living values

  • Living Values-Based Digital Learning Resources in Civic Education

    Author: Kokom Komalasari
    Institution: Indonesia University of Education, Bandung
    Author: Susan Fitriasari
    Institution: Indonesia University of Education, Bandung
    Author: Diana Noor Anggraini
    Institution: Indonesia University of Education, Bandung
    Year of publication: 2021
    Source: Show
    Pages: 85-96
    DOI Address: https://doi.org/10.15804/tner.21.63.1.07
    PDF: tner/202101/tner6307.pdf

    This study seeks to analyze the students’ need, the conceptual model, and generate a living values-based digital learning resource model in Civic Education. The research and development design was adopted, with the subjects being junior high school students in Bandung City and West Bandung Regency, Indonesia. The students need living values-based digital learning resources in accordance with 21st century learning and skills. Conceptually, the model of living values-digital based learning resources is one that incorportaes living values and living values education principles into civic education learning materials through various platforms in the Moodle-based Learning Management System (LMS). The model product in the form of a Moodle-based LMS contains teaching materials, living values, media, discussion forums, assignment uploads, and evaluation for the civic education. The model is thought to develop student’s character.

  • Living Values-Based Authentic Assessment in Civic Education in Fostering Student Character

    Author: Kokom Komalasari
    Institution: Indonesia University of Education
    Author: Didin Saripudin
    Institution: Indonesia University of Education
    Year of publication: 2020
    Source: Show
    Pages: 168-180
    DOI Address: https://doi.org/10.15804/tner.20.61.3.13
    PDF: tner/202003/tner6113.pdf

    This study seeks to delineate a living values-based authentic assessment model in civic education to foster student character. A research and development design was adopted, with the subjects being high school students in Bandung City and West Bandung Regency, Indonesia. Conceptually, a living values-based authentic assessment is one that amalgamates living values and living values education principles into civic education learning assessments by taking into account the principles of authentic assessment, the core and basic competencies in the curriculum, the main characteristics in the educational program for strengthening character, principles for writing questions based on higher-order thinking skills, and principles for preparing assessments. The types of authentic assessment developed herein are attitude assessment and self-assessment. Based on the results of the validation of experts and practitioners, it is found that the majority (82.84%) rated the authentic assessment instruments as good.

  • The Effect of Living Values-Based Authentic Assessment on Character Development of High School Student

    Author: Kokom Komalasari
    Institution: Universitas Pendidikan Indonesia
    ORCID: https://orcid.org/0000-0001-6370-5639
    Author: Iim Siti Masyitoh
    Institution: Universitas Pendidikan Indonesia
    ORCID: https://orcid.org/0000-0001-5038-2076
    Year of publication: 2022
    Source: Show
    Pages: 102-113
    DOI Address: https://doi.org/10.15804/tner.22.67.1.08
    PDF: tner/202201/tner6708.pdf

    This study seeks to: 1) to generate a product of a living values-based authentic assessment model in civic learning in high school; 2) to test the effectiveness of the model on the character development of students. Research and Development design was employed. Data were collected through questionnaires, attitude scales, interviews, and focus group discussions. An interactive analysis model, quantitative descriptive, and the two-difference test mean were utilised to analyse the data. Participants in the study were Students and Civics Education teachers in ten high schools in Bandung, Indonesia. Results reveal: 1) the model product comprised attitude assessment, self-assessment, and peer assessment which integrates the values of life into the assessment aspects of learning material according to the curriculum; 2) The results of model trials indicate that significant differences arise in the character development of students before and after the application of the model.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart