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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Moral Kemasyarakatan JMM (Jurnal Masyarakat Mandiri) Pelita : Jurnal Penelitian dan Karya Ilmiah Jurnal Fundadikdas (Fundamental Pendidikan Dasar) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Kewarganegaraan Jurnal Al Burhan Bhinneka Tunggal Ika: Pancasila Jurnal Internasional Berbahasa Indonesia (BTI) Al-I'timad: Jurnal Dakwah dan Pengembangan Masyarakat Islam
Istianah, Anif
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Kartu Sadari Bullying: Media Pembelajaran dalam Mengembangkan Keadaban Kewarganegaraan Hambali; Hariyanti; Permady, Gigieh Cahya; Istianah, Anif; Abdillah, Fauzi
Jurnal Kewarganegaraan Vol. 22 No. 2 (2025): September 2025
Publisher : Department of Pancasila and Civic Education, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jk.v22i2.64926

Abstract

Descriptive qualitative design is used in this study to describe the understanding of students and teachers in schools about bullying, as well as the construction of bullying prevention ideas through bullying awareness card learning media. The location of the study was in Dumai, by interviewing several students and teachers in schools. The results of the study showed that (1) students and teachers have diverse understandings and perspectives on bullying; (2) the absence of learning media that supports the campaign and socialization of bullying behavior in schools so far. Preventive steps can be taken through bullying awareness card learning media which is a card game media that contains material on the concept, how to prevent and handle bullying in schools. This study recommends that schools use bullying awareness card learning media in integrated subjects with character education such as citizenship education, guidance and counseling and religious education. This is intended to develop students' civic virtue so that they become tolerant and compassionate citizens in diversity.
Human rights awareness education to prevent bullying behavior at school Hariyanti, Hariyanti; Permady, Gigieh Cahya; Istianah, Anif; Kartasasmita, Saepudin
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 10 No. 2 (2023): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v10i2.a28268

Abstract

The prevalence of bullying, a serious issue in primary and secondary schools, underscores the need for effective prevention strategies. This study aims to develop a human rights education model to address this concern. The primary objective is to design a comprehensive human rights education model tailored for school environments. This model aims to prevent bullying behavior by fostering a culture of respect and empathy among students. A literature review methodology was employed to analyze existing problems related to bullying and identify potential solutions. Theoretical frameworks and empirical research findings were utilized to develop the proposed human rights education model. The results of this research suggest the development of prevention strategies and the creation of a pocketbook containing human rights education materials accessible to students. Additionally, it suggests the use of engaging learning media to facilitate a better understanding of human rights concepts, which are often abstract and challenging to grasp through traditional teaching methods. The human rights education model presented in this study is adaptable for both primary and secondary education. It emphasizes the importance of early intervention to prevent bullying from becoming entrenched in school cultures. By targeting students' moral and cognitive development, this model aims to break the cycle of victimhood and aggression associated with bullying. This study contributes to the field of education by proposing a practical and holistic approach to addressing bullying in schools. The proposed human rights education model provides educators with a framework to promote a safe and inclusive learning environment
Pendidikan Kewarganegaraan: Membangun Sekolah Damai Untuk Wujudkan Lingkungan Masyarakat Aman dan Sejahtera Mazid, Sukron; Istianah, Anif
Al-I'timad: Jurnal Dakwah dan Pengembangan Masyarakat Islam Vol 1 No 2 (2023): Oktober 2023
Publisher : Mafa Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/alitimad.v1i2.907

Abstract

Citizenship Education (PKn) plays an important role in developing a peaceful school environment and contributing to the formation of a socially prosperous society. PKN teaches students critical and analytical thinking skills, preparing them to address social problems with wise solutions and focus on achieving peace. This type of qualitative research uses a library approach, data sources consist of literature sources by selecting book and journal references that have a relationship with diversity during the pandemic. Data collection techniques use documentation and observation studies. The research results show that Civics can form a young generation who is aware of the importance of cooperation, tolerance and peace in everyday life. Civics has a crucial role in forming peaceful schools that contribute to the welfare of social society.
Integrating Global Citizenship Education into Pancasila Education: Curriculum Review in Indonesia Anggaraini, Rita; Habibah, Siti Maizul; Istianah, Anif; Sari, Beti Indah; Listyaningsih, Listyaningsih; Harmanto, Harmanto
Bhinneka Tunggal Ika: Pancasila Jurnal Internasional Berbahasa Indonesia Vol. 2 No. 2 (2025): VOLUME 2 ISSUE 2, NOV 2025
Publisher : Badan Pembinaan Ideologi Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52738/bti.v2i2.47

Abstract

This article examines the integration of Global Citizenship Education (GCE) into Indonesia’s civic education curriculum to promote multicultural attitudes among students. Drawing on curriculum reviews, recent policy initiatives, and scholarly analyses, the study highlights how Pancasila Education has increasingly incorporated themes of intercultural dialogue, environmental stewardship, human rights, and collaborative problem-solving. Teachers and school culture emerge as key drivers in translating these values into practice, while regional disparities and limited professional development remain significant challenges. The discussion underscores the pivotal role of Pancasila Indonesia’s national ideology as a moral and philosophical foundation that aligns local wisdom with universal principles of peace, justice, and human dignity. Each of Pancasila’s five principles provides a bridge between national identity and global responsibilities, ensuring that GCE strengthens rather than dilutes cultural heritage. Findings suggest that a Pancasila-based GCE framework fosters tolerant, empathetic, and critically minded learners capable of engaging with complex global issues while maintaining strong national cohesion. The article concludes with recommendations for enhancing teacher training, enriching experiential learning opportunities, and addressing regional implementation gaps to fully realize the transformative potential of Global Citizenship Education in Indonesia
HABITUASI GERAKAN LITERASI-NUMERASI MELALUI PROGRAM KAMPUS MENGAJAR DI SEKOLAH DASAR Hambali, Hambali; Hariyanti, Hariyanti; Radini, Radini; Hasibuan, Hamdi Abdullah; Sari, Filma Alia; Istianah, Anif
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 4 (2025): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i4.33251

Abstract

Abstrak: Tim pengabdian terdiri dari peserta kampus mengajar sebanyak 5 orang mahasiswa yang berasal dari universitas Riau, universitas islam riau, dan STMIK AMIK Riau dan seorang dosen pembimbing lapangan (DPL). Adapun yang menjadi sekolah mitra dalam pengabdian ini adalah sebuah sekolah dasar di kabupaten Kampar, Riau. Pengabdian dilakukan kurang lebih selama 5 bulan. Selama masa pengabdian, habituasi gerakan literasi-numerasi dilakukan dengan berbagai kegiatan diantaranya private membaca, mading, pembuatan poster, membaca nyaring, festival literasi, kunjungan rutin antar kelas ke perpustakaan, pohon numerasi, dan media pembelajaran numerasi. Metode yang dilakukan meliputi sosialisasi dan habituasi melalui pendekatan partisipatif. Kegiatan dilakukan setiap hari dan di akhir kegiatan dilakukan evaluasi melalui pre test dan post test AKM. Hasil pretest menunjukkan presentase nilai literasi sebesar 80% dan numerasi sebesar 72%. sedangkan hasil posttest menunjukkan peningkatan pada literasi dengan presentase 85%, namun presentase numerasi mengalami penurunan menjadi 65%. Direkomendasikan agar kegiatan habituasi literasi-numerasi ini dapat terus dilanjutkan oleh pihak sekolah guna meningkatkan kecerdasan literasi numerasi peserta didik.Abstract: The community service team consisted of five campus teaching participants from the University of Riau, the Islamic University of Riau, and STMIK AMIK Riau, and a field supervisor (DPL). The partner schools in this community service were two elementary schools in Kampar Regency, Riau. The community service was carried out for approximately five months. During the community service period, habituation of the literacy-numeracy movement was carried out through various activities including private reading, wall magazines, poster making, reading aloud, literacy festivals, regular visits between classes to the library, numeracy trees, and numeracy learning media. The methods used included socialization and habituation through a participatory approach. Activities were carried out every day and at the end of the activity, an evaluation was carried out through a pre-test and post-test AKM. The pre-test results showed a literacy score of 80% and a numeracy score of 72%. While the post-test results showed an increase in literacy with a percentage of 85%, but the numeracy percentage decreased to 65%. It is recommended that this literacy-numeracy habituation activity can be continued by the school to improve the numeracy literacy intelligence of students.
Mapping the Intellectual Landscape of Character Education Research: A Systematic Literature Review of Trends, Themes, and Collaboration Networks Irawan, Hendri; Sundawa, Dadang; Mustofa, Imam; Wijayanti, Tutik; Istianah, Anif
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19628

Abstract

This study aims to maps the intellectual landscape of character education research through a bibliometric-based Systematic Literature Review (SLR), focusing on the relationship between character education and civic education in the school context. Data were obtained from the Scopus database, where 522 documents were identified, limited to English-language journal articles published between 2016 and 2026. Bibliometric analysis was conducted using VOSviewer to identify publication trends, author contributions, affiliations, countries, and keyword co-occurrence patterns. The findings indicate a significant increase in publications on character education, with character education and civic education emerging as strongly interconnected central themes. The thematic mapping reveals several major clusters, including virtue ethics and moral values approaches, democratic civic education, curriculum and learners, methodological approaches based on human experiences, as well as pedagogical innovations such as project-based learning, empathy, and digital literacy. These findings indicate a shift in character education research from a normative approach toward a more integrative, contextual, and practice-oriented perspective. This study contributes theoretically by clarifying the intellectual landscape of character education research and this study supports policies promoting integrated character–civic curricula, whole-school approaches, innovative pedagogy, teacher professional development, and holistic assessment aligned with 21st-century educational challenges.
Co-Authors - Sapriya Abdullah Hasibuan, Hamdi Anggaraini, Rita Cecep Darmawan, Cecep Dadang Sundawa, Dadang Darmawan , Cecep Fauzi Abdillah, Fauzi Filma Alia Sari Galih Puji Mulyoto Hambali Hambali Hambali HARIYANTI Hariyanti Hariyanti Harmanto Harmanto Hendri Irawan Hidayah, Yayuk IMAM MUSTOFA Irayanti, Irma Irayanto, Irma Listyaningsih Listyaningsih Mazid, Sukron Permady, Gigieh Cahya Radini, Radini Saepudin Karta Sasmita Sari, Beti Indah Siti Maizul Habibah Susan Fitriasari Tutik Wijayanti, Tutik