Jumiarti, Jumiarti (2024) IMPLEMENTASI PENDIDIKAN KARAKTER MELALUI BUDAYA 5 S BAGI ANAK BERKEBUTUHAN KHUSUS USIA 5-6 TAHUN PADA KELAS INKLUSI. S1 thesis, Universitas Sultan Ageng Tirtayasa.
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Abstract
The purpose of this research is to understand the planning, implementation, and evaluation of character education through the 5 S culture for special needs children in inclusive classrooms, as well as to identify supporting factors, obstacles, and solutions. This research uses a descriptive qualitative approach to capture detailed symptoms accompanying the issue. The planning of character education through the 5 S culture (Smile, Greet, Salute, Polite, Courteous) for special needs children aged 5-6 years at TK Islam Tirtayasa serves as the main foundation, even though it is not explicitly stated in the lesson plans. The implementation of the 5 S culture is conducted through routine and spontaneous activities, with evaluations carried out daily, weekly, and per semester. Supporting factors include synergy between school head support, cooperation with parents, teachers' patience, and a supportive physical environment. However, obstacles include limited support staff and the majority of teachers lacking a background in Special Education and Counseling Services (PLB). Proposed solutions include training or workshops for school heads and teachers, experience sharing with special education institutions (SLB), and collaboration with psychologists to expand teachers' knowledge about the characteristics of special needs students..
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Tujuan penelitian ini adalah mengetahui perencanaan, implementasi, dan evaluasi pendidikan karakter melalui budaya 5 S pada anak berkebutuhan khusus di kelas inklusi serta mengidentifikasi faktor pendukung, penghambat, dan solusinya. Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk menangkap gejala yang menyertai permasalahan secara terperinci. Perencanaan pendidikan karakter melalui budaya 5 S (Senyum, Salam, Sapa, Sopan, Santun) bagi anak berkebutuhan khusus usia 5-6 tahun di TK Islam Tirtayasa menjadi pondasi utama meskipun tidak tertulis dalam RPP. Implementasi budaya 5 S dilakukan melalui kegiatan rutin dan spontan, dengan evaluasi harian, mingguan, dan per semester. Faktor pendukung mencakup sinergi antara dukungan kepala sekolah, kerja sama dengan orang tua, kesabaran guru, dan lingkungan fisik yang mendukung. Namun, faktor penghambatnya meliputi terbatasnya tenaga pendamping dan mayoritas guru tanpa latar belakang Pendidikan Khusus dan Layanan Bimbingan (PLB). Solusi yang diusulkan adalah pelatihan atau workshop bagi kepala sekolah dan guru, berbagi pengalaman dengan lembaga pendidikan khusus (SLB), serta kerja sama dengan psikolog untuk memperluas pengetahuan guru tentang karakteristik siswa ABK. | |||||||||
| Uncontrolled Keywords: | Implementation; 5 S Character; The child with special needed; including Implementasi; Karakter 5 S; Anak Berkebutuhan khusus; inklusi | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 86202-Jurusan Pendidikan Guru PAUD |
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| Depositing User: | Jumiarti Jumiarti | |||||||||
| Date Deposited: | 27 Jul 2024 14:27 | |||||||||
| Last Modified: | 27 Jul 2024 14:27 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/38935 |
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