<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> .
<> <http://xmlns.com/foaf/0.1/primaryTopic> <http://eprints.uny.ac.id/id/eprint/82352> .
<http://eprints.uny.ac.id/id/eprint/82352> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Thesis> .
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<http://eprints.uny.ac.id/id/eprint/82352> <http://purl.org/dc/terms/title> "PENGUATAN PROFIL PELAJAR PANCASILA DIMENSI GOTONG\r\nROYONG DI SEKOLAH DASAR"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.uny.ac.id/id/eprint/82352> <http://purl.org/ontology/bibo/abstract> "Gotong royong merupakan salah satu bagian dari dimensi profil pelajar\r\nPancasila. Saat ini pelaksanaan gotong royong di sekolah dasar semakin jarang\r\nditemui. Di lain sisi tindakan-tindakan yang bertentangan dengan gotong royong\r\nseperti sikap individualis semakin marak terjadi. Penelitian ini bertujuan untuk\r\nmenggambarkan penguatan profil pelajar Pancasila dimensi gotong royong di\r\nsekolah dasar. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Penelitian\r\nini dilaksanakan di SD Negeri Cebongan. Subjek penelitian ini meliputi kepala\r\nsekolah, 2 guru, dan 4 siswa. Teknik pengumpulan data menggunakan metode\r\nobservasi, wawancara, dan dokumentasi. Teknik analisis data penelitian mengacu\r\npada tahapan teknik analisis data menurut Miles dan Huberman yaitu reduksi data,\r\npenyajian data, dan penarikan kesimpulan. Dan untuk menguji keabsahan data\r\nmenggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: (1) Pelaksanaan penguatan dimensi gotong royong di SD Negeri Cebongan dilakukan dengan penguatan budaya sekolah melalui pembiasaan, kebijakan sekolah, interaksi komunikasi, dan norma yang berlaku; penguatan intrakurikuler melalui pelaksanaan pembelajaran berdimensi gotong royong; penguatan P5 melalui pelaksanaan P5 pada setiap semester; dan penguatan ekstrakurikuler melalui pelaksanaan ekstrakurikuler\r\nberdimensi gotong royong. (2) Kendala pelaksanaan penguatan dimensi gotong\r\nroyong melalui budaya sekolah berupa tidak adanya peraturan tertulis berdimensi\r\ngotong royong; penguatan intrakurikuler keberagaman siswa; penguatan P5\r\nterbatasnya pemahaman guru; dan tidak ditemukan kendala dalam penguatan\r\nekstrakurikuler.\r\nKata kunci: Gotong Royong, Profil Pelajar Pancasila, Pendidikan Karakter"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.uny.ac.id/id/eprint/82352> <http://purl.org/dc/terms/date> "2024-06-12" .
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<http://eprints.uny.ac.id/id/subject/pssd_pgsd> <http://www.w3.org/2004/02/skos/core#prefLabel> "Pendidikan Guru Sekolah Dasar" .
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<http://eprints.uny.ac.id/id/subject/sos_kewarganegaraan> <http://www.w3.org/2004/02/skos/core#prefLabel> "Kewarganegaraan dan Hukum" .
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