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Ikmawati
Universitas Mulawarman, Kalimantan Timur, Indonesia
Education Mathematics Other

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TANGGUNG JAWAB PROFESI GURU DALAM MEMBENTUK KARAKTER PESERTA DIDIK Shelomyta Agustina Sefrina; Luk Luk Amaliya; Ikmawati; Achmad Muhtadin
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 4 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20506662

Abstract

This study is motivated by the important role of teachers as professional educators in shaping students' character in the midst of increasingly complex societal changes. Teachers are not only responsible for delivering academic content but also act as role models, motivators, and guides in instilling moral values. This study aims to analyze the professional responsibilities of teachers in shaping students’ character. The research employs a qualitative approach using library research by analyzing relevant journals and scientific articles published between 2016 and 2026. The results and discussion indicate that teachers’ pedagogical and professional competencies play a crucial role in the success of character development, as reflected in the internalization of values such as discipline, responsibility, and integrity. Teachers also function as character architects through the stages of moral knowing, moral feeling, and moral action. However, there are challenges arising from external factors, particularly unsupportive family environments. In conclusion, teachers' professional responsibility is a key factor in determining the success of students' character development; therefore, improving teacher competencies and strengthening collaboration between schools and parents are essential to develop students with strong character.
PROFESIONALISME GURU MATEMATIKA DALAM MENGHADAPI PERKEMBANGAN TEKNOLOGI DIGITAL Dina Arsita; Anisa Ramadani; Ikmawati; Achmad Muhtadin
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 4 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20506635

Abstract

Advances in digital technology have transformed mathematics education and require teachers to enhance their professional competence to meet the demands of the digital age. Technology is no longer merely a tool but has become an integral part of learning, as it can present abstract mathematical concepts through visualization, simulation, and interactive media. However, the implementation of digital technology still faces various challenges, such as limited teacher competencies, low digital literacy, disparities in technology access, and suboptimal pedagogical practices. This study employs a literature review method using national journal articles (2016–2025) with thematic synthesis analysis to identify relevant patterns and relationships. The results indicate that teacher professionalism focuses not only on subject matter mastery but also on the ability to integrate knowledge, content, and pedagogical technology (PCK and TPACK). Appropriate technology integration has been proven to enhance learning quality, student engagement, and conceptual understanding. However, the optimal use of technology still needs improvement. Therefore, teacher professionalism must be continuously developed, particularly in the areas of pedagogy, digital literacy, and technology integration, to create effective, innovative, and meaningful mathematics learning.
Co-Authors Anisa Ramadani Dina Arsita Luk Luk Amaliya Muhtadin, Achmad Shelomyta Agustina Sefrina