Indonesian Journal of Character Education Studies

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

Desti Rahayu — 2026-03-05

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. Originality/Value: This study offers empirical novelty in the field of primary education and mathematics pedagogy by revealing the structured integration mechanism of 21st-century character values (discipline, responsibility, cooperation, and critical thinking) into lesson plans (RPP) and classroom interactions concerning the synergy between cognitive achievement and moral development within the context of elementary school mathematics learning, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing character-infused mathematics teaching modules and teacher professional development programs.

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

Zubaidah Zubaidah — 2026-03-26

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. Originality/Value: This study provides empirical and psychosocial novelty in the field of developmental psychology and juvenile justice rehabilitation by uncovering the complex emotional dynamics (anger, loneliness, and low self-esteem) and the efficacy of holistic rehabilitation programs (counseling, spiritual mentoring, and education) concerning character development and emotional regulation among children from broken-home families within the institutional context of a Juvenile Special Development Institution (LPKA), an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing targeted psychosocial intervention models and enhancing child-centered correctional rehabilitation policies.

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

Subowo Dikdayana Dikdayana — 2026-04-25

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. Originality/Value: This study offers conceptual novelty in the field of primary teacher education and transformative pedagogy by uncovering an integrative theoretical synthesis that connects deep learning-based instruction, character strengthening, and the four core teacher competencies (pedagogical, professional, social, and personal) concerning the transition from rote, surface learning to meaningful instruction within the context of primary education praxes, an area that has remained insufficiently synthesized. These findings enrich theoretical perspectives and serve as a strategic reference for designing continuous teacher professional development frameworks and policy initiatives for holistic elementary curricula.

Development of a Character Education-based Curriculum for Islamic Religious Education at the Junior Secondary School Level

Tika Nurul Hidayati — 2026-05-06

Background: Character education has become a critical priority in contemporary education, particularly within Islamic Religious Education at the junior secondary school level, which plays a strategic role in shaping students’ moral and spiritual development. However, the integration of character values into the curriculum remains limited and often unsystematic. Objective: This study aims to analyse the development of a character education-based curriculum for Islamic Religious Education at the junior secondary school level within the framework of the school-based Curriculum. Method: This research employs a qualitative approach, using a library research design, to examine relevant literature on character education, Islamic Religious Education, and curriculum development. Data were analysed through critical review and conceptual synthesis. Results: The findings indicate that an effective curriculum integrates character values such as honesty, responsibility, discipline, and empathy into learning objectives, content, instructional strategies, and assessment practices. Contextual and value-based learning approaches support meaningful internalisation of these values. Conclusion: A systematically designed curriculum can strengthen both religious understanding and character formation in a balanced manner. Originality/Value: This study provides conceptual novelty in the field of Islamic education curriculum and moral pedagogy by synthesizing a holistic curriculum framework that systematically embeds core character values (honesty, responsibility, discipline, and empathy) across learning objectives, instructional content, contextual pedagogical strategies, and assessment mechanisms concerning the balanced synergy between religious comprehension and moral internalization within the context of school-based Islamic Religious Education at the junior secondary school level, an area that has remained insufficiently systematized. These findings enrich theoretical discourse and serve as a strategic reference for curriculum developers and educators in formulating character-infused religious teaching modules and school-level operational curricula.

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

Oris Yohanes — 2026-04-29

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. Originality/Value: This study offers empirical novelty in the field of school culture management and student character education by revealing the operational dynamics of daily habituation, teacher role-modeling, and the systemic challenges of inconsistent supervisory monitoring concerning the cultivation of politeness, discipline, and harmonious relational school climates within the context of the 3S culture (Smile, Greetings, and Address) at the junior secondary school level, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for establishing habituation-based character development frameworks and refining institutional school-climate supervision policies.