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All Journal Jurnal Ilmu Pendidikan
Bujang Rahman
Universitas Lampung, Jl. Prof. Dr. Ir. Sumantri Brojonegoro No.1, Kota Bandar Lampung, Lampung 35141 Indonesia

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Character Formation in Elementary Schools: Empirical Foundation for the AFK Strategy Based on Lickona’s Framework Winda Annisha Bertiliya; Bujang Rahman; Muhammad Nurwahidin; Undang Rosidin
Jurnal Ilmu Pendidikan Vol. 31 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i12025p184-193

Abstract

The growing concern over student behavior, including bullying, lack of empathy, and dishonesty, underscores the inadequacy of current character education practices in Indonesian elementary schools. This study aims to provide an empirical foundation and conceptual justification for a new instructional model Action Feeling Knowing (AFK) designed to improve character formation. Employing a descriptive qualitative approach, data were collected from ten teachers at SDN 1 Labuhan Ratu through observation instruments aligned with the five core PPK values: religiosity, nationalism, independence, mutual cooperation, and integrity. The results reveal an overall character competency score of 43.98%, with integrity and mutual cooperation being the weakest domains. Qualitative narratives highlight disconnection between moral teaching and real-life application, limited emotional engagement, and inconsistencies between school and home environments. In response, this study proposes the AFK strategy, which begins with student action, followed by emotional reflection and cognitive understanding. Supported by behaviorist, constructivist, and humanist theories, this reversed sequence better aligns with the developmental stage of primary students. A bibliometric analysis using Publish or Perish and VOSviewer confirms the limited scholarly attention to this specific model, reinforcing its originality. The study concludes that AFK holds promise as an actionable, integrated, and developmentally sensitive approach to character education, meriting further research and classroom-based implementation.
One Role, Different Expectations: Exploring Teacher Perspectives on Principal Leadership in Indonesian Schools Lili Puspita Rahayu; Sowiyah Sowiyah; Handoko Handoko; Bujang Rahman
Jurnal Ilmu Pendidikan Vol. 31 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i12025p194-202

Abstract

This study explores how teachers across different educational levels in Indonesia perceive the ideal characteristics of a school principal. Using an exploratory descriptive design, data were gathered from 1,594 teachers in Lampung Province through an online semi-structured survey. The open-ended responses were thematically analyzed to identify the dominant traits teachers associate with effective leadership. Six recurring themes emerged: assertiveness, wisdom, nurturing, discipline, responsibility, and open-mindedness. However, the emphasis on each trait varied by school level. Elementary teachers prioritized emotional and nurturing leadership; junior high teachers emphasized firmness and structure, while senior high teachers favored democratic and wise leadership. Findings suggest that leadership expectations are shaped by contextual factors such as school level, teacher maturity, and institutional culture. These results align with Vygotsky’s sociocultural theory and Hallinger’s instructional leadership model, highlighting the importance of adaptive, relationship-based leadership. The study calls for leadership development programs that are differentiated and context sensitive. By integrating teacher perspectives, educational leaders can better align their practices with school-specific needs, enhancing both teacher engagement and school climate.
Co-Authors Handoko Handoko Lili Puspita Rahayu Muhammad Nurwahidin Sowiyah Sowiyah Undang Rosidin Winda Annisha Bertiliya