Publication Search

Environmental education is important to preserve, one of which is through the Adiwiyata program. The reality in the field is that implementing the Adiwiyata program is not easy, strategies are needed to preserve and overcome existing problems. This research aims to describe the strategy for implementing the Adiwiyata program, and the efforts made by schools to preserve the environment. The method used is descriptive qualitative.  The data collection techniques used were interviews, observation, documentation, and literature study. The results of this research are that to implement the Adiwiyata program some steps are continuously being taken (1) creating environmentally friendly policies, (2) environmentally based curriculum, integrated through subjects and extra-school, (3) participatory based environmental activities, carried out through familiarization and creation School Policy Letter, and (4) management of environmentally friendly supporting facilities. Students' environmentally caring character can be formed through habits. Efforts made to preserve the environment include making habits, utilizing plastic waste, and making picket schedules for caring for plants. In essence, environmental education is an important milestone in forming a character who cares about the environment. Therefore, this research has an important role as a reference in developing environmentally caring character in students.  

In the current era, persuasive technology is increasingly being used in the health and wellness field to help users improve their lifestyle and find information about their health problems. Along with the rapid development of science and technology in this digital era, the field of education is also experiencing the same thing. This research was conducted to examine the use of persuasive technology adoption in the education domain. Along with the rapid development of Information and Communication Technology (ICT) in this digital era, the field of education is also experiencing technological advances and developments that bring innovation to education. This can be seen from the many digital platforms used by schools to support learning such as Google Classroom, Noosphere, Zoom, Canva For Education, Smart Library, etc. This research uses a descriptive qualitative method with a post-positivist approach. Research data were obtained from interviews, observations, and studying supporting documents/data. Interviews were conducted with informants, namely teachers and curriculum developers. The theories used in this research are the Media Richness Theory (MRT) and the Technology Acceptance Model (TAM). This study concludes that the adoption of persuasive technology that has been implemented by Pahoa Integrated School has been running effectively. In practice, the persuasive technology applied by Pahoa Integrated School has been able to accommodate the communicator (teacher), and the medium (application) to communicants (students). This research can make a real contribution, especially in the field of education at large, so that persuasive technology can be effectively integrated into learning.

This research departs from researchers' concerns about the reality of Catholic educational institutions. Catholic schools have the name of a patron but the spirituality of the school's patron has not become its specialty. The main problem is that many Catholic schools have not implemented their protective spiritual values as a basis for implementing character education. In general, character education in Catholic schools is still general in its implementation. The aim of this research is to explore the educational work at St. Theresia Barus in implementing character education, exploring education actors' understanding of these values, and formulating the meaning of implementing character education. The research method is qualitative research. This research was conducted at St. Theresia Barus. The main subjects were fifteen people as representatives of educational actors at St. Theresia Barus. Data collection methods are observation, document study, and interviews. The selection of locations and research subjects was carried out purposively. Data analysis uses Miles and Huberman model analysis, namely data reduction, data presentation, and drawing conclusions. Data analysis is carried out interactively and continuously until completion. Analysis was carried out through three processes, namely: data verification, data source triangulation, and technical triangulation. The theoretical framework built is the implementation of integrated character education, helping education actors to understand, believe in, the values of each character. The results of the research illustrate that the education actors at St. Theresia Barus still hasn’t implemented character education to the fullest. So that education practitioners at St. Theresia Barus, implementing character education for students, suggested that schools develop an interdisciplinary integration curriculum in all subjects.

The Integrated Islamic School concept represents an educational approach that integrates a secular curriculum with Islamic values ​​in an educational environment. This approach aims to create a holistic learning environment, where students' academic, spiritual and moral aspects are the main focus. This research explores the implementation and impact of the Integrated Islamic School concept, highlighting how the integration of religious values ​​in the curriculum can influence students' overall development. The research method used for analysis is descriptive from literature and case studies from several Integrated Islamic Schools that have implemented this concept. It is hoped that the results of this research will provide a deeper understanding of the importance of integrating religious values ​​in the context of modern education.    

Problem-based learning (PBM) has been proven effective in improving students' active learning and problem-solving skills. This article examines the application of technology-integrated PBM methods as an approach to improving students' writing skills. In this study, learning support software and teacher consultation were used in the development of problem scenarios related to curriculum content. Qualitative research provides detailed and relevant information. The researcher used qualitative research methods because qualitative research provides detailed information about the application of technology-based problem-based learning to improve writing skills. The library learning method consists of activities related to collecting bibliographic information, reading and recording, and managing written materials. Qualitative research uses secondary data obtained from literature reviews such as; References, journals, articles and sources related to the research. The information obtained was analyzed using interpretative analysis. This means that the information collected is interpreted or explained, and the analysis is not just a description, but also a precise explanation and interpretation. This method involves several steps, starting with problem identification, research, collaboration and solution development. This case study made extensive use of secondary education literature as a source of literary material. The results show that students' writing skills improved significantly after applying this approach. The practical implication of the findings is that combining PBM and technology can be an effective strategy to improve students' writing skills.

This research aims to compare education in Salafi and modern Islamic boarding schools in Indonesia. Salafi Islamic boarding schools tend to maintain the teaching of the Yellow Book and traditional methods, while modern Islamic boarding schools integrate religious education with general education and technology. The library study method is used to collect and analyze data from various sources such as books, journals and related articles. The research results show that Salafi Islamic boarding schools remain focused on teaching the classical books of the Islamic religion without adopting a modern curriculum, while modern Islamic boarding schools offer more integrated education by combining religious and general curricula, as well as modern technology. These differences are reflected in the teaching methods, curriculum structures, and leadership approaches in both types of Islamic boarding schools, which is important for understanding their contribution to developing the character and knowledge of young people and supporting the formation of more inclusive education policies in Indonesia.

The objective of this research is to find out whether character education in the "English for Nusantara" textbook for seventh-grade students is in accordance with the current curriculum. This research analyzed character education contained in the reading and conversational texts of the textbook. The research methodology used a descriptive qualitative approach and content analysis technique. The characters found in the textbook were classified into six dimensions of the Pancasila Student Profile. The results showed that the six dimensions of the Pancasila Student Profile were found. The dimension of having faith, fear of God Almighty, having a noble character 33.2%, global diversity 12.9%, mutual cooperation 16.7%, independent 20.4%, critical reasoning 7.5%, and creative 9.3%. In the six dimensions of the Pancasila Student Profile, which have 20 elements, only 19 were found, while one element that was not found was intercultural communication and interaction. The characters in this book are mostly integrated implicitly. The primary focus dimension of the “English for the Nusantara” textbook was having faith, fear of God Almighty, and having noble character. In addition, the main focus element in this textbook was the manner towards others. Based on the classification of character education stated by Prismarani (2014), this textbook scored 95% and was classified as ‘very high’ quality.

Character education is a crucial aspect of student development, especially in Islamic boarding schools, known as pesantren, where both academic and moral education are emphasized. This study investigates the integration of character education at Al-Syifa Islamic Boarding Schools, aiming to understand the theoretical and practical frameworks used in these institutions. The primary objective of this research is to analyze how character education is integrated into the educational framework of Al-Syifa Islamic Boarding Schools. The study aims to uncover the strategies, principles, and effectiveness of character education programs through an extensive review of existing literature and documented practices. This research employs a literature review approach, systematically examining academic articles, books, official school documents, and previous studies related to character education in Islamic boarding schools. By synthesizing findings from these sources, the study provides a comprehensive overview of the methods and outcomes of character education integration at Al-Syifa. The literature review reveals that Al-Syifa Islamic Boarding Schools employ a multifaceted approach to character education, integrating it through both curricular and extracurricular activities. The curriculum includes dedicated character education subjects, while extracurricular activities reinforce these values through real-life applications and community involvement. The review also highlights several key principles, such as the emphasis on Islamic values, community living, and moral exemplarity. The integration of these principles has shown positive outcomes, including enhanced student behavior, improved academic performance, and stronger community ties. Challenges noted include the need for continuous professional development for teachers and the alignment of character education goals with academic objectives

Learning in the era of independent curriculum development is an opportunity for educators and education units to improve competence. Active and participatory learning is one of the targets in developing learning to implement the independent curriculum. Case learning is something that can be applied to realize the learning objectives of the independent curriculum. this study aims to provide recommendations for developing learning in the implementation of an independent curriculum in Ambon City Public High School. The integration of the Exo Olo Task learning model developed in local wisdom-based case learning is part of what is developed in this goal. This research was conducted in the form of descriptive qualitative research. In this case, collaboration (cooperation) with several related parties (Stake holders) to develop a local wisdom-based case learning pattern that supports the implementation of an independent curriculum in Ambon City State High School. Data obtained through observations and interviews were analyzed using qualitative research techniques using the mile and huberman method and continued with policy direction analysis through AHP method analysis. Recommendations are given with priority to 1) Increasing the use of local wisdom cases as participatory teaching materials and media, 2) Development of strategies and mastery of educators in preparing lesson plans, 3) socialization of independent curriculum-based learning programs, 4) increasing partnerships in developing learning projects and improving character through the project of strengthening the profile of Pancasila students (P5), 5) educator literacy education through reflection with outputs in the form of scientific papers with a Consistency Ratio of 0.09.

Bullying in elementary schools has become an increasingly serious problem in recent years. Bullying behaviors, such as physical, verbal and psychological abuse, can have a significant negative impact on children's development. This study aims to identify the factors that cause bullying in elementary schools and evaluate effective prevention and treatment strategies. The research method used is library research, which is a research method by collecting data by understanding and studying theories from various literatures related to the research. The results showed that the factors causing bullying in elementary schools include: lack of supervision and intervention from the school, peer influence, and unfavorable family conditions. To overcome the problem of bullying, a comprehensive effort is needed that involves all elements of the school, family and community. Some recommended strategies are: increasing the capacity of teachers in handling bullying cases, developing anti-bullying programs that are integrated in the school curriculum, and empowering parents and communities to play an active role in preventing and dealing with bullying.

This study investigates the alignment between global competency frameworks and local educational practices, particularly in multilingual classrooms. With globalization influencing education, acquiring skills like intercultural communication and global citizenship is vital. However, integrating these competencies into local curricula remains inconsistent, especially in multilingual settings, where linguistic and cultural diversity pose challenges. Using qualitative methods such as curriculum mapping, teacher interviews, and classroom observations, the study identifies areas of alignment and misalignment. While global competencies are integrated into subjects like social studies and global health education, technical subjects like mathematics and science show less alignment. The study also highlights gaps in the development of intercultural competence and global communication skills, which are often underrepresented. Challenges like language barriers, the monolingual habitus of many schools, and limited professional development for teachers in multilingual contexts hinder the full implementation of global competencies. The study recommends improving curriculum integration of global competencies across all subjects and enhancing teacher training to support multilingual classrooms. Future research should explore regional variations in multilingual settings and how technology can aid in developing global competencies. Addressing these challenges will better prepare students for both local and global challenges in an interconnected world.

Pancasila as the ideology and worldview of the Indonesian nation is an important foundation in shaping the character and identity of the younger generation. This study aims to explore efforts to instill Pancasila values in the younger generation and identify supporting and inhibiting factors. The results show that instilling Pancasila values in the psyche of the younger generation requires integrated and sustainable efforts from various parties, namely family, school, community, and media. The family acts as the first environment in instilling Pancasila values through role modeling and daily life practices. Schools have the responsibility to strengthen the understanding and appreciation of Pancasila values through an integrated curriculum and participatory learning methods. The community environment also plays a role in providing space for the younger generation to implement Pancasila values in community activities. Media and technology can be an effective means to instill Pancasila values in the younger generation in a more interesting and contextual way, with proper assistance and control. This study concludes that instilling Pancasila values in the psyche of the younger generation requires a comprehensive approach and active involvement of all stakeholders to ensure the sustainability of the noble values of the Indonesian nation in the future.

A healthy lifestyle is a basic human need that is important to be nurtured from an early age through physical education, sports and health (PJOK). This study aims to explore effective methods to instill healthy habits in primary school students. Using a qualitative approach, this study reviewed literature from various sources to identify the best strategies for teaching healthy lifestyles. The results showed that storytelling, FGDs, ice-breaking, and the use of appropriate learning media are very effective in increasing students' understanding and motivation about the importance of a healthy lifestyle. In addition, physical education plays an important role in shaping students' understanding and behavior towards a healthy lifestyle through a curriculum that is integrated with physical activity. Families and communities also play an important role in supporting these efforts by providing a supportive environment and good role models. The main challenges in instilling healthy habits are resistance to change and the influence of unhealthy habits from the environment. Proposed solutions include consistency in setting good examples, variety of healthy foods, and cooperation between educators and parents.   

The role of teachers in Christian-based character education is crucial in shaping individuals who are not only intellectually smart but also rich in values and ethics, especially amidst the challenges of globalization and rapid technological advancements. This research aims to develop teaching methodologies that can support Christian religious education teachers in their duties, specifically in designing and implementing an effective curriculum to help students understand and apply Christian values in daily life. The research method to be used is literature research, involving the collection of data related to the discussed theme from primary sources such as books, scientific journals, and others. The research findings indicate that Christian Religious Education teachers play a vital role in forming students' character to reflect the teachings of Lord Jesus Christ through the teaching of Christian values and by being models in behavior, attitude, and ethics. Effective character education requires support from a conducive learning environment, including the commitment of the school community, a curriculum that is integrated with values and ethics, visionary leadership from the school principal, and solid teamwork, despite challenges such as limited resources, lack of parental support, and apathetic attitudes from some parties.

The learning of physics, particularly mechanics, poses significant challenges for high school students. Concepts such as Newton’s laws, energy, and three-dimensional vectors are often difficult to grasp using traditional teaching methods. Virtual Reality (VR) has emerged as a promising solution by providing an immersive and interactive learning environment. This study aims to evaluate the effectiveness of VR-based learning media in enhancing students’ understanding of physics concepts, with a specific focus on mechanics. An experimental design was employed, consisting of two groups: an experimental group using VR for learning and a control group receiving traditional instruction. Pre-test and post-test assessments were used to measure the improvement in students' conceptual understanding of physics. The findings indicate that students in the experimental group demonstrated a significant improvement in their understanding of complex physics concepts, such as projectile motion, force, and Newton’s laws, compared to the control group. Students in the experimental group also exhibited higher levels of engagement and motivation, with VR's immersive nature encouraging active participation in learning. The study concludes that VR is an effective tool for enhancing students’ comprehension of abstract and complex physics concepts, improving their visualization and problem-solving skills. Furthermore, VR-based learning provides students with opportunities to conduct virtual experiments and simulations that may not be possible in traditional classroom settings. The implications of this study suggest that VR should be integrated into the physics curriculum to improve learning outcomes, especially in schools with access to the necessary technology. Educators and curriculum developers are encouraged to explore VR’s potential in fostering a more engaging and effective physics education.

Based on the National Education System Law number 20 of 2003, citizens who have physical, emotional, mental, intellectual and/or social disabilities have the right to receive special education. Thus, their potential for children with special needs must be increased through the latest curriculum created by the government and combined with a special curriculum so that children with special needs experience the same treatment as normal children in the world of education. The aim of this research is to find out how to increase the educational potential of children with special needs with the Integrated SLB curriculum management implemented at SLB Negeri 01 Blitar City. This research method is field research using a qualitative approach with descriptive research type. Data collection techniques through observation and interviews. The findings from this research are that SLB Negeri 01 Blitar City has used an independent curriculum combined with a special curriculum for children with special needs. The Merdeka Curriculum has started in the 2022/2023 school year and is being implemented at the elementary school, junior high school, high school and vocational high school levels, without exception at special schools (SLB). In implementing this independent curriculum at the SLB Negeri 01 Blitar City school, teachers have the freedom to choose various teaching tools that suit each child who has special needs, so that the learning process in the classroom can be adjusted to the needs and interests of the students. Students classified as having special needs have the same rights as every other citizen.