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Vinni Dini Pratiwi
Sekolah Tinggi Keguruan Ilmu Pendidikan Budidaya Binjai
Education Social Sciences Other

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Redefining Character Education: A Review of Essential Goals and Values Vinna Dinda Kemala; Alil Rinenggo; Ary Purwantiningsih; Vinni Dini Pratiwi
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3382

Abstract

In one decade lastly, education character experience shift significant conceptual​ along increasing complexity challenge social, cultural, and global. This article aim for reconstruct understanding education character through review systematic to goals and values growing essentials​ in literature academic cutting-edge research this use approach systematic literature review to article journal reputable and source policy relevant education, with​ analysis thematic for identify patterns, tendencies, and redefinitions conceptual education character contemporary. Findings study show that education character no again understood as planting individual moral values that are normative and static, but rather as approach education holistic that integrates moral, social, emotional and civic dimensions in a way simultaneously. Core values such as honesty, responsibility responsibility, fairness, caring, respect, and citizenship show consistency cross context culture and country, but redefined as competence behavior that can developed through experience planned learning, culture​ supportive schools, as well as practice pedagogical reflective. This study also confirms convergence between education character and social-emotional learning, which strengthens view that character nature dynamic, relational, and evolving through interaction sustainable social. With​ thus, the article this offer framework conceptually broadening​ understanding education character as an educational process contextual and adaptive sustainability, at the same time give implications theoretical and practical for development curriculum as well as policy education characters in the 21st century.
Citizenship Ecological in Citizenship Education: Strengthening Awareness Environment in Secondary Education Vinna Dinda Kemala; Ryan Taufika; Nadziroh; Vinni Dini Pratiwi; Alil Rinenggo
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3802

Abstract

This study aims to explore the process of integrating ecological citizenship into Civic Education (PKn) learning in secondary schools, as well as identifying its impacts, challenges, and implementation strategies within the context of the Kurikulum Merdeka. Using a qualitative approach with a single-case study design, this study was conducted in a high school in Medan City with Adiwiyata status. Data were collected through multi-source techniques including in-depth semi-structured interviews with Civic Education teachers and the principal, non-interventional participant observation during six class sessions, critical analysis of curriculum documents, and three student Focus Group Discussions (FGDs). All qualitative data were analyzed interactively using the Miles, Huberman, and Saldaña model with open and axial coding techniques. The results showed that the integration of ecological citizenship through active-participatory strategies, the "Sustainable Lifestyle" project, and the Green Living Values ​​(GLV) syntax significantly increased ecological empathy (moral feeling) and encouraged students' real actions (moral action), while reconfiguring their thinking paradigm from anthropocentrism to ecocentrism. However, the effectiveness of this implementation is still limited by structural challenges, including a civics curriculum heavily weighted toward formal state administration, teachers' limited ecopedagogical capacity, and limited green facilities in schools. This study concludes that strengthening ecological citizenship requires reform of national curriculum policies, ongoing ecopedagogy and postdigital literacy training for teachers, the implementation of a whole-institution approach, and multi-stakeholder collaborative synergy between schools and local communities.
Co-Authors Alil Rinenggo Alil Rinenggo Ary Purwantiningsih Kemala, Vinna Dinda Nadziroh Taufika, Ryan