the lesson plan starting from planning until the
assessment. Due to involve in learning activity, teachers must be able to practice
the heroism material so they can be the role model for students. Teachers do not
only ask students to be discipline, but also can practice it for example, they can go
to the school on time, follow flag ceremony, help each other and others.
From the Social learning activities based instilling heroism values, the
school makes some programs to instill the heroism value for students such as
honesty cafeteria, and school Co-operative. The principal and teachers of SDN
Pendrikan Kidul 1 Semarang give high support to the programs.
The school has not made a program for giving awards to students or
teachers who can practice the heroism value. The motivation is to improve
heroism spirit that had been done by Blomberg (2008), entitled Where Have All
Heroes Gone? A Self-Interested, Economic Theory of Herois, in his research
stated that the government gives award for whom that have heroism spirit.
CONCLUSION
Preparation of Social Science Lesson Plan Based on Instilling Heroism Value
at SDN Pendrikan Kidul 1 Semarang
Preparation of Social lesson plan based on instilling heroism value at
SDN Pendrikan Kidul 1 Semarang is conducted based on the SBC curriculum.
The lesson plan is elaborated from syllabus with emphasizing on attitude and
heroism moral. Teachers prepare several components in preparation the lesson
plan that consists of Standard competence, Basic Competence, prop and source,
17
and the assessment. In preparation lesson plan, teachers consider the environment
where teachers design learning with asking students to go to the heroic places
such as palagan Ambarawa and Ronggowarsito. But teachers do not involve the
computer-based on media in Social lesson plan based on instilling heroism value.
Implementation of Social Science Learning Based on Instilling Heroism
Value at SDN Pendrikan Kidul 1 Semarang
Social Science learning based on instilling heroism value at SDN
Pendrikan Kidul 1 Semarang runs effectively. Teachers do several efforts to make
the learning run effective such as discussing the important of instilling heroism
value and the appropriate way in delivering material through Focus Group
Discussion (FGD). The main materials delivered are focused on instilling the
attitude and moral. Learning includes teaching and learning activities, habituation
activities such as instilling discipline attitude and willing to sacrifice for students,
and activities held by the school such as scout, and flag ceremony. Sources of
material in the implementation of Social Science learning based on instilling
heroism value still use printed books not materials from internet. Nevertheless,
teachers still manage learning well through using varied method such as socio
drama, peer tutor, quantum learning, contextual, observation, and constructivism.
Impact of Social Science Learning Based on Instilling Heroism Value at SDN
Pendrikan Kidul 1 Semarang
Social Science learning based on instilling heroism value has a positive
impact for SDN Pendrikan Kidul 1 Semarang. With instilling heroism value,
students more understand on the values and spirit of heroism. Heroism spirit can
be seen from the students’ attitude such as being responsible, willing to sacrifice,
and being a patriot. Teachers who give Social Science learning based on instilling
heroism value also have an impact from the learning activity, in which they feel
their knowledge is more increased. School as the place where Social Science
learning activities take place support the activities held by creating several
programs such as honesty cafeteria and school Co-operative.
18
IMPLICATION
1. If the Social Science learning based on instilling heroism value run effectively
relevant with the plan, the Social lesson plan is well-planned, with the
guidance of SBC, focus on students and consider the environment.
2. If the qualified Social Science learning based on instilling heroism value can
help students to practice heroism values, this means that Social Science
learning is done effectively in which teachers have ability to manage learning.
3. If Social Science learning based on instilling heroism value has the positive
impact to all parties such as students, teachers and the school so learning
activities is well-managed.
SUGGESTION
1. For the Principal
Supervise and motivate teachers in preparing lesson plan, provide materials,
and make the policy on giving awards for whom practicing heroism values.
2. For teachers
a. Teachers should improve their skill in preparing lesson plan by giving
media and method used.
b. Teachers should improve their knowledge in doing Social learning based
instilling heroism values.
3. For students
a. Being active in following Social learning based heroism values
b. Following each steps in the implementation of learning effectively.
c. Practice heroism values everywhere not only in school.
BIBLIOGRAPHY
Adam. 2008. “Effective Time Managemement for Teaching Effectiveness”.
European Journal of Social Sciences – Volume 5, Number 4. Pg: 121131
Badrun Ubedilah, 2006. Pahlawan. Perspektif. Jakarta.
19
Blomberg. 2008. “Where Have All the Heroes Gone? A Self-Interested, Economic
Theory of Heroism”. Journal of Economics and Finance. Vol 1 No 1.
Pg: 1-32
Clark. 2008. ”Assessment is for Learning: Formative Assessment and Positive
Learning Interactions”. Florida Journal of Educational Administration
& Policy. Volume 2, Issue. Pg: 1-18
Harsono. 2008. Model-model Pengelolaan Perguruan Tinggi. Jogjakarta: Pustaka
Pelajar.
Maher. 2009.” in an international journal, entitled Learning Outcomes in Higher
Education: Implications for Curriculum Design and Student Learning
Higher Education (HE)”. Journal of Hospitality. Vol 1 No 1. Pg: 1-9.
Miles, Mattew B dan Amichael Huberman. 2007. Analisis Data Kualitatif Buku
Sumber tentang Metode-Metode Baru. Terjemahan Tjetjep Rohendi
Rohisi. Jakarta: Universitas Indonesia.
Moleong, Lexy, 2006. Metodologi Penelitian Kualitatif. Penerbit Remaja Rosda
Karya. Bandung.
Mulyasa. 2006. Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja
Rosdakarya.
Rapoport. 2009. “A Forgotten Concept: Global Citizenship Education and State
Social Studies Standards”. The Journal of Social Studies Research.
Volume 33, Issue 1. Pg: 91-112
Spradley. 2007. Metode Etnografi. Jogjakarta: Tiarra Mutiara.
20
SOCIAL SCIENCE LEARNING MANAGEMENT
BASED ON INSTILLING HEROISM VALUES
AT SDN PENDRIKAN KIDUL 1 SEMARANG
MANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
SUGIYO
100 090 252
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011
21
MANUSCRIPT PUBLICATION
SOCIAL SCIENCE LEARNING MANAGEMENT
BASED ON INSTILLING HEROISM VALUES
AT SDN PENDRIKAN KIDUL 1 SEMARANG
By
SUGIYO
100 090 252
APPROVED BY:
FIRST CONSULTANT
SECOND CONSULTANT
Dr. Bambang Sumardjoko, M.Pd
Dra. Dwi Haryanti, M.Hum
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011
SOCIAL SCIENCE LEARNING MANAGEMENT
BASED ON INSTILLING HEROISM VALUES
AT SDN PENDRIKAN KIDUL 1 SEMARANG
By: Sugiyo
Abstract
There are three objectives of this research. The first is describing the
characteristics of the lesson plan of Social learning based on heroism value
establishment at SDN Pendrikan Kidul 1 Semarang. Secondly, it is describing the
characteristics of Social learning based on heroism value establishment at SDN
Pendrikan Kidul 1 Semarang. finally, the research aims at classifying the
characteristics of Social learning impact based on heroism value establishment at
SDN Pendrikan Kidul 1 Semarang.
It is qualitative research using ethnography design. This research was
conducted at SDN Pendrikan Kidul 1 Semarang. The informants are the principal
and teachers of SDN Pendrikan Kidul 1 Semaranng. Techniques used in data
collection are interview, observation, and documentation. Data analysis of this
research includes data reduction, data display, and conclusion. Data validity uses
credibility, transferability, confirmability and dependability.
The research results show that (1) writing of Social lesson plan based
instilling heroism value at SDN Pendrikan Kidul 1 Semarang is conducted based
on the Education Unit Level Curriculum (KTSP). The lesson plan is elaborated
from syllabus with emphasizing on attitude and heroism moral. Teachers prepare
several components in writing the lesson plan that consists of Standard
competence, Basic Competence, prop and source, and the assessment. In writing
lesson plan, teachers consider the environment where teachers design learning
with asking students to go to the heroic places such as palagan Ambarawa and
Ronggowarsito. But teachers do not involve the computer-based media in Social
lesson plan based instilling heroism value. (2) Social learning based heroism value
establishment at SDN Pendrikan Kidul 1 Semarang run effectively. Teachers do
several efforts to make the learning run effective such as discussing the important
of instilling heroism value and the appropriate way in delivering material through
Focus Group Discussion (FGD). The main materials delivered are focused on
instilling the attitude and moral. Learning includes teaching and learning
activities, habituation activities such as instilling discipline attitude and willing to
sacrifice for students, and activities held by the school such as scout, and flag
ceremony. Sources of material in the implementation of Social learning based
instilling heroism value still use printed books not materials from internet. (3)
Social learning based instilling heroism value has a positive impact for SDN
Pendrikan Kidul 1 Semarang. With the heroism value establishment, students
more understand on the values and spirit of heroism. Heroism spirit can be seen
from the students’ attitude such as being responsible, willing to sacrifice, and
being a patriot.
Keywords: Social, lesson plan, implementation, impact
2
INTRODUCTION
Education is a forerunner of a learning process for children. With stimuli
in form of sound, picture visualization and action from the experience in
interacting to surrounding environment both in school or home gives a greatly
effect for children’ development. Playing in the school or home and ask them to
talk are the important things in children’ development.
Embedded good understanding, perception and knowledge to children in
Elementary school level should be realized for all parties especially teachers,
parents and media due to a good knowledge and positive stimuli will determine
the next children’s development.
The Government regulation No. 28 of 1990 on the Basic Education,
article 25, paragraph 1, it is said that the guidance is an assistance provided to
students in order to find themselves, know the environment, and plan the future.
A guidance to recognize the environment has a meaning that teacher
should give help to students and parents to recognize their environment.
The phenomenon today is that children at the Elementary School level
can not choose television programs, magazines, or other good information for
their mental development, while the violence movies and lack of good role models
become an attractive option.
It has an effect on the decrease of the value of heroism that makes
students do not want to help their friends in distress, to follow the flag ceremony
at school, and always solve problem with violence. Parents’ role at home is very
needed to guide their children when they watch TV or read instructional books
and magazine or other books. Parents are required to be selected and creative in
providing educated reading materials and have a positive value for students’
mental so students just get positive stimuli from the media.
Primary education has an important role in improving the quality of
human resources both in the field of intellectual, emotional, social, and spiritual.
According Fraenhel in Rubino (1999:36) the value is an abstract idea or
concept on what people thought or considered to be important, and usually refers
to the aesthetic (beauty), ethics (behavior patterns), and logic (true or false ) or
3
fairness (justice). A value leads people to do something directed, good, efficient,
qualified, right and fair. But according to Gordon Allport in Mulyana (2004: 9)
value is a belief that makes a person to act based on his choice and happens in a
psychology area. Generally, the instilling value in a family becomes parents’
commitment which is done by providing education or guidance related to the
instilling value to children. In a crisis era today, this looks the decline of heroism
values especially on students in education world. Students’ enthusiasm to follow
flag ceremony as the implementation of heroism spirit always decrease, less
interest in the national heroism stories on Social learning at school, but they prefer
like comic, cartoon or movies in TV that not too relevant to their personality and
lack of nation’s culture and education values.
The decline in the heroism value is as an effect of the lack of awareness
and attention of parents and teachers in providing information on the heroism
value to students, so to know the cause of decreasing the heroism value at
Elementary School students we must plan a good learning on the Social learning
about instilling of heroism value that make students interested in the learning.
According Fraenhel as cited by Rubino (1999:36) value is the abstract
idea or concept of person of considered to be important by the person, usually
refers to the aesthetic, ethics, and logic or justice. Patriotism value in Indonesian
means as the value of heroism, usually taken from the heroes story that maintain
the independence. According to Badrun (2006) heroes of a nation is a spirit that
continuous to grow and being historical that give a colorful history for the nation
even for the humanity and world civilization history.
According to Thoha (1990: 60 – 654) The instilling of value to students
can be seen from several parts, namely: 1) from the human needs include
biological value, faith, love, self-esteem, and identity value; 2) human ability to
capture and develop the value includes cognition, emotion, psychomotor, etc; 3)
from the culture process approach such as knowledge, economic, aesthetic,
political, and family value; 4) from the nature of value, such as subjective, rational
objective and metaphysical objective values; 5) from the source such as Ilahiyah
value (from God), and human value.
4
Teacher is a person who connects directly to students so they should be
able to establish the patriotism value to students. Various concrete phases in the
field of learning can be practiced such as screening of films about the struggle and
drama performances of the heroism story.
In this research context, the writer used the Social definition based on
the Elementary school curriculum of 2006, Social is one of subjects that examines
a set of events, fact, concept, and generalization relevant to the social issues.
Social subject is intended to make students have some abilities such as: (1)
Familiar with concepts related to community life and the environment. (2) Have a
basic ability to think logically and critically, curiosity, inquiry, problem solving,
and skills in social life. (3) Have a commitment and awareness of social values
and humanity.
(4) Be able to communicate, cooperate, and compete in a
pluralistic society, locally, nationally and globally. The scope of Social subject
includes several aspects: (1) Humans, Places, and the environment, (2) Time,
continuation, and changes, (3) Social and cultural systems, and (4) Economic
behavior and welfare.
As confirmed in the Government Regulation No. 19 of 2005, article 20
that planning of learning process includes syllabus and the lesson plan. Lesson
plan contains the subject identity, standard competence, basic competence,
indicator, goal, subject matter, learning methods, learning steps, tools and learning
resources, and assessment. Lesson plan preparation includes several steps: (1)
Preparation the identity of subjects, (2) Preparation Standard and basic
competencies, (3) Formulating Indicators, (4) Formulate learning objectives, (5)
Formulate / select the subject matter of learning, (6) Formulate a method of
learning, (7) Plan learning activities that includes initial, core, and the final
activity, (8) Specifies the media / tools and learning resources, and (9) Determine
the assessment procedures, and develop assessment instruments relevant with the
indicators.
Clark (2008) in international journals, entitled Assessment is for
Learning: Formative Assessment and Positive Learning Interactions, This study
describes the challenge of promoting effective learning exists in our classrooms
5
there also exists the opportunity for better formative assessment. The focus of this
system is placed on: the quality of learning, the provision of advice and feedback
for improvement and a strong emphasis on cooperative learning groups. AfL is
founded upon five fundamental principles, all of which revolve around the hub of
positive interactions in the classroom: students must a) be able to understand
clearly what they are trying to learn, and what is expected of them; b) be given
feedback about the quality of their work; c) be given advice about how to go about
making improvements; d) be fully involved in deciding what needs to be done
next, and e) be aware of who can give them that help.
Maher (2009) in an international journal, entitled Learning Outcomes in
Higher Education: Implications for Curriculum Design and Student Learning
Higher Education (HE), Higher Education (HE) in the UK has experienced a
series of remarkable changes over the last thirty years as successive governments
have sought to make the sector more efficient and more accountable for
investment of public funds. Rapid expansion in student numbers and pressures to
widen participation amongst non-traditional students are key challenges facing
HE. Learning outcomes can act as a benchmark for assuring quality and efficiency
in HE and they also enable universities to describe courses in an unambiguous
way so as to demystify (and open up) education to a wider audience. This paper
examines how learning outcomes are used in HE and evaluates the implications
for curriculum design and student learning.
Research conducted by Rapoport (2009) entitled A Forgotten Concept:
Global Citizenship Education and State Social Studies Standards, In today's
global environment, social studies educators have the opportunity to expand their
students’ vision of the role of citizenship in developing a democratic
understanding by adopting multiple perspectives on citizenship. Global
citizenship education is becoming an important component in citizenship
education in many countries. However, unlike their colleagues in Europe or Asia,
US teachers are still less enthusiastic about incorporating global citizenship
perspectives into their instruction. This paper describes the obstacles that prevent
social studies teachers from using global citizenship perspectives. It also explores
6
whether state academic standards in social studies provide sufficient curricular
guidance for global citizenship education.
Research conducted by Adam
(2008)
entitled
Effective Time
Managemement for Teaching Effectiveness. This paper discusses the essence of
time management and its positive effect on teaching and subsequently on learning.
Samples were selected in two phases of the study viz: at the outset when 31
schools were selected in Ibadan City and after phase one of the study when the
most effective teacher-time-manager and the least-effective-teacher-time manager
were identified. Thirty students each from these classes were randomly selected
and used as the pretest –posttest experimental/control groups design to confirm or
confound the results of one. Findings include: effective-time management resulted
in effective and learning, if teachers were to be effective time managers they must
minimize social activities and devote more time preparation, good time
management engenders improved student performance etc. Recommendations
were that to assist teachers to manage their time better, they should be well
remunerated; teachers should reduce their social activities to the barest minimum;
they should the business more seriously among others.
Research conducted by Blomberg (2008) entitled Where Have All the
Heroes Gone? A Self-Interested, Economic Theory of Heroism. Heroism is a
valued part of any society, yet its realization depends on the decisions of
individual actors and a public reward to individuals who undertake heroic actions.
Military combat related activities provide a useful starting point for thinking about
the empirical nature of heroism. Interestingly, if we define heroism by those who
have been awarded military honors such as the Congressional Medal of Honor, the
number of heroes has actually fallen in the past 35 years. We develop a theory to
explain heroism in a rational decision-making framework, and we model the case
in which individuals respond to danger to themselves and others based on the
costs and benefits associated with acts of courage. We also provide insight into
how a government may wish to optimally subsidize heroic actions. We then use
our model to understand why the observed decline in heroism could, in fact, be
both an optimal individual and social response.
7
According to the background above, this research has a focus on “What
are characteristics of the Social Science learning Management Based on Instilling
Heroism Values at SDN Pendrikan Kidul 1 Semarang?” The focus is elaborated
into three sub focuses (a) What are characteristics of the lesson plan of Social
Science based on instilling heroism value at SDN Pendrikan Kidul 1 Semarang?,
(b) What are characteristics of the implementation of Social Science learning
based on instilling heroism value at SDN Pendrikan Kidul 1 Semarang?, and (c)
What are characteristics of Social science learning impact based on instilling
heroism value at SDN Pendrikan Kidul 1 Semarang?
Research objectives to be achieved in this study are: (a) Describing
characteristics of the lesson plan of Social Science based on instilling heroism
value at SDN Pendrikan Kidul 1 Semarang. (b) Describing characteristics of the
Social Science learning implementation based on instilling heroism value at SDN
Pendrikan Kidul 1 Semarang. (c) Describing characteristics of the effects of
Social Science learning based on instilling heroism value at SDN Pendrikan Kidul
1 Semarang.
METHOD
It is a qualitative research in which a kind of research procedure that
created descriptive data in written or spoken words from people and behavior
observed (Bogdan and Tailor from Moleong, 2006: 4). The appropriate research
design is ethnography. This research used ethnography design due to it just
observed three sub focuses, not the whole of the Social learning management
based instilling heroism value, as the educational ethnography concept that refers
more to the part or the whole learning process Mantja (Harsono, 2008:156)
This research was conducted at SDN Pendrikan Kidul 01 Semarang. The
researcher took this location due to this school is accredited have a good record in
Semarang. In addition to that, this school also has produced good graduates. But
in the learning activities, it has a decrease of the heroism value which can be seen
from students who tend not to understand the struggle of the heroes. It is not in
line with the Social and Civic score on the heroism material that always good.
8
The presence of the researcher in conducting this research is to find data
on the heroism value management of Social learning at Elementary School.
According to Spradley (Moleong, 2008: 158), the researcher has roles as the
research instrument and a student.
Data are writings or records about everything that is heard, seen,
experienced, and even thought by the researcher during the data collection
activities and reflect the activities into ethnography. Lofland from Moleong (2006:
157) the primary data source in qualitative research are words and action, the rest
is additional data such as document and others. Sources of data are something that
becomes a source to obtain a data. In this study, the researcher used data source in
the form of observations, interviews, and documentation. In this study involved
people who act as the key person, including the principal, vice principal, and also
teachers at SDN 01 Pendrikan Kidul Semarang.
Data collection techniques used in-depth interview, observation, and
documentation. In-depth interview is a directed conversation to collect or enrich
ethnographic information Mantja (from Harsono, 2008: 162). Type of observation
is the participation observation. According to Mulyana, D (2006: 175) through
participation observation, the researcher can participate in the daily activities of
the research subject whether observe what they do, listen what they say, and ask
other people is a certain period. According to Moleong (2007: 216) document is
divided into personal and official document. Researcher collected all data related
to the Social learning management based instilling heroism value at SDN
Pendrikan Kidul Semarang.
In analyzing data, the researcher conducted some steps according to
Miles and Huberman (2007: 16) are: data reduction, data display and conclusion
or verification, which usually known as an interactive analysis model.
Implementation of data reduction in this study is to reduce data which is not
appropriate with the research focus in preparing the research finding. The
interview with the principal which is not relevant to the interview with teacher
about the heroism value in Social Science Learning at SDN Pendrikan Kidul 1
Semarang is reduced.
9
RESEARCH FINDING
Preparation of Social Science Lesson Plan Based on Instilling Heroism Value
at SDN Pendrikan Kidul 1 Semarang
1. In evolving lesson plan especially Social learning, the material of heroism
value, however teachers of SDN Pendrikan Kidul 01 Semarang are guided by
a curriculum that is School-Based Curriculum (SBC).
2. Lesson plan is evolved by elaborating the syllabus which has been designed
and developed by the teachers
3. The preparation of Social Science learning lesson plan based on instilling of
heroism value is same with other lesson plans, but it just emphasized on
attitude and heroism materials.
4. Evolving of lesson plan of Social Science learning based on heroism values is
focused on students.
5. Evolving of lesson plan on the Social Science learning base heroism values
consider the aspect of environment and the existing norms in the society.
6. Teachers do not prepare the computer-based on media in the preparation of
lesson plan.
Implementation of Social Science Learning Based on Instilling Heroism
Value at SDN Pendrikan Kidul 1 Semarang
1. The teachers at SDN Pendrikan Kidul 1 Semarang hold a discussion about the
Social Science learning based on instilling heroism value at Focus Group
Discussion (FGP).
2. The implementation of Social Science learning base instilling heroism values
at SDN Pendrikan Kidul 1 Semarang started by an apperception activity such
as singing patriotic songs.
3. The materials delivered are focused on instilling the attitude and moral.
4. The location of Social Science learning base instilling heroism value is not
only done in the classroom but also in outside the classroom.
5. The methods used are very varied.
6. The implementation of Social Science learning just uses printed books as the
material source.
10
7. The assessment in the implementation of Social Science learning based on
instilling heroism value includes three aspects, namely cognitive, affective,
and psychomotor.
Impact of Social Science Learning Based on Instilling Heroism Value at SDN
Pendrikan Kidul 1 Semarang
1. Students of SDN Pendrikan Kidul 01 Semarang understand the heroism
material and have heroism spirit.
2. Students can practice the heroism value in the real world.
3. Students have nation’s love attitude.
4. Teachers’ knowledge is widely increased.
5. The school makes some programs to support Social Science learning based on
instilling heroism value.
DISCUSSION
Preparation of Social Science Lesson Plan Based on Instilling Heroism Value
at SDN Pendrikan Kidul 1 Semarang
Research conducted by Rapoport (2009) entitled A Forgotten Concept:
Global Citizenship Education and State Social Studies Standards, In today's
global environment, social studies educators have the opportunity to expand their
students’ vision of the role of citizenship in developing a democratic
understanding by adopting multiple perspectives on citizenship. Global
citizenship education is becoming an important component in citizenship
education in many countries. However, unlike their colleagues in Europe or Asia,
US teachers are still less enthusiastic about incorporating global citizenship
perspectives into their instruction. This paper describes the obstacles that prevent
social studies teachers from using global citizenship perspectives. It also explores
whether state academic standards in social studies provide sufficient curricular
guidance for global citizenship education.
While the research conducted at SDN Pendrikan Kidul 1 Semarang
discussed about the preparation of Social learning lesson plan based heroism value
which is conducted by teachers. Teachers have had competence in preparing the
11
lesson plan so the principal does not need to do some training for teachers to make
the lesson plan. Lesson plan is written relevant with the SBC, focus on students,
and consider the norm and society environment. Teachers of SDN Pendrikan
Kidul 1 Semarang write the lesson plan by elaborating the syllabus that has been
planned. With their creation teachers develop the lesson plan but it still relevant to
the curriculum.
There is no difference in preparing the Social learning lesson plan based
instilling heroism values, only the materials delivered to students have a little
difference. In preparing the lesson plan, it is emphasized on the heroism values
such as love the homeland, willing to sacrifice, and patriotism. While for the
lesson plan which not based on the heroism values is more complex such as the
economic activity, nationalism, geography, culture, sociology, community, and
much more.
Teachers of SDN Pendrikan Kidul 1 Semarang prepare several
components in preparing the lesson plan of Social learning based instilling
heroism values. Preparation of lesson plan is focused on students, to motivate,
encourage
interest,
creativity,
initiative,
inspiration,
independence,
and
enthusiasm for learning, as well as performing attitude such as love the homeland,
willing to sacrifice, and patriotism. To achieve those attitudes, teachers of SDN
Pendrikan Kidul 1 Semarang prepare several lesson plan components such as:
standard competence and basic competence from syllabus, material, learning
objectives, learning steps, props and resources, and assessment.
The lesson plan writing process of Social learning based heroism value
considers the aspects of environment and norm in the society. The environment
can become the learning source for students, such as the historic places. Teachers
of SDN Pendrikan Kidul 1 Semarang choose the Ronggowarsito and Palagan
Ambarawa Museum as the place to instill the heroism values to students.
The heroism values materials are about the democracy life so teachers
can practice the heroism values in preparing the lesson plan. In preparing the
lesson plan, teachers of SDN Pendrikan Kidul 1 Semarang prepares learning
12
media although only simple learning media such as the pictures of National
heroes, the use of media give a positive impact to students’ activities in class.
If compared with the previous research, the research conducted at SDN
Pendrikan Kidul 1 Semarang has the equality and difference. Both of the research
discuss about the Social learning, but in the previous research discusses about the
curriculum which is not clear so teachers still feel confuse in performing Social
learning especially in delivering the material, while the research conducted at
SDN Pendrikan Kidul 1 Semarang discusses about the preparation of Social
learning lesson plan based instilling heroism values where the curriculum used by
SDN Pendrikan Kidul 1 Semarang is a guide of preparing the lesson plan.
Implementation of Social Science Learning Based on Instilling Heroism
Value at SDN Pendrikan Kidul 1 Semarang
Maher (2009) in an international journal, entitled Learning Outcomes in
Higher Education: Implications for Curriculum Design and Student Learning
Highter Education (HE), Higher Education (HE) in the UK has experienced a
series of remarkable changes over the last thirty years as successive governments
have sought to make the sector more efficient and more accountable for
investment of public funds. Rapid expansion in student numbers and pressures to
widen participation amongst non-traditional students are key challenges facing
HE. Learning outcomes can act as a benchmark for assuring quality and efficiency
in HE and they also enable universities to describe courses in an unambiguous
way so as to demystify (and open up) education to a wider audience. This paper
examines how learning outcomes are used in HE and evaluates the implications
for curriculum design and student learning.
While research at SDN Pendrikan Kidul 1 Semarang discuss about the
Social learning based instilling the heroism values. The learning is done by
designed it in the FGD forum. Teachers and students are cooperatively to do the
learning activities. Teachers attract students’ attention by doing fun apperception,
use varied methods, and ask students to visit the historic places.
If compared between the previous research with the research done at
SDN Pendrikan Kidul 1 Semarang have the equality and difference. Both of the
13
research discuss about the learning activities especially about teachers’ efforts to
make students are motivated and interested in following learning activities. It is
just the previous research discuss about the effort of teachers to make students be
able to improve their achievement, one of it by giving fun circumstance. While the
research conducted at SDN Pendrikan Kidul 1 Semarang discussed about the
Social learning based instilling heroism values starting from the beginning until
the learning assessment which are conducted by teachers of SDN Pendrikan Kidul
1 Semarang.
The implementation of Social learning based instilling heroism values at
SDN Pendrikan Kidul 1 Semarang started by an apperception activity. The
apperception is to attract students’ attention so that they are enthusiasm in
following learning activities.
Teachers do not only explain the material in the apperception activity,
but also done by the varied methods. Teachers ask students to sing patriotic songs
such as hari merdeka, ibu kita kartini, satu nusa satu bangsa, padamu negeri and
others. Teachers also show the heroes pictures such as Bung Karno, Bung Hatta,
and other revolution heroes for the basic competence “appreciating the heroes
struggle in maintaining Indonesian independence” to attract students’ attention at
the beginning of the implementation of Social learning based instilling heroism
values.
The materials which are given in the learning process are given from the
first grade until the sixth grade. Technically, teachers have begun to instill the
heroism values to students in the first until the sixth grade. Delivering of the
materials is tailored with the level of ability of each class in Social learning
material, Civic and habituation activity at school. While the special material about
the heroism and patriotism for the fourth grade in the first semester and fifth grade
in the first semester and the sixth grade in the first and second semester.
The activities done in the Social learning based instilling heroism value
at SDN Pendrikan Kisul 1 Semarang include teaching and learning activities,
habituation activities and other activities held by the school to celebrate the heroes
service.
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For the third and fifth grade students visit the historic places in
Semarang such as: Mandala Bakti Museum, Tugu Muda, Lawang Sewu,
Ronggowarsito Museum, Gedung Batu, Candi Tugu through Government office
and finish in Kota Lama. While for the fifth and sixth grade students held a study
tour in Central Java and surrounding areas, the time and place relevant with the
tour program of the first and second semester. The rest of heroism values learning
for students are done by the activities in the school.
The assessment conducted by SDN Pendrikan Kidul 1 Semarang
teachers in Social learning based heroism value includes three aspects such as
cognitive, affective and psychomotor. It seems to be different with the research
done by Clark (2008) in International Journal entitled Assessment is for Learning:
Formative Assessment and Positive Learning Interactions, the research stated that
the formative assessment to inform, support, and improve the learning process is
needed. It would be nice if all three aspects of Social learning based heroism are
done by performing the formative assessment.
Impact of Social Science Learning Based on Instilling Heroism Value at SDN
Pendrikan Kidul 1 Semarang
Research conducted by Adam
(2008)
entitled
Effective Time
Managemement for Teaching Effectiveness. This paper discusses the essence of
time management and its positive effect on teaching and subsequently on learning.
Samples were selected in two phases of the study: at the outset when 31 schools
were selected in Ibadan City and after phase one of the study when the most
effective teacher-time-manager and the least-effective-teacher-time manager were
identified. Thirty students each from these classes were randomly selected and
used as the pretest –posttest experimental/control groups design to confirm or
confound the results of one. Findings include: effective-time management resulted
in effective and learning, if teachers were to be effective time managers they must
minimize social activities and devote more time preparation, good time
management engenders improved student performance etc. Recommendations
were that to assist teachers to manage their time better, they should be well
15
remunerated; teachers should reduce their social activities to the barest minimum;
they should the business more seriously among others.
Research conducted at SDN Pendrikan Kidul 1 Semarang discusses
about the impact of Social learning based instilling heroism value. Impact of
learning is not only got by the students but teachers and school also get it.
Students understand and can practice the materials of heroism values in the real
world. Teachers have widely insight, while the school makes programs to support
the Social learning based instilling heroism values.
If compared between the previous research and the research conducted at
SDN Pendrikan Kidul 1 Semarang, both of the research have the ability and
difference. Those researches discuss about the effect of a learning quality. In the
previous research discusses the impact of time management of teacher in the
learning activities, while the research conducted at SDN Pendrikan Kideul 1
Semarang discuss about the impact of Social learning based instilling heroism
values which can be seen from students, teachers and school.
Social learning based instilling heroism values at SDN Pendrikan Kidul
1 Semarang gives a positive impact for students, teachers and school. With
instilling the heroism value, students understand the heroism values and have the
heroism spirit that can be seen from the students’ attitude such as being
responsible, willing to sacrifice, and have patriotic attitude.
It can be said that Social learning based instilling heroism values run
effectively in which it can be seen from students’ attitude when finishing their
tasks, and their readiness when asked to be the operator of flag ceremony.
Students have time to follow several activities held by the school and willing to
admit their mistake and want to apologize.
Students’ care for each other is very high. They always appreciate to the
environment surround them and give help such as contributing to help the Merapi
disaster at Muntilan, Jogjakarta. This shows that students can practice the heroism
values in the daily life.
Students love their nation. They are proud to be Indonesian which does
not treat its citizens arbitrarily because of moral and religion. Students of SDN
16
Pendrikan Kidul 1 Semarang defend the Indonesian flag team in the football game
that shows one of the nation’s love attitude. Students are active in following the
flag ceremony held in the school.
Teachers who give Social learning based instilling heroism value also
have an impact from the learning activity, in which they feel their knowledge is
more increased. Teachers must work hard to manage learning activities with
searching for information but actually the activity increases their knowledge about
heroism.
Teachers manage the lesson plan starting from planning until the
assessment. Due to involve in learning activity, teachers must be able to practice
the heroism material so they can be the role model for students. Teachers do not
only ask students to be discipline, but also can practice it for example, they can go
to the school on time, follow flag ceremony, help each other and others.
From the Social learning activities based instilling heroism values, the
school makes some programs to instill the heroism value for students such as
honesty cafeteria, and school Co-operative. The principal and teachers of SDN
Pendrikan Kidul 1 Semarang give high support to the programs.
The school has not made a program for giving awards to students or
teachers who can practice the heroism value. The motivation is to improve
heroism spirit that had been done by Blomberg (2008), entitled Where Have All
Heroes Gone? A Self-Interested, Economic Theory of Herois, in his research
stated that the government gives award for whom that have heroism spirit.
CONCLUSION
Preparation of Social Science Lesson Plan Based on Instilling Heroism Value
at SDN Pendrikan Kidul 1 Semarang
Preparation of Social lesson plan based on instilling heroism value at
SDN Pendrikan Kidul 1 Semarang is conducted based on the SBC curriculum.
The lesson plan is elaborated from syllabus with emphasizing on attitude and
heroism moral. Teachers prepare several components in preparation the lesson
plan that consists of Standard competence, Basic Competence, prop and source,
17
and the assessment. In preparation lesson plan, teachers consider the environment
where teachers design learning with asking students to go to the heroic places
such as palagan Ambarawa and Ronggowarsito. But teachers do not involve the
computer-based on media in Social lesson plan based on instilling heroism value.
Implementation of Social Science Learning Based on Instilling Heroism
Value at SDN Pendrikan Kidul 1 Semarang
Social Science learning based on instilling heroism value at SDN
Pendrikan Kidul 1 Semarang runs effectively. Teachers do several efforts to make
the learning run effective such as discussing the important of instilling heroism
value and the appropriate way in delivering material through Focus Group
Discussion (FGD). The main materials delivered are focused on instilling the
attitude and moral. Learning includes teaching and learning activities, habituation
activities such as instilling discipline attitude and willing to sacrifice for students,
and activities held by the school such as scout, and flag ceremony. Sources of
material in the implementation of Social Science learning based on instilling
heroism value still use printed books not materials from internet. Nevertheless,
teachers still manage learning well through using varied method such as socio
drama, peer tutor, quantum learning, contextual, observation, and constructivism.
Impact of Social Science Learning Based on Instilling Heroism Value at SDN
Pendrikan Kidul 1 Semarang
Social Science learning based on instilling heroism value has a positive
impact for SDN Pendrikan Kidul 1 Semarang. With instilling heroism value,
students more understand on the values and spirit of heroism. Heroism spirit can
be seen from the students’ attitude such as being responsible, willing to sacrifice,
and being a patriot. Teachers who give Social Science learning based on instilling
heroism value also have an impact from the learning activity, in which they feel
their knowledge is more increased. School as the place where Social Science
learning activities take place support the activities held by creating several
programs such as honesty cafeteria and school Co-operative.
18
IMPLICATION
1. If the Social Science learning based on instilling heroism value run effectively
relevant with the plan, the Social lesson plan is well-planned, with the
guidance of SBC, focus on students and consider the environment.
2. If the qualified Social Science learning based on instilling heroism value can
help students to practice heroism values, this means that Social Science
learning is done effectively in which teachers have ability to manage learning.
3. If Social Science learning based on instilling heroism value has the positive
impact to all parties such as students, teachers and the school so learning
activities is well-managed.
SUGGESTION
1. For the Principal
Supervise and motivate teachers in preparing lesson plan, provide materials,
and make the policy on giving awards for whom practicing heroism values.
2. For teachers
a. Teachers should improve their skill in preparing lesson plan by giving
media and method used.
b. Teachers should improve their knowledge in doing Social learning based
instilling heroism values.
3. For students
a. Being active in following Social learning based heroism values
b. Following each steps in the implementation of learning effectively.
c. Practice heroism values everywhere not only in school.
BIBLIOGRAPHY
Adam. 2008. “Effective Time Managemement for Teaching Effectiveness”.
European Journal of Social Sciences – Volume 5, Number 4. Pg: 121131
Badrun Ubedilah, 2006. Pahlawan. Perspektif. Jakarta.
19
Blomberg. 2008. “Where Have All the Heroes Gone? A Self-Interested, Economic
Theory of Heroism”. Journal of Economics and Finance. Vol 1 No 1.
Pg: 1-32
Clark. 2008. ”Assessment is for Learning: Formative Assessment and Positive
Learning Interactions”. Florida Journal of Educational Administration
& Policy. Volume 2, Issue. Pg: 1-18
Harsono. 2008. Model-model Pengelolaan Perguruan Tinggi. Jogjakarta: Pustaka
Pelajar.
Maher. 2009.” in an international journal, entitled Learning Outcomes in Higher
Education: Implications for Curriculum Design and Student Learning
Higher Education (HE)”. Journal of Hospitality. Vol 1 No 1. Pg: 1-9.
Miles, Mattew B dan Amichael Huberman. 2007. Analisis Data Kualitatif Buku
Sumber tentang Metode-Metode Baru. Terjemahan Tjetjep Rohendi
Rohisi. Jakarta: Universitas Indonesia.
Moleong, Lexy, 2006. Metodologi Penelitian Kualitatif. Penerbit Remaja Rosda
Karya. Bandung.
Mulyasa. 2006. Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja
Rosdakarya.
Rapoport. 2009. “A Forgotten Concept: Global Citizenship Education and State
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SOCIAL SCIENCE LEARNING MANAGEMENT
BASED ON INSTILLING HEROISM VALUES
AT SDN PENDRIKAN KIDUL 1 SEMARANG
MANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
SUGIYO
100 090 252
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011
21
MANUSCRIPT PUBLICATION
SOCIAL SCIENCE LEARNING MANAGEMENT
BASED ON INSTILLING HEROISM VALUES
AT SDN PENDRIKAN KIDUL 1 SEMARANG
By
SUGIYO
100 090 252
APPROVED BY:
FIRST CONSULTANT
SECOND CONSULTANT
Dr. Bambang Sumardjoko, M.Pd
Dra. Dwi Haryanti, M.Hum
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011