Indonesian Textbook Based on Character Education Through Active Learning for the Elementary School Students

Jurnal Ilmiah Sekolah Dasar Volume 6, Number 1, 2022 pp. 39-47 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://dx.doi.org/10.23887/jisd.v6i1.43470 Indonesian Textbook Based on Character Education Through Active Learning for the Elementary School Students Retno Winarni1*, St. Y. Slamet2, Ahmad Syawaludin3 1,2,3 PGSD FKIP Universitas Sebelas Maret, Surakarta, Indonesia ARTICLE INFO Article history: Received December 08, 2021 Accepted January 28, 2022 Available online February 25, 2022 Kata Kunci: Active Learning, Pendidikan Karakter, Buku Teks Keywords: Active Learning, Character Education, Textbook This is an open access article under the CC BY-SA license. Copyright © 2022 by Author. Published by Universitas Pendidikan Ganesha. ABSTRAK Fenomena kurang berhasilnya pembelajaran bahasa Indonesia di kelas V sekolah dasar dominan pada rendahnya tingkat kemampuan berbahasa produktif. Keterbatasan sumber belajar seperti buku teks menjadi salah satu penyebab munculnya permasalahan tersebut. Penelitian ini bertujuan untuk mengembangkan buku teks bahasa Indonesia bermuatan pendidikan karakter melalui model Active Learning dengan memanfaatkan sastra sebagai sumber belajar. Jenis penelitian yang digunakan adalah penelitian pengembangan dengan tahapan: eksplorasi, pengembangan model, dan pengujian model. Subjek penelitian ini adalah siswa kelas V SD pada tahap eksplorasi sebanyak 30 siswa, pada tahap pengembangan sebanyak 56 siswa, dan pada tahap pengujian sebanyak 165 siswa. Pengumpulan data dilakukan melalui studi dokumentasi, observasi, wawancara, dan angket. Teknik analisis data dilakukan secara kualitatif menggunakan model interaktif pada tahap eksplorasi dan pengembangan produk. Adapun analisis statistik menggunakan independent sample t-test pada tahap uji model. Pengujian diawali dengan uji prasyarat analisis dan uji hipotesis. Hasil penelitian pada tahap eksplorasi menunjukkan bahwa buku ajar yang digunakan belum sesuai dengan kebutuhan siswa SD dan guru, kemudian dilakukan analisis kebutuhan dan pengembangan prototipe buku teks. Pada tahapan pengujian efektivitas dengan uji coba lapangan utama menunjukkan ada perbedaan antara kelompok eksperimen dan kontrol. Simpulan penelitian bahwa buku teks bahasa Indonesia dinyatakan efektif meningkatkan keterampilan berbahasa siswa di SD. Penggunaan buku teks direkomendasikan untuk mendukung pembelajaran bahasa yang efektif. ABSTRACT The lack of success in learning Indonesian in fifth-grade elementary schools is dominant in the low productive language skills. The limitations of learning resources such as textbooks are one of the causes of the emergence of these problems. This study aims to develop Indonesian language textbooks containing character education through the Active Learning model by utilizing literature as a learning resource. The type of research used is development research with the following stages: exploration, model development, and model testing. The subjects of this research were the fifth-grade elementary school students at the exploration stage, as many as 30 students. At the development stage, as many as 56 students and as many as 165 students at the testing stage. Data was collected through documentation studies, observations, interviews, and questionnaires. The data analysis technique was conducted qualitatively using an interactive model at the exploration and product development stages. The statistical analysis used an independent sample t-test at the model test stage. The test begins with prerequisite analysis and hypothesis testing. The research results at the exploration stage showed that the textbooks used were not by the needs of elementary school students and teachers, then a needs analysis and development of a textbook prototype were carried out. At the stage of testing the effectiveness with the main field trial, it showed a difference between the experimental and control groups. The study concludes that Indonesian language textbooks are stated to improve student's language skills in elementary school. The use of textbooks is recommended to support effective language learning. Corresponding author *E-mail addresses: (Retno Winarni) Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 1, Tahun 2022, pp. 39-47 40 1. INTRODUCTION Indonesian language learning in elementary schools aims to provide students with language skills. Language and communication are essential factors to support students' lives, especially in self-development both cognitively, skills, and attitudes (Alfulaila et al., 2019; Fauyan, 2019; Fuad et al., 2020). Thus, language skills are things that must be mastered by students in order to reach the stages of development at every level of education from the basic to the next level (Hien, 2021; Lorena & Sadiku, 2015; A. A. Putri & Suparno, 2020). Language skills include receptive and productive skills (Miralpeix & Muñoz, 2018; Musaddat et al., 2021; Uccelli et al., 2019; Winarni et al., 2021). Receptive language skills play a role in helping to understand information conveyed by others through spoken and written language, for example listening and reading (Miralpeix & Muñoz, 2018). Productive language skills play a role in helping convey information or ideas both orally and in writing, for example speaking and writing (Fitriana & Aziez, 2021; Rudi & Mujianto, 2021). The four language skills have an important role as the scope of language learning in elementary school. The initial research study was conducted to determine the level of attainment of language skills of fifth grade elementary school students in Surakarta City. The results of the study found that the lack of language skills in the dominant students was caused by the low level of productive language skills in students. Analysis of the results of the pretest on writing productive skills obtained an average score of 60.12 and for speaking skills obtained an average score of 65.22. This result shows that the students' productive language skills are still not encouraging. This phenomenon is in accordance with previous research which showed that elementary school students were still weak in writing and speaking (Dewi, 2020; Ismuwardani et al., 2019; Kurniaman et al., 2018; Widyari et al., 2018). In fact, productive language skills of writing and speaking greatly support the process and success of student learning not only in Indonesian subjects, but also in other subjects (Herbein et al., 2018; Kamariah et al., 2018; Wijekumar et al., 2016). The findings of observations carried out in 10 elementary schools in five sub-districts in Surakarta City showed that the causes of the lack of success in learning Indonesian in fifth grade elementary school students, among others, were the limitations of textbooks as references for teachers and students. Textbooks are learning tools that are used to support a good teaching program in schools (Sheen & Luximon, 2021; Wuryani & Yamtinah, 2018). Textbooks contain special material in cert (...truncated)