Exploration Model-Based Education Democracy And Human Rights On Elementary School

Abstract

This research has purposes that aim to: (1) Know and explain the educational model based on democracy and human rights on Elementary Schools in Yogyakarta, (2) Identify obstacles in the implementation of education-based democracy and human rights on Elementary Schools in Yogyakarta, (3) Find out the solutions to overcome obstacles toward the implementation of democracy and human rights-based education on Elementary Schools in Yogyakarta. This research used a qualitative method with descriptive approach. in order to gather data, researchers used direct observation technique, interview, and documentation. The steps of data analysis include data presentation, data reduction, and verification, while the data validity tests include internal validity, external validity, reliability and objectivity. The results of this research are: (1) the outline of model-based democracy and human rights education in Yogyakarta is done through three activities, namely intrakurikuler, extracurricular and school culture conducive creation. In SD Negeri Mendungan 2, the implementation of democracy and human rights education through activities integrated in subjects intrakurikuler Java Language, Religion, Social Studies, Science, PPKn, Indonesian, SBK, Dance, PE and activities ceremony. In SD Taman Muda Djetis, it is integrated into more complex subjects such as Ketamansiswaan, Java Language, Religion, Social Studies, Science, PPKn, Indonesian, SBK, Dance, PJOK, English and ceremony activities. Meanwhile, in extracurricular activities involves pramuka, painting, taekwondo, music, karawitan, English, TPA and TIK. The implementation of model-based education for democracy and human rights are also visible in efforts to create a school environment conductively through environmental ethics, manners and appropriate attitudes based on Pancasila’s ideology (2) The model-based education on democracy and human rights in primary schools experienced some obstacles include a lack of understanding and readiness of teachers in learning based democracy and human rights, the facilities and infrastructure are inadequate, the different parenting among the students’ parents and guardians, and also the negative effects of the using of science and technology. (3) The solutions used to overcome the obstacles include improving the professionalism quality of tutors / teachers by making internal meetings every 2 or 3 months and involve teachers in various trainings and seminars both local and national, make a regular meeting every 3 months between the parents/ guardians of students with teachers.