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All Journal International Journal of Evaluation and Research in Education (IJERE) DIMENSIA: Jurnal Kajian Sosiologi KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Empirika Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Jurnal Sosiologi Pendidikan Humanis JURNAL IQRA´ Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik JURNAL EDUCATION AND DEVELOPMENT Etika Demokrasi Jurnal Basicedu JETL (Journal Of Education, Teaching and Learning) Jurnal Inovasi Pendidikan Dasar Jurnal Komunikasi Pendidikan JURNAL ILMIAH MIMBAR DEMOKRASI Buana Ilmu Jurnal Educatio FKIP UNMA Edunesia : jurnal Ilmiah Pendidikan Journal of Innovation in Educational and Cultural Research ASANKA: Journal of Social Science And Education Jurnal Penelitian Agama Hindu Jurnal Kalacakra JPPHK (Jurnal Pendidikan Politik, Hukum Dan Kewarganegaraan) Journal La Sociale Inovasi Kurikulum Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Sosietas: Jurnal Pendidikan Sosiologi Proceedings Series on Social Sciences & Humanities Journal of Childhood Development DINAMIKA ILMU: Jurnal Pendidikan Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Journal of Pedagogy and Education Science Action Research Journal Indonesia (ARJI) IBERS : Jurnal Pendidikan Indonesia Bermutu Jurnal Elementaria Edukasia Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKn INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE) Al Ibtida: Jurnal Pendidikan Guru MI Edueksos: Journal Pendidikan Sosial dan Ekonomi Journal of Educational and Learning Studies
Bunyamin Maftuh
Universitas Pendidikan Indonesia, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Cultivating elok budi character value in elementary school Elpri Darta Putra; Bunyamin Maftuh; Mamat Supriatna
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p234-241

Abstract

Character education in primary schools is essential to shaping children's moral values and good behavior. This research uses the literature study method to understand how the character values of Eloklah Budi can be effectively applied in the daily lives of elementary school students. Data were obtained from various sources, such as books, journal articles, and educational policies, which were analyzed to describe practical approaches to integrating character values. The results show that character education focusing on the concept of "Eloklah Budi" in primary schools emphasizes the development of cognitive and academic aspects and the formation of dignified and highly ethical character in students. Approaches through the formal curriculum and extracurricular activities have proven effective in teaching students honesty, responsibility, politeness, and empathy. The holistic approach to character education also recognizes local cultural and religious values as key elements in building a strong and diverse character. 
The relationship between critical thinking and problem-solving skills in social studies among primary school students Uus Kuswendi; Bunyamin Maftuh
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.354-368

Abstract

Critical thinking skills contribute to the development of problem-solving skills. Therefore, when students use problem-solving skills, they are also using their critical thinking skills. This study aims to analyze the relationship between critical thinking skills and problem-solving skills of primary students. The study used a quantitative, correlational approach and involved 81 students from four primary schools in Cilacap. The research instrument consisted of a critical thinking test based on Facione's indicators, covering interpretation, analysis, evaluation, inference, and explanation, and a problem-solving questionnaire based on Polya's four steps. The four steps consist of understanding the problem, planning a solution, implementing a strategy, and evaluating the results. Data were analyzed using Spearman's rank correlation because neither variable was normally distributed. The results reveal that critical thinking skills and problem-solving skills were in the good category. The Spearman correlation test yielded a coefficient of 0.914 and a significance level of 0.000, indicating a very strong, unidirectional relationship between the two variables. This finding confirms that improving critical thinking skills aligns with improving problem-solving skills, especially in the context of Social Studies, which demands analysis of social issues, logical reasoning, and evidence-based decision-making. The research results are expected to serve as a basis for teachers and schools in designing learning that is more reflective, contextual, and oriented towards strengthening students' critical thinking skills.
Corrigendum to “The relationship between critical thinking and problem-solving skills in social studies among primary school students.” Uus Kuswendi; Bunyamin Maftuh
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.354-368-corrigendum

Abstract

In the original published version of this article, the authors inadvertently omitted “Universitas Pendidikan Indonesia, Bandung, Indonesia” as the second affiliation for Uus Kuswendi. The affiliation of Uus Kuswendi has now been corrected to include both Institut Keguruan dan Ilmu Pendidikan Siliwangi, Cimahi, Indonesia, and Universitas Pendidikan Indonesia, Bandung, Indonesia. The authors apologize for the error. The PDF version of the article has been updated to correct the error.
Program ADEM sebagai Sarana Integrasi Sosial dan Kebhinekaan di Sekolah Menengah Atas Arini Puspa Wardani; Alifa Izzatun Nisa; Kenny Syalwatyarsa; Rifana Nurul Nisya; Sahila Putri Airin; Syahbila Zalfa; Wulan Asmi Nurapipah; Bunyamin Maftuh; Supriyono Supriyono
Dimensia: Jurnal Kajian Sosiologi Vol. 13 No. 3 (2024): Dimensia: Jurnal Kajian Sosiologi
Publisher : Departemen Pendidikan Sosiologi FISHIPOL UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/dimensia.v13i3.81809

Abstract

This study aims to analyze the extent of the application of multiculturalism in SMAN 1 Ngamprah through the Secondary Education Affirmation (ADEM) program as an effort to create harmony and tolerance between students from different cultures, religions, and ethnicities. The research method is used through a qualitative approach. Data were collected through observation and in-depth interviews with teachers and students at SMAN 1 Ngamprah. The results of the study show that the implementation of Multiculturalism education at SMAN 1 Ngamprah is through the ADEM Program. The results of the study show that the implementation of the ADEM program has been carried out quite well. There are challenges of cultural adaptation for students from the ADEM program, namely difficulties in adapting to the environment such as language, customs, values, and social norms. With the holding of the ADEM program, a school environment is created that upholds tolerance, respect, and mutual respect for differences between students so that students from the ADEM program and regular students.
Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Mupid Hidayat; Momod Abdul Somad; Warlim Isya
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002024

Abstract

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.
Strengthening Character Values with 'Unconditional Love' as the Energy of Eternal Happiness: The Perspective of Pancasila and Psychology Martina Sudibja; A. Juntika Nurihsan; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Yadi Ruyadi
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002035

Abstract

Unconditional love is increasingly recognized as a fundamental value that promotes psychological well-being, social harmony, and character development. However, limited research has examined its role as a psychosocial resource for sustaining happiness within the cultural and philosophical framework of Pancasila. This study explores how unconditional love functions as a character value and a source of enduring happiness from the perspectives of indigenous psychology and Pancasila values in Indonesia. A qualitative case study design was employed. Data were collected through semi-structured interviews with 20 families from diverse professional backgrounds in Bandung City and supported by longitudinal counselling case studies. Data were analyzed using thematic analysis with source triangulation and member checking to enhance trustworthiness. The findings identify three interconnected dimensions of unconditional love: acceptance, respect, and genuine care. These dimensions foster emotional resilience, psychological security, harmonious family relationships, and spiritual balance. Participants reported that practicing unconditional love reduced interpersonal conflict, strengthened empathy, and promoted sustainable happiness. The findings further indicate that unconditional love facilitates the internalization of core Pancasila values, particularly just and civilized humanity, national unity, and social solidarity. As a culturally embedded psychosocial resource, unconditional love supports both individual and family well-being while encouraging positive character development. This study contributes to indigenous psychology by demonstrating that unconditional love bridges psychological well-being and Pancasila-based moral development. Integrating unconditional love into character education and family-based interventions may strengthen personal flourishing, social cohesion, and sustainable well-being in contemporary Indonesian society.
Effectiveness of the Implementation of the Minister of Education, Culture, Directorate, and Technology Regulation Number 46 of 2023 in Preventing Bullying and Strengthening Gender Equality Muhammad Elmy; Bunyamin Maftuh; Mariatul Kiptiah; Kama Abdul Hakam
Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 10, No 3 (2025): November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um019v10i3p304-313

Abstract

This study aims to analyze the implementation of anti-bullying and gender equality regulations and their contribution to the internalization of character education values. This study used a descriptive quantitative method supported by qualitative data, using survey instruments and literature reviews. Data are analyzed using the Mazmanian and Sabatier policy implementation framework, ambiguity-conflict theory, and a character education framework. The results of the study indicate that anti-bullying and gender equality regulations have a clear legal basis, but the effectiveness of their implementation varies across schools. The prevalence of bullying remains high, especially in verbal forms at 48.1 percent and relational at 32.7 percent, and gender bias persists. The implementation of anti-bullying policies is experimental, while gender equality tends to be a symbolic implementation. The contribution of regulations is more on the aspects of moral knowing and partly moral feeling, but has not yet touched on moral action. Strengthening teacher capacity is needed through gender bias training, integration of indicators of School-Related Gender-Based Violence and Gender Equality, Disability, and Social Inclusion in national monitoring, and enrichment of practice-based character education.
Peran Pendamping Sosial dalam Penanganan Konflik Keluarga Penerima Manfaat Program Keluarga Harapan Aulia Sholichah Iman Nurchotimah; Bunyamin Maftuh; Elly Malihah; Yuni Harmawati
JSPH (Jurnal Sosiologi Pendidikan Humanis) Vol. 5 No. 1 (2020): JSPH (Jurnal Sosiologi Pendidikan Humanis)
Publisher : Faculty of Social Science, Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um021v5i12020p61-70

Abstract

Indonesia as a big country certainly is not free from various problems, one of which is poverty. Poverty in Indonesia has strong effect on the welfare of Indonesian citizens. “Program Keluarga Harapan” is a government program as an effort to reduce poverty in Indonesia. The purposes of this research were: (1) To determine the factors which caused conflict among the beneficiaries in Patikraja, Banyumas Regency, Central Javs; (2) To determine the role of social caseworker in managing conflicts on Program Keluarga Harapan beneficiaries in Patikraja, Banyumas regency. Methods used in this research was case study. Data collection techniques which were used in this study were observation, interview, and documentation. The results of this research were factors caused conflicts were the limited quota of the “Program Keluarga Harapan” and the social jealousy from the citizens who were not belong to the beneficiaries. Furthermore, the role of social caseworker in managing conflict on the Program Kelarga Harapan beneficiaries in Patikraja, Banyumas Regency, Central Java was by conductiong a mediation which used a strategy of communication and strongly hold on to the mediator principles.
Exploring multicultural narratives in 1000 library grant book: A focus on West Java context Opik Opik; Dadang Sunendar; Vismaia Sabariah Damayanti; Bunyamin Maftuh; Dayu Rifanto
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.101069

Abstract

Indonesia, as a multicultural country with a wide diversity of cultures, religions, and ethnicities, emphasizes the importance of promoting inclusivity and preserving local identity through education. This study aims to evaluate the suitability of multicultural themes and representations of West Javanese cultural contexts in 1,000 books donated by the National Library to 10,000 community reading parks in 2024. This study is a qualitative descriptive study using the content analysis method. The population in this study was books obtained from Librarians at the National Library, while the sample was selected using a purposive sampling technique, which came from 1000 books with a multicultural context and representation of the West Java cultural context. Data collection techniques include observation, interviews, and documentation. Data analysis techniques were carried out using content analysis. The results showed that 35.19% of the books evaluated discussed multicultural themes. This theme was more common at the intermediate and advanced reader levels (B3 and C) than at the beginner level (A). Books specifically themed around West Java only represented 4.81% of the collection, highlighting the limitations of local cultural narratives. This study concludes that there is great potential to strengthen regional identity, foster pride in cultural heritage, and provide insight into traditional values through the provision of books on cultural heritage.
Manggaleh Culture-Based Experiential Learning in Social Entrepreneurship Education: A Preliminary Study in Social Studies Education Cicilia Melinda; Bunyamin Maftuh; Kokom Komalasari; Acep Supriadi; Wisal Jereis Asad Alrabadi
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3003

Abstract

This study examines entrepreneurship education in the social studies education program, highlighting the limited integration of original socio-artistic surrounds in current practice. Approaches remain generally theoretical and techno-economic, leading to the underdevelopment of socio-entrepreneurial chops, particularly in social creativity and real-world problem solving. This study aims to dissect current literacy conditions and assess West Sumatra. A mixed-methods primary design was employed, involving compliance, semi-structured interviews, document analysis, and a questionnaire administered to lecturers and students from two universities. Data were analyzed using descriptive, qualitative, and quantitative approaches. The findings reveal a gap between lecturers' social exposure and students' profitable exposure, alongside dominant practices with minimal artistic integration. Although overall socio-entrepreneurial chops were fairly high (M=4.19), skills were linked to social perceptivity and invention (M=3.68). This study offers a culturally predicated Experiential learning frame grounded in Manggaleh values, furnishing a contextually applicable approach to bridging proposition and practice in socioentrepreneurship education.
Co-Authors - Sapriya Abd. Rahman Abdullah, Khairul Hafezad Ace Suryadi Ace Suryadi Acep Supriadi Adit Yuliani Agil Nanggala Aim Abdul Karim Alifa Izzatun Nisa Anggraeni, Poppy Anif Istianah Ari Yanto Ariesta, Freddy Widya Arini Puspa Wardani Aris Riswandi Sanusi Aryanto, Sani Ascosenda Ika Rizqi Asep Dahliyana Atep Sujana Aulia Sholichah Iman Nurchotimah Babang Robandi Bakti Fatwa Anbiya Cicilia Melinda Citra Bahadur Hanum Dadang Sunendar Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Davi Sofyan Dayu Rifanto Deni Darmawan Dianasari Didin Saripudin Dini Miftakhul Jannah Dwi Putri Disman Disman Dodoh Siti Saadah Elly Malihah Elly Malihah Elly Mulihah Elpri Darta Putra Encep Syarief Nurdin Encep Syarief Nurdin Erlina Wiyanarti Erna Wulan Ernawulan Syaodih Erwin Susanto Fatimah Azzahra Ferah Fairus Feriandi, Yoga Ardian Ganjar Muhammad Ganeswara Gumelar, Abih Gunawan Santoso Hamdan, Hamdan Handani, Sari Sri Harmawati, Yuni Hatma Heris Mahendra Haviz Kurniawan Helius Sjamsuddin Helius Sjamsuddin Hendy Satria Nugraha Huda, Mochammad Miftachul I Ilfiandra I Putu Suyasa Ariputra Iim Siti Masyitoh Intan Indah Permatasari Juppri Bacotang Kadek Aria Prima Dewi PF Kama Abdulhakam Kenny Syalwatyarsa Kokom Komala Sari Kokom Komalasari Kokom Komalasari Laksono Trisnantoro Lusiana Rahmatiani Ma Arsenia C Gomez Ma Arsenia Gomez Ma'mun Murod Mamat Supriatna Mariatul Kiptiah Martina Sudibja Mastur Maulia Depriya Kembara Mia Komariah Mohamad Yasin As’ary Muhammad Elmy Mupid Hidayat Mupid Hidayat Nanda William Normalasarie Normalasarie Normalasarie, Normalasarie Nurihsan, Achmad Juntika Opik Opik Pradana, Yudha Pristi Anjani Sundayani Puji Siswanto Puji Siswanto Putra Asga Elevri Putri Fatimatuz Zuhro Rachmat Setiawan Rahma Hayati Rahmat Raisa Aditya Putri Reksa Pribadi Rhindra Puspitasari Rhindra Puspitasari Rifana Nurul Nisya Rika Purnamasari Rintia Rintia Rintia, Rintia Risma Hikmah Rahmadini Rizki Amalia Rohartati, Sri Roni Rodiyana Ryan Prayogi Sa'odah Sa'odah Sahila Putri Airin Sani Aryanto Sani Aryanto Sapriya Sapriya Sapriya Sapriya Sarbaini Sendi Fauzi Giwangsa Sinta Maria Dewi Siti Nurbayani Sofyan, Davi Somad, Momod Abdul Sri Rohartati Suprapto, Wasis Supriatna, Mamat Supriyono Supriyono Syahbila Zalfa Tatat Hartati Tiara, Inoki Ulma Usmaedi Usmaedi Uus Kuswendi Vismaia Sabariah Damayanti Wahyu Sopandi Warlim Warlim Wasis Suprapto Wilodati Wilodati, Wilodati Wisal Jereis Asad Alrabadi Wulan Asmi Nurapipah Yadi Ruyadi Yayuk Hidayah Yuwan Fijar Anugrah zulkifli zulkifli