Indonesian Journal of Character Education Studies

Implementation of the 3S Culture (Smile, Greetings, Greetings) in Junior High Schools

2026-03-10T00:14:22+07:00

Background: School culture plays a crucial role in strengthening students’ character, particularly through the implementation of the 3S culture (Smile, Greetings, and Address), which emphasises politeness and positive communication. Objective: This study aims to analyse the implementation of the 3S culture, the roles of school members, supporting and inhibiting factors, and its impact on students’ character and the overall school climate. Method: The study employs a descriptive qualitative approach, using observation and interviews to obtain in-depth and contextual data. Results: The findings reveal that the 3S culture has been implemented through daily habituation and consistent teacher role-modelling, which have contributed to improvements in students’ discipline, respect, and harmonious interpersonal relationships within the school environment. However, the implementation has not been fully optimal due to inconsistent student participation and insufficient continuous supervision. Conclusion: The 3S culture demonstrates a positive influence in shaping students’ character and fostering a conducive learning environment. Contribution: This study provides a practical contribution by offering a habituation-based model of school culture that can serve as a reference for sustaining character development in educational settings.

21st Century Character Education in Mathematics Learning for Elementary School Students

2025-09-16T21:41:18+07:00

Background: Character education has become an essential component of 21st-century learning, emphasizing not only cognitive achievement but also the development of students’ moral values, responsibility, collaboration, and critical thinking. Mathematics learning at the elementary school level provides opportunities to integrate these character values through problem-solving and cooperative learning activities. Objective: This study aims to describe the implementation of 21st-century character education in mathematics learning for elementary school students. Method: This study employed a descriptive qualitative research design. The research was conducted at SD Negeri 2 Sukorejo, Klaten, in 2022. The participants included the principal, teachers, and students. Data were collected through classroom observation, interviews, and documentation. The validity of the data was ensured through source triangulation, while the data analysis process involved data collection, reduction, data presentation, and conclusion drawing. Results: The findings indicate that 21st-century character education in mathematics learning is integrated into the Learning Implementation Plan (RPP) and classroom practices. Character values such as discipline, responsibility, cooperation, and critical thinking were embedded in learning activities and student interactions. Conclusion: Integrating character education into mathematics learning supports both academic understanding and character development among elementary students. Contribution: The study provides practical insights for teachers in implementing character-based mathematics learning in elementary schools.

The Dynamics of Emotional Behavior and Character Development in Children from Broken Homes: A Case Study at a Juvenile Special Development Institution (LPKA)

2025-10-24T09:01:19+07:00

Background: Broken home family conditions often affect children’s emotional development and character formation, particularly among juveniles in conflict with the law who undergo rehabilitation in juvenile correctional institutions. Objective: This study aims to analyse the dynamics of emotional behaviour and the factors influencing character development among juvenile inmates from broken home families at the Class II Juvenile Correctional Institution (LPKA) in Bengkulu City. Method: The study employed a qualitative case study to obtain an in-depth understanding of juveniles' emotional experiences. Data were collected through direct observation, in-depth interviews with five juvenile inmates and two correctional officers, and analysis of relevant documentation. Result: The findings reveal that the juveniles experience complex emotional fluctuations, including sadness, anger, loneliness, and low self-esteem, which are triggered by family conflict, lack of parental attention, and negative social environments. Nevertheless, rehabilitation programs at the LPKA, such as counseling, spiritual activities, educational programs, and social activities, help the juveniles express and manage their emotions more constructively. Conclusion: The study concludes that a holistic, psychosocially supported rehabilitation approach is essential for promoting emotional stability and strengthening character development among juvenile inmates. Contribution: This study enriches the literature on the emotional dynamics of children from broken-home families in institutional rehabilitation contexts.

Integrating Deep Learning-based Instruction and Character Strengthening to Enhance Primary School Teachers’ Competence

2026-03-10T00:08:03+07:00

Background: Primary education plays a strategic role in shaping students’ foundational knowledge, attitudes, and character; therefore, the quality of instruction and teacher competence are key factors in improving educational outcomes. However, classroom practices remain largely dominated by surface learning approaches that emphasise memorisation and short-term cognitive achievement. Objective: This study aims to examine the relationship between deep learning–based instruction, character strengthening, and the enhancement of primary school teachers’ competence. Method: The study employs a qualitative approach through a literature review, using critical analysis and theoretical synthesis of various scholarly sources and educational policy documents. Result: The findings indicate that deep learning–based instruction can enhance conceptual understanding, higher-order thinking skills, and the internalisation of character values when supported by teachers’ pedagogical, professional, social, and personal competencies. Conclusion: Integrating these three aspects yields a holistic and sustainable learning framework that supports meaningful learning processes in primary education. Contribution: This research enriches theoretical perspectives on meaningful learning design by integrating character development with comprehensive teacher competence development.