2026-10-02T01:45:35Z https://ojs.aeducia.org/index.php/ijces/oai

oai:ojs2.ojs.aeducia.org:article/69 2026-07-28T00:52:16Z ijces:ART

The Implementation of Character Education (Disciplinary) Policy in Madrasah Tsanawiyah Riyadhus Sholihin Megang Sakti Musi Rawas Tamam, Tamam Character Education Disciplinary Implementation Policy This study aims to determine the implementation of disciplinary character education policy in Madrasah Tsanawiyah Riyadhus Sholihin Megang Sakti Musi Rawas. This research is field research with a qualitative approach, so in collecting data, the author uses observation techniques, in-depth interviews, documentation, and data analysis using Miles and Huberman analysis, namely through the process of reduction, display, and verification. The results showed that the implementation of the discipline character education policy at Madrasah Tsanawiyah Ryadhus Sholihin was carried out by including character education values in the school curriculum and then socializing the curriculum to student guardians in the new school year. The conclusion of the research found that the implementation of disciplinary character education policy includes integration in self-development activities, subjects, and school culture. This research contributes scientific information regarding the implementation of disciplinary character education policies in schools both theoretically and practically. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-03-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/69 10.64420/ijces.v1i1.69 Indonesian Journal of Character Education Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Character Education Studies, 1(1), 2024; 1-13 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/69/68 Copyright (c) 2024 Indonesian Journal of Character Education Studies https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/70 2026-07-28T00:53:07Z ijces:ART

The Obstacles experienced by Schools in Shaping Religious and Disciplinary Characters in Senior High School Students Irmayanti, Rima Character Disciplinary Religious Students The problems of family life are increasingly complex in line with the spirit of changing times and the paradigm of thinking of certain individuals and communities towards the nature or essence of marriage. the purpose of this study is to determine the strategies of single-parent women in meeting children's educational needs. Researchers used descriptive qualitative research methods. The location of this research was Desa Pasanggrahan, Kab. Tangerang. The process of collecting data through a series of observations and in-depth interviews. The researcher used data triangulation and informant review methods in assessing data validity. The research data were analyzed through (1) data collection, (2) data presentation, (3) data reduction, and (4) conclusion drawing. The results showed that the behavior of single-parent women in Pasanggrahan Village, Tangerang Regency in obtaining the fulfillment of household needs and children's education is based on different backgrounds for certain reasons. The conclusion of the research found that the strategy of single-parent women in Pasanggrahan Village in managing their household funds separates which ones are most needed for primary needs to which ones are only used as secondary and tertiary needs. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-03-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/70 10.64420/ijces.v1i1.70 Indonesian Journal of Character Education Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Character Education Studies, 1(1), 2024; 14-25 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/70/67 Copyright (c) 2024 Indonesian Journal of Character Education Studies https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/71 2026-07-28T00:53:37Z ijces:ART

Implementation of Character Education and National Culture through Civic Education Subjects in Elementary Schools Zubaidah, Zubaidah Character education civic education subjects National culture The issue of culture and national character is now in the spotlight. The spotlight is on various aspects of life, contained in various writings in the print media, interviews, dialogs, and talk shows on electronic media. The purpose of this research is to find out the implementation of national character and culture education in primary schools through civic education subjects. The research approach uses descriptive qualitative with field research method. The data sources in this study include two types, namely primary and secondary data. The data collection process used three methods including observation, interviews, and documentation. Checking the validity of data researchers use triangulation techniques. Data analysis through the process of (1) data reduction; (2) data presentation; (3) conclusion. The results of the study concluded that the process of implementing the values of character education and national culture carried out by teachers at SDN 115 Seluma was carried out through learning activities, developing school culture and learning activity centers, and extracurricular activities. This research contributes as an enrichment material and knowledge information both theoretically and practical studies on the implementation of character education and national culture in schools through civic education subjects. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-03-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/71 10.64420/ijces.v1i1.71 Indonesian Journal of Character Education Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Character Education Studies, 1(1), 2024; 25-38 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/71/66 Copyright (c) 2024 Indonesian Journal of Character Education Studies https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/72 2026-07-28T00:56:20Z ijces:ART

Nilai-nilai Pendidikan Karakter pada Tokoh Islam Ali bin Abi Thalib dan Relevansinya terhadap Pembentukan Karakter di Era Kontemporer Apriyani, Apriyani Ali Bin Abi Talib Contemporary era Character education is becoming increasingly urgent to be implemented in educational institutions, considering that various kinds of non-educative behaviors have now entered educational institutions. The purpose of this study is to (1) represent the values of character education; (2) represent the values of character education depicted in the Islamic figure Ali Bin Abi Talib; (3) represent the relevance of character education values in the history of Ali Bin Abi Talib in the contemporary era. The type of research uses a qualitative approach, the research method uses literature study. The main focus of the research data source is Ali Bin Abi Talib's biography books. The results of the study concluded that the values of character education in the Islamic figure Ali Bin Abi Talib and its relevance in the contemporary era include religious, responsible, disciplined, generous, simple, brave, and intelligent characters. This research contributes as enrichment material and information regarding the values of character education in the Islamic figure Ali Bin Abi Talib and its relevance in the contemporary era. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-03-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/72 10.64420/ijces.v1i1.72 Indonesian Journal of Character Education Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Character Education Studies, 1(1), 2024; 39-49 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/72/65 Copyright (c) 2024 Indonesian Journal of Character Education Studies https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/73 2026-07-28T00:56:56Z ijces:ART

The Relevance of Thomas Lickona's Character Education Concept and its Implication for Islamic Education in Schools Hafizallah , Yandi Character education Islamic education School School is a vehicle for every child of the nation as a process of character building, not enough with the many subjects given but through extracurricular activities is also very influential in helping the formation of good character. The purpose of this research seeks to discuss the concept of character education from the perspective of Thomas Lickona and its implications for Islamic Education in Schools. This research uses a library research approach. The collection uses documentation studies. Data analysis uses four steps, namely (1) Data collection; (2) Data reduction; (3) Data display; (4) Conclusion/verification. The conclusion of the research found that Thomas Lickona's concept of character education regarding moral knowledge, moral feelings, and moral actions is very relevant to the Islamic world, where the world of Islamic education highly emphasizes three values, namely morals, manners, and exemplary, all of which demand to be applied in social life. The contribution of this research is as a reference for insight and knowledge for formal educational institutions or teachers who want to foster or shape character through Islamic religious education subjects. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-03-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/73 10.64420/ijces.v1i1.73 Indonesian Journal of Character Education Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Character Education Studies, 1(1), 2024; 50-63 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/73/64 Copyright (c) 2024 Indonesian Journal of Character Education Studies https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/188 2026-09-05T11:59:22Z ijces:ART

The Degeneration of Corruption at the Zenith and how to Delimit it for the Upskill in the Stem Education Ugobueze, Ann Ngozi Degeneration of Corruption Zenith Stem Education Upskill Delimit   Background: Corruption in the education sector poses a serious threat to academic integrity, the credibility of institutions, and the overall quality of education. It undermines public trust, devalues merit, and weakens the foundation of learning, particularly in STEM education where precision and ethical standards are paramount. Objective: This study aims to examine the negative effects of corruption in education and explore effective strategies to mitigate its impact in order to improve educational standards and foster integrity, especially within STEM disciplines. Method: A qualitative descriptive approach is employed, involving literature reviews and observational analysis of documented corruption cases in the education sector. Data were collected through document analysis, interviews with education stakeholders, and a review of institutional policies related to anti-corruption measures. Result: The findings reveal that corruption in education takes various forms, such as academic fraud, grade manipulation, admissions bribery, and dishonest examination practices. These malpractices contribute to the deterioration of educational quality, the erosion of public trust in educational institutions, and the loss of core ethical values in academic environments. Conclusion: To combat the degeneration caused by corruption, systemic educational reforms are essential. These should include increased transparency, stricter regulatory enforcement, and comprehensive anti-corruption policies. Moreover, fostering integrity and ethical values from early education levels is vital in cultivating a corruption-resistant academic culture. Contribution: This study provides valuable insights and recommendations for educators, policymakers, and society at large in designing strategies and policies to combat corruption in education. It contributes to the promotion of a credible, ethical, and high-quality educational system, particularly in STEM fields, where integrity and excellence are foundational. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/188 10.64420/ijces.v1i2.188 Indonesian Journal of Character Education Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024; 87-94 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/188/171 Copyright (c) 2024 Ann Ngozi Ugobueze https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/189 2026-09-05T11:58:56Z ijces:ART

Insecurity in the South East and its Possible Solutions: using Anambra State Nigeria as a Focus, 1999-2023 Chukwujama, Gloria Chinyere Insecurity South East Possible Solutions Background: The South-East region of Nigeria, particularly Anambra State, has been facing a series of escalating security challenges since 1999. These issues have significantly hampered socio-economic development and posed threats to the lives and well-being of residents. Insecurity-marked by violence, kidnappings, political unrest, and social instability-remains the most critical among these challenges. Objective: This study aims to examine the causes and effects of insecurity in the South-East, with Anambra State as the focal point, and to propose possible solutions to mitigate the crisis. Method: The study employed a descriptive survey design and was conducted in Anambra State between 1999 and 2023. Data were collected through interviews and a validated questionnaire titled “The Causes of Insecurity, Effect, and Its Possible Solutions in the South-East and in Anambra State in Particular.” The respondents were randomly selected youths from the state. A combination of multivariate regression methods and statistical inference techniques was used to analyze the data. Result: The analysis revealed that multiple factors contribute to insecurity in Anambra State, including youth unemployment, political marginalization, poor governance, and the activities of non-state actors. The data also showed that insecurity has profound effects on economic development, education, and daily life. The findings underscore the urgent need for a multi-sectoral approach to address these issues. Conclusion: Insecurity in the South-East, especially in Anambra State, is a complex, multifaceted issue requiring immediate and sustained interventions. Understanding its root causes is crucial to devising effective and lasting solutions. Contribution: The findings of this study provide relevant insights for policymakers, civil society actors, and especially Nigerian youths, emphasizing their role in fostering peace and development. The study also offers a foundation for further research on regional insecurity and strategic interventions. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/189 10.64420/ijces.v1i2.189 Indonesian Journal of Character Education Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024; 77-86 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/189/169 Copyright (c) 2024 Gloria Chinyere Chukwujama https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/190 2026-09-05T18:25:44Z ijces:ART

Implementing Character Education through Integrated Social Science Learning to Shape Junior High School Students' Social Character Fikroh, Nuris Shofatul Fauziah, Nainul Basith, Abdul Character education Integrated social science learning Social character Background: Character education plays a vital role in shaping students’ behavior and attitudes, particularly in the development of social character during adolescenceSocial Science, as a subject that discusses human relationships and social phenomena, serves as a strategic medium for internalizing character values. Objective: This study aims to examine the implementation of character education through integrated Social Science learning in shaping the social character of junior high school students. Method: A descriptive qualitative approach was employed in this study, which was conducted at Al Hasib Junior High School, Pakis District, Malang Regency in 2024. Data collection techniques included interviews, observations, and documentation. Data were analyzed using Miles and Huberman’s interactive model. Result: The findings show that the implementation of character education at Al Hasib Junior High School is conducted through three main school programs: (1) curriculum development that integrates character values into learning materials; (2) extracurricular and school-wide activities designed to cultivate students' social behavior; (3) evaluation mechanisms to assess character development; and (4) the application of core character pillars. Conclusion: Integrated Social Science learning can be effectively utilized as a vehicle for character education, especially in fostering social character among junior high school students. The structured programs and institutional policies at Al Hasib Junior High School have successfully supported this educational goal. Originality/Value: This study offers conceptual and practical novelty in the field of Social Science education and character pedagogy by uncovering a comprehensive implementation model integrating curriculum design, school-wide/extracurricular activities, behavioral evaluation mechanisms, and core character pillars regarding the internalization and formation of students' social character within the context of a private junior high school setting (Al Hasib Junior High School, Malang), an area that has received limited empirical examination. These findings enrich empirical evidence and serve as a strategic reference for curriculum developers and educational policymakers to design structured, subject-based character education programs. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/190 10.64420/ijces.v2i1.190 Indonesian Journal of Character Education Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025; 1-11 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/190/170 Copyright (c) 2024 Nuris Shofatul Fikroh, Nainul Fauziah, Abdul Basith https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/191 2026-09-05T11:59:47Z ijces:ART

Nilai-nilai Pendidikan Karakter dalam Tradisi Tabot pada Mata Pelajaran Sejarah Kebudayaan Islam (SKI) di Madrasah Aliyah Negeri Fitrianah, Rossi Delta Nilai-nilai Pendidikan karakter Background: Character education is a crucial aspect of shaping students' personalities, particularly by introducing local cultures rich in moral values. The Tabot tradition, which has developed in Bengkulu, is a cultural heritage that embodies noble values and is a valuable source of learning-especially within the Islamic Cultural History (SKI) subject. Objective: This study aims to identify the forms of character education values embedded in the Tabot tradition as taught in the SKI subject at MAN 1 Bengkulu City. Method: This research utilized a case study approach. It was conducted in 2021 at MAN 1 Bengkulu City, involving 11th-grade students as research subjects. Data collection techniques included observation, interviews, and documentation. Data analysis followed the process of data reduction, data presentation, conclusion drawing, and verification. Data validity was tested using source and time triangulation techniques. Result: The study found that (1) Character values in the Tabot tradition are integrated into the existing curriculum; (2) These values are also embedded through the hidden curriculum; and (3) character values are further reflected in students' extracurricular activities. Conclusion: The Tabot tradition can be an effective learning medium for instilling character education values through formal and non-formal educational pathways in madrasahs. Contribution: This research contributes as a scientific source of information for teachers and education practitioners on integrating local wisdom-based character education values, particularly those found in the Tabot tradition, into the Islamic Cultural History subject in Islamic senior high schools. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/191 10.64420/ijces.v1i2.191 Indonesian Journal of Character Education Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024; 95-106 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/191/167 Copyright (c) 2024 Rossi Delta Fitrianah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/192 2026-09-05T12:02:24Z ijces:ART

Strengthening Character Education: Strategies of Elementary Teachers in Fostering Nationalism and Patriotism among Elementary School Students Khasanah, Uswatun Lestari, Intan Strengthening Character Education Nationalism Patriotism Background: Indonesia is currently facing challenges in the realm of character education, particularly concerning the declining sense of nationalism and patriotism among students. These values are fundamental in shaping responsible citizens who are committed to their nation’s unity and development. Strengthening such character traits from an early age, especially at the elementary level, is crucial. Objective: This study aims to explore the strategies employed by teachers at SDIT Al-Qiswah, Bengkulu City, in fostering and strengthening the character values of nationalism and love for the country among elementary school students. Method: This research uses a qualitative field study approach. Data were collected through primary and secondary sources using observation, interviews, and documentation methods. The validity of data was tested using triangulation of sources and techniques, while the data analysis was conducted using an interactive model. Result: The findings indicate that teachers implement several strategies to strengthen students’ nationalism and patriotism. These include role modeling, habituation, storytelling, discussions, school programs, the use of learning media, the application of rewards and punishments, and collaboration between teachers and students' parents. Conclusion: Teachers at SDIT Al-Qiswah effectively apply a variety of character education strategies to foster a spirit of nationalism and love for the country among students. These strategies are integrated into both the academic and extracurricular activities of the school. Contribution: This study contributes valuable insights for educators, policymakers, and curriculum developers on practical and culturally relevant methods to reinforce character education, particularly in cultivating national pride and patriotic values among elementary school students in Indonesia. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/192 10.64420/ijces.v1i2.192 Indonesian Journal of Character Education Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024; 107-117 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/192/168 Copyright (c) 2024 Uswatun Khasanah, Intan Lestari https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/193 2026-09-05T11:58:27Z ijces:ART

The Role of School Environment and Its Influence on Students' Discipline and Politeness Character in Primary School Students Rahmawati, Novi Rosita Utomo, Prio school environment Background: The character development of discipline and politeness in primary school students is significantly influenced by various factors, one of which is the school environment. A conducive and well-managed school environment can shape students' attitudes and behaviors in a positive direction. Objective: The study aims to determine whether the school environment influences the formation of discipline and politeness character of primary school students. Method: This study employs an associative causal research design. The research was conducted at SD Islam AL Falih Kota Kediri in 2021. The population consisted of 30 4th-grade students, selected using a total sampling technique. Data were collected using discipline and politeness character scales, and analyzed using simple linear regression analysis. Result: The findings reveal a significant influence of the school environment (X) on the formation of students’ discipline character (Y), with a significance value (Sig.) of 0.001, which is less than 0.05. This indicates that the school environment plays a significant role in shaping students' discipline and politeness. Conclusion: There is a statistically significant relationship between the school environment and the development of discipline and politeness character in primary school students. Contribution: This study serves as valuable input and enrichment material for educators on the importance of fostering a positive school environment to support the development of students' discipline and polite behavior through various school-based strategies and settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/193 10.64420/ijces.v1i2.193 Indonesian Journal of Character Education Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024; 64-76 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/193/166 Copyright (c) 2024 Novi Rosita Rahmawati, Prio Utomo https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/236 2026-09-05T18:26:34Z ijces:ART

Analysis of Problems in Implementing Character Education at the Islamic Elementary School Level Prayatni, Baiq Laksmining Ramli, Ramli Sucilestari, Ramdhani Implementing Character Education Islamic Elementary School Level Students Background:   Character education has become a fundamental component of Islamic elementary education, aiming to foster students' moral values, discipline, responsibility, and social awareness alongside academic achievement. However, its implementation often encounters challenges related to curriculum integration, teacher practices, and the consistency of character-building activities within the school environment. Objective: This study aims to identify the challenges and implementation of character education in Islamic Elementary Schools. Method: This study employed a qualitative research approach conducted at MI Al-Ittihadul Islamiyah, Ampenan, in 2022. The participants consisted of teachers and students selected purposively. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing/verification. Results: The findings indicate that character education has been implemented effectively through the integration of character values into school management, classroom learning, religious activities, and extracurricular programs. Teachers play a central role in modeling positive behavior, while school culture and collaborative participation strengthen students' character development. Conclusion: Character education in Islamic Elementary Schools is more effective when implemented through a holistic approach integrating school governance, curriculum, teacher role modeling, and student participation. Originality/Value: This study provides empirical and contextual novelty in the field of Islamic primary education and character pedagogy by uncovering a holistic implementation model integrating school governance, classroom instruction, religious activities, school culture, and teacher role modeling regarding the identification of character building practices and operational challenges within the context of an Islamic elementary school setting at MI Al Ittihadul Islamiyah Ampenan, an area with limited in depth empirical documentation. These findings enrich empirical evidence and serve as a strategic reference for educational policymakers and madrasah administrators to design sustainable character education policies, integrated curricula, and institutional habituation programs in primary Islamic schooling. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/236 10.64420/ijces.v2i1.236 Indonesian Journal of Character Education Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025; 21-31 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/236/222 Copyright (c) 2025 Baiq Laksmining Prayatni, Ramli Ramli, Ramdhani Sucilestari https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/237 2026-09-05T18:59:41Z ijces:ART

Integrating 21st Century Character Education in Mathematics Learning for Elementary School Students Rahayu, Desti Narimo, Sabar Fathoni, Achmad Character education 21st Century Mathematics learning Elementary School Students 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. Originality/Value: This study offers empirical novelty in the field of primary education and mathematics learning by revealing the structured integration of 21st-century character values (responsibility, critical thinking, and collaboration) into lesson plans (RPP) and instructional practices concerning holistic student character development within the context of primary school mathematics learning, an area that has remained insufficiently documented. These findings enrich empirical evidence and provide a strategic reference for designing character-based mathematics instructional frameworks and pedagogical professional development for primary educators. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/237 10.64420/ijces.v2i2.237 Indonesian Journal of Character Education Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025; 61-70 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/237/307 Copyright (c) 2025 Desti Rahayu, Sabar Narimo, Achmad Fathoni https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/238 2026-09-05T18:26:58Z ijces:ART

Program Shalat Berjamaah dalam Pembentukan Karakter Islami Siswa Sekolah Menengah Atas Utomo, Joko Mindani, Mindani Congregational prayer program Islamic character High School Students Background; Character education supports Islamic values in schools, with congregational prayer viewed as a means to instill moral and spiritual principles. However, the implementation and impact of such programs on students’ character development remain underexplored. Objective: This study aims to examine the implementation of the congregational prayer program in strengthening the Islamic character of high school students, particularly focusing on the development of gratitude. Method: The research employed a qualitative approach with a phenomenological paradigm. It was conducted at SMA Muhammadiyah 4 Bengkulu in 2022. Data were collected through three primary techniques: (1) participant observation, (2) in-depth interviews, and (3) documentation. The analysis was carried out using the deduction, induction, and comparison methods. Result: The findings reveal that the implementation of Dhuha and Zuhur congregational prayers contributes significantly to shaping students' gratitude character. This development is evident in three dimensions: physical (behavioral discipline), psychological (emotional awareness and sincerity), and social (togetherness and mutual respect). Conclusion: The congregational prayer program effectively fosters Islamic character in students, particularly the value of gratitude. Routine practice and a supportive school environment play a critical role in reinforcing this character. Originality/Value: This study offers theoretical and empirical novelty in Islamic education by revealing the multidimensional internalization of gratitude through physical behavioral discipline, psychological sincerity and emotional awareness, and social solidarity and mutual respect. It examines the role of routine congregational Dhuha and Zuhur prayers at the secondary school level, an underexplored context from a phenomenological perspective. The findings enrich empirical evidence and provide practical guidance for educators and policymakers in developing habitual worship programs, supportive school environments, and sustainable spiritual character education. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/238 10.64420/ijces.v2i1.238 Indonesian Journal of Character Education Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025; 32-39 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/238/223 Copyright (c) 2025 Joko Utomo, Mindani Mindani https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/239 2026-09-05T18:27:24Z ijces:ART

Parental Contribution to Developing Moral Character in Adolescent Social Media Users Hauliza, Metra Satria, Irwan Parental contribution Developing moral character Adolescent Social media Background: The rapid expansion of social media has transformed adolescents' patterns of communication, interaction, and access to information, creating both opportunities and challenges for their moral development. Excessive exposure to digital content without adequate parental supervision may influence adolescents' attitudes, behaviors, and character formation. Therefore, parental involvement is essential in guiding adolescents to use social media responsibly while maintaining moral values. Objective: This study aims to examine the contribution of parents to fostering the moral character of adolescents who actively use social media. Method: This study employed a qualitative approach using a phenomenological design. The research was conducted in Pagar Dewa Village, Selebar District, Bengkulu City, in 2023. Data were collected through observations, in-depth interviews, and documentation involving parents and adolescents. The collected data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Results: The findings indicate that parents play a vital role in developing adolescents' moral character by providing moral education, modeling ethical behavior, supervising social media use, and offering continuous guidance and advice. Effective communication and consistent parental involvement strengthen adolescents' ability to distinguish positive from negative online influences. Conclusion: Parental guidance is a key factor in promoting adolescents' moral development and responsible social media use through value-based education, supervision, and positive role modeling. Originality/Value: This study provides empirical and contextual novelty in the fields of family sociology and digital character education by uncovering an integrated parental involvement framework encompassing moral education, ethical role modeling, digital monitoring, and continuous interpersonal communication regarding the mitigation of negative social media impacts on adolescent moral development within the context of an urban community setting in Pagar Dewa Village, Bengkulu City, which has received limited empirical exploration through a phenomenological lens. These findings enrich empirical evidence and serve as a strategic reference for designing family-based digital parenting guidelines, formulating digital media literacy initiatives, and developing youth character protection policies amid rapid technological disruption. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/239 10.64420/ijces.v2i1.239 Indonesian Journal of Character Education Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025; 40-48 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/239/224 Copyright (c) 2025 Metra Hauliza, Irwan Satria https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/240 2026-09-05T18:26:06Z ijces:ART

Factors Responsible for the Students Declining Interest in Primary Education in Anambra State, Nigeria Umeji, Ifeoma Chinyere Responsible Students Declining Interest Primary Education Background: Student interest in pursuing primary education has been declining in Anambra State, Nigeria, raising concerns about the future of foundational education and its role in national development. Understanding the root causes of this trend is essential for implementing effective interventions. Objective: This study aimed to explore the factors responsible for the waning enthusiasm for primary education among students in Anambra State and to propose strategies to address this issue. Method: A survey research design was adopted, targeting students enrolled in primary and early childhood education programs across tertiary institutions in Anambra State. Data were collected using a self-structured questionnaire administered via Google Forms. The instrument was validated by experts and tested for reliability. Responses from 100 participants were analyzed using SPSS, employing weighted mean scores to determine the perceived influence of various factors. Result: The analysis revealed that several interconnected factors contributed to the declining interest in primary education. These included poor educational infrastructure, insufficient funding, low levels of motivation among students and teachers, negative societal perceptions, and a shortage of qualified teaching staff. Conclusion: The findings indicate an urgent need for comprehensive reforms in primary education. Addressing these challenges through targeted investment, motivation initiatives, public perception campaigns, and strategic recruitment efforts is essential to revitalize student interest and strengthen the primary education system. Originality/Value: This study provides empirical and diagnostic novelty in the field of primary education policy and management by uncovering interconnected determinant factors, including inadequate infrastructure, underfunding, low teacher and student motivation, negative societal perceptions, and shortages of qualified teaching staff, regarding the declining interest of tertiary students in pursuing primary and early childhood education careers within the context of Anambra State, Nigeria, an area where specific grassroots evidence has remained limited. These findings enrich empirical evidence and serve as a strategic reference for educational policymakers and stakeholders to formulate targeted infrastructure investments, public awareness campaigns, and strategic teacher recruitment and retention reforms. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/240 10.64420/ijces.v2i1.240 Indonesian Journal of Character Education Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025; 12-20 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/240/221 Copyright (c) 2025 Ifeoma Chinyere Umeji https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/327 2026-09-05T19:02:30Z ijces:ART

Strengthening Character Education in Elementary School Students through Local Wisdom–Based Traditional Games Astuti, Yulia Sri Apriliani, Sindi Strengthening character education Elementary School Students Local wisdom Traditional games 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. Originality/Value: This study provides empirical novelty in the field of primary education and culture-based character pedagogy by uncovering practical leadership and instructional strategies to transform local wisdom-based traditional games into experiential media for fostering core moral values (honesty, tolerance, discipline, hard work, independence, responsibility, and communicativeness) concerning student character development within the context of rural/public primary schooling, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing culturally responsive character learning models and school-level policies aimed at character cultivation and cultural preservation. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/327 10.64420/ijces.v2i2.327 Indonesian Journal of Character Education Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025; 71-82 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/327/308 Copyright (c) 2025 Yulia Sri Astuti, Sindi Apriliani https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/328 2026-09-05T19:07:18Z ijces:ART

Teachers’ Strategies for Shaping Islamic Character in Elementary School Students with Special Needs Umairah, Tania Teachers’ Strategies Shaping Islamic character Students with Special Needs 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. Originality/Value: This study offers empirical and theoretical novelty in the field of inclusive education and Islamic character development by uncovering an integrative, operational framework combining exemplary modeling, habitual reinforcement, social learning, and educative sanctions with monthly milestones concerning the cultivation of Islamic character among students with special needs (ABK) within the context of primary inclusive Islamic schooling, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing inclusive character-building guidelines, developing child-friendly school policies, and establishing collaborative teacher-parent intervention models. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/328 10.64420/ijces.v2i2.328 Indonesian Journal of Character Education Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025; 93-102 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/328/311 Copyright (c) 2025 Tania Umairah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/329 2026-09-05T19:04:41Z ijces:ART

Strategi Pembinaan Karakter Mandiri dan Disiplin Santri di Pondok Pesantren Rahayu, Tri Bahri, Husnul Strategy Guidance Character Independence Discipline Students Islamic Boarding School 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. Originality/Value: This study contributes empirical novelty to the field of Islamic education and character development management by revealing the practical implementation of educative sanctions (such as environmental maintenance and structured physical activities) and institutional adaptation to external environmental influences concerning the cultivation of santri's discipline and independence within the context of urban Islamic boarding schools, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing modern, restorative disciplinary systems and institutional mentoring policies in Islamic boarding schools.  Academia Edu Cendekia Indonesia (AEDUCIA) 2025-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/329 10.64420/ijces.v2i2.329 Indonesian Journal of Character Education Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025; 83-92 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/329/310 Copyright (c) 2025 Tri Rahayu, Husnul Bahri https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/330 2026-09-05T19:54:57Z ijces:ART

21st Century Character Education in Mathematics Learning for Elementary School Students Rahayu, Desti Narimo, Sabar Fathoni, Achmad Character education 21st Century Mathematics learning Elementary School Students 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. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-03-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/330 10.64420/ijces.v3i1.330 Indonesian Journal of Character Education Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Character Education Studies 3(1) 2026; 1-9 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/330/387 Copyright (c) 2026 Desti Rahayu, Sabar Narimo, Achmad Fathoni https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/331 2026-09-05T18:56:53Z ijces:ART

The Implementation of Islamic Entrepreneurship Education to Build Independence and Responsible Character in Students (Santri) at Islamic Boarding Schools Lucksha, Syarofina Idzni Baharuddin, Rahmawati Islamic entrepreneurship education Independent and Responsible character Santri Islamic boarding schools Background: Islamic boarding schools (pesantren) play an important role in developing students' religious values and life skills, including entrepreneurship. However, the mechanisms through which Islamic entrepreneurship education contributes to character formation, particularly independence and responsibility, remain insufficiently documented. Integrating entrepreneurial activities with Islamic values is expected to strengthen students' character while preparing them for social and economic challenges. Objective: This study aims to examine how Islamic entrepreneurship education shapes independent and responsible character among santri in Islamic boarding schools. Method: This study employed a descriptive qualitative approach conducted in 2024 at Manager Tholabie Islamic Boarding School, Buring, Malang. Data were collected through observations, in-depth interviews, and documentation involving school leaders, teachers, and santri. Data credibility was ensured through source and technique triangulation. The collected data were analyzed using four stages: data collection, data reduction, data display, and conclusion drawing/verification. Results: The findings reveal that entrepreneurship education is systematically integrated with Islamic teachings through curriculum design, classroom instruction, practical business activities, and daily boarding school routines. This integrated approach encourages santri to develop independence, responsibility, discipline, honesty, and work ethics while applying entrepreneurial skills grounded in Islamic values. Conclusion: Islamic entrepreneurship education effectively promotes character development when entrepreneurial learning is consistently integrated with religious values, institutional culture, and experiential learning within the pesantren environment. Originality/Value: This study contributes to the field of Islamic education and entrepreneurship by revealing the systematic integration mechanism of Islamic values, practical business activities, and institutional culture in shaping santri’s independence and responsibility within the Islamic boarding school context, an area that has remained insufficiently documented. These findings enrich empirical evidence and provide a strategic reference for designing integrated entrepreneurship curriculum and character education policies across Islamic educational institutions. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/331 10.64420/ijces.v2i2.331 Indonesian Journal of Character Education Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025; 49-60 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/331/306 Copyright (c) 2025 Syarofina Idzni Lucksha, Rahmawati Baharuddin https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/360 2026-09-05T19:57:51Z ijces:ART

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 Utomo, Prio Emotional dynamics Juvenile character development Broken home Juvenile rehabilitation LPKA 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. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-03-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/360 10.64420/ijces.v3i1.360 Indonesian Journal of Character Education Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Character Education Studies 3(1) 2026; 10-19 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/360/395 Copyright (c) 2026 Anisa Anggraini, Zubaidah Zubaidah, Prio Utomo https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/488 2026-09-05T20:04:45Z ijces:ART

Integrating Deep Learning-based Instruction and Character Strengthening to Enhance Primary School Teachers’ Competence Dikdayana, Subowo Dikdayana Deep learning Quality learning Character strengthening Teacher competence Primary education 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. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/488 10.64420/ijces.v3i1.488 Indonesian Journal of Character Education Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Character Education Studies 3(1) 2026; 20-33 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/488/402 Copyright (c) 2026 Subowo Dikdayana Dikdayana https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/490 2026-09-05T20:07:34Z ijces:ART

Implementation of the 3S Culture (Smile, Greetings, Greetings) in Junior High Schools Yohanes, Oris Nurfadilah, Nurfadilah Bura , Theresia Astita Kornelis , Oris Citra , Amelya 3S Culture (Smile, Greetings, Greetings) Character Educatio; Social Interaction Junior High Schools 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. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/490 10.64420/ijces.v3i1.490 Indonesian Journal of Character Education Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Character Education Studies 3(1) 2026; 47-56 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/490/407 Copyright (c) 2026 Oris Yohanes, Nurfadilah Nurfadilah, Theresia Astita Bura , Oris Kornelis , Amelya Citra https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/507 2026-09-05T20:04:31Z ijces:ART

Development of a Character Education-based Curriculum for Islamic Religious Education at the Junior Secondary School Level Hidayati, Tika Nurul Kloudia, Cindi Yoga, Edo Arma Development Character Education-based Curriculum Islamic Religious Education Junior Secondary School 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. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-05-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijces/article/view/507 10.64420/ijces.v3i1.507 Indonesian Journal of Character Education Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Character Education Studies 3(1) 2026; 34-46 3063-0401 3063-1513 eng https://ojs.aeducia.org/index.php/ijces/article/view/507/413 Copyright (c) 2026 Tika Nurul Hidayati, Cindi Kloudia, Edo Arma Yoga https://creativecommons.org/licenses/by-sa/4.0