Archipelago Educators Meeting XIII
The Story Telling method is an activity that can be used as an alternative to develop students' positive character. Apart from implementing P5, this activity will also build interest and train students' concentration and analytical skills. It is hoped that this method will foster a positive culture in schools so that it will slowly shape the character of the Pancasila Student Profile.
Character cultivation in our school so far is still limited to the scope of subject matter alone and also in the subject of Islamic Religious Education. The teacher seems to only provide an introduction to the material but does not emphasize the positive character section. Apart from that, I still think the implementation of P5 is not enough because I see that students still have behavior that needs guidance, such as cases of bullying and intolerance often appearing in the school environment.. There are also some students who lack social sensitivity and empathy for others because of their individualistic lifestyle so far. Busy parents and their lack of understanding about the importance of cultivating positive character make it difficult for students to socialize well.
For this reason, I want to try to grow the character profile of Pancasila students through Story Telling activities. I chose this storytelling method because I saw that storytelling could be a means of educating without needing to preach. While listening to the story, children can enjoy the story being told and understand the values or messages contained in the story without needing to be told directly or dictated. In its implementation, I found that some students still had difficulty understanding the vocabulary that I conveyed when telling the story.. This happens because of the lack of reading activities carried out by students so that their vocabulary and vocabulary are very minimal. I try to convey stories by simplifying the language into language that is easier for my students to understand.
Before I carry out Stroy Telling activities, Usually I look at the lesson material that I will present that day, so that I can adjust the story theme that is related to my material later. I prepare a sound system and appropriate accompanying music and arrange comfortable seating for my students. At the end of the story, I usually do a reflection activity where the students will all write down the moral message of the story that has been conveyed on colorful sticky note paper.. Next, I will review the results of the students' writing. At the end I will conclude the moral message and positive character that my students need to emulate. As well as providing other examples that they can use as material for reflection. I see that carrying out this activity will slowly build the positive character profile of Pancasila students in my students.
After carrying out this story telling activity, I discovered quite significant changes (list of student character achievements). Students increasingly understand that a bad attitude will have a negative impact on themselves in the future, so they take the initiative to improve their bad attitude.. Pupils increasingly appreciate the people around them, empathy and tolerance are getting better. Some parents at home have felt this change and are very happy with the growth of positive character in their children.
The Story Telling method is an activity that can be used as an alternative to develop students' positive character. Apart from implementing P5, this activity will also build interest and train students' concentration and analytical skills. It is hoped that this method will foster a positive culture in schools so that it will slowly shape the character of the Pancasila Student Profile.
Character cultivation in our school so far is still limited to the scope of subject matter alone and also in the subject of Islamic Religious Education. The teacher seems to only provide an introduction to the material but does not emphasize the positive character section. Apart from that, I still think the implementation of P5 is not enough because I see that students still have behavior that needs guidance, such as cases of bullying and intolerance often appearing in the school environment.. There are also some students who lack social sensitivity and empathy for others because of their individualistic lifestyle so far. Busy parents and their lack of understanding about the importance of cultivating positive character make it difficult for students to socialize well.
For this reason, I want to try to grow the character profile of Pancasila students through Story Telling activities. I chose this storytelling method because I saw that storytelling could be a means of educating without needing to preach. While listening to the story, children can enjoy the story being told and understand the values or messages contained in the story without needing to be told directly or dictated. In its implementation, I found that some students still had difficulty understanding the vocabulary that I conveyed when telling the story.. This happens because of the lack of reading activities carried out by students so that their vocabulary and vocabulary are very minimal. I try to convey stories by simplifying the language into language that is easier for my students to understand.
Before I carry out Stroy Telling activities, Usually I look at the lesson material that I will present that day, so that I can adjust the story theme that is related to my material later. I prepare a sound system and appropriate accompanying music and arrange comfortable seating for my students. At the end of the story, I usually do a reflection activity where the students will all write down the moral message of the story that has been conveyed on colorful sticky note paper.. Next, I will review the results of the students' writing. At the end I will conclude the moral message and positive character that my students need to emulate. As well as providing other examples that they can use as material for reflection. I see that carrying out this activity will slowly build the positive character profile of Pancasila students in my students.
After carrying out this story telling activity, I discovered quite significant changes (list of student character achievements). Students increasingly understand that a bad attitude will have a negative impact on themselves in the future, so they take the initiative to improve their bad attitude.. Pupils increasingly appreciate the people around them, empathy and tolerance are getting better. Some parents at home have felt this change and are very happy with the growth of positive character in their children.
Good practice before revised
Good practice elaboration
Character cultivation in our school so far is still limited to the scope of subject matter alone and also in the subject of Islamic Religious Education. The teacher seems to only provide an introduction to the material but does not emphasize the positive character section. Apart from that, I still think the implementation of P5 is not enough because I see that students still have behavior that needs guidance, such as cases of bullying and intolerance often appearing in the school environment.. There are also some students who lack social sensitivity and empathy for others because of their individualistic lifestyle so far. Busy parents and their lack of understanding about the importance of cultivating positive character make it difficult for students to socialize well.
For this reason, I want to try to grow the character profile of Pancasila students through Story Telling activities. I chose this storytelling method because I saw that storytelling could be a means of educating without needing to preach. While listening to the story, children can enjoy the story being told and understand the values or messages contained in the story without needing to be told directly or dictated. In its implementation, I found that some students still had difficulty understanding the vocabulary that I conveyed when telling the story.. This happens because of the lack of reading activities carried out by students so that their vocabulary and vocabulary are very minimal. I try to convey stories by simplifying the language into language that is easier for my students to understand.
Before I carry out Stroy Telling activities, Usually I look at the lesson material that I will present that day, so that I can adjust the story theme that is related to my material later. I prepare a sound system and appropriate accompanying music and arrange comfortable seating for my students. At the end of the story, I usually do a reflection activity where the students will all write down the moral message of the story that has been conveyed on colorful sticky note paper.. Next, I will review the results of the students' writing. At the end I will conclude the moral message and positive character that my students need to emulate. As well as providing other examples that they can use as material for reflection. I see that carrying out this activity will slowly build the positive character profile of Pancasila students in my students.
After carrying out this story telling activity, I discovered quite significant changes (list of student character achievements). Students increasingly understand that a bad attitude will have a negative impact on themselves in the future, so they take the initiative to improve their bad attitude.. Pupils increasingly appreciate the people around them, empathy and tolerance are getting better. Some parents at home have felt this change and are very happy with the growth of positive character in their children.
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