MARSIGIT PHILOSOPHY 2019
TEACHING LEARNING PRAKSIS OF CHARACTER NASIONALISME
FOR PRIMARY STUDENT
TEACHING LEARNING PRAKSIS OF CHARACTER NASIONALISME
FOR PRIMARY STUDENT
RAFHI
FEBRYAN PUTERA
(19706261003)
CHAPTER I
PRELIMINARY
A.
Background
Education in Indonesia is an effort
to build character human resources, so it is inevitable that the education
curriculum in Indonesia requires implementing character education in every
subject or subject, because (Muslich 2008)revealed that character education is
the key to the nation's progress. National education in Indonesia has goals and
functions that have been formulated in Article 3 of Law No. 20 of 2003
concerning the National Education System that reads national education
functions to develop capabilities and shape the character and civilization of a
dignified nation in the context of educating the life of the nation, aims to
develop students to become human beings who have faith and are devoted to God
Almighty, noble, healthy , knowledgeable, skilled, creative, independent, and
become citizens of a democratic and be r responsibility.
Education in Indonesia in order to
shape the nation's dignified character, it is very much in need of national
character education so that the characters that have been dug through the
personality of the Indonesian nation by the heroes, especially the character of
nationalism, can be embedded in students. Through the growth of the nationalism
character, Indonesia will have a bright future. Nationalism in formal education
is integrated in subjects or civic education courses in depth. In other
subjects or subjects it also examines and implements these characters, but
citizenship education strips and implements these characters more deeply than
other subjects.
MS Branson in (Winarno 2012) three
competencies in civic education namely civic knwoledge (citizenship knowledge),
civic skills (civic skills) and civic virtue which include civic commitment and
civic disposition. Civic commitment by accepting and having commitment, while
civic disposition are basic values. Based on the explanation, the civic
knowledge in the discussion of nationalism is knowledge about nationalism,
civic skills include the students' skills in explaining, analyzing, thinking
critically about nationalism, then civic commitment here accepts and is
committed to the values contained in Pancasila and the Constitution 1945.
Civic disposition includes that students are encouraged to have the character
of nationalism, patriotism, nationalism, religious spirit, responsibility and
others.
The building of nationalism in
schools is also closely related to school management. The intended management
is how to strengthen the character of nationalism planned, implemented and
controlled in educational activities in schools adequately. The management includes,
among others, the values that need to be developed , curriculum content,
learning, assessment, educators and education staff, and other related
components. (Zainuddin and Suyata 2018) explained the importance of the school
not only to make students smart and smart and increase their knowledge, but
more on the obligation to improve children's behavior and print them to fit the
world to come and produce true educational goals. This school should be the
best way to improve and enhance the association of a nation. Thus, school
management is one of the effective media in the growth of character.
The growth of nationalism in schools
is one of the tangible manifestations that can be demonstrated by remembering
the struggles of the heroes, in that struggle buried a solid character based on
the love of the motherland. The character of nationalism can be continued by
filling in the independence we have gained and remembering the struggles of the
heroes through the flag ceremony. Islamic-based schools in Indonesia are
basically formal schools that not only teach and instill religious values, but
also teach and instill values based on Pancasila, one of which is
nationalism.
Indonesian society especially
parents are so interested in sending their children to Islamic-based schools
(Santoso 2019) , arguing that Islamic-based schools are currently considered by
ordinary people in Indonesia to be schools that have not been able to create
(out put) successful student careers which is good and instills the character
of nationalism. Even though there is plenty of evidence that religion-based
schools not only create successful students in terms of careers, but are also
able to instill characters based on the personality of the Indonesian nation,
one of them is nationalism, such as Abdurahman Wahid, Muhammad Natsir, Aqil
Siraj, Din Syamsudin, Buya Shafi'i and others. Islamic-based schools are
basically formal schools that can create students who have religious character,
nationalism, responsibility, discipline and so on, so it cannot be denied that
many great figures of Islamic religion-based school alumni become statesmen,
because these schools are able to implement character education planned and
integrated with all activities in the school.
Based on the phenomena and conditions
above, the author is interested in conducting a research in order to find a
pattern of character education, especially the character of nationalism that
develops in Public Schools and Private Schools in the city of Bengkulu.
B.
Formulation of the problem
1.
What is the concept of character learning in Bengkulu
Elementary School?
2.
How is the implementation of character education in
Bengkulu Elementary School?
3.
What patterns are found in character education in
Bengkulu Elementary School?
C.
Focus and Research Objectives
1.
The concept of character learning in Bengkulu
Elementary School
2.
Implementation of character education in Bengkulu
Elementary School
3.
Discover the pattern of character education in
Bengkulu Elementary School
CHAPTER II
LITERATURE REVIEW
a.
Character of Nationalism
The term
character comes from the Greek charassein, which means to make sharp or deep.
Character is basically higher in value than intellect. The stability of human
life depends on the human character, because character makes people able to
survive, has the stamina to keep fighting, and is able to overcome the
disadvantages significantly (Saptono 2016) . Character is a universal value of
human behavior that includes all activities of life, both related to God, self,
fellow human beings and with the environment that is manifested in thoughts,
attitudes, feelings, words, and actions based on norms of religion, law, karma
, culture, and customs (Suyadi and Ulfah 2013) Characters can be easily formed
if they are built since they were small in the family environment (informal) so
that when they grow up / grow up, the character of the child is developed
through formal and non-formal education. The character of nationalism can
basically be built through the family by telling the history of the struggle of
the Indonesian people to children and singing the national anthem, directly or
indirectly the character of nationalism can be built even though it is not yet
optimal. Furthermore, the task to develop and perfect these characters is a
formal school based on Islam, because the karkater of nationalism must be
accompanied by a religious karkater so that the karkater nationalism embedded
in children, is not excessive or excessive love for the homeland (chauvinism).
L. Stodard explains that nationalism is a state of the soul and a belief,
embraced by a large number of individual human beings so that they form a
nationality. Hans Khon in also explaining nationalism is a political bond that
binds the unity of modern society and provides validation to the clim (demands)
of power (Orphans, 1999: 58-59). Nationalism is a unity of groups of people who
want to live together because they have certain similarities and have a feeling
of love for their place of residence (nation). Buwono X (2007: 85) explains
that nationalism always involves the dimensions of emotions or feelings of
affection, continuity, observation and similarity and includes historical
factors that tend to build to foster a sense of unity in a particular national concept.
The concept of nationalism is inseparable from historical factors that give
rise to the same feeling of unity. Soekarno in Yatim (1999: 72) once stated
that nationalism is a sense of unity, a unity of temperament and fate and unity
between people and place. Indonesia is a country that can stand upright,
because its people have suffered the same fate, which was colonized by several
countries for hundreds of years, so that with the same fate, the Indonesian
people were able to unite and usurp independence from the invaders' hands.
Indonesian independence can be achieved starting with the embedded character of
nationalism in all Indonesian people. Soekarno in Yatim (1999: 72-76) explained
that nationalism was divided into 2 namely western nationalism and eastern
nationalism. Western nationalism and eastern nationalism can be explained as
follows: a. Western nationalism, has four characteristics as follows: 1)
Western nationalism contains the principle of democracy that began with the
French revolution. But the democracy that is carried out is only political
democracy not economic. 2) The development of nationalism imbued with
capitalism has given birth to imperialism, a system that is harmful to humans.
3) The birth of nationalism which is based on the principle of strength and
self-interest raises narrow nationalism or the love of the motherland which
blinks, extremes and results in further conflict, hostility and conflict
between nationalism-nationalism. 4) Fascism born in the west, commonly referred
to as sociolism nationalism as a form of response to the development of western
nationalism imbued with capitalism and parliamentary democracy. The picture of
western nationalism in Soekarno's view which can be summarized contains
individualism, liberalism and gave birth to capitalism and imperialism. b.
Eastern nationalism has four characteristics, namely: 1) Nationalism which
accepts its sense of life as a revelation, and carries out its sense of life as
devotion. 2) Nationalism which in its truth and power provides a place of love
for others
the nation
as the width and breadth of the air, which gives all the things necessary for
life everything that lives. 3) Nationalism that makes us God's tools and makes
us live in spirit with nationalism. 4) Nationalism is the same as humanity.
Eastern nationalism is nationalism that is based on worship, love for the
nation, divine values and a sense of humanity that are all one. Indonesia as
a part of the eastern world, Indonesia adheres to the understanding of eastern
nationalism and rejects the principles contained in western nationalism
A.
Overview of Citizenship Education
In the
review of Citizenship Education, several definitions of Citizenship Education
will be explained, the objectives of Citizenship Education and the scope of
Citizenship Education. For this reason, an explanation of the meaning of Civics
Education is described as follows.
1.
Definition of Citizenship Education
Definition
of Citizenship Education according to the Minister of National Education
Regulation No. 22/2006 concerning Content Standards for Elementary and
Secondary Education Units is a subject that focuses on forming citizens who
understand and are able to exercise their rights and obligations to become
intelligent, skilled, Indonesian citizens and character mandated by Pancasila
and the 1945 Constitution. Then according to (Hikmah Cholisin 2017) states that
Civics is a teaching medium that Indonesianises students consciously,
intelligently, and responsibly. Therefore, the Civics Program contains general
concepts of state administration, politics and state law, as well as other
general theories that fit the target.
Different
from the above opinion, citizenship education is defined as preparing young
people (students) to become citizens who have the knowledge, skills and values
needed to actively participate in their communities (Samsuri 2011) . Based on
these opinions, it can be stated that Citizenship Education is a subject which
is a series of processes to direct students to become citizens of Indonesian
national character, intelligent, skilled, and responsible so that they can play
an active role in society in accordance with the provisions of the Pancasila
and the 1945 Constitution.
2.
Citizenship Education Objectives
The purpose of Citizenship Education
is stipulated in Permendiknas Number 22 of 2006 concerning Content Standards
for Primary and Secondary Education Units. The goal is that students have the
following abilities:
a.
Think critically, rationally and creatively in
responding to the issue of citizenship.
b.
Participate actively and responsibly, and act
intelligently in community, national and state activities, and anti-corruption.
c.
Developing positively and democratically to form
themselves based on the characteristics of Indonesian society so that they can
live together with other nations.
d.
Interact with other nations in the world directly or
indirectly by utilizing information and communication technology.
Ahmad Sanusi
said that the main concepts that are generally the aim of Civic Education are
as follows:
- Our lives are in constitutional guarantees.
- Fostering the nation according to constitutional requirements.
- Citizens' awareness through education and political communication.
- Education for (towards) responsible citizens.
- Democratic exercises.
- Participate actively in public affairs.
- School as a laboratory of democracy.
- Procedure for decision making.
- Leadership exercises
- Democratic oversight of executive and legislative institutions.
- Foster understanding and international cooperation
From the
goals stated by some of the experts above, it is known that the purpose of
Citizenship Education contains several things that contain character values. To
achieve these objectives Citizenship Education has components, namely civic knowledge,
civic skills, and civic disposition, each of which has an element. The elements
of the three components can be seen in appendix 1. Based on the explanation
above, it can be stated that the purpose of Civic Education can be interpreted
as subjects that focus on the formation of citizens who have intellectual
skills, skills to participate in every citizenship activity and have a strong
citizenship character. thus making citizens smart and characterless.
3.
Scope of Civics Education
The scope of
Civics Education is regulated in Permendiknas No. 22 of 2006 concerning Content
Standards for Primary and Secondary Education Units. The scope of Civics for
primary and secondary education generally includes the following aspects:
- National unity and unity, including living in harmony in diversity, environmental love, pride as an Indonesian nation, youth oaths, the integrity of the Unitary Republic of Indonesia, participation in the defense of the state, positive attitude towards the Unitary State of the Republic of Indonesia, openness and guarantee of justice.
- Norms, laws and regulations, including discipline in family life, school rules, norms in society, local regulations, norms in national and state life, national legal and judicial system, international law and justice.
- Human Rights, covering the rights and obligations of children, the rights and obligations of community members, national and international human rights instruments, the promotion of respect and protection of human rights.
- Citizens' needs include living together, self-esteem as a society, freedom of association, freedom of opinion, respecting shared decisions, self-achievement, equality of citizenship.
- The state constitution, includes the proclamation of independence and the first constitution, the constitutions that have been used in Indonesia, the basic relationship between the state and the constitution.
- Power and politics, including village and sub-district governments, regional and autonomous government, central government, democracy and political systems, political culture, democratic culture towards civil society, governance systems, the press in a democratic society.
- Pancasila, including, the position of Pancasila as the basis of the state and state ideology, the process of formulation of Pancasila as the basis of the state, the practice of Pancasila values in daily life, Pancasila as an open ideology.
- Globalization, including: globalization in its environment, Indonesia's foreign policy in the era of globalization, the impact of globalization, international relations and international organizations, and evaluating globalization.
A. Overview of Character
Education
In a review of character education will explain some
notions of character education, character values, character values in Civics,
principles of character education, integrated character education through learning,
and implementation of Civics learning in the development of character
education. For this reason the character education review begins with an
explanation of the notion of character education .
1. Definition of Character
Education
According to (Hikmah Cholisin 2017) understanding of the characters are the
values that underlie human behavior based on religious norms, culture, law /
constitution, customs and traditions, and aesthetics. Then William Berkovitz (Zainuddin and Suyata 2018) states that
the definition of character as a set of individual psychological traits that
affect personal abilities and tendencies to function morally.
Good character is benevolent. Virtues such as honesty, courage for justice,
and compassion is the disposition to behave in a way that is good is moral. It
it is a quality human being good is objective. This is confirmed by society and
religion in the whole world. People who are intrinsically "good" have
a claim on conscience. Virtue transcends time and different cultural
expressions. Virtue objectively that good is not a preference subjective (1996
Lickona) . From the above explanation can be argued that the definition of the
characters is a series of characteristics of psychological humans that underlie
behavior based on the norms of the society in the form of good values so
ingrained in ourselves every human being and is considered well within the
community.
Understanding character education according to (Hikmah Cholisin 2017) is a
system of instilling behavioral values (characters) to school members which
includes knowledge, awareness or will, and actions to carry out will, and
actions to carry out values, both towards God Almighty One (YME), oneself ,
others, the environment, and nationality so that we become human beings.
According to Zamroni, (Zamroni 2011) states that character education is a
process to develop in every student the awareness of citizens as citizens of a
dignified, independent and sovereign
and will to safeguard and maintain such independence and sovereignty .
According to the Indonesian Ministry of National Education Elementary
Education Guidelines for the Republic of Indonesia (2010: 15), the notion of
character education is efforts that are designed and carried out systematically
to help students understand the values of human behavior related to God
Almighty, self, fellow human beings, the environment and nationality which are
manifested in thoughts, attitudes, feelings, words, and actions based on
religious, legal, etiquette, cultural, and cultural norms. According to Jamal
Ma'mur Asmani (2012: 31), character education is:
everything
that is done by the teacher to influence the character of students. The teacher
helps in shaping the character of students by giving examples, ways of speaking
or delivering good material, tolerance, and various other related matters.
Based on the
statements in the above, can be noted that character education is a system of
cultivation of values based on the norms that exist in the community to the
school community in order to become human and citizens as well as good
citizens, so that they can develop themselves into individuals who has national
characteristics .
2. Character
Values
In the Ministry of National Education Elementary School Education Guide
(2010: 16-19), character values for elementary schools are based on the study
of religious values , social norms , regulations / laws, academic ethics , and
principles of human rights (HAM) ), 80 items have been identified that are
grouped into five main values , namely the values of human behavior within its
relationship with God Almighty, self, fellow human beings, and the environment
and nationality. The values that are in the eyes of subjects Civics can be seen
in the distribution table values as follows.
Table 1. Example of Distribution of
Main Values into Subjects
Subjects
|
Main Value
|
1. Religious Education
|
Religious, honest, polite,
disciplined, responsible, love knowledge, curious, confident, respect
diversity, adhere to social rules, healthy lifestyle, aware of
rights and
|
2. Civics
|
Nationalists, abide by social
rules, democratic, honest, respect karagaman, conscious will be the rights
and obligations of self
and other people
|
3.
Language
Indonesia
|
Think logically, critically, creatively and
innovatively, confident, responsible, curious, polite, nationalist
|
4. IPS
|
Nationalist, respecting diversity,
logical thinking, creative and innovative criticism, social and environmental
care,
entrepreneurial, honest, hard working
|
5. Science
|
Curious ,
think logically, critically, creatively, and innovatively, honestly, live a
healthy lifestyle, confident, respect diversity, discipline, be independent,
be responsible, care
environment, love science
|
6. English
|
Respect diversity, polite, confident, independent,
collaborating, obedient to social rules
|
7. Art and
Culture
|
Respect
diversity, nationalism and respect
the work of others, curious, honest, disciplined,
democratic
|
8.
Penjasorkes
|
Healthy
lifestyle, hard work, discipline, honest, trust
self, independent, respect the work and achievements
of others
|
9. ICT / Skills
|
Think logically, critically, creatively and innovatively,
independently, responsibly, and respecting the work of others
|
10. Local
Content
|
Respect diversity, respect the work of others, be
nationalist, care
|
(Ministry of National Education, 2010: 37)
Based on the main values mentioned above, it can be stated that the
values contained in the learning of Civics for elementary schools contain the
values of characters that must be built in learning. These values can be
integrated in all subjects and adjusted to each subject taught.
3. Character Values in Civics
Learning activities, in addition to making students master the material,
are also designed to recognize, realize / care, and internalize values and
make them behavior. In our curriculum structure, there are two subjects that
are directly related to the development of character and noble character,
namely Religious Education and Civics. Both of these subjects are subjects that
directly (explicitly) introduce values, and to some extent make students care
and internalize values (Sri Narwanti, 2011: 83-85). However, because the
character values are implanted too much, so it is not possible to be
implanted in all subjects. Planting of character values that too much was
charged to each subject is too heavy, so have some of the main values and
grouped into character values corresponding to the subjects that are considered
appropriate. The distribution of the values of the primary in the eyes of
Civics are Nationalists, abide by social rules, democratic, honest, respect
karagaman, aware of the rights and obligations of self and others (MONE, 2010:
37).
In accordance with the objectives of Civics in Permendiknas of content
standards that one of them is that the participant students have the ability to
evolve positively and democratically to shape itself based on the characters of
Indonesian society in order to live together with other nations, and based on
components of the substance of Civics that includes: knowledge citizenship,
citizenship skills , and citizenship character , show that one of the missions
that Civics carry is character education. Education characters who become
mission Civics covers the whole aspects needed for the sake of the creation of
the citizens state that is intelligent, skilled and character in accordance
with the mandate of the Constitution of 1945, which citizens of intelligent
based on the substance of knowledge Citizenship ( civic knowledge ),
skilled based on the substance of the skills of citizenship ( civic skills ),
and citizens with character based on the substance of citizenship characters ( civic
dispositions ). These three aspects will be built in Indonesian human
learners, which will later develop into a reasoning that will be realized in
social, national and state behavior in accordance with the ideals of building
civil society with the power of citizen empowerment , of course course
with character material that is based on the values that exist in Indonesian
society .
Character values taught in Civics include core character values and
main character values. The main character values of Civics courses include:
religiousness, honesty, intelligence, toughness, democratization, and caring.
While the value of the main character Civics subjects namely; nationalism,
obedience to social rules , respect for diversity, awareness of the rights and
obligations of self and others, responsibility, logical thinking, krits,
creative, and innovative, and independence (Kemendiknas, 2010: 19). Character
values these can be developed more widely again in order to strengthen the
function of Civics as Character Education on the learner. Those values can be
developed in more advanced in the indicators of specific (Appendix 3).
Based on the above statement it can be stated that in order to form the
character of citizens who are able to think and act in accordance with
Pancasila and the 1945 Constitution, in addition to the three components namely
civic knowledge , civic skills , civic disposition ,
character education is also needed which is the values that govern daily life
-day which include the introduction of values, awareness will be the importance
of the value of it is deep, and can be realized in appreciation of everyday
behavior, especially by teaching civics and the introduction of values are
integrated in the eyes of subjects Civics.
4. Principles
of Character Education
According to the Guidelines for Character Education in the Ministry of
National Middle School (2010: 23), there are eleven principles that can affect
the effectiveness of the implementation of character education. These
principles include:
1. Promoting
basic ethical values as a character base .
2. Identify the
character comprehensively so that it includes thoughts, feelings, and behavior.
3. Using the
approach that is sharp, proactive and effective to build character.
4. Creating a
caring school community .
5. Provide an
opportunity for participants learners to demonstrate behavior that is good.
6. Has the
coverage of the curriculum meaningful and challenging appreciate all
participants learners, build character to them, and help them to succeed.
7. Strive for
self-motivation growth in students.
8. Functioning
all school staff as moral communities who share responsibility for character
education and are loyal to the same basic values.
9. There is a
division of moral leadership and broad support in building character education
initiatives .
10. Functioning
the family and community members as partners in an effort to build character.
11. Evaluating
the character of the school, the function of school staff as character
teachers, and manifestation of positive characters in the lives of students.
Based on the principle of character education above, it can be stated that
in carrying out character education in learning at school, it should use the
principles of character education so that the characters to be achieved can be
internalized well in students and can be carried out in everyday life. Thus,
the implementation of character education can be carried out to the stage of
practicing character values in daily life, not only as a discourse in
classroom learning.
5. Integrated Character Education through Learning
Integrated character education in learning is an introduction to values,
gained awareness of the importance of values, and internalization of values
into the behavior of everyday students through the learning process, both
that take place inside and outside the classroom in all eyes lessons that start
from the planning, implementation, and assessment stages. The introduction of
values through teaching materials can be done by prioritizing the
internalization of values through activities carried out in learning, rather
than emphasizing the values to be achieved.
Learning activities aim at making students master competencies (material)
that are targeted and designed to make students know, realize, or care, and
internalize values in the form of behavior (Jamal Ma'mur Asmani, 2012: 59).
Internalize these valuesimplemented through the integration of kararter
education in the learning process starting from the planning, implementation,
and evaluation of learning in all subjects. The implementation can use the
principles of contextual learning ( Contextual Teaching and Learning). According
to the Ministry of National Education Elementary Education Character Guide
(2010: 39-44), contextual learning basically applies a number of principles as
follows:
1. Constructivism ( Constructivism )
Constructivism is a learning theory that states that people construct or
build their understanding of new experiences based on their initial knowledge
and beliefs. Learning should be packaged into a process of 'constructing' rather
than 'receiving' knowledge. The application of constructivism learning theory
in learning can develop a variety of characters, including critical and logical
thinking, independent, love of knowledge, curiosity, respect for others,
responsible, and confident.
2. Asking ( Questioning )
In
productive learning, asking questions are useful for:
(a) explore information, both technical and academic
(b) checking student understanding
(c) arousing student responses
(d) knowing the extent of student curiosity
(e) find out things students already know
(f) focusing students' attention on something the teacher wants
(g) refreshing students' knowledge
Learning that uses questions to guide students to achieve learning goals
can develop a variety of characters, including critical and logical thinking,
curiosity, respect for the opinions of others, polite, and confident .
3. Inquiry ( Inquiry )
In inquiry-based learning, students learn to use critical thinking skills
as they discuss and analyze evidence, evaluate ideas and propositions, reflect
on the validity of data, process, make conclusions. Then determine how to
present and explain their findings, and connect ideas or theories to get
concepts.
Steps in inquiry activities:
a) formulating the problem (in any
subject )
b) Observing or making observations
c) Analyze and
present results in writing, pictures, reports, charts, tables and other works
d) Communicating
or presenting the work to readers, classmates, teachers, or others.
Learning to apply the principles of inquiry can develop a variety of
characters, among others to think critically, logically, creative, and
innovative, a sense of wonder, respect opinion of the others, polite, honest,
and responsible accountable.
4. Community Learning ( Learning
Community )
Learning society is a group of students who are engaged in learning
activities so that a deeper learning process occurs. All students must have the
opportunity to talk and share ideas, listen to other students' ideas carefully,
and work together to build knowledge with friends in the group. The application
of the principle of learning society in the learning process can develop a
variety of characters, including cooperation, respecting the opinions of
others, being polite, democratic, obedient to social rules , and
responsibility.
5. Modeling ( Modeling )
Modeling is the process of displaying an example so that other people
think, work, and learn. Modeling in learning, among others, can foster
curiosity, respect for others, and self-confidence.
6. Reflection ( Reflection )
In the reflection, students examine an event, activity, and the experience
and think about what the students learn, how to feel, and how students use new
knowledge. Reflection in learning, among others, can foster the ability to
think logically and critically, know the strengths and weaknesses of yourself,
and respect the opinions of others.
7. Authentic Assessment ( Authentic Assessment )
Authentic assessment is actually a term that was coined to explain various
alternative valuation methods . Various methods that allow students to
demonstrate their ability to complete tasks, solve problems, or express knowledge
by way of simulating a situation that can be encountered in the real world
outside the school environment. These simulations should be able to express performance
found in real world practices such as the workplace. The assessment
strategy that matches the intended criteria is a combination of several
assessment techniques. Authentic assessment in learning can develop various
characters including honesty, responsibility, respect for the work and
achievements of others, discipline, and love of knowledge.
In addition to using contextual learning to apply the principles of
learning bleak described above, there are several methods of learning that can
be applied to study the character according to Halstead and Taylor among others
with problem solving, cooperative learning and experience-based
projects that are integrated through the learning of thematic and
discussion to put virtue values into the practice of life, as a teaching is
formal. In addition to the methods of storytelling, Collective Worship (Worship
is congregational) , Circle Time (Time circle), Stories Individual
Experience, Peer Mediation, or Philosophy for Children ( Philosophy for
Children ) can also be used as an educational alternative character
(Samsuri 2011)
6.
Implementation of Civics Learning in Character Education Development.
Activity Learning Civics aims to build the character of the participant
students. The indicator of the attainment of the goals of character education
is the change in character of students. This change is attempted in an explicit
or implicit PKn subject . This means that the change in character of students
is a deliberate / planned effort ( instructional effect ), not just a
follow-up / accompaniment effect ( nurturant effect ) (Hikmah
Cholisin 2017) . In the subject of Civic Education , character education has
been shown in the Civic Education component, one of which is citizenship
character .
The realization of the students' character building efforts can be carried
out through the implementation of learning activities in schools, especially in
the classroom, explicitly in Civics subject matter or taught integrated into
all subjects. Learning activities include preliminary, core, and closing stages
of activities. This activity is carried out so that students practice character
values that are expected to be achieved in accordance with the objectives. As
mentioned in the above, the principles of Contextual Teaching and Learning advised
applied at all stages of learning because the learning principles as well as to
facilitate internalized values.
Learning is a system that has components that affect learning success.
According to (Dr.Wina Sanjaya 2015) , the components that are of interest, the
material class, method or strategy of learning, media and evaluation. The
components mentioned above if implemented properly and systematically, the
learning process will be directed and focused on the targets to be addressed
and is expected to increase the motivation of educators and students in the
teaching and learning process.
Learning character education in Civics should lead to learning that demands
student activity. Active learning in Civics is implemented through the
following activities (Cholisin, 2011: 11), namely:
1. Searching
for information from various sources such as books, text, letters of
newspapers, magazines, leaders of society. Characters that can be developed
through the activity of learning is among others: kelreligiusan, honesty,
self-reliance, work hard, discipline, desire of knowledge, love of science.
2. Reading and
studying ( literature study ). Characters that can be developed through the
activity of learning is among others: religiousness, curiosity, love of
science.
3. Discuss.
Characters that can be developed through learning is among others:
religiousness, intelligence, democratic, think logically, critically, creative
and innovative; elegance, respect for diversity. Awareness will be the rights
and obligations of self and the other.
4. Present.
Characters that can be developed through learning activities is among others:
believe in yourself, self-reliance, responsibility accountable, democratic,
politeness, honesty.
5. Give a
response. Characters that can be developed through these learning activities
include: religiousness, intelligence, resilience, democratic respect for
diversity, honesty, respect for diversity, independence. Awareness will be the
rights and obligations of self and the other.
6. Solve
problems or cases. Characters that can be developed through the activity of
learning is among others: religiousness, intelligence, think logically,
critically, creatively, and inovartif, adherence to the rules of social,
toughness nationalism, independence, awareness will be the rights and
obligations of self and the other, concern.
7. Observe /
observe. Characters that can be developed through these learning activities
include: hard work. Curiosity. Politeness. Independence. Awareness of the
rights, and obligations of self and others respect diversity, honesty.
8. Simulate.
Characters that could be developed through this learning activity antaralain:
democratic, honesty, nationalism, awareness, toughness, awareness will be the
rights and obligations of ourselves and the others appreciate diversity,
compliance with the rules of social.
9. Demonstrate.
Characters that can be developed through this learning include: nationalism,
awareness of the rights and obligations of self and others, democracy, honesty,
respect for diversity.
10. Give
examples of characters that can be developed through learning activities
include: nationalism, kedemokrasian, honesty, respect diversity, awareness will
be the rights and obligations of self and the other.
11. Enact / apply.
Characters that can be developed through these learning activities are other
things: democracy, nationalism, awareness of the rights and obligations of self
and others, compliance with social rules , respect for diversity.
The implementation of active
learning activities in Civics courses is expected to be able to adjust to the
characteristics of students and the subjects to be taught. Active learning
activities in principle according to the Minister of National Education
Regulation No. 41 of 2007 concerning Process Standards for Elementary and
Secondary Education Units , which consists of preliminary, core, and closing
stages of activities , this activity aims so that students can practice the
targeted character values. The principle of Contextual Teaching and Learning is
recommended to be implemented because these principles can facilitate the
internalization of values. In addition, teacher behavior throughout the process
is a model of the implementation of values for students.
In the steps of learning activities
can be exemplified by the preliminary activities, class readiness in learning
can be carried out with one asked to lead praying, attendance, class
cleanliness, singing one of the mandatory songs, one of the students pray for
his friend who is not present because sick, and others. Characters that can be
developed for example include: religiousness, nationalism, and caring.
In the core activities, activities that can be done for example students
observe, explore, information about facts, concepts, procedures, propositions /
principles / theories / values / roles / rights and make notes from various
sources such as BSE books, newspapers, internet and other sources
(exploration). Characters that can be developed for example include:
independence, toughness, and responsibility. Then students can observe with
discussion, problem solving, presenting and giving responses (elaboration).
Characters that can be developed in activity is among others: think logical,
critical, creative and innovative, kedemokrasian, intelligence and honesty. At
the confirmation stage learners to reflect and ask, teachers are doing a
variety of explanations related to the activities of exploration and
elaboration both related to the control of competence, concept, character, and
answer the question, then the teacher did assessment process. Characters that
can be developed in activity is among others: kedemokrasian and honesty.
In the closing activities of students with guided and facilitated teachers
make conclusions and reflections. Then students record the assignments of
activities given by the teacher for the next meeting, and one student leads the
prayer to end the learning activities as a form of religious character
(Cholisin, 2011: 17-18).
Based on the explanation above, it is known that character education
through active learning in Civics is an event that includes various components
that are carried out in an integrated manner, systematically designed, and
carried out continuously with goals aimed at the character and attitudes of
good citizens in accordance with the ideals national education ideals, and be
able to explore, process and implement the abilities of students in full in
accordance with their talents.
B. Thinking Framework
Civics Education with character education has the goal of realizing
students who are able to explore the character values of citizenship and be
able to carry it out in their daily lives. Values developed in character
education in schools are planned in the learning plan and implemented through
the learning component and then implemented in the implementation of Civics
learning. The implementation of Civics Education includes components that
affect the internalization of character values that will be taught to
students. The series of character learning processes must contain elements of
character values that will make students accustomed to doing something good
in class and are expected to be accustomed to doing it outside the classroom.
The researcher focused the research on the Implementation of Civics Education
as Character Education in Elementary Schools in Bengkulu City in Academic Year
2019/2020. More clearly described in the scheme as follows:
Figure 1: Thinking Framework Scheme
 |
 |
 |
 |
 |
 |
 |
Introduce Content
(Ekploration, Elaboration, Konfirmation) Close
 |
Source: (Based on analysis of Civics learning thinking in elementary schools in Bengkulu City).
CHAPTER III
RESEARCH METHODS
This chapter will describe about: (a) the approach and type of research,
(b) the presence of the researcher, (c) the location of the study, (d) data and
data sources, (e) data collection techniques, (f) data analysis techniques, (
g) checking the validity of the data, and (h) research phases.
A. Research Approaches and Types
The focus of this research is the Praxis of Character Learning in
elementary students (Multi Case Study) using a qualitative approach. The
qualitative approach of the researcher uses because the object under study
takes place in a reasonable setting and aims to know, understand, and
appreciate carefully and in more depth about how the praxis of character
learning.
(Margono 2010) argues that qualitative research is research that basically uses
a deductive and inductive approach, meaning that the approach departs from a
theoretical framework, experts 'ideas, and researchers' understanding based on
their experience, then develops into problems and proposed solutions to obtain
justification in the form of support empirical data in the field. (Moleong
2017) suggested that qualitative research has several characteristics, namely;
1) takes place in a natural setting, 2) the researcher himself is the main
instrument or data collection tool, 3) analysis and questions are carried out
inductively.
Furthermore, the type of research used in this research is field
research using a multi-case study design. The use of this research design
is in accordance with the characteristics of the research cases that have many differences.
These differences include; 1) schools with different backgrounds, namely
tsanawiyah madrasas and junior high schools, 2) different school status namely
public and private., 3) different school climates, at SD IT Al-Azhar Bengkulu
more likely to be dormitory / pondok climate .
Multi-case study research has the following steps: 1) collecting data in
the first case, namely SD N 01 Bengkulu where research will be conducted up to
the level of data saturation, 2) conducting data collection in the second case,
namely SD IT Al- Azhar Bengkulu, where research will be carried out up to the
level of data saturation as well. 3). Combine the findings in the first step
and the second step . 4). Perform analysis. 5). Draw conclusions from the
analysis of the two cases .
B. Researcher's Presence
This study uses a qualitative approach, so that the presence of researchers
in the field is essential and is needed optimally. The presence of researchers
in the field in qualitative research is a must-do, because researchers are key's
instruments . (Sugiyono 2016)
The high level of trust of school managers, especially principals and
vice-principals to researchers, is needed and can help in the research process,
so that the required data can be obtained easily and completely immediately, as
it is without data manipulation. Therefore, before entering the field,
researchers first prepare themselves as best as possible by prioritizing
values, ethics, and morals. While at the research location, researchers should do
the following:
1. Be flexible,
simple, friendly, and try to look your best with attention to behavior,
attitudes, gestures, and ways of speaking that are polite and not
self-effacing. In addition, researchers also tried to adjust to the habits,
procedures and social culture of research subjects. Especially in collecting
data, researchers must be able to adjust to informants such as school
principals, teachers, employees, student guardians, and school committee
administrators .
2. Researchers
act as observers of participants in data collection, so researchers must be
able to foster good relations with informants with the aim that informants can
provide answers in accordance with questions raised by researchers clearly and
completely.
3. The researcher
does not disguise the identity of the informant, this is done in accordance
with the agreement between the researcher and the informant. This research is
expected to be useful as a medium for schools to realize accountability and
transparency, so that the data obtained is objective.
4. Researchers
here will try to obtain data on benchmarking strategies in improving
performance in two Islamic educational institutions. So that the information
collected is really appropriate and guaranteed validity, the role of
researchers in this study is as participant observers. Besides that, the
researcher's expectation is known as a researcher by the informant. The
researcher will start by sending a letter to the principal at SD N 01 Bengkulu
and SD IT Al-Azhar Bengkulu about the application for a research permit, then
the researcher begins to enter the study sites at the two institutions .
C. Research Location
The research locations planned for this study are SD Negeri 01 Bengkulu and
SD IT Al-Azhar Bengkulu. Bengkulu Elementary School 01, which is located on
Jalan Blitar, Ds. Aryojeding, Kec. Gading Cempaka, Bengkulu City. While the
Al-Azhaar Islamic Middle School Tulungagung is located at Jalan Pahlawan III /
40, Kec. Gading Cempaka , Bengkulu City.
(1) The first
location is SD N 01 Bengkulu. The reason researchers chose SD N 01 Bengkulu is
because according to the observations of researchers, that the level of
progressivity in developing productivity (performance) is very visible in recent
years. This school is a school that is developing. This is proven by academic
and non-academic achievements that have been achieved at the national level.
The programs offered are also increasingly diverse.
(2) The second
location is SD IT Al-Azhar Bengkulu. The reason researchers chose this place is
that in addition to such brilliant achievements, the school runs 4 different
curriculums, namely: 2013 Diknas curriculum, typical Al-Azhaar material and the
Tahfidzul Qur'an program, AIS (Al-Azhaar International System), and program
curriculum inclusive. Implementation of learning includes activities: Tsafaqoh
Islam, life skills, and learning systems Full Day School . This school
has a slogan, the Islamic School that Answers the Challenges of the Age. One
such sentence is one of the attractors of public interest as an alternative
educational institution that is indeed worthy of consideration. Regarding the
selection of this location is based on the following considerations:
1. Based on the
results of interviews it is known that the two institutions implement benchmarking
strategies from year to year.
2. Both institutions are now beginning
to be known and able to show their competitiveness, despite their Islamic
school background. This is proven by the achievements they have gained at the
National level .
D. Data Sources
According to Arikunto (Arikunto, Suharsimi 2013) data sources in research
are subjects from which data can be obtained. The data sources in this study
are divided into two, namely:
a. Primary Data Sources
Primary data
sources were obtained in the form of words or spoken words and behavior of the
subjects (informants), related to benchmarking strategies in improving
performance in both educational institutions which were obtained through
observation and interviews. The primary data sources in this study were all
academics at SD N 01 Bengkulu and SD IT Al-Azhaar-Tulungagung, which included:
the principal, deputy head (waka), teachers, education staff / staff, and
students. For the selection of data sources / informants in this study
conducted by snowball sampling , i.e. key informants will appoint people
who know the problem to be investigated to complete their information and
designated people will appoint others if the information provided is inadequate
and so on . (W 2013)
b. Secondary Data Sources
Secondary
data sources obtained from photographs, documents and objects that can be used
as a complement to primary data sources . The characteristics of secondary data
sources in the form of documents such as books, articles, scientific journals,
letters, or archives in SD N 01 Bengkulu and SD IT Al-Azhar Bengkulu are
relevant to this study. Other secondary data sources are documentation of
photographs of activities carried out by SD N 01 Bengkul u and SD IT Al-Azhar
Bengkulu.
Furthermore,
all research findings from data sources at the two institutions are compared
and integrated in a cross-case analysis to compile a conceptual framework
developed in the abstraction of findings in the field.
E. Data Collection Techniques
As explained in the description above, that the data source is in the form
of people, events, locations and documents. To be able to obtain data in a holistic
and integrative way , data collection in this study uses three
techniques offered by (Bogdan and Biklen 2003) , namely; 1) mendaman interviews
(depth interview) , 2) participant observation (participant
observation) , 3) study documentation (study document) .
a. In-depth Interview ( Indepth
Interview )
Important data sources in qualitative research are
human beings who act as informants or informants. To gather information from
informants, an interview technique is needed. In qualitative research there is
absolutely an interview method, because it requires complete and in-depth
information.
In qualitative research, the interview method used is
a method of in-depth interviews ( depth interview ) that a conversation
conducted to obtain opinions, perceptions, feelings, knowledge, and experience
of the senses of informant on matters under investigation. (Ahmad Tanzeh 2009)
This interview method was used by researchers to interview principals of SD N
01 Bengkulu and SD IT Al-Azhar Bengkulu, waka, teachers, staff, and also
students in order to obtain accurate information to complete the data.
The technique used in this in-depth interview is an
un-structured interview (unstandarized interview) conducted without
compiling a strict list of questions. The advantage of this unstructured
interview is that interviews can be conducted in a more personal manner that
allows as much and more integrated information as possible. In addition
unstructured interviews allow recorded affective responses that appear during
the interview, sorted out personal influences that might affect the results of
the interview. Psychologically this interview is freer and more chatter so that
it is not tiring and tedious for informants.
When conducting unstructured interviews, questions are
conducted freely (free interviews) on general questions about benchmarking
strategies . Furthermore, the interviews focused (focused interview) that
the question does not have any particular structure, but always centered on one
subject to another subject. In this case the focus is directed at the benchmarking
strategy of the institution in improving performance, by asking
questions such as: how is the implementation of the benchmarking strategy
in the institution that you lead? What are the benefits of implementing the benchmarking
strategy for the institution that you lead?
After the interview with the first informant is
considered sufficient, the researcher asks to be shown the next informant who
is deemed to have the information needed, relevant, and adequate. From the
designated informant, the researcher conducted sufficient interviews and at the
end of the interview was also asked to appoint other informants. And so on so
that the informants obtained are getting bigger / bigger like a ball like
snowball (snowball sampling technique) and according to the purpose (purposive)
contained in the research focus.
To conduct interviews to be more systematic and
directed, materials must be prepared in advance according to the issues that
were explored before, this can be done by making interview guidelines, but in
conducting the interview the prepared guidelines can be developed according to
the responses of the informants so the results of the interview are more
coherent.
Interviews can be done with an agreement in advance,
or can also be done spontaneously in accordance with the opportunities provided
by the informant. To record the results of interviews with the permission of
the informants, researchers can use tools such as notebooks and tape
recorders. In general, the interview steps in this study were carried out
in the following order: 1) determining who the interview informant was, 2)
preparing the material for the interview, 3) starting and opening the
interview, 4) conducting the interview, 5) confirming the results of the
interview, 6) writing the results of the interview , 7) identify follow-up
results of the interview.
Applicatively, in this in-depth interview after the
interview with the first informant it is considered sufficient, then the
researcher asks to be shown the next informant who is deemed to have the
information needed and conduct sufficient interviews. And so on until
information is obtained that can answer the focus of the study.
b. Participant observation (Participant
Observation)
Observations were made to dig data from data sources in the form of events,
places, objects and records and images. (Hadi 2004) In this study using
participant observation techniques. Participant observation is defined as
systematic observation and recording of symptoms that appear in the object of
research. (Sugiyono 2016) Participant observation is done by means of
researchers involving themselves or interacting in activities carried out by
research subjects in their environment, while also collecting data
systematically in the form of field notes.
In carrying out these participant observations, the researcher was present
at the study site and tried to pay attention and record every symptom that
arises in SD N 01 Bengkulu and SD IT Al-A zhar Bengkulu in relation to the
phenomenon under study namely about benchmarking strategies in improving
performance in Islamic educational institutions
.
There are three stages of observation according to (Spradley 2016)
conducted in the study, namely descriptive observation (to find out the general
picture), focused observation (to find categories), and selective observation
(looking for differences between i-category categories). In this study,
researchers conducted the first stage of participant observation, which starts
from a broad descriptive observation by describing the general situation of the
two institutions. The next stage is carried out with focused observation to
look at things related to the research focus, which includes planning,
implementing, examining, and applying benchmarking strategies to improve
performance. The last stage after repeated analysis and observation, then
narrowing again with selective observation by looking for differences between
categories, such as planning, implementing, examining, and applying benchmarking
strategies to improve performance. All the results of observation /
observation noted and recorded as field observations (field notes) , and
then make a reflection.
c. Documentation (Study Document)
The documentation method is looking for data about
things or variables in the form of notes, transcripts, books, newspapers,
inscriptions, minutes of meetings, agendas, and so on. (Arikunto, Suharsimi
2013) . In this study, the documentation method is used to find data about benchmarking
strategies in improving performance in SD N 01 Bengkulu and SD IT Al-Azhar
Bengkulu. Documentation is used to complement the previous data obtained from
in- depth interviews and field observations. Documents here can be
photos, institutional documents, interview transcripts. While the instruments
in this study, according to the nature of qualitative research, the main
instrument is the researcher himself assisted with tools such as notebooks,
cameras, tape recorders and other tools that support the achievement of
the desired data .
F. Data Analysis Techniques
Data analysis is the process of systematically searching and organizing
interview transcripts, field notes, and other materials that have been collected
by researchers. The analysis activity is carried out by analyzing data,
arranging, dividing into units that can be managed, synthesizing, looking for
patterns, finding what is meaningful, and what will be researched and reported
systematically. Since the research in this thesis uses a multi-case study
design, analyzing the data is done in two stages, namely:
a. Single Case Data Analysis
Analysis of individual case data in
this study was carried out on each object, namely: SD N 01 Bengkulu and SD IT
Al-Azhar Bengkulu. In analyzing, researchers interpret the data in the form of
words, in order to obtain meaning to be reported. Miles and Huberman, as quoted
by Sugiyono, stated that the activities in qualitative data analysis were
carried out interactively and continued continuously until they were completed,
so that the data was already saturated. The steps are:
1) Data
Reduction
Reducing
data means summarizing, choosing the main points, focusing on important things,
looking for themes and patterns, and removing unnecessary. In the data
reduction stage, researchers use taxonomic analysis techniques. This technique
is done by collecting data in the field continuously through participant
observation , in-depth interviews, and documentation, so that the data
collected becomes a lot and complete. After all the data has been collected,
the researchers then describe the data in more detail and depth.
2) Data Presentation
After the
data regarding the benchmarking strategy in improving the performance is
reduced, the next step is to present the data. Presentation of data can be in
the form of a brief description, charts, relationships between categories, flowcharts
, and the like. While the data that is often used in qualitative research
is with narrative texts. By presenting data on how to benchmarking strategies
to improve performance in the two institutions, it will be easier to understand
what is happening, plan further work based on what has been understood .
3) Conclusion / Verification Withdrawal
Conclusions
in qualitative research are expected to be new findings that have never before
existed. The findings can be in the form of a description or description of an
object that was previously still gray, so that after examination it becomes
clear. For more details about the explanation, see the chart below:
Figure 3.1 Data
Analysis Techniques
b. Cross-Case
Data Analysis
Cross-case
data analysis is intended as a process of comparing findings obtained from each
case, as well as a process of combining between cases. Initially, the findings
obtained from Bengkulu Elementary School N 01 were arranged in categories and
themes, then structured inductively conceptually and compiled narrative
explanations arranged into propositions for further development into
Substantive Theory I. Substantive I propositions and theories were then
analyzed by comparing with Substantive propositions and theories II (findings
from SD IT Al-Azhar Bengkulu). The comparison is used to find differences in
the characteristics of each case as a theoretical conception based on
differences. These two cases are made as interim findings and then at the final
stage a simultaneous analysis is carried out to form and construct a conception
of the equation of case I and case II systematically. In this process
cross-case analysis was carried out between case I and case II with the same
technique. This final analysis is intended to compile a systematic conception
based on the results of data analysis and narrative theoretical interpretations
in the form of cross-case propositions which are then used as material to
develop the findings of substantive theory.
G. Data Validity Check
Checking the validity of the data is needed to prove that the data obtained
can be justified through data verification. (Moleong 2017) mentions there are
four criteria, namely trust (credibility) , transferability , dependability
, and confirmability .
The credibility of the data will prove the compatibility between the
results of observations with the reality in the field. In achieving
credibility, researchers use the following steps:
a) Persistence
of the observer, means the researcher makes continuous observations so that he
can detect symptoms more deeply and be able to know aspects that are important,
focused, and relevant to the research topic .
b) Triangulation is a technique for
checking the validity of data by utilizing various sources outside the data as
comparison material. Then a cross check is made so that the research
results can be accounted for. Triangulation in credibility testing according to
(Sugiyono 2016) , is interpreted as checking data from various sources and
techniques / methods
|
(Sugiyono
2016)
 |
 |
 |
||
Figure 3.4 Triangulation of Techniques / Methods
(Great) 2016)
In this study, researchers used two triangulations
namely triangulation of data sources and triangulation of techniques / methods.
This is consistent with the statement (Faisal 1990) that to achieve the
standard of credibility the results of the study use at least triangulation of
methods and triangulation of data sources.
The function of transferring functions is to build
diversity in research through "detailed description". With this
technique researchers will report the results of research as accurately and as
detailed as possible so that they are able to answer the entire focus of the
problem under study.
Confirmability is a criterion for assessing the
quality of research results by recording on tracking data and information as
well as interpretations that are supported by material available in audit
trail tracking . To fulfill the audit tracking or tracking, the researcher
prepares the necessary materials such as raw material data in the form of field
notes and interview transcripts; recording results in the form of documents or
photos; the results of the data analysis in the form of a summary of working
hypotheses and concepts; and notes on the implementation process in the form of
methodology, strategic and business endorsement. For the assessment of the
quality of the results of this study, it was conducted by a supervisor.
H. Research Stages
According to (Moleong 2017) there are three main
stages in qualitative research, including:
1. Pre-field stage, namely orientation
which includes focus determination activities, paradigm adjustment with theory
and scientific discipline, assessment with research context including initial
observations to the field in this case are SD N 01 Bengkulu and SD IT Al-Azhar
Bengkulu, preparation of research proposals and research proposal seminars,
then proceed with taking care of research permits to the research subjects .
2. Phase of field activities, this
stage includes the collection of data related to the focus of research namely
on benchmarking strategies in improving performance in SD N 01 Bengkulu
and SD IT Al-Azhar Bengkulu. The benchmarking strategy carried out will
provide a clear picture of the formulation, implementation, and control of benchmarking
in the two institutions .
3. Data analysis stage, this stage
includes the activities of processing and organizing data obtained through
participant observation, in-depth interviews and documentation, after which the
data interpretation is done in accordance with the context of the problem under
study. Then the data validity is checked by checking the data source and the
method used to obtain data as valid, accountable data as a basis and material
for giving meaning or interpreting data which is the process of determining the
understanding of the research context being studied.
4. Report writing stage, this stage
covers the activities of compiling research results from all series of data
collection activities up to giving meaning to the data. After it was doing
consulting the results of research
with the
supervisor to get input as a better improvement so that it can perfect the
research results.
5. The final
step is to make arrangements for completeness of the requirements for the
thesis examination . 25
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