Wahyu Nugroho, Roso Sugiyanto, Alpin Yanus

Upaya pembentukan karakter disiplin dan tanggung jawab peserta didik melalui model pembelajaran behavioristik di kelas IV

Introduction

Upaya pembentukan karakter disiplin dan tanggung jawab peserta didik melalui model pembelajaran behavioristik di kelas iv. Temukan bagaimana model pembelajaran behavioristik efektif meningkatkan karakter disiplin dan tanggung jawab siswa kelas IV SD. Studi PTK ini menunjukkan hasil positif dalam pembentukan karakter.

Abstract

Proses belajar mengajar merupakan suatu proses yang mengandung serangkaian perbuatan guru dan peserta didik atas dasar hubungan timbal balik yang berlangsung dalam situasi edukatif untuk mencapai tujuan tertentu. Dalam hal ini, guru juga berperan penting dalam mencerdaskan peserta didik terutama mengajarkan peserta didik dengan karakter disiplin dan tanggung jawab. Berdasarkan hasil observasi awal yang didapatkan peneliti di kelas IV sekolah dasar negeri 7 panarung terlihat kedisiplinan dan tanggung jawab peserta didik masih kurang. Pendekatan penelitian yang digunakan adalah Metode Penelitian Tindakan Kelas (PTK) atau biasa disebut dengan istilah (classroom action research). Hal ini karena penelitian tindakan kelas mampu menawarkan pendekatan dan prosedur yang mempunyai dampak langsung bentuk perbaikan dan peningkatan profesionalisme guru dalam mengelola proses pembelajaran di kelas. Dengan menggunakan teknik pengumpulan data observasi dan dokumentasi, melalui langkah-langkah sebagai berikut, Perencanaan (Planning), Pelaksanaan Tindakan (Action), Pengamatan (Obsevation) dan Refleksi (Reflection). Berdasarkan hasil penelitian melalui model pembelajaran behavioristik menunjukkan hasil peningkatan karakter disiplin dan tanggung jawab peserta didik. Pada karakter tanggung jawab di siklus 2 ini hanya 1 orang peserta didik yang tidak menyelesaikan tugas dan karakter disiplin hanya 1 orang peserta didik yang tidak rapi dalam berpakaian. Dari perubahan tersebut bisa dikategorikan baik dari sebelumnya dengan hasil peningkatan karakter yang inginkan.

Review

This paper, titled "Upaya pembentukan karakter disiplin dan tanggung jawab peserta didik melalui model pembelajaran behavioristik di kelas IV," addresses a pertinent issue in primary education: the development of discipline and responsibility among students. The authors effectively establish a clear problem statement, observing deficiencies in these character traits within Grade IV students at SDN 7 Panarung. To tackle this, the study adopts a Classroom Action Research (CAR) methodology, a suitable approach for immediate pedagogical intervention and improvement within a real classroom setting. The abstract outlines the cyclical CAR process and reports a positive outcome, indicating an increase in students' discipline and responsibility following the implementation of a behavioristic learning model. A notable strength of this research lies in its practical relevance and direct application to a tangible educational challenge. The focus on cultivating discipline and responsibility is crucial for holistic student development, and the CAR approach allows for direct impact within the educational environment. The abstract effectively highlights specific, observable indicators of change, such as the reduction in students not completing tasks or maintaining neat attire, which demonstrates a clear and measurable assessment of the intervention's effectiveness. The reported improvements suggest that the chosen behavioristic model, when applied through a structured intervention, can be a valuable tool for fostering desired character traits in elementary school children. While the study presents encouraging findings, the abstract could benefit from additional detail to enhance its methodological rigor and clarity. A more explicit description of the specific components and strategies of the "model pembelajaran behavioristik" as implemented in the classroom would provide greater insight into the intervention's mechanics. For instance, detailing the types of reinforcement, consequences, or behavioral shaping techniques used would be beneficial. Furthermore, while specific numbers are mentioned regarding improvement (e.g., "only 1 person"), clearer baseline data and a more comprehensive quantitative comparison (e.g., total number of students, percentage improvement) between the initial observation and the cyclical results would offer a more robust understanding of the magnitude of change. Such additions would strengthen the paper's contribution by allowing readers to better evaluate the intervention's specific application and overall impact.

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