Building the Elementary School Students’ Character in 4.0 Era by Implementing TriNga and TriN Concepts in Thematic Learning
Heri Maria Zulfiati1, Suyanto2, Hadjar Pamadhi3

1Heri Maria Zulfiati, Doctoral Student, Department of Education Science, State University Yogyakarta and Lecturer of Primary School Teacher Education, Universitas Sarjanawiyata Tamansiswa Yogyakarta Indonesia.
2Suyanto, Department of Economic Education, Faculty of Economic, Universitas Negeri Yogyakarta Indonesia.
3Hadjar Pamadhi, Department of Art Education, Faculty of Language and Art, Universitas Negeri Yogyakarta, Indonesia.
Manuscript received on 17 June 2019 | Revised Manuscript received on 11 July 2019 | Manuscript Published on 17 July 2019 | PP: 770-775 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A11310581C219/2019©BEIESP
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (

Abstract: In the Industrial Revolution 4.0 era, people with high character are needed to build connectivity in the network. one that is done in school is to integrate character education in thematic learning The objectives of this study are to describe 1) the implementation of Tringa and Tri N concepts that are useful for teachers to develop students’ characters, and 2) supporting and inhibiting factors and solutions in implementing the Tringa and Tri N concepts to foster students’ character. This research uses a descriptive qualitative approach. The subjects of this study were the principal, teacher of fifth graders, and students of class IV. The data collection techniques consist of observation, interview, and documentation. The data analysis techniques are mainly concerned with Miles and Huberman’s models (data reduction, data presentation and drawing conclusions). To check the validity of data, source, technique and time triangulation and reference material are used considerably. The results show that students had applied the Tringo concepts (Ngerti, Ngrasa, Nglakoni and Tri N (Niteni, Nirokke, Nambahi) as part of the teachers’ efforts to promote the “among system” in preserving students’ character. However, the teachers’ control and guidance are necessary to implement such a system so that it can be embedded in students, and it can improve good coordination between schools, families and the environment.
Keywords: Tringa Concepts, Tri N Concepts, Character Education, Thematic Learning Introduction.
Scope of the Article: Smart Learning and Innovative Education Systems