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IMPLEMENTASI 'GORENG LUNJAR' DALAM INTERNALISASI KARAKTER GOTONG ROYONG PADA SISWA LAMBAN BELAJAR DI SEKOLAH DASAR Ratnaningsih; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16306

This study examines the design, implementation, obstacles, and impact of the GORENG LUNJAR model (Gotong Royong Ekspresif dan Ramah Siswa Lamban Belajar/Expressive and Inclusive Cooperative Learning for Slow Learners) in internalizing the value of gotong royong (mutual cooperation) among slow learner students at Grade 6B SD Negeri Patimuan 01. The model was developed in response to three identified root problems: a one-size-fits-all character education approach that excluded slow learners from meaningful participation, the absence of differentiated character activity design, and the lack of a structured peer tutoring system. This study employed a qualitative descriptive approach with a single case study design. Data were collected through direct classroom observation, peer tutor reflection journals, student emoji journals, teacher anecdotal records, and parent communication via liaison books. Data analysis followed the Miles, Huberman, and Saldaña model, comprising data reduction, data presentation, and conclusion drawing. The findings indicate that the GORENG LUNJAR model, which utilizes tiered cooperative tasks, structured peer tutoring, and emoji-based reflective journals as an inclusive communication tool, successfully shifted slow learner students from active refusal and reluctance toward repeated willingness to participate in cooperative activities. Changes also occurred in peer tutors who developed empathy and self-management skills, and in the overall classroom culture which shifted from individualistic and stigmatizing toward collaborative and inclusive. The study highlights that character internalization among slow learners requires differentiated design, effort-oriented appreciation, and structured accompaniment rather than uniform instruction.

IMPLEMENTASI 'GORENG LUNJAR' DALAM INTERNALISASI KARAKTER GOTONG ROYONG PADA SISWA LAMBAN BELAJAR DI SEKOLAH DASAR Ratnaningsih; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16336

This study examines the design, implementation, obstacles, and impact of the GORENG LUNJAR model (Gotong Royong Ekspresif dan Ramah Siswa Lamban Belajar/Expressive and Inclusive Cooperative Learning for Slow Learners) in internalizing the value of gotong royong (mutual cooperation) among slow learner students at Grade 6B SD Negeri Patimuan 01. The model was developed in response to three identified root problems: a one-size-fits-all character education approach that excluded slow learners from meaningful participation, the absence of differentiated character activity design, and the lack of a structured peer tutoring system. This study employed a qualitative descriptive approach with a single case study design. Data were collected through direct classroom observation, peer tutor reflection journals, student emoji journals, teacher anecdotal records, and parent communication via liaison books. Data analysis followed the Miles, Huberman, and Saldaña model, comprising data reduction, data presentation, and conclusion drawing. The findings indicate that the GORENG LUNJAR model, which utilizes tiered cooperative tasks, structured peer tutoring, and emoji-based reflective journals as an inclusive communication tool, successfully shifted slow learner students from active refusal and reluctance toward repeated willingness to participate in cooperative activities. Changes also occurred in peer tutors who developed empathy and self-management skills, and in the overall classroom culture which shifted from individualistic and stigmatizing toward collaborative and inclusive. The study highlights that character internalization among slow learners requires differentiated design, effort-oriented appreciation, and structured accompaniment rather than uniform instruction.

PROJEK CERIA: STUDI KASUS PENINGKATAN PENALARAN MORAL MELALUI DILEMA MORAL DAN KARTU KARAKTER DI SEKOLAH DASAR Indri Apriyani; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16398

Character education in elementary schools tends to emphasize moral action through habituation and external reinforcement, while neglecting moral knowing and moral feeling, so that students' moral reasoning remains dominated by punishment- and reward-based motives and rarely develops into autonomous, internalized values; this condition is worsened by the weak collaborative bridge between schools and families, as reflected in the low proportion of parents who consistently monitor their children's character development at home. This study aims to describe qualitatively the design, implementation, obstacles, and impact of PROJEK CERIA (Cerdas Moral, Empati, Refleksi, Integritas, Aksi), a teacher-initiated character program implemented in Class 6A of SD Negeri Patimuan 01, Cilacap Regency, which integrates weekly moral dilemma discussions with the CERIA Card as a daily school-home character monitoring instrument. A qualitative descriptive approach with a single case study design was employed, involving 20 students and their parents as participants, with data collected through moral reasoning interviews, observation, document analysis, and focus group discussions, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the program successfully shifted students' moral reasoning from punishment- and reward-based motives toward empathy- and universal-principle-based reasoning, increased spontaneous moral initiative without supervision, and fostered parental ownership of character education at home, despite technical, pedagogical, and parental collaboration obstacles that were addressed through contextual, low-cost strategies. The study concludes that simple, well-designed instruments can effectively bridge school and home character education even in resource-limited rural settings.

IMPLEMENTASI PROGRAM “CAKAP” DALAM MENGEMBANGKAN KARAKTER PEDULI LINGKUNGAN SISWA KELAS II SDN CISURU 01 CIPARI Suyitno Suyitno; Wildan Nurul Fajar; Tugiono
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16434

This study aims to describe the implementation of the CAKAP Program (Cinta Alam melalui Karakter, Aksi, dan Pembiasaan / Love for Nature through Character, Action, and Habituation), the development of students' environmental care character, and the supporting and inhibiting factors in its implementation among second-grade students at SD Negeri Cisuru 01 Cipari. The study employed a qualitative approach with a case study design. The research participants consisted of 23 second-grade students and one classroom teacher. Data were collected through observation, interviews, and documentation. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the CAKAP Program was implemented through program socialization, the establishment of a clean classroom agreement, daily habituation activities through the CAKAP Ant Operation, the use of a mission tracking board, and student reflection activities. The implementation of the program demonstrated the development of environmental care character, as reflected in students’ increased awareness of maintaining cleanliness, growing sense of responsibility toward the classroom environment, enhanced social concern among peers, and the emergence of positive habits related to environmental cleanliness. Monitoring results showed that 18 out of 23 students were able to maintain environmental cleanliness independently, while 5 students still required periodic reminders. Supporting factors included students’ enthusiasm, the active role of teachers, the use of a mission tracking board, and school support. The challenges encountered involved differences in students’ levels of awareness, the ongoing process of habit formation, and time constraints during implementation. The CAKAP Program represents a habituation-based initiative that supports the development of environmental care character through direct experiences and active student participation in everyday school activities.

Hasil Penelitian PENERAPAN LEMBAR REFLEKSI BACAAN UNTUK MENUMBUHKAN KARAKTER GEMAR MEMBACA PADA SISWA SEKOLAH DASAR Khamim Wahyudi; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16435

This study aimed to describe the implementation of the Reading Reflection Sheet (RRS) in fostering the character of reading enjoyment among elementary school students, analyze changes in students’ intrinsic reading motivation and reflection quality, and identify supporting and inhibiting factors in its implementation. The study employed a qualitative approach with a case study design conducted in a fifth-grade class at SDN Pegadingan 04. The participants consisted of 20 students, a classroom teacher, and the school principal. Data were collected through observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that the implementation of the Reading Reflection Sheet was carried out through three stages: preparation, trial, and full implementation integrated into the school’s morning literacy program. The use of the RRS encouraged students not only to read but also to understand, interpret, and reflect on the content of their reading materials. The program contributed to the enhancement of intrinsic reading motivation, as indicated by increased interest in reading, greater initiative in selecting books based on personal preferences, voluntary reading habits, and more active participation in discussions about reading materials. Students’ reflection quality also improved, as demonstrated by their ability to identify moral messages, relate reading content to personal experiences, and formulate actions based on values obtained from the texts. The successful implementation of the program was supported by the school literacy culture, support from the principal, teachers, parents, and the availability of reading materials. The main challenges included differences in students’ reflection abilities, limited implementation time, and the low self-confidence of some students. The findings indicate that the Reading Reflection Sheet can enrich school literacy programs and support the development of students’ reading enjoyment character.

IMPLEMENTASI PROGRAM “ARKA” DALAM PENGUATAN PENDIDIKAN KARAKTER MELALUI PROYEK EMPATI DAN REFLEKSI TERARAH DI SEKOLAH DASAR Niken Larasati; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16451

This study aims to describe the design process, implementation, and impact of the ARKA Program (Aksi dan Refleksi) as a character education innovation in Grade IV of SD Negeri Gandrungmangu 01. The research was grounded in the gap between students’ cognitive understanding of character values and their internalization into real behavior, compounded by limited parental guidance at home. A qualitative approach with a single case study design was employed. Data were collected through participant observation, document analysis of daily reflection journals and weekly character checklists, unstructured interviews, and field notes, then analyzed using the interactive model of Miles, Huberman, and Saldana. The ARKA Program integrates two main components: Empathy Action, comprising concrete activities such as peer tutoring, collaborative group work, and classroom cleaning; and Character Reflection, consisting of daily journal writing guided by structured questions. Findings indicate that the program produced consistent positive behavioral changes across five character dimensions simultaneously, including social care, cooperation, responsibility, discipline, and self-confidence. These changes were marked by a motivational shift from external compliance toward intrinsic moral awareness, as reflected in students’ increasingly expressive and reflective journal narratives. The program’s effectiveness is explained through the synergy of Bandura’s social learning theory, Kohlberg’s moral development theory, Dewey’s reflective learning theory, Lickona’s character education framework, and Deci and Ryan’s self-determination theory. The ARKA Program proves to be a simple, contextual, and replicable innovation model for elementary school teachers.

PENGEMBANGAN SISTEM MANAJEMEN KARAKTER SEKOLAH MELALUI PROGRAM KARSA PADA SEKOLAH DASAR BINAAN DI KECAMATAN KROYA Dwi Angga Ningsih; Wildan Nurul Fajar; Ratna Susi Riyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16577

Character education strengthening underpins this study, as its implementation in elementary schools continues to face challenges related to systematic, data-based, and sustainable management. This study aimed to describe the initial implementation of the KARSA Program (Reflective Character, Voice, and Action), analyze early changes in teachers’ practices, school culture, and students’ character, and identify supporting and inhibiting factors in the program implementation. This qualitative study employed a case study design involving 13 elementary schools under the Muhammad Syafei Cluster in Kroya District, Cilacap Regency. The informants included 13 principals, 109 teachers, members of the School Character Team, and students. Data were collected through observation, interviews, documentation, and program monitoring records. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing. The findings showed that the KARSA Program developed a school character management system through the establishment of School Character Teams, data-based principal leadership strengthening, In-House Training on Character Management, the development of character standard operating procedures, character portfolios and dashboards, as well as reflection activities and the strengthening of student voice. Early changes were evident in increased teacher reflective practices, the use of character journals, and observations of student behavior. School culture shifted toward a more systematic, collaborative, and data-based approach to character education management. Students demonstrated initial development in responsibility, social awareness, self-reflection, and initiative. Supporting factors included principals’ commitment, an established culture of character habituation, teacher training, the use of character data, and school community collaboration. Obstacles included variations in teachers’ competence in facilitating reflection, limited time, administrative workloads, limited mentoring, and uneven family support.

IMPLEMENTASI PROGRAM BUBACO: PENGUATAN LITERASI HURUF DAN KARAKTER PERCAYA DIRI DI KELAS I Yuli Kurniasih; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16582

This study aims to describe the design process, implementation, and impact of the BUBACO Program (Buka-Baca-Cocok) as a character education innovation in Grade I of SD Negeri Sidareja 06. The study was grounded in a dual gap observed in the classroom: the majority of students had not yet mastered basic alphabet recognition, while nearly all participants showed marked reluctance to read aloud in front of peers2014a condition reflecting an intertwined deficit in both foundational literacy and self-confidence. A qualitative approach with a single case study design was employed. Data were collected through participant observation, document analysis of student worksheets and character observation sheets, anecdotal records, and field notes, then analyzed using the interactive model of Miles, Huberman, and Saldana. The BUBACO Program integrates a four-step interactive flashcard method2014Buka (Open), Baca (Read), Cocok (Match), and Tempel (Attach)2014that simultaneously cultivates literacy and character. Findings reveal consistent and progressive improvements across both domains: letter recognition developed from a low baseline toward near-mastery, while self-confidence transformed dramatically, with most participants eventually volunteering to present independently before their peers. Effectiveness is explained through Bandura2019s social learning theory, Lickona2019s character framework, Dweck2019s growth mindset, and CASEL2019s social-emotional competencies. The novelty lies in three dimensions: conceptually integrating literacy and character within one media design; methodologically documenting the full innovation cycle through a single case study; and contextually demonstrating that meaningful innovation can emerge from technological constraints. The BUBACO Program is a simple, contextual, and replicable model for elementary teachers.

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