The Implementation of the Time Token Arends Model in Civic Education Learning in Developing Students’ Democratic Attitudes

I. Masyitoh, E. Ulfah
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Abstract

This research is motivated by the number of students who experience problems in the learning process of the Civic Education learning, specifically in terms of the lack of students’ democratic attitudes. The aim of this present study was to acquire a comprehensive description in relation to the development of students' democratic attitudes in Civic Education learning using the Time Token Arends model. This study employed a mixed method approach and classroom action was specifically used as the research method. The instruments used in this study covered observation, interviews, field records, documentation, and self-assessment scale of students' democratic attitudes. The findings of this study were: in cycle 1, the students’ democratic attitudes were categorized inadequate with the percentage of 42.4%. In this cycle, in terms of the indicators of having courage to voice opinions, ask questions, and answer questions, the students were considered adequate. In fact, there were some students who had courage to voice their opinions even though they were also still shy and in need of the teacher stimulus. On the other hand, in cycle 2, the students’ democratic attitudes underwent progress with the percentage of 87.9%. Therefore, the students here were categorized as good. Keywords—time token arends model; democratic attitude; civic education learning
公民教育学习中时间代币末端模式在学生民主态度培养中的实施
本研究的动机是许多学生在公民教育的学习过程中遇到问题,特别是缺乏学生的民主态度。本研究的目的是利用时间令牌终点模型,对公民教育学习中学生民主态度的发展进行全面的描述。本研究采用混合方法,具体采用课堂行动作为研究方法。本研究使用的工具包括观察、访谈、实地记录、文献资料和学生民主态度自评量表。本研究发现:在第一周期,学生的民主态度被归类为不足,占42.4%;在这个循环中,从敢于发表意见、敢于提出问题、敢于回答问题的指标来看,学生被认为是足够的。事实上,有一些学生即使仍然害羞,需要老师的鼓励,也有勇气表达自己的观点。另一方面,在周期2中,学生的民主态度有了进步,比例为87.9%。因此,这里的学生被归为优秀。关键词:时间令牌末端模型;民主的态度;公民教育学习
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