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This Author published in this journals
All Journal Journal of Learning Improvement and Lesson Study Islamic Studies and Education Journal
Nurhanifa Tamba
Universitas Quality
Religion Education Other

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Integration of Character Values in Cultural Arts Learning in Elementary Schools Yulia Septi Wahyuni; Yesika Novita Rahmi; Nurhanifa Tamba; Dini Susanti
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.183

Abstract

This study analyzes the integration of character values in Cultural Arts learning in elementary schools, teacher strategies for instilling these values, and students’ behavioral responses and development. A descriptive qualitative approach was used with 3 Cultural Arts teachers and 78 fourth- and fifth-grade students, purposively selected. Data were collected through 12 observation sessions using a character values observation sheet, semi-structured interviews, and documentation including lesson plans (RPP), activity photos, and student artworks. Data were analyzed thematically through reduction, presentation, and conclusion drawing, with validity strengthened by source triangulation and member checking. The results indicate that the integration of character values—discipline, responsibility, cooperation, and cultural appreciation—consistently appeared in classroom activities. The most effective teacher strategies included group art projects, reflective discussions, introduction of local artifacts, and teacher role modeling. Empirical evidence showed an increase in students’ ability to appreciate peers’ work (78%), participation in discussions on local cultural symbols (70%), and student responsibility (66%), along with a decrease in disciplinary issues. These findings confirm that character-based Cultural Arts learning provides meaningful learning experiences and can serve as a model for character education implementation in elementary schools.
Strengthening Digital Religious Character: A Conceptual Framework for Islamic Religious Education Teachers to Address Religiously Motivated Cyberbullying Nurhanifa Tamba; Sintya
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.148

Abstract

The expansion of digital interaction among secondary school students has generated new educational challenges, particularly cyberbullying, which becomes more complex when attacks target religious identity, beliefs, symbols, or differences in religious interpretation. This article aims to conceptually examine the strategies of Islamic Religious Education (IRE) teachers in addressing religion-related cyberbullying through the strengthening of digital religious character. The study employs a conceptual literature review by synthesizing scholarly literature on cyberbullying, digital citizenship, digital literacy, character education, religiosity, religious moderation, and Islamic Religious Education. A thematic synthesis was conducted to identify conceptual patterns, protective mechanisms, research gaps, and relevant pedagogical strategies. The findings indicate that digital religious character can function as an integrative mechanism linking digital literacy with Islamic values to promote ethical online behavior. The proposed strategies include strengthening critical digital literacy, internalizing Islamic communication ethics, habituating tabayyun, developing religious moderation, empathy, and self-control, implementing case-based learning, and applying restorative responses to cyberbullying incidents. The study proposes a preventive–responsive conceptual model integrating digital literacy, Islamic values, religious moderation, empathy, self-control, and school–family collaboration. The model positions IRE teachers as agents of digital moral development and provides a conceptual foundation for future empirical research examining the effectiveness and contextual applicability of digital religious character development in preventing religion-related cyberbullying among secondary school students.
Co-Authors Dini Susanti Sintya Yesika Novita Rahmi Yulia Septi Wahyuni