ANALYSIS OF SCHOOL ENVIRONMENT ROLE TOWARDS ELEMENTARY SCHOOL STUDENTS’ MORAL AND CULTURAL LITERACY

Ika Maryani, Ianah Hasnatul Prawestri

Abstract


The social environment is an external factor affecting the development of learners. The social environment is made up from family, school, and community environment. Students spent most of their time at school so that interaction in school takes up a lot of time. School environment is an external factor that comes from outside learners. School environment can shape the learners’ moral and culture because they are often in the school environment for learning activities. This study aims to determine the role of the school environment on moral literacy and cultural literacy of elementary school students.

This is descriptive qualitative research. Data collection techniques are observation, interviews, open questionnaire and documentation. Data analysis techniques are data reduction, data presentation and conclusions. Data validity using trianggulasi techniques and sources. Triangulation is to ensure the data validity that takes into consideration aspects of (a) credibility, (b) transferability, (c) dependability, and (d) confirmability. Muhammadiyah Macanan Elementary School is the research setting because this elementary school is one of child-friendly elementary school and declares itself as "Fun School". The subjects of this research are 3 classroom teachers of 4th, 5th and 6th grade from Muhammadiyah Macanan Elementary School. The students' subjects consist of 9 students coming from the 4th, 5th and 6th grade of Muhammadiyah Macanan Elementary School.

The results of this study indicate that the school environment have a role to the students’ moral and cultural literacy based on the school environment factors which are teachers and students’ relationships, students and students’ relationships, school discipline, and lerning implements. This can be seen from (1) teachers and students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students and students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.


Keywords


School environment Moral Literacy Cultural Literacy

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DOI: http://dx.doi.org/10.11591/edulearn.v13i1.7485

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
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