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The Implementation of Character Education to Improve Social Skills of Elementary School Students Sofyan, Ahsan; Saputra, Ady
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 14 No. 2 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i2.3226

Education is one of the main keys to building and shaping citizens' character quality. One of the skills in education is social skills. This research aims to determine the implementation of character education in the formation of social skills in elementary schools. The research method used is the descriptive qualitative research method. The subjects in this study were teachers and elementary school students. Instrument content validation was carried out by consulting the validator team. Methods of data collection using interviews, questionnaires, and documentation. The results of this study show that there is an influence between character education by carrying out routine religious activities, instilling a nationalist spirit, carrying out tasks independently, cooperation, and helping others in terms of goodness, which is then integrated into everyday life to foster social attitudes in the form of honesty, discipline, responsibility, polite, caring and confident so, the application of character education has a good impact on social attitudes in students.

DESKRIPSI PERAN GURU DALAM PENANAMAN SIKAP ANTI BULLYING SISWA KELAS 4 DI SEKOLAH DASAR Steven, Jordie Jhosua; Sofyan, Ahsan; Novitasari, Neni; Nenogasu, Novita Yusak
Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 8, No 1 (2026): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/judikdasborneo.v8i1.7182

This study aims to describe the role of teachers in instilling anti-bullying attitudes in fourth-grade students. The background of this study is based on the continued discovery of verbal and non-verbal bullying behavior in elementary school environments that impact students' comfort and psychological development. This study uses a qualitative descriptive method with one class teacher as the main subject and three students as supporting subjects. Data collection techniques were carried out through moderate participatory observation, open interviews, and documentation. Data analysis used an interactive model by Miles and Huberman which includes data reduction, data presentation, as well as drawing conclusions and verification, with validity testing through technical triangulation. The results of the study indicate that teachers have three main roles in instilling anti-bullying attitudes, namely as motivators, facilitators, and mediators. As motivators, teachers provide moral advice, character building, and foster empathy through stories and real-life examples. As facilitators, teachers create a safe, comfortable, and inclusive classroom atmosphere through role models, dialogue, and the use of educational media such as "Stop Bullying" posters. As mediators, teachers mediate conflicts, provide educational sanctions, and involve parents and school officials in certain cases. Overall, the role of teachers has proven to be very important in building a learning environment that is conducive, safe, and free from bullying behavior.

PENGEMBANGAN PENDEKATAN OPEN ENDED DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SEKOLAH DASAR DI KALIMANTAN UTARA Ahsan Sofyan; Disman Disman; Kokom K; Erlina W
Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 1, No 2 (2019): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/judikdasborneo.v1i2.1264

The application of the Open-ended approach in the social studies learning process can develop high-level thinking skills of elementary school students. The formulation of the problem in this study is how to develop, implement and influence and impact the application of the Open-Ended learning model in social studies learning to improvethe high-level thinking skills of elementary school students. The method used is the research and development (R D) of Borg and Gall. The research locations were ten elementary schools in five districts/cities in North Kalimantan. The subjects of this study were high-class teachers and students (grades 4.5, and 6) using purposive sampling techniques. The results showed that the Open Ended learning model was feasible to use based on peer evaluations, expert lecturers, and effective teachers could improve the high-level thinking skills of students in Elementary School seen from the application of the Open-Ended learning model in the learning process when the experiment class students were more higher than control class students. In the final model validation test, where the average experimental class post-test was 83.33 higher than the control class, which obtained an average of 80.07.

IMPLEMENTASI PENDEKATAN REDESIGN THINKING DALAM PEMBELAJARAN ILMU PENGETAHUAN SOSIAL BAGI MAHASISWA PGSD Ahsan Sofyan; Cantika Putri Aulia; Irma Ramadani
Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 7, No 2 (2025): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/judikdasborneo.v7i2.6530

This study focuses on the application of the Redesign Thinking approach to help elementary school teacher education students develop critical, analytical, and creative thinking skills in understanding and teaching Social Sciences material to students. The informants in this study were students, Social Studies Lecturers, Head of the PGSD Department, FKIP UBT. Data collection techniques used were interviews, observations and documentation studies. The data analysis process was through data reduction, data presentation and drawing conclusions. The results of the study showed that the application of the Redesign Thinking approach in social studies learning for PGSD students, in addition to improving the quality of learning, also prepared students to become innovative and creative teachers, and developed critical, analytical thinking skills, prospective teachers as the main capital in teaching social studies to elementary school students. The application of the Redesign Thinking approach helps students to develop the ability to collaborate, communicate, and adapt in facing changes and challenges of the times. students will be invited to work together in teams, discuss, and share ideas to create the best solutions in the learning process.

DESKRIPSI PERAN GURU DALAM PENANAMAN SIKAP ANTI BULLYING SISWA KELAS 4 DI SEKOLAH DASAR Jordie Jhosua Steven; Ahsan Sofyan; Neni Novitasari; Novita Yusak Nenogasu
Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 8, No 1 (2026): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/judikdasborneo.v8i1.7182

This study aims to describe the role of teachers in instilling anti-bullying attitudes in fourth-grade students. The background of this study is based on the continued discovery of verbal and non-verbal bullying behavior in elementary school environments that impact students' comfort and psychological development. This study uses a qualitative descriptive method with one class teacher as the main subject and three students as supporting subjects. Data collection techniques were carried out through moderate participatory observation, open interviews, and documentation. Data analysis used an interactive model by Miles and Huberman which includes data reduction, data presentation, as well as drawing conclusions and verification, with validity testing through technical triangulation. The results of the study indicate that teachers have three main roles in instilling anti-bullying attitudes, namely as motivators, facilitators, and mediators. As motivators, teachers provide moral advice, character building, and foster empathy through stories and real-life examples. As facilitators, teachers create a safe, comfortable, and inclusive classroom atmosphere through role models, dialogue, and the use of educational media such as "Stop Bullying" posters. As mediators, teachers mediate conflicts, provide educational sanctions, and involve parents and school officials in certain cases. Overall, the role of teachers has proven to be very important in building a learning environment that is conducive, safe, and free from bullying behavior.

PENGEMBANGAN PENDEKATAN OPEN-ENDED BERBASIS TEORI BELAJAR BERMAKNA DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Ahsan Sofyan
Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 2, No 2 (2020): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/judikdasborneo.v2i2.1516

Pendekatan Open-ended berbasis teori belajar bermakna sangat tepat diterapkan untuk meningkatkan kemampuan berpikir kritis siswa, hal ini sesuai dengan tujuan pendekatan Open-ended. Rumusan masalah dalam penelitian ini adalah bagaimana mengembangkan, mengimplementasikan dan pengaruh serta dampak dari penerapan pendekatan Open-ended berbasis teori belajar bermakna dalam pembelajaran IPS untuk meningkatkan kemampuan berpikir kritis siswa. Metode yang digunakan adalah penelitian dan pengembangan. Lokasi penelitian adalah 3 Sekolah Dasar di Kota Tarakan, sedangkan subyek penelitian ini adalah Guru dan Siswa Kelas tinggi (kelas 4,5, dan 6) menggunakan teknik purposive sampling.Â Hasil penelitian ini menunjukkan bahwa pendekatan ini layak digunakan berdasarkan penilaian teman sejawat, dosen ahli, dan guru, efektif meningkatkan kemampuan berpikir kritis siswa dilihat dari penerapan saat proses pembelajaran yaitu nilai rata-rata siswa kelas eksperimen lebih tinggi sebesar 83.33 dibanding siswa kelas kontrol rata-rata sebesarÂ 80.07. pada uji validasi model akhir.

Pelatihan Kebugaran Jasmani Dalam Mengaktifkan Pembelajaran Guru di Pesisir Tarakan Neni Novita Sari; Sucahyo Mas’an Al-Wahid; Desy Irsalina Savitri; Nur Pangesti Apriliyana; A. Wilda Indra Nanna; Enditiyas Pratiwi; Ady Saputra; Ahsan Sofyan; Kartini Kartini; Nindya Adiasti; Degi Alrinda Agustina; Mety Toding Bua
Jurnal Pengabdian Inovasi Masyarakat Indonesia Vol. 5 No. 2 (2026): Edisi Agustus
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpimi.v5i2.9466

Pelatihan kebugaran jasmani merupakan pendekatan inovatif untuk meningkatkan aktivasi pembelajaran guru di daerah pesisir Tarakan, yang sering kali menghadapi tantangan geografis. Pengabdian ini bertujuan untuk memberikan dampak pelatihan kebugaran jasmani terhadap motivasi, energi, dan efektivitas pembelajaran guru di sekolah-sekolah pesisir Tarakan. Metode yang digunakan adalah pelatihan jasmani. Pelatihan meliputi latihan aerobik, kekuatan, dan fleksibilitas yang disesuaikan dengan kondisi pesisir, seperti aktivitas berbasis pantai untuk meningkatkan daya tahan. Hasil pengabdian menunjukkan semangat dalam tingkat kebugaran jasmani guru, dalam meningkatkan kekuatan otot. Hal ini berkorelasi positif dengan aktivitas pembelajaran, di mana guru melaporkan peningkatan motivasi dan interaksi kelas lebih dinamis. Faktor lingkungan pesisir, seperti akses terbatas ke fasilitas olahraga, menjadi tantangan utama, namun pelatihan ini terbukti efektif dalam meningkatkan ekektifitas fisik sehari-hari. Evaluasi dilakukan melalui pengukuran kebugaran jasmani untuk mengetahui kondisi awal guru, meliputi kekuatan otot, daya tahan, fleksibilitas, motivasi mengajar, dan tingkat energi. Evaluasi proses dilakukan melalui observasi terhadap kehadiran, partisipasi, antusiasme, kedisiplinan, dan kemampuan guru dalam mengikuti setiap tahapan latihan. Kesimpulan menekankan integrasi pelatihan jasmani ke dalam program pengembangan guru untuk meningkatkan kualitas pendidikan di daerah pesisir, dengan rekomendasi implementasi berkelanjutan dan dukungan infrastruktur. Pengabdian ini memberikan wawasan bagi pemangku kebijakan untuk mempromosikan kesehatan guru sebagai fondasi pembelajaran aktif.

DESKRIPSI KETERAMPILAN DASAR MENGAJAR DALAM PELAKSANAAN TUGAS GURU SEKOLAH DASAR DI WILAYAH PERBATASAN Ahsan Sofyan; Nur Pangesti Apriliyana; Rani Tania Pratiwi; Nur Hidayah; Nur Hasanah Nawir
EQUILIBRIUM: JURNAL PENELITIAN PENDIDIKAN DAN EKONOMI Vol. 23 No. 01 (2026): Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi
Publisher : Department of Economic Education, Faculty of Teacher Training and Education, the University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/3x9a2693

This study aims to describe the current conditions of primary school teachers' competencies in Indonesian border areas (Kalimantan) in terms of Pedagogic, Personality, Social, and Professional aspects. The research method uses a qualitative-descriptive approach with literature review and limited field data. The results indicate that despite teachers in border areas normatively meeting formal qualification standards, the implementation and development of these four competencies still face significant constraints. Pedagogic competency is hindered by minimal use of innovative methods and ICT due to infrastructure limitations (Claro et al., 2024; Gangmei & Thomas, 2025). Professional competency is restricted by difficult access to learning resources and continuous self-development (Barnes et al., 2024; Fischer & McLean, 2024). Meanwhile, Social and Personality Competencies demand high adaptation to multicultural environments and geographical communication barriers. Comparatively, the quality of primary school teacher competencies in Indonesian border areas is not optimal and tends to lag behind neighboring countries' education systems, supported by more adequate infrastructure and continuous professional development focus. The main gap is caused by limitations in digital facilities and infrastructure, as well as welfare and incentive issues for teachers in Indonesia's 3T (Frontier, Outermost, Disadvantaged) regions. The emphasis on focused government policy intervention on improving ICT infrastructure and enhancing welfare and special incentives for border teachers is a key prerequisite to improving primary school teacher competencies to achieve professional quality standards.

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