Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Lembaran Ilmu Kependidikan
Arief Cahyo Utomo
Universitas Muhammadiyah Surakarta, Indonesia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Impact Analysis Achievement Guidance in Instilling Critical Thinking and Creative Character in Elementary School Students Faiz Wimar Fauzandy; Arief Cahyo Utomo
Lembaran Ilmu Kependidikan Vol. 55 No. 1 (2026): Educational Theory and Practice, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i1.40657

Abstract

Character education, especially critical and creative thinking, is very important to develop from an early age, given the low critical thinking skills of Indonesian students based on the results of the PISA survey. This study aims to describe the impact of achievement guidance (Bimpres) in instilling critical thinking skills and creative character in students at SD Muhammadiyah 16 Karangasem. The type of research used is simple descriptive qualitative, with research subjects including 25 students and 1 achievement guidance teacher. Data collection techniques were carried out through observation, interviews, and documentation, with data validity tested using source and technique triangulation. The data analysis techniques used included data reduction (summarizing and selecting key points), data presentation (display), and drawing conclusions or verification, which were carried out continuously in the field. The results of the research and discussion show that the Bimpres activities at SD Muhammadiyah 16 Karangasem were successful in instilling critical thinking and creative character in students. The conclusion of this study is that the Bimpres program is effective as a means of strengthening intellectual character, despite facing obstacles in the form of differences in student learning speeds and time constraints. For future development, schools need to implement more effective learning planning, provide continuous motivation, intensively strengthen character, and provide facilities adequate support to maximize students' potential achievements.
Analysis of the Effect of Project-Based Deep Learning on Diversity in Instilling Creative and Disciplined Character in Students Qurnia Isna Arahim; Arief Cahyo Utomo
Lembaran Ilmu Kependidikan Vol. 55 No. 1 (2026): Educational Theory and Practice, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i1.40667

Abstract

Background – Developing creative and disciplined character is an essential aspect of 21st-century education. Elementary students require learning approaches that foster critical thinking, creativity, and self-discipline to prepare them for future academic and social challenges. Integrating deep learning with Project-Based Learning (PBL) provides a practical strategy to cultivate these character traits through meaningful, student-centered activities. Purpose – This study aims to describe the implementation of deep learning integrated with Project-Based Learning through a diversity clipping project in fostering creative and disciplined character among third-grade students of SD Muhammadiyah 16 Karangasem. Method/Approach – This qualitative research employed a phenomenological design. Data were collected through interviews with teachers and students, classroom observations during the project, and documentation of students’ work. The study focused on understanding how the learning process influenced students’ creative and disciplined behaviors. Findings – The findings indicate that deep learning through a clipping-based project contributes to the development of students’ creative character, reflected in active participation in group discussions, the ability to generate diverse ideas, flexible thinking, and careful task completion. Students’ disciplinary character is enhanced through adherence to learning rules, time management, and responsibility in completing group tasks. Despite challenges such as limited time for lesson planning and character assessment, the project demonstrates positive potential in supporting character development. Teachers addressed these constraints by collaborating through the KKG forum to improve lesson plans and integrate appropriate character values. Conclusions – The study provides evidence that deep learning integrated with a diversity clipping project can effectively foster both creative and disciplined character in elementary school students. Teacher collaboration and thoughtful lesson planning are key to maximizing the benefits of this learning approach. Novelty/Originality/Value – This research offers valuable insights into combining deep learning and Project-Based Learning to develop students’ character. It serves as a reference for future studies exploring innovative strategies to cultivate creativity and discipline in primary education.
Co-Authors Faiz Wimar Fauzandy Qurnia Isna Arahim