Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar

This article aims to examine character education in primary age inclusion schools. Focus the discussion on research on the basic concepts of character education in inclusion schools, the process of character education planning in inclusion schools, how character education is implemented in inclusion...

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Autores principales:	Rina Rahmi, Aswatun Hasanah, Septika Laily Anti
Formato:	article
Lenguaje:	ID
Publicado:	Institut Agama Islam Negeri (IAIN) Curup 2020
Materias:	character education inclusion school Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1d66f125bfe7490e879963307928db0e
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spelling	oai:doaj.org-article:1d66f125bfe7490e879963307928db0e2021-11-12T08:04:21ZKonsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar2580-36112580-362X10.29240/jpd.v4i2.1648https://doaj.org/article/1d66f125bfe7490e879963307928db0e2020-12-01T00:00:00Zhttp://journal.iaincurup.ac.id/index.php/JPD/article/view/1648https://doaj.org/toc/2580-3611https://doaj.org/toc/2580-362XThis article aims to examine character education in primary age inclusion schools. Focus the discussion on research on the basic concepts of character education in inclusion schools, the process of character education planning in inclusion schools, how character education is implemented in inclusion schools, and how to monitor character education in inclusion schools. The approach used is a qualitative approach to library research. Data sources are obtained from books or journals relevant to this study. The data collection technique is to analyze character education in elementary age inclusion schools to obtain data from literature sources. Data analysis was conducted by examining the concept of character education in basic age inclusion schools using reference materials. The results of this study show that (1) character education planning in inclusion schools is carried out by meeting teacher work, socialization of all parties related to the school, and the preparation of a Learning Implementation Plan (RPP), (2) in the application of character education in inclusion schools through integrating in learning, self-development through school culture as habituation, as well as inclusion education (3) character education monitoring in inclusion schools including observation and direct mentoring , identify the obstacles that occur, make improvements from the constraints that occur, as well as measure the success of the implementation of character education programs. Inclusion education is done well because of the intertwining of cooperation and support from various parties to change the way of thinking in doing social tolerance and humanizing peopleRina RahmiAswatun HasanahSeptika Laily AntiInstitut Agama Islam Negeri (IAIN) Curuparticlecharacter educationinclusion schoolEducationLSpecial aspects of educationLC8-6691IDAR-RIAYAH: Jurnal Pendidikan Dasar, Vol 4, Iss 2, Pp 155-172 (2020)
institution	DOAJ
collection	DOAJ
language	ID
topic	character education inclusion school Education L Special aspects of education LC8-6691
spellingShingle	character education inclusion school Education L Special aspects of education LC8-6691 Rina Rahmi Aswatun Hasanah Septika Laily Anti Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar
description	This article aims to examine character education in primary age inclusion schools. Focus the discussion on research on the basic concepts of character education in inclusion schools, the process of character education planning in inclusion schools, how character education is implemented in inclusion schools, and how to monitor character education in inclusion schools. The approach used is a qualitative approach to library research. Data sources are obtained from books or journals relevant to this study. The data collection technique is to analyze character education in elementary age inclusion schools to obtain data from literature sources. Data analysis was conducted by examining the concept of character education in basic age inclusion schools using reference materials. The results of this study show that (1) character education planning in inclusion schools is carried out by meeting teacher work, socialization of all parties related to the school, and the preparation of a Learning Implementation Plan (RPP), (2) in the application of character education in inclusion schools through integrating in learning, self-development through school culture as habituation, as well as inclusion education (3) character education monitoring in inclusion schools including observation and direct mentoring , identify the obstacles that occur, make improvements from the constraints that occur, as well as measure the success of the implementation of character education programs. Inclusion education is done well because of the intertwining of cooperation and support from various parties to change the way of thinking in doing social tolerance and humanizing people
format	article
author	Rina Rahmi Aswatun Hasanah Septika Laily Anti
author_facet	Rina Rahmi Aswatun Hasanah Septika Laily Anti
author_sort	Rina Rahmi
title	Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar
title_short	Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar
title_full	Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar
title_fullStr	Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar
title_full_unstemmed	Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar
title_sort	konsep pendidikan karakter pada sekolah inklusi tingkat usia dasar
publisher	Institut Agama Islam Negeri (IAIN) Curup
publishDate	2020
url	https://doaj.org/article/1d66f125bfe7490e879963307928db0e
work_keys_str_mv	AT rinarahmi konseppendidikankarakterpadasekolahinklusitingkatusiadasar AT aswatunhasanah konseppendidikankarakterpadasekolahinklusitingkatusiadasar AT septikalailyanti konseppendidikankarakterpadasekolahinklusitingkatusiadasar
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Konsep Pendidikan Karakter Pada Sekolah Inklusi Tingkat Usia Dasar

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