Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Elementary Education Indonesian Journal Of Educational Research and Review
Berta Apriza
Primary School Teacher Education Program Study, Muhammadiyah University Kotabumi, Kotabumi City, North Lampung, Indonesia
Education Health Professions Mathematics Public Health Social Sciences Other

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The Role of Teachers in Shaping Responsible Character Answers Students in Elementary School: Systematic Literature Review Weni Soraya; Elizar; Eny Munisah; Berta Apriza
International Journal of Elementary Education Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v10i1.110908

Abstract

Character education in elementary schools remains a critical issue, particularly in fostering students’ responsibility as a fundamental value for their personal and social development. However, the implementation of responsibility character education is often not carried out optimally due to the lack of systematic strategies and consistent teacher involvement in the learning process. This study aims to analyze and synthesize the role of teachers in shaping students’ responsibility character through a Systematic Literature Review (SLR) approach. The study involved 10 selected articles published in accredited scientific journals within the 2021–2025 period, obtained through systematic searching using relevant keywords. Data were collected through documentation techniques and analyzed using qualitative content analysis to identify patterns, themes, and conceptual relationships related to teachers’ roles in character education. The findings reveal that teachers play multidimensional roles as role models, facilitators, motivators, and guides in internalizing responsibility values through modeling behavior, habituation practices, integration into classroom instruction, and extracurricular activities. The study also highlights that the effectiveness of character formation is strengthened by the synergy between school environments and parental involvement. Conceptually, this study emphasizes that consistent and reflective teacher engagement, supported by a positive educational environment, contributes significantly to the development of responsible character in students. These findings provide important implications for designing sustainable character education strategies that are integrative, contextual, and applicable in elementary education settings.
Cooperative Integrated Reading and Composition for Elementary Reading Comprehension: A Systematic Literature Review Jessica Rahmadita; Berta Apriza; Yasinta Mahendra
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.91029

Abstract

Elementary students’ reading comprehension remains a persistent literacy problem because many learners can read texts but struggle to identify main ideas, interpret information, draw conclusions, and summarize content. This study aims to analyze the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) learning model in improving elementary school students’ reading comprehension through a systematic literature review. Reading comprehension is a fundamental literacy skill that supports students’ ability to understand subject matter, process information, and participate actively in learning. This study reviewed articles published from 2019 to 2023 using Google Scholar as the database. The search used the keywords “CIRC learning model,” “improve the ability,” “reading comprehension of students,” and “elementary school.” Article selection was conducted through screening of titles, abstracts, full texts, citation relevance, and accessibility. Ten articles met the inclusion criteria and were analyzed using descriptive and thematic synthesis. The findings show that CIRC consistently improves reading comprehension by integrating reading, discussion, writing, peer collaboration, and teacher facilitation. Students became more active in understanding texts, exchanging ideas, answering questions, identifying main ideas, and summarizing reading content. Successful implementation requires teacher readiness, suitable reading materials, effective group management, and adequate learning time. This study concludes that CIRC is a relevant cooperative learning model for strengthening elementary reading instruction.
Co-Authors Elizar Eny Munisah Jessica Rahmadita Weni Soraya Yasinta Mahendra