Heri Maria Zulfiati, Suyanto, & Hadjar Pamadhi
IJRTE, Volume-8 Issue-1C2, May 2019
Link: https://www.ijrte.org/download/volume-8-issue-1c2/
ABSTRACT
In the Industrial Revolution 4.0 era, people with high character are needed to build connectivity in the network. one that is done in school is to integrate character education in thematic learning The objectives of this study are to describe 1) the implementation of Tringa and Tri N concepts that are useful for teachers to develop students’ characters, and 2) supporting and inhibiting factors and solutions in implementing the Tringa and Tri N concepts to foster students’ character. This research uses a descriptive qualitative approach. The subjects of this study were the principal, teacher of fifth graders, and students of class IV. The data collection techniques consist of observation, interview, and documentation. The data analysis techniques are mainly concerned with Miles and Huberman’s models (data reduction, data presentation and drawing conclusions). To check the validity of data, source, technique and time triangulation and reference material are used considerably. The results show that students had applied the Tringo concepts (Ngerti, Ngrasa, Nglakoni and Tri N (Niteni, Nirokke, Nambahi) as part of the teachers’ efforts to promote the “among system” in preserving students’ character. However, the teachers’ control and guidance are necessary to implement such a system so that it can be embedded in students, and it can improve good coordination between schools, families and the environment.
Keywords: Tringa Concepts, Tri N Concepts, Character Education, Thematic Learning Introduction