99-Article Text-198-1-10-20230526

International Journal of Engagement and Empowerment
p-ISSN: 2798-0154 | e-ISSN: 2798-0146

Vol. 3, No. 1, April 2023
https://doi.org/10.53067/ije2.v3i1
USING THE LEADERSHIP TRILOGY OF KI HADJAR DEWANTARA

AS THE BASIS FOR IMPLEMENTING THE FLIPPED CLASSROOM
MODEL IN ELEMENTARY SCHOOLS
Maria Adventina Sunardiyah1, Sutrisna Wibawa2, Supriyoko3, Moh. Rusnoto Susanto4,

Anselmus Sudirman5
1,2,3,4,5Graduate Pogram of Elementary Education, Universitas Tamansiswa Yogyakarta, Indonesia,
Email: mariaadventina2411@gmail.com1
Abstract
The objectives of the study are to describe (1) the application of Ki Hadjar Dewantara's Leadership Trilogy as the
foundation for creating the flipped classroom model in elementary schools and (2) as the foundation for character
education as the results of the analysis regarding the efficacy of the flipped classroom learning model based on
Ki Hadjar Dewantara's Leadership Trilogy in building the character profile of Pancasila students. The study
method was qualitative research with a descriptive approach to analyzing the implementation process of Ki Hadjar
Dewantara's Leadership Trilogy as the foundation for constructing the flipped classroom model in primary
schools. The success of the flipped classroom learning model based on Ki Hadjar Dewantara's Leadership Trilogy
in Elementary Schools as a foundation for character education builds up the profile characters of Pancasila
students. In this study, the stages of implementation were planning, implementation, reflection, and evaluation.
During the planning stage, the researcher designed learning tools implemented for the application of Civics
learning, which involved participatory students in understanding and discussing teaching materials that were
thoroughly explored. The findings of this study show that: (1) Using the teaching pillars of Ki Hadjar Dewantara's
leadership trilogy as a foundation for constructing the flipped classroom model in primary schools can strengthen
the fundamentals of character education, which affect learning achievement. (2) The flipped classroom learning
model in elementary schools based on Ki Hadjar Dewantara's Leadership Trilogy in developing the character of
Pancasila student profiles is very beneficial to adopt and develop into future research activities.
Keywords: Flipped Classroom, Leadership Trilogy, Character Education, Pancasila Student Profiles.
INTRODUCTION
A professional educator must adapt to a variety of learning contexts, learning characteristics,
teaching resources, and technique applications. To achieve professionalism, an educator must seek out
adequate opportunities for self-development and self-actualization. The expanse of teaching experience
as a significant element of job experience is insufficient for an educator's self-actualization; it must
become an integral component of the most basic identity and character of an educator's ability to
overcome challenges related to his obligations.
Education is one of the constitutionally guaranteed fundamental rights of every citizen. It is
implemented through various educational policies from educational institutions as a forum for shaping
a learner's behavior, potential, and character in educating and glorifying the nation's life. An educator
applies intelligence through several academic units, namely intellectual, emotional, and spiritual
intelligence, in proportion. Various curriculum policies have been implemented to improve the
educational process's outcomes. Education is more than merely the transfer of knowledge. Furthermore,
education aims to improve human resources by preparing a generation of intelligent, character-driven,
and self-sufficient individuals. Education is crucial in the life of a nation and a state since it is where
the ideals and future of the nation's next generation are planted.
77
78 International Journal of Engagement and Empowerment, Vol. 3, No. 1, April 2023, pp. 77-97
https://doi.org/10.53067/ije2.v3i1.99
The pinnacle achievement of digital simulation technology is a requirement of the current

technology. Whether people like it or not, all community activities, including the world of education,
are on track to develop creative learning methods. With the advancement of information technology,
teaching-learning styles have shifted from passive to active learning, and traditional classroom models
to digital-based creative classroom models (Asfar & Zainuddin, 2015). Today's advancements in digital
technology have brought many benefits for anyone in obtaining various information and staying
connected without crossing boundaries or being constrained by geography and time (Du, Zhang,
Shelton, & Hung, 2019).
The flipped classroom is a popular way to use an innovative, beneficial, video-based learning
model. The learning approach will direct students to learn in an exploratory and independent manner
using learning videos, which will later be used as discussion material on specific topics. This learning
model's inclination will alter conventional learning models, considered classic learning patterns.
Shifting the traditional learning paradigm alters the learning atmosphere from teacher-centered to
student-centered learning sessions, transforming passive and uninteresting student behavior, such as
listening to long one-way lectures, into interactive learning forms.
The classroom learning process involves a two-way interaction between the teacher and the
students. A teacher's responsibility is to teach and develop cognitive components and emotive and
psychomotor aspects. Bloom's taxonomy (Utari, 2011: 2) distinguishes three areas of intellectual ability;
the cognitive domain emphasizes intellectual elements such as knowledge and reasoning skills. The
affective domain encompasses emotional behavior, such as feelings, values, interests, motivations, and
attitudes. Conversely, the psychomotor domain contains behavior that stresses manipulative function
and motor skills or physical ability. The teacher should develop these three domains.
Moreover, teachers should instill character in students so that they grow into intelligent and
characterful human beings, as expected by the Pancasila Student Profile. The Pancasila student profile
has six dimensions that can be used in learning, including 1) Faith and piety to God Almighty, as well
as a noble character; 2) Global diversity; 3) cooperation; 4) Independence; 5) Critical reasoning; and 6)
Creativity. This is following Article 3 of Law No. 20 of 2003 concerning the National Education
System, which states that the function of national education is to develop capabilities and form noble
national character and civilization to educate the nation's life, aims to develop the potential of students
to become human beings who believe and fear God Almighty One, having noble character, being
healthy, knowledgeable, capable, creative, independent, and being a democratic and civilized society.
Pancasila and Citizenship Education (PPKn) is content that teaches about Pancasila in everyday
life and how to become an Indonesian citizen who follows religious norms and the 1945 Constitution.
According to Lubis (2020:25), the following are the goals of studying PPKn: 1) have the ability to think
critically, a nationalistic mindset, and the Pancasilaist spirit. 2) Maintain a national perspective, support
the Unitary State of the Republic of Indonesia, and have a strong affection for the country. 3) Have a
Maria Adventina Sunardiyah, Sutrisna Wibawa, Supriyoko, Moh. Rusnoto Susanto, Anselmus Sudirman
Using the Leadership Trilogy of Ki Hadjar Dewantara as the Basis for Implementing the Flipped Classroom Model in
Elementary Schools
79
sense of oneness and unity. 4) Have a problem-solving mindset. 5) Have inventive work to raise the
state's dignity. 6) Have a Pancasila soul that is used in daily life.
Civics education in primary schools is meant to improve citizenship abilities and instill character
in students as young as elementary school. The value of teaching civics at the elementary school level
is to instill the meaning of unity in diversity, to impart knowledge about government and the laws that
are in place, to exercise rights and obligations in a balanced manner, and to strengthen love for God and
fellow beings following Pancasila values. It is anticipated that this will create ethical Indonesians with
good citizenship.
Various educational platforms are available in this age of globalization to help the learning
process in courses using digital technologies. Digital media has many advantages, such as boosting
student motivation, helping professors present material, preventing students from being bored or
overloaded, and improving learning effectiveness.
Analytical, critical, creative, and innovative learning approaches must be familiarized with digital
technologies. Therefore, students are expressly encouraged to watch learning online in a flipped
classroom, which blends instructional technology and active learning strategies (Purwitha, 2020, p. 51).
Students in this model receive material online to access while away from the classroom and complete
assignments in person. The purpose of the flipped classroom, a technology-enhanced learning strategy,
is to make learning lively and effective by fostering interactions between students and between them
and their teachers.
A learning management system (LMS) is necessary to manage the delivery of materials,
assignment submissions, video submissions, and other aspects of the flipped classroom paradigm. This
study uses Google Classroom, a collection of services previously owned by Google, as an LMS. The
purpose of Google Classroom is to facilitate learning. The use of Google Classroom is based on the fact
that it is simple for students of elementary school age to use by downloading an application through the
PlayStore, can be accessed using a smartphone they have, and has supporting features like forums, class
assignments, materials, and assignment submissions through digital technology facilities. The critical
questions are (1) How well is the leadership trilogy by Ki Hadjar Dewantara working as the foundation
for creating the flipped classroom model in primary schools? (2) How effective is the flipped classroom
model used in elementary schools in line with Ki Hadjar Dewantara's Leadership Trilogy? (3) How
feasible is the flipped classroom model outlined in Ki Hadjar Dewantara's Leadership Trilogy in
Elementary Schools?
METHOD
The research method used was qualitative research with a descriptive approach to analyzing the
implementation process of Ki Hadjar Dewantara's Leadership Trilogy as the basis for developing the
flipped classroom model in elementary schools as a basis for character education and the effectiveness
of the flipped classroom learning model in elementary schools in building student profile characters
Pancasila. The stages of carrying out this research were as follows: planning, implementation,
reflection, and assessment. During the planning stage, the researcher created learning tools to implement
Civics learning, which involved participatory students in understanding and discussing
comprehensively explored teaching materials.
The study was conducted at SD N Dengok Semanu. The research subjects were 13 sixth-grade
students for the 2022/2023 school year. Through this google classroom, the limited trial phase of the
flipped classroom model was based on Ki Hadjar Dewantara's leadership trilogy. Based on Ki Hadjar
Dewantara's leadership trilogy, the Flipped Classroom Model Development Research used observation
and questionnaire techniques for data collection.
Observational Data Analysis is one of the data analysis techniques. The observer can observe several
questions on the observation sheet during the learning process to determine the use of the flipped
classroom. Only "yes" and "no" are acceptable responses. If the observer selects the answer "yes," a
score of 1 is assigned, whereas a score of 0 is assigned if the observer selects the answer "no." If a total
score is acquired, it can be examined using the formula below.
𝐼𝑡
P = 𝐼𝑠 𝑥 100%
Note:
(P) denotes the percentage of observations to be calculated, (is) the number of indicators that have
been applied, and (it) the total number of indicators. (Arikunto, 1988) compared the proportion of
implementation gained to the percentage of implementation categories.
Table 1. Categories of the Implementation of the flipped classroom model
Percentage Categories
81% - 100% Very good
61 % - 80% Good
41 % – 60% Enough
21 -40% Not enough
Elementary Schools
81
0 % - 20% Very bad
1. Data analysis for learning outcomes. This data analysis aims to establish the efficacy of the flipped
classroom learning approach based on Ki Hadjar Dewantara's leadership trilogy in primary schools.
First, the data from the test results are utilized to evaluate each answer item students select. Then,
the score is adjusted under the assessment guidelines. The following formula yields the final grade.
𝑡ℎ𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
𝐺𝑟𝑎𝑑𝑒 = 𝑥 100
𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
The acquired grade is then compared to the PPKn content KKM SD N Dengok Semanu, which is
75. The grade data is then utilized to calculate the percentage of learning completion using the
algorithm below.
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒
Completeness percentage = 𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑥 100%
While the percentage of incompleteness can be calculated using the formula below:
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑑𝑖𝑑 𝑛𝑜𝑡 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒
𝐼𝑛𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑛𝑒𝑠𝑠 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑥 100%
𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
The data were then evaluated using the test (t-test). In this study, the T-test was performed using
SPSS 23.0 on pre-and post-test results. The following are decision-making guidelines:
If sig.(2-tailed) <0.05/tcount>ttable then H1 is accepted and H0 is rejected
If sig.(2-tailed) > 0.05/tcount<ttable then H0 is accepted and H1 is rejected
H0 in this study is that the flipped classroom learning model does not improve student learning
outcomes in grade 6 Civics learning. H0 is accepted, and H1 is rejected. H1 in this study is that the
flipped classroom learning model increases student learning outcomes in grade 6 Civics learning.
H1 is accepted, and H0 is rejected.
2. Analysis of validity data. This validity is used to assess the viability of the flipped classroom
approach, which is based on Ki Hadjar Dewantara's leadership trilogy. Material and product experts'
assessments determine the practicality of this flipped classroom model. The following formula
calculates validity: add the acquired score divided by the highest data multiplied by 100%.
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑖𝑑𝑎𝑡𝑖𝑜𝑛 𝑠𝑐𝑜𝑟𝑒𝑠
𝑉𝑎𝑙𝑖𝑑𝑖𝑡𝑦 (𝑣) = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
x 100%
The results of the two experts are then transformed into assessment criteria to establish product
quality and use. The score conversion statement is shown in the table below.
Table 2. The feasibility of the flipped classroom learning model

No Average score validity Classification
1 85,01 % - 100,00 % Very Valid
2 70,01 % - 85,00 % Valid
3 50,01 % - 70,00% Less valid
4 01,00 % – 50,00% Invalid
Based on the table above, if the validity score is at or above 70.01, the flipped classroom learning
model based on Ki Hadjar Dewantara's leadership trilogy in elementary school is appropriate for
teaching and learning activities.
RESULTS
The flipped classroom style allows instructors to maximize class time for student participation in
improving speaking skills. Reverse instructions and reverse classes are examples of this (Bergmann &
Sams, 2012). Flipped classroom learning allows students to study voluntarily according to the rhythm
and acceleration of their fundamental skills. According to Kikgoz (2011), flipped classrooms allow
students to work independently. Reverse learning encourages teachers to evaluate their teaching tactics'
success and prevent monotonous everyday teaching routines. Reverse classrooms provide an
opportunity for a variety of learning styles (Oxford, 2003, p. 1). Brame (2013) suggests that flipped
classrooms feature opportunities for students to provide input prior to class, encouragement to prepare
prior to class, assessment of student progress, and a focus on cognitive activity. Compared to traditional
teaching methods, Flipped learning allows students to discuss learning barriers during online
discussions. It increases the participation of students who are still shy to speak in class. Susana
(2022:76)
Johnson et al. (2014) state that flipping learning as a component of blended learning can be
employed in teaching and learning since it is compatible with both online and classroom instruction.
Flipping learning, as a part of blended learning, can be employed in the teaching and learning process,
according to Johnson, because it is compatible with both online and classroom instruction. Civics
learning in elementary school is still a theory that has yet to be fully implemented. According to
researcher observations (in January-February 2022), Civics learning at SD N Dengok Semanu is still
teacher-centered. The teacher teaches theoretically in a textbook without the use of media. Considers it
necessary to impart all of the content, stressing primarily cognitive or knowledge components while
paying little attention to factors of attitude, particularly in character education of pupils and the
application of Pancasila values in everyday life.
Data from the examination of questionnaires provided to and completed by students of SD N
Dengok for the 2021–2022 academic year and undertaken by researchers at the pre–research in February
2022 reveal the following: The proportion of students who have not met the Minimum Completeness
Criteria (KKM) indicates that 64% of them have trouble mastering PPKN. Learning still lacks purpose
due to the inadequate usage of media in the classroom. 76% of students tend to memorize information
like that in the student book. In the classroom, the teacher uses lectures 70% of the time, group
discussions 20%, and question-and-answer 10%. Meanwhile, 80% of teachers at SD N Dengok Semanu
are still not fully utilizing digital technology. The use of digital technology for learning, such as
transmitting video links from YouTube, searching the internet for numerous references, and using cell
Elementary Schools
83
phones that students already have to obtain information relating to material, is still uncommon. Most
learning resources are textbooks/student books students borrow from the school.
The value achieved, which is still below the Minimum Completeness Criteria of 75, demonstrates
SDN Dengok Semanu students’ poor learning outcomes in the PPKn subject. According to the
completion percentage, only 58.82% have completed it, while 41.17% still need to complete it. Before
the research is conducted, this data will be utilized for the pre-test data.
The new learning paradigm stresses that students be the center (students centered) rather than the
teacher (teacher-centered). This learning process occurs both within and outside the classroom, with
students being more involved in problem-solving, discovering, and building their knowledge. Students'
knowledge not only makes them knowledgeable but also gives them scientific attitudes such as thinking
critically, logically, innovatively, and consistently and being able to adapt to changing circumstances,
including the use of technology. Students can find information or knowledge independently from many
learning sources, such as books, encyclopedias, resource persons/figures, the surrounding environment,
teaching modules, learning videos, and the internet. This new paradigm-based learning model must be
reinforced consistently in elementary school to form and maintain habituation. The direction of the new
educational paradigm, namely the teaching-learning process that is carried out, leads to a shift from
what was originally teacher-centered learning to student-centered learning to encourage students to
build their understanding and knowledge in social contexts, and learning begins from prior knowledge
and cultural perspectives (Rambe, 2020: 5).
Richter and McPherson (2012) point out that, in the current digital era, every student has access
to a variety of free learning resources from the internet, such as instructional videos on the YouTube
page, Khan Academy, or several other educational websites. The flipped classroom is one of the most
cutting-edge revolutionary learning approaches based on video learning that is thought to offer a
solution to this issue. Before class, this learning strategy will direct students to watch instructional
videos independently, while discussions and question-and-answer sessions will take up most of the class
time (Farida, 2019:104). The flipped classroom learning paradigm can be implemented in six stages of
activity: two before class (lower-order thinking abilities) and four in class (higher-order thinking skills)
(Farida, 2019:105).
One alternative learning paradigm, known as the Flipped classroom, can be implemented by
putting one of Tamansiwa's teachings, specifically the leadership trilogy by Ki Hadjar Dewantara, into
practice. The leadership trilogy of Ki Hadjar Dewantara is divided into three parts: Ing ngarsa sung
tuladha (teacher positions himself in front to set an example or serve as a role model for his students),
Ing Madya Mangun Karsa (teacher positions himself in the middle to strengthen students' resolve to
move forward), and Tut Wuri Handayani (teacher positions himself in the back to inspire, excite, and
motivate students).
A flipped classroom involves learning activities that are typically conducted in class being
completed at home and in-class assignments being completed (Bergmann & Sams (2012). With a
"flipped classroom," students now complete their homework in class rather than at home as they once
did. The idea behind the flipped classroom model is reasonably straightforward: Students are given
explicit instructions to learn by watching videos, and tutorials, downloading educational content from
the internet or other digital learning objects at home using Personal Computers (PCs), laptops, or
smartphones, and then discussing it in class through presentations (Bergman & Sams, 2015:15).
This flipped classroom learning model is a model that is focused on students so that they can
increase its effectiveness (Johnson, 2013: 21). The benefit of this flipped classroom learning approach
is that students can still follow along by watching the teacher's provided video if they are unable to
participate in class for some reason. In addition, a flipped classroom is a teaching method that gives
students access to various learning resources before class (Patandean, 2020:8). The flipped classroom
concept is successful in preparing students before they learn in class because they are more prepared,
energetic, and interactive when they are learning in the classroom through discussions or presentations.
The application portion of the training included face-to-face evaluation, creation, and analysis of the
provided material during class time (AlKhoudary, 2019: 6).
The Google Classroom LMS is where the flipped classroom materials are initially made available
(Rostikawati, 2021:17). Students must download or access the online learning videos to study the
content outside class or at home. In contrast, group discussions and assignment completion are done
during the in-class study sessions. Yulianti (2021:373) claims that a flipped classroom is a type of
learning where students watch videos outside the classroom to learn about a subject, then engage in
debates and problem-solving with the subject matter. The learning process using this approach is unique
from other learning processes. The students can prepare for lessons at home. In-class learning activities
include completing tasks, debating material, and working through issues students may need help to
grasp fully.
Ki Hadjar Dewantara's Leadership Trilogy

Tamansiswa's leadership trilogy is one of his teachings. Ing ngarsa sang tuladha, Ing madya
mangun karsa, and tut wuri handayani are part of this trilogy (Dewantara, 2013:99). The phrase "ing
ngarsa sang tuladha" refers to the need for role models, in this case, instructors, to be capable of leading
by example. A leader (teacher) must inspire his students when he is in a situation (Ing Madya Mangun
Karsa). Tut wuri handayani signifies that a leader (teacher) follows behind with complete focus and
accountability so children can grow naturally and become independent.
Ing ngarsa sang tuladha, Ing madya mangun karsa, and Tut wuri Handayani make up the
leadership trilogy. Ing ngarsa sang tuladha can be understood to mean that a teacher must serve as a
positive role model and example for the students. Suppose the phrase "Ing madya mangun karsa" refers
to the role of a teacher or educator. In that case, the instructor, in this instance, acts as a motivator,
Elementary Schools
85
particularly by encouraging or motivating students to have a strong desire to be independent. The

teacher might be seen as a facilitator when using the phrase "tut wuri handayani" (Warsito, 2018:8).
The among system is used to implement tut wuri handayani, based on children's inherent independence.
Children should be free to choose their path regarding education since if one path needs to be corrected,
it will affect the correct one. Each child's unique character might be defined as nebulous; the instructor
helps tighten these lines.
Humane, populist, and nationalistic education is essential for Eastern countries. These three
factors form the basis of Ki Hadjar Dewantara's motivation to inform the populace and guide it toward
liberation or independence-related politics. Teacher behavior is the primary factor and capital in
educating students or the nation's youth. Ki Hadjar Dewantara coined phrases that have since become
well recognized, including ing ngarsa sang tulada (gives an example in advance), ing madya man gun
karma (in the middle of identifying ideas), and tut wuri handayani (follows and supports them)
(Wiryopranoto, 2017: 34). This educational conduct is used at many levels. However, it manifests
cultural resistance based on teachers' negative attitudes (antithesis) in colonial education. As a result,
"Tut Wuri Handayani" has become the Ministry of Education and Culture of the Republic of Indonesia’s
motto.
The Ki Hadjar Dewantara leadership trilogy is also known as the Tamansiswa democratic
leadership model, in which leadership may influence its members' thoughts and feelings, and will be
based on their awareness, do it themselves and enjoy the outcomes jointly. Three principles comprise
the leadership trilogy: ing ngarsa sang tuladha, ing madya mangun karsa, and tut wuri handayani. The
fundamental value of Ing ngarsa sung trade can be understood as being a role model in front of others.
The leader serves as an example and a role model. Leaders must set a good example and be role models
for their subordinates. Ing madya man gun karma means in the process of forming a will or intention,
or it might refer to an excellent concept. Leaders must battle alongside their men. Tut wuri handayani
can be read as encouragement from behind. A leader stays in the background to provide encouragement
and monitoring (Sentono, 2019:9-10).
Apart from being used in educational circles, the leadership trilogy impacts the field of societal
politics (Triharsiwi, 2020:39). Leaders should practice ing ngarsa sang tuladha (providing examples
and role models in front), ing madya mangun karsa (creating enthusiasm in the center), and tut wuri
handayani (following from behind and exerting influence). This is consistent with Marliani's statement
that the ideology of Ki Hadjar Dewantara's leadership trilogy was initially intended for educators to
inspire, set a role model, and stimulate their students' motivation. This idea, however, is equally
acceptable for a leader because a leader is similar to the figure of a teacher who educates his students.
Ing ngarsa sang tuladha is part of the Leadership Trilogy (Marliani, 2019:84-86). As a locomotor,
the teacher is constantly in front. The most straightforward approach to leading an army is to set a
positive example in words, phrases, and actions that encourage subordinates to act like leaders. The
principle "ing madya man gun karst" states that a leader must defend and unite the people he leads to
achieving goals. A leader must embrace the people he leads, accept criticism and recommendations,
and create efforts to attain goals effectively and efficiently. Leaders must build a suitable organizational
environment for a shared spirit to form, motivating each other to achieve the intended goals. Tut wuri
handayani indicates that a leader can put himself behind him, not to hide, but to encourage those in the
organization to achieve success and advancement.
The concept of the leadership trilogy has a deep and interconnected meaning, "tut wuri
handayani" (behind providing advice) and "ing madya mangun karso" (in the midst providing
encouragement-among) will not function well if there is no "ing ngarso sung tulodho," or a leader
(among) who serves as an example for its members. A leader should provide a strong example in terms
of morality and ethics, and talent (Leo Agung, 2021:164-165).
Character Education-Based Civics Learning in Elementary Schools
As a crucial component of fostering a sense of nationalism, nationality, values of noble character,
and moral ethics based on character education, civic education learning is one of the learning pillars.
The multicultural nation of Indonesia is noted for having many different local wisdom values, from
which the principles of character education are drawn. The multiculturalism component improves
humanistic principles based on regional cultural norms and promotes cultural awareness. The
interaction of individuals or groups of individuals with their natural surroundings gives rise to local
culture. Indigenous peoples' local culture should be preserved for future generations in all of its forms
and values (Harvey, 2015:911).
Figure 1 The teacher gives motivation to students (Ing Madya Mangun Karsa)
Local cultural practices have helped to save and protect the natural environment, so they must be
preserved for future generations. Local values can be added using specific approaches, methodologies,
teaching strategies, and textbooks that allow values to be emphasized. The attempts to protect the ideals
mentioned earlier for future generations are anticipated to be impacted by students' high potential
(Darong, 2021:258). In addition, the content must be reflected in the teaching and learning activities.
Along with the environment's physical and social aspects, the context in question is the modification of
society's norms, values, and conceptions to which the students belong. They are regarded as an
Elementary Schools
87
educational resource providing local values and authenticity to students. As a result, these principles
can be used as a guide when creating instructional resources, strategies, approaches, techniques, and
learning activities. According to this viewpoint, encouraging true, natural, and contextual learning will
benefit both teachers and students (Sugirin, Sudartini, Suciati, & Nurhayati, 2011).
Figure 2. Figure 3. The teacher guides students so that they dare to answer questions, and the
teacher motivates students (Tut Wuri Handayani)
The essence of Pancasila and Citizenship in Elementary school education is preparing pupils to
take on roles and feel responsible as citizens. Pancasila and Citizenship Education aim to develop
students into citizens who believe in and fear God Almighty, have an independent spirit, understand
and carry out their rights and obligations properly, have a sense of nationality and love for the
motherland, and are sensitive and responsible, social, democratic in spirit, respect for ethnic, cultural,
and religious differences, ability to think critically, systematically, artistically, and innovatively
(Mulyoto, 2020:4). In addition, Pancasila and citizenship education have the following characteristics:
(a) they emphasize problem-solving, (b) they can carry out in a variety of contexts, (c) they direct
students to become independent learners, (d) link material with the context of life, (e) they encourage
students to design and carry out scientific activities, (f) they motivate students to apply the material they
have learned, and (g) they use authentic assessments (Lubis, 2020:25).
These activities will help preserve local knowledge so future generations might benefit from it.
Furthermore, integration in education, particularly in the learning process, is an effective medium that
must be carefully designed and evaluated. Local wisdom values can be examined, analyzed, and
correctly implemented in a social life that is dynamic and constantly oriented toward truth and
knowledge sharing. As a result, integrating and developing learning models and teaching materials
based on local culture is a critical topic in education (Darong, 2021:258).
Integrating cultural values can help character education. The principles included in local cultural
wisdom, such as pent, can help guide students' behavior in the context of self-control and as members
of society. The children can live by adhering to firmly ingrained societal notions. Even though
conception is abstract and a byproduct of the past, it continues to guide them to act on all aspects of
human growth. Furthermore, local values are policies implemented through local wisdom and ideas to
strengthen character in response to global changes (Darong, 2021:258).
Children are supposed to learn self-reliance and problem-solving skills in school through the
development of autonomous character. According to Ali and Asrori (2008), there are various varieties
of independence, all connected and progressing from one type to the next. This kind involves respect
for independence, independence in behavior, and independence in emotions. First, emotional
independence is an aspect that has to do with changes that influence how adolescents feel about other
people, particularly their parents. Emotionally independent children, especially their parents, can rely
less on others' emotional support. It is proven that the emotional connection between a child and parent
during childhood is rapidly lost (Putra, 2021:898).
Some of Ki Hadjar Dewantara's ideas on education can give Indonesians new hope for the caliber
of their educational system. Fill in the contemporary era of independence, revolution, and educational
reform, however, as a thought for the country to contextually reinvigorate the teachings and philosophy
of Ki Hadjar Dewantara in obtaining independence. KGPAA Rusnoto Susanto's Sri Paku Alam IX
(2015: 25) Statement made by Sinuhun on Thursday, June 5, 2008, in the Yogyakarta People's
Sovereignty daily's Opinion section.
First, Ki Hadjar Dewantara approaches education from an anthropological angle, focusing on
how individuals can pass on cultural heritage to the following generation by upholding social order.
Culture is said to develop in tandem with education, which is an acculturation process, according to Ki
Hadjar (Cultureel Nationalism). Society absorbs cultural heritage and incorporates various cultural
elements without erasing the core components or the primary theme of national culture. The Tri-Con
Principle was introduced by Ki Hadjar Dewantara (1964:19). It states that cultural exchange with the
outside world must be carried out continuously with its cultural nature, followed by convergence with
other existing cultures. Finally, unity in the universal realm will create world unity and peace-loving
man. Concentric. Concentric refers to having a single point at which all cultural spheres of the world
are centered while maintaining its circular lines.
Second, Ki Hadjar Dewantara believes that national education should be based on the nation's
lifeline and aimed at the essentials of existence to enhance the country's and its people's status. This
reasoning demonstrates that Ki Hadjar Dewantara is a person who values pluralism or a person with a
visionary and futuristic mind since his education system has a responsive attitude and is capable of
Elementary Schools
89
responding to a globalized world order that transcends time and space boundaries. This was predicted
from the very beginning by Ki Hadjar Dewantara in the concept of national education regarding
introducing the Tri-Kon principle, namely continuity, convergence, and concentricity as a way to
change paradigms and thinking patterns in response to national cultural pluralism and multiculturalism
through education.
Third, Ki Hadjar Dewantara emphasizes the value of character education. He believes that
intellectualism, individualism, or materialism that is only partially in line with the cultural pattern and
demands of the Indonesian country, which strongly emphasizes noble character, are characteristics of
the Western-style education system. The manners, high cultural values, and religiosity of the Indonesian
people should be upheld, passed down, and used as a model for how to behave in social situations in
Indonesian society.
These admirable ideals are a type of ethical understanding that demonstrates the height of the
nation's degree, dignity, and prestige. Ki Hadjar Dewantara's educational system aims to develop all of
a child's potential, including cognitive inventiveness, affective sensitivity, and conative or psychomotor
capacity. This means that it must go beyond simply developing pupils' cognitive intelligence.
Intellectual people capable of forming humanist personalities in children, fostering social sensitivity,
and having decent civilization are intellectually, emotionally, and spiritually intelligent. The Indonesian
nation's strong personality, high intelligence, emotional stability, spiritual sturdiness, independence, and
ability to reflect the zeitgeist are all shaped by this educational process.
Citizenship in Pancasila deals with the development of character education and education.
According to Muchlas Samani (Anatasya, 2021:294), the character is a fundamental value that
contributes to a person's personality and can be seen in a person's attitude and behavior in day-to-day
life. Character sets a person apart from others and is formed through the influence of heredity and the
inheritance of phenotypic traits and environmental factors. The following are some variables that can
encourage the integration and growth of character education into civics lesson content: Character
education can be successfully integrated into the educational process when: (a) teachers can do so; (b)
students are obedient; (c) students pay attention and follow instructions when the teacher explains; (d)
students are exposed to materials that support the development of their character; and (e) there are
sufficient and engaging learning environments and media.
Table 4. Table of Post-test Result Data in Experimental Class
Pre-test Post-test
Students’ Codes
Grade Information Grade Information
S1 70 not finished 90 complete
S4 100 Complete 100 complete

In the Pre-test of 15 students, 7 In the Post-test of 15 students,
Result
had completeness scores, and 8 15 had a completeness score,
Description
had incomplete scores. and 0 had an incomplete score.
Comparison 7: 8 15 : 0
Seven students have completion scores, and eight with incomplete grades in the data acquisition
table for Pre-test results. At the same time, the above Experimental Class post-test results can be
presented with preliminary data conclusions. The post-test findings revealed that 15 students (100%)
had a completeness score, and no students in the Experiment Class were considered incomplete.
Compared to the data for the control class values shown in the post-test results data acquisition
table below, inferences from the pre-test results of 6 students with a completeness score and seven
students who were found to be incomplete can be presented. Meanwhile, nine students had good
completeness scores in the post-test scores, and only three were considered incomplete out of the 15
students in the Control Class. Although there is an increase in completeness in the control class, it is
not as significant as that obtained in the pre-test and post-test data for the Experiment class, which
jumped to 100% completeness.
Table 5. Table of Data Summary of Pre-test and Post-test Results in the Control Class
Pre-test Post-test
Studens’ Codes
Grade Information Grade Information
S1 70 not finished 90 Complete
S2 40 not finished 70 not finished
S3 60 not finished 75 not completed
S4 80 Complete 90 Complete
S6 40 not finished 100 Complete
Elementary Schools
91

Six students had completeness Nine students had completeness
Result
scores in the pre-test, and seven scores in the post-test, and four
Description
were incomplete. were considered incomplete.
Comparison 6: 7 9: 4
1. Data from the results of the Learning Implementation Plan (RPP) validation
One expert in student affairs and one practitioner validated the Learning Implementation Plan (RPP).
The validation took place on October 24 and November 6, 2022. The validator evaluated topic
identity, indicator and learning objective formation, learning materials, learning approaches and
methods selection, learning activities, media and learning resource selection, and learning
assessment.
The following table summarizes the Learning Implementation Plan validation data from two
validators (Expert Validator and Practitioner Validator).
Table 6. Recap of the Learning Implementation Plan (RPP) Data by Expert and Practitioner
Validators
Score Acquisition Results
Rated Aspects Expert Practitioner Maximum
Validator Validator Score
Clarity of identity and timeliness 33 34 36
Indicators and Objectives in Basic 8 8 8

Competency
Learning materials 4 4 4
Approaches and methods 17 18 20

Learning Activities 21 22 24
Media and Learning Resources 18 18 20
Evaluation 7 12 16
Overall total score 108 116 128
Validity 84,37% 90,62% 100%
Average validity 87,50%
Criterion Good
2. Materials
One expert and one practitioner validated the materials. The recapitulation of material validation
data was performed by two validators (Expert Validator and Practitioner Validator) or others:
Table 7. Recap of the Learning Implementation Plan (RPP) Data by Expert and Practitioner
Validators

Rated Aspects Expert Expert Expert
Validator Validator Validator
Material Coverage 7 8 8
Material Accuracy 13 14 16
Up to date 12 12 12
Presentation Completeness 12 12 12
Validity 91,66% 95,83% 100%
Criterion Very Good
3. Learning Videos
One expert and one practitioner validated the learning videos. In addition, Validators (Expert and
Practitioner Validators) recapitulated learning video validation data.
Table 8. A Recap of Video Validation Data by Expert and Expert Validators
Rated Aspects Expert Expert Expert
Validator Validator Validator
Video Contents 26 27 28
Video View 33 33 36
Validity 92,18% 93,75% 100%
Criterion Very Good
The following table displays the findings from the validation of the Learning Implementation Plan
(RPP), instructional materials, and videos:
Table 9. Ki Hadjar Dewantara’s Leadership Trilogy served as the basis for the Flipped Classroom
model's validation results
No Devices Validation Score
1 Learning Implementation Plan (RPP) 87,50%

2 Materials 93,74%
3 Learning Videos 92,96%
Total Score 274,2
∑𝑠𝑐𝑜𝑟𝑒 274,2
Average = ∑𝑑𝑒𝑣𝑖𝑐𝑒 3
= 91,40%
Criterion Very Good
The validation findings recapitulation reveals that the average is 91.40%, or the standard for
"excellent" evaluation results. As a result, this product can be used and revised under the suggestions,
feedback, and comments made by expert and active validators.
Unquestionably, the model's development results involved several strategic processes for making
changes, reviews, revisions, and analysis of the results of trustworthy product updates. As a result, the
Elementary Schools
93
product development results to support the Flipped Classroom model development based on Ki Hadjar
Dewantara's Leadership Trilogy in Elementary Schools have been modified to learning demands and
the assisted technological approach.
CONCLUSION
The leadership trilogy for primary schools by Ki Hadjar Dewantara served as the foundation for
developing the flipped classroom approach. In elementary schools, the development of the Flipped
Classroom Model based on Ki Hadjar Dewantara's Leadership Trilogy is planned and carried out
methodically and responsibly. As a result, the model development product can be ready for learning
activities because every generated product is always subject to product review, revision, and
examination of its practicality.
A team of experts and practitioners then developed, designed, assessed, amended, and validated
each product (RPP, Materials, and Learning Videos) to get suggestions for implementing feasibility.
The steps for validating model development products that have been prepared and implemented in
learning activities are as follows: (1) Validating lesson plans is done by a student affairs expert and a
learning practitioner with expertise in their respective fields. The validator evaluated several elements
of the Learning Implementation Plan (RPP) content, including (a) identity clarity, (b) lesson timeliness,
(c) indicators and learning objectives formulation, (d) learning materials, (e) approach and method
selection, (f) learning activities, (g) source selection, and (h) learning assessment. The feasibility of
describing the research findings has been concluded as Good, with an average validation result of
87.50%, comprised of expert validators (84.37%) and practitioner validators (90.62%).
Expert validators and practitioner validators validate the readiness of instructional materials,
which includes: (1) material coverage, (2) material accuracy, (3) material up-to-date, and (4) material
presentation completeness. One expert and one practitioner validated the information in Table 4.3's
exposure section—recapitulation of data from two validators (Expert Validator and Practitioner
Validator) regarding material validation. The validity of the practitioner validators (95.83), the expert
validator team (91.66%), and the overall validators (48), with an average validity of 93.74%, can all be
evaluated using excellent criteria. Learning video validation involves having one expert and one
practitioner evaluate the learning films' overall quality and substance—validators' (Expert and
Practitioner Validators') recapitulation of learning video validation data. With an average validity of
92.96%, consisting of expert validators (92.18%) and practitioner validators (93.75%), the video
validation data recap by expert and practitioner validators may be concluded exceptionally well.
In acquiring data from the Pre-test results, there were seven students with completeness scores
and eight with incomplete grades. In contrast, the results of the Experimental Class post-test above can
be presented with temporary data conclusions. The post-test results showed 15 students (100%) with a
completeness score, and all students were considered entirely out of the 15 students in the Experiment
Class.
Compared to the control class value data shown in the post-test results data acquisition table
below, inferences from the pre-test results of 6 students with completeness scores and seven students
who were judged incomplete out of 13 students can be presented. Meanwhile, nine students had good
completeness scores in the post-test scores, and just three remained who were classified as incomplete
out of the 15 students in the Control Class. Although there is an improvement in completeness in the
control class, it is not as large as that gained in the Experiment class's pre-test and post-test data, which
soared to 100% completeness (mastery).
Based on Ki Hadjar Dewantara's Leadership Trilogy, the flipped classroom concept's
effectiveness elevates students' civic education learning outcomes in elementary schools. If Sig. is in
the area of criticism, the test decision states that H0 is rejected. If H-0 is rejected, the conclusion is that
there are discrepancies between the learning outcomes of the class before and after the flipped classroom
learning model was introduced significant increases in differences in learning outcomes, particularly in
the experimental class. Using SPSS to analyze the data, the results revealed a Z-value of -0.216. The P-
Value (Sig) is 0.001 <0.05. If the class learning outcomes differ before and after using the flipped
classroom learning model, H0 is rejected, while H1 is approved if the p-value is less than the critical
threshold of 0.05. If H0 is not accepted, the findings of this non-parametric test indicate disparities
between the learning outcomes of a class before and after using the flipped classroom learning approach.
It can be concluded that the flipped classroom learning model based on Ki Hadjar Dewantara's
Leadership Trilogy has a high level of effectiveness and is doable to implement after observing the
results of this analysis, which explicitly show that there are differences in class learning outcomes
before and after being given it. This indicates that creating a flipped classroom learning model based
on the Leadership Trilogy of Ki Hadjar Dewantara in elementary schools is highly productive and
produces superior learning results.
It is possible to provide a scientific justification for the viability of implementing the flipped
classroom model of Ki Hadjar Dewantara's Leadership Trilogy in elementary schools. Validation aligns
with the Learning Implementation Plan (RPP) materials, products, and instructional films. The RPP
Validation contains factors that the validator of RPP products evaluates, including clarity of identity
and timeliness of lessons, creation of indicators and learning objectives, learning materials, selection of
learning approaches and methods, learning activities, preference of media and learning resources, and
learning assessment.
With an average validation result of 87.50%, including expert validators (84.37%) and
practitioner validators (90.62%), the eligibility requirements are Good—coverage, accuracy,
currentness, and comprehensiveness of the presentation of the materials. One practitioner and one expert
validated the material—recapitulation of data from two validators (Expert Validator and Practitioner
Validator) regarding material validation. The total score is 48, and excellent criteria can be used to
Elementary Schools
95
evaluate the validity of the Expert Validator Team (91.66%) and practitioner validators (95.83%). With
an average validity of 92.96%, consisting of expert validators (92.18%) and practitioner validators
(93.75%), the video validation data recap by expert and practitioner validators may be concluded
exceptionally well. The validation of all product components reveals that the average is 91.40%, or the
criteria for "excellent" assessment results have been fulfilled with established standards with the help
of a group of subject matter experts and learning specialists. According to the recommendations'
findings, it was possible to include it in learning activities.
ACKNOWLEDGMENTS
Thank you to all parties who have taken part in this research, so that this research report can be
completed properly.
REFERENCES
Ambarini, R. (2017). Pengembangan Karakter Dan Kreativitas Anak Usia Dini Melalui Total
Physical Response Warm Up Game, Jurnal Kependidikan, Volume 1, Nomor 1, Juni
2017, Halaman 150-162
AlKhoudary, Yahya Ashour, and Jehad Ashour AlKhoudary. (2019). The Effectiveness of
Flipping Classroom Model on EFL Secondary School Speaking Skills, Indonesian EFL
Journal (IEFLJ) Volume 5, Issue 2, July 2019 p-ISSN 2252-7427, e-ISSN 2541-3635
https://journal.uniku.ac.id/index.php/IEFLJ/index1
Asfar, N., & Zainuddin, Z. (2015). Secondary students' perceptions of information,
communication, and technology (ICT) use in promoting self-directed learning in
Malaysia. The Online Journal of Distance Education and E-Learning, Vol. 3, No. 4, Hal.
67- 82
Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach every student in every class
every day. United States, America: International Society for Technology and Education.
Bergmann, J., & Sams, A. (2013). Flip your students’ learning. Educational Leadership, 70(6),
16-20.
Bergmann, J., & Sams, A. (2015). The Flipped Learning series flipped learning for English
instruction. United States, America: International Society for Technology and Education
Brame, C. (2013). Flipping the Classroom. Retrieved on May 21, 2019, from
http://cft.vanderbilt.edu/guides-sub-pages/flipping/the-classroom/.
Darong, Hieronimus Canggung, Yosefina Helenora Jem, Erna Mena Niman. (2021). Character
Building: The Insertion of Local Culture Values in Teaching and Learning, JHSS
(Journal of Humanities and Social Studies), Volume 05, Number 03, October 2021, Page
252-260, https://journal.unpak.ac.id/index.php/jhss, e-ISSN: 2598-120X; p-ISSN: 2598-
117X
Dewantara, K. H. (2013a). Pemikiran, konsepsi, keteladanan, sikap merdeka (I) pendidikan.
Yogyakarta: Majelis Luhur Tamansiswa.
Dewantara, Ki Hadjar. (1962), Bagian I Pendidikan, Yogyakarta: Majelis Luhur Persatuan
Taman Siswa
Du, X., Zhang, M., Shelton, B. E., & Hung, J. L. (2019). Learning anytime, anywhere: a spatio-
temporal analysis for online learning. Interactive Learning Environments, hal. 1–15.
Harvey, R. D. (2015). Landscape and Heritage: Trajectories and Consequences. Landscape

Research. 40(8), 911-924
Johnson, G.B. (2013). Students Perceptions of the Flipped Classroom. Columbia: The
University of British Columbia.
Johnson, Harmon and Fraga, L. M. (2014). The flipped classroom model of learning in higher
education: An investigation of preservice teachers’ perspectives and achievement.
Journal of Digital Learning in Teacher Education, 31(1), 18-27.
Kirkooz, Y. (2011). A blended learning study on implementing video-recorded speaking tasks
in task-based classroom instruction. The Turkish Online Journal of Educational
Technology, 10(4), 1–13.
Lubis, M.A. (2020). Pembelajaran Pendidikan Pancasila dan Kewarganegaraan. Jakarta:
Kencana
Marliani, L. & Djadjuli, R.D. (2019). Menakar trilogi kepemimpinan Ki Hadjar Dewantara di
era globalisasi. Kebijakan: Jurnal Ilmu Administrasi. Vol 10 No.2 Juni 2019
Mulyoto, G. I., Miftahusyai’an, M. & Hanifah, N.H. (2020). Konsep dasar dan pengembangan
pembelajaran PPKN untuk MI/SD. Jakarta: Publica Institut Jakarta.
Oxford, R. L. (2003). Language learning styles and strategies: An overview. Learning Styles
& Strategies. Oxford: GALA
Paku Alam IX, KGPAA Sri. (2008). “Ki Hadjar Dewantara Menerobos Distorsidan
Menyambung Benang Merah Peradaban” dalam Rubrik Opini Harian Kedaulatan
Rakyat Yogyakarta, Kamis Wage 5 Juni 2008 (1 Jumadilakir 1941 S).
Patandean, E.R. & Indrajit, R.E. (2021). Flipped classroom membuat peserta didik berpikir
kritis, kreatif, mandiri, dan mampu berkolaborasi dalam pembelajaran yang responsif.
Yogyakarta: CV Andi Offset.
Purwitha, D.G., (2020). Model pembelajaran flipped classroom sebagai pembelajaran inovatif
abad 21. ADI WIDYA: Jurnal Pendidikan Dasar Fakultas Dharma Acarya Institut Hindu
Dharma Negeri Denpasar.
Putra, Rico Yuda Permana dan Suyatno. (2021). Independent Character Building of Special
Needs Children in Special Elementary School, Jurnal Kependidikan, Jurnal Hasil
Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan
Pembelajaran, Vol. 7, No. 4: December 2021, E-ISSN: 2442-7667, pp. 896-909
Rajaguguk, B., (2019). Paradigma Baru dalam Meningkatkan Mutu Pendidikan. Jurnal
Tabularasa Unimed Vol 6 no 1 77-86
Rambe, A.H. (2020). Arah baru paradigma belajar dan pembelajaran di sekolah dasar.
Nizhamiyah Vol. X No. 2, Januari - Juni 2020
Ratna Farida, Amru Alba, Rudi Kurniawan, Zamzami Zainuddin. (2019). The development of
flipped learning model with Bloom’s Taxonomy in teaching the Indonesian Political
System course, Jurnal Teknologi Pendidikan Vol: 07/02 December 2019. Online ISSN:
2622-4283, Print ISSN: 2338-9184, http://dx.doi.org/10.31800/jtp.kw.v7n2.p104--122
Republik Indonesia. (2003). Undang-Undang RI Nomor 20, Tahun 2003, tentang sistem
pendidikan nasional.
Richter, T., & McPherson, M. (2012). Open educational resources: education for the world?
Distance Education, Vol. 33, No. 2, Hal. 201–219.
S, Leo Agung. (2021). Trilogi kepemimpinan Ki Hadjar Dewantara. SHEs: Conference Series
5 (1) (2022) 160– 168.
Sentono, T. (2019). Pengembangan model kepemimpinan berbasis trilogi kepemimpinan Ki
Hadjar Dewantara. Klaten: Citta Gracia
Serragiotto, G., (2014). Flipped classroom: a new challenge of teaching.
Sudarmanto, E., Mayratih, S., Kurniawan, A, et al. (2021). Model pembelajaran era society
5.0. Cirebon: Insania
Elementary Schools
97
Sudjiono, Anas. (2013). Pengantar Evaluasi Pendidikan. Jakarta: Rajagrafindo Persada.

Sugirin, Sudartini, S., Suciati, & Nurhayati, L. (2011). A Study on Cultural Integration in the
English Textbooks for Junior High Schools. Litera, 10(2), 235–246.
Susanto, Moh. Rusnoto dan Retnaningsih, Rahayu. (2018). Melacak Pemikiran Avant Garde
Ki Hadjar Dewantara Melalui Konsep Pendidikan Nasional Sebagai Fenomena
Quantum Leap Dalam Perspektif Filsafat Organisme, Seminar Nasional ‘Peningkatan
Kwalitas Pendidikan Tinggi, Dasar, dan Menengah. Prosiding Seminar Nasional
Pendidikan, Jogjakarta, 28 April 2018.
Susanto, Moh. Rusnoto. (2015) Kontekstualitas Pilar-Pilar Pemikiran Pendidikan, Konsep
Kebudayaan, dan Ideologi Politik Ki Hadjar Dewantaradi Era Globalisasi, (naskah
disampaikan pada Rapat Kerja Nasional Persatuan tamansiswa di Grand Cempaka Hotel
Jakarta, 13-14 Januari 2015), Jakarta: Majelis Luhur Persatuan Tamansiswa.
Susana, Kadek Yogi & A.A. Gede Raka Wahyu Brahma. (2021).The Effectiveness of Flipped
Learning During the Pandemic to Improve the Writing Competence of STMIK STIKOM
Indonesia Students, RETORIKA: Jurnal Ilmu Bahasa, Vol. 7 No.1 (2021). 75-84
Nana Sudjana, (2014). Penilaian Hasil Proses Belajar Mengajar, Bandung: Remaja Rosdakarya
Sugiyono. (2018). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta
Suryacitra, G.E. (2017). Evektifitas Penerapan Model Flipped Classroom di Kelas X MIPA
SMA N 1 Karanganom Tahun Pelajaran 2017/2018 pada Materi Vektor. Yogyakarta:
Universitas Sanata Dharma.
Triharsiwi, et al., (2020). Ketamansiswaan. Yogyakarta: Universitas Sarjanawiyata
Tamansiswa.
Trisnawati, S., Nugroho, A.A., & Sugiyono, T. (2021). Peningkatan hasil belajar peserta didik
melalui model flipped classroom dengan media interaktif dalam pembelajaran tema 9
kelas v sekolah dasar. Jurnal Handayani, vol 12, 40-52.
Utami, S. (2017). Pengaruh model pembelajaran flipped classroom tipe peer instruction
flipped terhadap kemampuan pemecahan masalah matematika siswa. Jakarta:
Universitas Islam Negeri Syarif Hidayatullah.
Warsito, R. & Widodo, S.T. (2018). Implementasi nilai-nilai luhur ajaran Ki Hadjar Dewantara
dalam perkuliahan pendidikan Pancasila untuk mengembangkan karakter mahasiswa.
PKn Progresif. Vol 13 No 1.
Wicaksono, A.B., Krismiyati, Nikijuluw, G.J.L., (2015). Penerapan Model Pembelajaran
Flipped Classroom dengan Pendekatan Project Based Learning Untuk Mata Pelajaran
Biologi Kelas X. Salatiga: Universitas Kristen Satya Wacana.
Wiryopranoto, S., Herlina, N, Marihandono, D., et al. (2017). Ki Hadjar Dewantara pemikiran
dan perjuangannya. Kementrian Pendidikan dan Kebudayaan.

99-Article Text-198-1-10-20230526

Uploaded by

Copyright:

Available Formats

99-Article Text-198-1-10-20230526

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

99-Article Text-198-1-10-20230526

Uploaded by

Copyright:

Available Formats

International Journal of Engagement and Empowerment

p-ISSN: 2798-0154 | e-ISSN: 2798-0146

USING THE LEADERSHIP TRILOGY OF KI HADJAR DEWANTARA

Maria Adventina Sunardiyah1, Sutrisna Wibawa2, Supriyoko3, Moh. Rusnoto Susanto4,

The pinnacle achievement of digital simulation technology is a requirement of the current

0 % - 20% Very bad

Table 2. The feasibility of the flipped classroom learning model

Ki Hadjar Dewantara's Leadership Trilogy

particularly by encouraging or motivating students to have a strong desire to be independent. The

S5 50 not finished 80 complete

S12 60 not finished 70 not completed

Clarity of identity and timeliness 33 34 36

Indicators and Objectives in Basic 8 8 8

Approaches and methods 17 18 20

Score Acquisition Results

No Devices Validation Score

1 Learning Implementation Plan (RPP) 87,50%

Harvey, R. D. (2015). Landscape and Heritage: Trajectories and Consequences. Landscape

Sudjiono, Anas. (2013). Pengantar Evaluasi Pendidikan. Jakarta: Rajagrafindo Persada.

You might also like