Indonesian Journal of Character Education Studies

The Implementation of Islamic Entrepreneurship Education to Build Independence and Responsible Character in Students (Santri) at Islamic Boarding Schools

2025-09-16T21:39:47+07:00

Background: Islamic boarding schools often teach entrepreneurship alongside religious studies, yet the concrete linkage between entrepreneurial practice and character formation is not always explicit or systematically documented. Objective: To determine how Islamic entrepreneurship education shapes independent and responsible character among santri in Islamic boarding schools. Method: Descriptive qualitative research conducted in 2024 at Manager Tholabie Islamic Boarding School, Buring, Malang. Data were collected through observation, interviews, and documentation. Credibility was ensured via triangulation of sources and techniques. Data analysis followed four stages: data collection, data reduction, data display, and conclusion drawing/verification. Result: Entrepreneurship instruction is deliberately connected to religious knowledge and delivered through an integrated curriculum. This alignment embeds entrepreneurial practice in daily religious learning and school routines, fostering santri independence and responsibility. Conclusion: A values-aligned, curriculum-integrated model of Islamic entrepreneurship education effectively cultivates independent and responsible character in the pesantren context. Contribution: The study clarifies how religious values and entrepreneurial practice can be operationally integrated at the levels of curriculum, pedagogy, and institutional routines, and highlights practical design elements that educators can replicate to strengthen character outcomes.

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

2025-09-16T21:37:14+07:00

Background: The integration of 21st-century character education in mathematics learning is crucial for developing students' academic and personal skills, ensuring they are prepared for future challenges. Objective: This study aims to describe the implementation of 21st-century character education in mathematics learning for elementary school students, specifically focusing on how these values are integrated into the curriculum at SD Negeri 2 Sukorejo, Klaten. Method: The research used a descriptive qualitative approach, involving the principal, teachers, and students as subjects. Data was collected through observation, interviews, and documentation, with validity ensured through source triangulation. Data analysis followed the steps of collection, reduction, presentation, and conclusion drawing. Results: The study found that the implementation of 21st-century character education at SD Negeri 2 Sukorejo was effectively integrated into the Learning Implementation Plan (RPP). This integration helped promote essential character values such as responsibility, critical thinking, and collaboration within mathematics learning. Conclusion: The implementation of 21st-century character education at SD Negeri 2 Sukorejo demonstrates that integrating character values into mathematics lessons can enhance students' academic skills and moral development. This approach contributes to preparing students for the challenges of the modern world. Contribution: The findings of this study provide valuable scientific information for teachers on how to integrate 21st-century character education into mathematics learning for elementary school students. It serves as a useful reference for educators seeking to foster character development alongside academic achievement.

Strengthening Character Education in Elementary School Students through Local Wisdom–Based Traditional Games

2025-09-16T21:34:45+07:00

Background: Local wisdom refers to the environmental and cultural knowledge passed down through generations, which exists within community life. In education, integrating local wisdom can enhance character education by instilling moral values grounded in the local culture. Objective: This study aimed to explore the strategies employed by principals and teachers to enhance the character education of SDN Kawunggading students through locally wisdom-based games. Method: This research is qualitative in nature and employs a descriptive method. The study was conducted at SDN Kawunggading during the 2023 school year, with students as the subjects. Data were collected from the Principal and Homeroom Teacher using observation and interview techniques. The data analysis employed a descriptive analytical method. Results: The findings indicated that character education at Kawunggading Elementary School is implemented through local wisdom-based games, which help foster values such as honesty, tolerance, discipline, hard work, independence, responsibility, and friendliness (communicativeness). Conclusion: The integration of local wisdom-based games effectively supports the cultivation of character education, making it more relatable and meaningful for students. These games play a key role in promoting positive behaviors and values in students, while also preserving cultural heritage. Contribution: This study contributes to the understanding of how local wisdom-based methods can be effectively incorporated into character education in schools, offering practical insights into the use of cultural games to reinforce moral values among students.

Strategi Pembinaan Karakter Mandiri dan Disiplin Santri di Pondok Pesantren

2025-09-16T21:31:00+07:00

Background: Islamic boarding schools play a vital role in providing religious education and fostering character development among students. One of the main aspects of character building is discipline and independence. The Darussalam Islamic Boarding School in Bengkulu City, Bengkulu, implements a development strategy that aims to shape students who are independent and disciplined, despite facing challenges from environmental factors surrounding the boarding school. Objective: This study aims to analyze the strategies for developing discipline and independence implemented at the Darussalam Islamic Boarding School, and to evaluate the effectiveness of these strategies in shaping the character of students. Method: This study employs a qualitative approach, utilizing a case study method. Data was collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted thematically. Results: Discipline and independence are fostered through educational sanctions, such as cleaning the environment and participating in physical activities. This guidance is practical in fostering student awareness, although it is influenced by internal and external factors, such as family background and the environment surrounding the boarding school. Conclusion: Guidance at Darussalam Islamic Boarding School is practical; however, challenges from the external environment require attention. Contribution: This study contributes to the development of a more modern and relevant character-building model in Islamic boarding schools.

Teachers’ Strategies for Shaping Islamic Character in Elementary School Students with Special Needs

2025-10-24T11:17:04+07:00

Background: The formation of Islamic character among elementary students with special needs requires contextual, structured, and consistent strategies across school and family settings. Objective: To analyze teachers’ strategies for shaping the Islamic character of ABK at Fatma Kenanga Elementary School, Bengkulu City, and to map enabling and hindering factors. Method: Qualitative case study; purposive sampling of teachers and the principal. Data were collected through semi-structured interviews, focused observations, and document analysis, and analyzed using Miles and Huberman’s framework. Results: Character building employed four approaches: (1) exemplary conduct embedded in lesson plans and daily routines; (2) reinforcement of habitual practices; (3) social modeling; and (4) educative disciplinary measures. Implementation occurred daily with monthly character targets. Observable outcomes included worship practices, environmental stewardship, honesty (with variability), and discipline (persistent challenges with neatness after breaks). Supporting factors included educator solidarity and the relative ease of habit formation; family and neighborhood influences were ambivalent. Conclusion: When applied consistently and aligned with parental support, the combined strategies effectively strengthen the Islamic character of students with special needs. Contribution: This study proposes an integrative, operational framework that merges modeling, behaviorist reinforcement, and social learning for inclusive Islamic character education in elementary schools, together with practical guidance (daily routines, monthly targets, reinforcement, and educative sanctions) and an empirical basis for evaluating and developing ABK-friendly school policies.