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All Journal EDUPEDIA Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Sulton
Universitas Muhammadiyah Ponorogo
Education

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DARI NILAI KE TINDAKAN: TANTANGAN PENILAIAN KARAKTER DALAM PEMBELAJARAN PPKN DI SD NEGERI 1 MUNENG Laela Rosidha; Sulton
EDUPEDIA Vol 10 No SpecialIssue(1) (2026): Ilmu Pendidikan
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10iSpecialIssue(1).3588

Abstract

This study aims to analyze character assessment practices in Pancasila and Citizenship Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) at SD Negeri 1 Muneng. This research is motivated by a prevalent issue in elementary education: the dominance of cognitive assessment and the limited implementation of affective or character assessment. Conversely, in alignment with the Merdeka Belajar (Freedom to Learn) paradigm, Citizenship Education should emphasize strengthening Pancasila values through contextual learning experiences oriented toward behavioral formation. This study employs a descriptive qualitative approach with a single case study design. Data were collected through observation, in-depth interviews with teachers and the principal, and document analysis of instructional materials. Data were analyzed thematically following the Miles and Huberman model, encompassing data reduction, data display, and interactive conclusion drawing. The results indicate that character assessment at SD Negeri 1 Muneng remains heavily focused on the cognitive dimension through written tests and daily quizzes. Attitude assessment is conducted via observation without standardized rubrics, rendering the results subjective and unsystematically documented. However, the school demonstrates a strong commitment to character building through value-based intracurricular, co-curricular, and extracurricular activities, such as morning literacy, majase (healthy snack consumption), and the Profil Pelajar Pancasila project. Supporting factors include a religious and collaborative school culture, while the primary obstacle is the limited teacher competence in implementing authentic assessment. These findings corroborate previous studies by Komalasari & Saripudin (2020) and Rusmin et al. (2020), indicating that character assessment is effective when teachers possess a reflective understanding of the values internalized during the learning process. The implications of this study underscore the necessity of teacher training in developing Pancasila-based character assessment instruments and enhancing academic supervision to ensure alignment between the school's vision and assessment practices. Theoretically, this study enriches the literature on character assessment in elementary education, while practically offering concrete recommendations for developing more objective, contextual, and sustainable character assessment systems.
Teacher Readiness for Implementing the Deep Learning Approach in Elementary School Education in the Society 5.0 Era Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton Sulton; Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.5

Abstract

This study aims to analyze the readiness of elementary school teachers to implement deep learning in the Digital 5.0 era. The study used a mixed methods approach with a sequential explanatory design. The study subjects consisted of 364 elementary school teachers in Ponorogo Regency, Indonesia. The sample was selected using simple random sampling. Data were collected through questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through source triangulation. The results showed that teacher readiness in implementing deep learning tended to be in the moderate category. Teachers' pedagogical and social competencies were in the moderate category, while their technological and professional competencies were in the high category. Supporting factors for deep learning implementation included support from school leaders, collaboration between teachers, teacher motivation to innovate, professional training, and the use of learning technology. Inhibiting factors included limited learning time, administrative burden, limited technological facilities, low digital literacy, and a lack of ongoing training. Triangulation results showed that teachers with high readiness were able to implement meaningful, mindful, and joyful learning through active learning methods and technology integration, while teachers with low readiness were still dominated by conventional learning. This study concludes that the implementation of deep learning in elementary schools requires systematic support through improving teacher competency, strengthening technological infrastructure, and educational policies that support 21st-century learning.
Teacher Readiness for Implementing the Deep Learning Approach in Elementary School Education in the Society 5.0 Era Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton Sulton; Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.5

Abstract

This study aims to analyze the readiness of elementary school teachers to implement deep learning in the Digital 5.0 era. The study used a mixed methods approach with a sequential explanatory design. The study subjects consisted of 364 elementary school teachers in Ponorogo Regency, Indonesia. The sample was selected using simple random sampling. Data were collected through questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through source triangulation. The results showed that teacher readiness in implementing deep learning tended to be in the moderate category. Teachers' pedagogical and social competencies were in the moderate category, while their technological and professional competencies were in the high category. Supporting factors for deep learning implementation included support from school leaders, collaboration between teachers, teacher motivation to innovate, professional training, and the use of learning technology. Inhibiting factors included limited learning time, administrative burden, limited technological facilities, low digital literacy, and a lack of ongoing training. Triangulation results showed that teachers with high readiness were able to implement meaningful, mindful, and joyful learning through active learning methods and technology integration, while teachers with low readiness were still dominated by conventional learning. This study concludes that the implementation of deep learning in elementary schools requires systematic support through improving teacher competency, strengthening technological infrastructure, and educational policies that support 21st-century learning.
Co-Authors Ardhana Januar Mahardhani Istiro’ah Ida Kuliana Istiro’ah Ida Kuliana Laela Rosidha Mahardhani, Ardhana Januar Sulton Sulton