Peer-reviewed article
Development of JAWARA Values in Students for Preparing the Qualified Early Childhood Education Teachers
Luluk Asmawati ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5The study looks at a learning design that builds JAWARA values into a qualitative research methods course for 64 students training to be early childhood education teachers in Indonesia. Data came from questionnaires, observation and interviews, and were analysed with Miles and Huberman's interactive method. The authors report that most values were rated 'excellent' or good and conclude that the design can be used to integrate JAWARA values into the course. The study concerns university students, not children, and does not measure any outcomes for children.
Key points
- The research subjects were 64 students, and the method was descriptive qualitative research.
- Honesty, measured through use of the Turnitin application, was rated excellent for 25 students (39%).
- Trust, measured through submitting assignments, was rated excellent for 61 students (96%).
- Religious values, measured through praying before and after lectures, were rated excellent for 49 students (78%).
- The authors conclude that the procedural learning design was excellent for developing JAWARA values and that the qualitative research course was integrated well.
Limitations
The document does not measure any outcomes for children or for the future quality of the teachers' work with children. It has no comparison group or before-and-after measurement, and the abstract contains some inconsistent figures (for example, 54 students given as 50%, and 19 students as 19%).
Abstract
The research aims to analyze the procedural learning design of JAWARA values integrated into qualitative research methods courses. The research subjects were 64 students. Descriptive qualitative research method. Data collection techniques use questionnaires, observation, and interviews. The data analysis technique uses Miles and Huberman's interactive data analysis. The findings from research on procedural learning design developing JAWARA values include the values of honesty in using the Turnitin application; there are 25 students, or 39% excellent, and the fair values in using the Mendeley application. There were 32 students, or 50% excellent, the values of authority, namely lecture attendance. There were 54 students, or 50% perfect, trust values, namely collecting assignments. There were 61 students, or 96% excellent, religious values, namely praying before and after lectures. There were 49 students, or 78% perfect, grades -accountable value, namely the use of the Sipebi application, was 19 students, or 19% perfect; integration of qualitative research courses includes preparing qualitative research proposals, there were 34 students, or 56% outstanding, preparing research proposals there were 34 students or 56% excellent. Using the Sipebi application for spelling in Indonesian writing, there were 29 students, or 45% excellent. The learning design for the procedures for developing JAWARA values was excellent, and qualitative research courses were integrated well. The conclusion was that procedural learning design could be used to develop the integration of JAWARA values in qualitative research methods courses. Abstrak Penelitian bertujuan menganalisis desain pembelajaran procedural nilai-nilai JAWARA terintegrasi mata kuliah metode penelitian kualitatif. Subjek penelitian 64 mahasiswa. Metode penelitian kualitatif deskriptif. Teknik pengumpulan data menggunakan kuesioner, observasi, wawancara. Teknik analisis data menggunakan analisis data interaktif Miles dan Huberman. Temuan-temuan hasil penelitian desain pembelajaran prosedural pengembangan nilai-nilai JAWARA meliputi nilai-nilai kejujuran penggunaan aplikasi turnitin ada 25 mahasiswa atau 39% sangat baik, nilai-nilai adil penggunaan aplikasi mendeley ada 32 mahasiswa atau 50% sangat baik, nilai-nilai wibawa yaitu kehadiran perkuliahan ada 54 mahasiswa atau 50% sangat baik, nilai-nilai amanah yaitu pengumpulan tugas-tugas ada 61 mahasiswa atau 96% sangat baik, nilai-nilai religius yaitu berdoa sebelum dan sesudah perkuliahan ada 49 mahasiswa atau 78% sangat baik, nilai-nilai akuntabel yaitu penggunaan aplikasi sipebi ada 19 mahasiswa atau 19% sangat baik; integrasi mata kuliah penelitian kualitatif meliputi menyiapkan proposal penelitian kualitatif ada 34 mahasiswa atau 56% sangat baik, menyusun proposal penelitian ada 34 mahasiswa atau 56% sangat baik, dan penggunaan aplikasi sipebi untuk ejaan penulisan Bahasa Indonesia ada 29 mahasiswa atau 45% sangat baik. Desain pembelajaran prosedur pengembangan nilai-nilai JAWARA sangat baik dan integrasi mata kuliah penelitian kualitatif baik. Kesimpulan desain pembelajaran prosedural dapat digunakan untuk pengembangan integrasi nilai-nilai JAWARA pada mata kuliah metode penelitian kualitatif.