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All Journal Journal of Educational Studies
Putri Rizqiyah Rahmawati
Universitas Islam Negeri Raden Mas Said Surakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Management of Pancasila Value Internalization in Strengthening Students’ Civic Disposition in Madrasah Ibtidaiyah Latifah Permatasari Fajrin; Subar Junanto; Mila Faila Shofa; Putri Rizqiyah Rahmawati
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.4040

Abstract

This study aims to analyze the management of Pancasila value internalization in strengthening students’ civic disposition in Madrasah Ibtidaiyah. The urgency of this study lies in the need to transform Pancasila values from cognitive understanding into students’ daily attitudes and behaviors. This research employed a qualitative approach with a case study design at MI Muhammadiyah Karanganyar. Data were collected through observation, semi-structured interviews, and documentation involving the head of the madrasah, teachers, character program coordinators, and fourth-grade students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings indicate that Pancasila value internalization is managed through four interconnected processes: planning, organizing, actuating, and controlling. Planning is reflected in the determination of priority values and behavioral indicators. Organizing involves collaboration among school leaders, teachers, students, and parents. Actuating is implemented through learning activities, habituation, teacher role modeling, and social practices. Controlling is conducted through behavioral observation, teacher reflection, and continuous evaluation. The internalization process strengthens students’ civic disposition through moral knowing, moral feeling, and moral action. This study concludes that effective management of Pancasila value internalization requires an integrated educational ecosystem that connects leadership, school culture, character education, and sustainable evaluation.
Early Childhood Digital Literacy Gaps for Deep Digital Play-Based Learning Mila Faila Shofa; Subar Junanto; Rosida Nur Syamsiyati; Putri Rizqiyah Rahmawati; Latifah Permatasari Fajrin
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.4153

Abstract

Digital technology in early childhood education often remains limited to watching and repetitive practice, although digital literacy requires critical, creative, ethical, and contextually meaningful participation. This study mapped young children's digital literacy, examined teachers' pedagogical practices, and identified design requirements for a Deep Digital Play-Based Learning model. A cross-sectional descriptive survey with dual-source needs analysis was conducted. The initial child dataset contained 87 records; five were excluded because reported ages fell outside the 4-to-under-7 criterion, leaving 82 valid records. The teacher dataset comprised 17 educators. The child instrument included 15 items across five dimensions on a four-point scale, whereas the teacher instrument included 14 items across seven dimensions on a five-point scale. Data were analyzed using means, standard deviations, 95% confidence intervals, low-score proportions, Cronbach's alpha, and Friedman tests. Children's overall digital literacy averaged 3.06 (SD = 0.42), with digital creativity as the lowest dimension (M = 3.01). Using camera or recording features to document ideas was the weakest child indicator (M = 2.99; 15.9% low scores). Teachers' pedagogical practices averaged 3.18 (SD = 0.38), but creative production was the weakest dimension (M = 2.82), followed by collaborative sharing (M = 3.00). Facilitating original digital products was the lowest teacher indicator (M = 2.63; 35.3% low scores). The findings reveal a consistent gap between basic device use and productive, reflective, critical, and collaborative digital practices. The model should integrate meaningful triggers, guided exploration, digital creation, critical-ethical dialogue, reflective pauses, and digital-unplugged transfer.
Co-Authors Junanto, Subar Latifah Permatasari fajrin Mila Faila Shofa Rosida Nur Syamsiyati