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All Journal jurnal niara Pendas : Jurnah Ilmiah Pendidikan Dasar PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Journal of Education and Teaching Learning
Nirva Diana
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analisis Implementasi Etika Profesi Dan Kode Etik Guru Dalam Pembentukan Karakter Peserta Didik Agus Faisal Asyha; Yeni Astuti; Raden Roro Atmim Nurona; Nirva Diana
Jurnal Niara Vol. 18 No. 1 (2025): Mei
Publisher : FAKULTAS ILMU ADMINISTRASI UNIVERSITAS LANCANG KUNING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/niara.v18i1.27521

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi etika profesi dan kode etik guru dalam pembentukan karakter peserta didik. Etika profesi guru merupakan seperangkat norma yang menjadi landasan perilaku guru, sedangkan kode etik guru adalah aturan praktis yang mengikat dalam pelaksanaan tugas profesional. Dengan menggunakan metode studi literatur, penelitian ini mengidentifikasi hubungan antara konsistensi penerapan etika profesi guru dan perkembangan karakter siswa. Hasil analisis menunjukkan bahwa guru yang menerapkan nilai-nilai etika seperti keadilan, tanggung jawab, dan rasa hormat mampu menciptakan lingkungan pembelajaran yang kondusif serta menjadi teladan efektif bagi siswa. Namun, terdapat hambatan seperti kurangnya pelatihan dan pemahaman guru mengenai implementasi etika profesi. Penelitian ini menegaskan pentingnya dukungan institusional, kebijakan sekolah yang mendukung, dan program pelatihan berkelanjutan untuk memperkuat peran guru dalam membentuk karakter peserta didik. Penelitian ini berkontribusi pada pemahaman mengenai peran etika profesi dalam pendidikan serta memberikan rekomendasi praktis untuk implementasinya di sekolah
Islam Dan Hak Anak: Tanggung Jawab Keluarga Dan Sekolah Dalam Pembentukan Akhlak Anak Usia Dini Ahmad Ilham Fadli; Dwi Suci Rahma Putri; Dimas Raba Pramodana; Erlina; Umi Hijriyah; Nirva Diana
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 7 No. 2 (2024): Desember
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v7i2.3368

Abstract

Morals can reflect personality as well as can describe a character that contains goodness called good morals or noble morals, and contains badness called bad morals or noble morals. Noble morals, and bad morals are called bad morals or despicable morals. Despicable morals. Aiming to provide knowledge to parents and teachers to see the character education that exists in pre-school children before they enter elementary school. Elementary school age. In this case, teachers and parents, especially teachers, play a very important role in strengthening character education for students. Play a role in strengthening character education for their students, where teachers must exemplify what is conveyed and will be imitated by their students. The importance of the role of Islam in the formation of early childhood morals through the responsibility of family and school. Responsibility of family and school. The method used in this research is approach (Library Research). With the results of the research The role of parents and teachers in realising Islamic character has a reciprocal relationship. Islamic character has a reciprocal relationship. Family as the basis for initial formation while the school as a complement to children's character education
KEBIJAKAN SISTEM PENDIDIKAN ISLAM MULTIDISIPLINER Shelvia Loviana; Rima Kasturi; Nirva Diana; Eti Hadiati; Meriyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35955

Abstract

This study aims to analyze the implementation of a multidisciplinary Islamic education system policy in Indonesia and the role of Islamic educational leadership in supporting its success. The background of this research is based on the dichotomy between religious and general knowledge, which has long been a fundamental problem in Islamic education. Through library research and policy analysis, this study finds that multidisciplinary Islamic education is a crucial strategy in addressing the challenges of the Industrial Revolution 4.0 and Society 5.0. Key findings indicate that the Ministry of Religious Affairs has implemented policy transformation through curriculum integration, madrasah digitalization, and religious moderation programs. However, obstacles remain in the form of cultural resistance, limited human resources, and gaps in access to technology. Adaptive, collaborative, and Islamic-value-based leadership are key to strengthening the multidisciplinary Islamic education system in the future.
Integration of the Cambridge International Examinations (CIE) Curriculum  with the National Curriculum in Primary Schools Muhammad Naufal Zaki Zaki; Nirva Diana; Muhammad Muchsin Afriyadi
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.328

Abstract

The development of 21st-century education demands the integration of national education standards with global competencies. Although the integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum has been implemented in several elementary schools in Indonesia, existing research is still partial and has not presented a comprehensive synthesis of the form of integration, advantages, disadvantages, and recommendations for its implementation. This study aims to describe the form of integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum in elementary schools and analyze the advantages and disadvantages of its implementation based on the results of previous research. The study used the Systematic Literature Review method with reference to the PRISMA guidelines. Data sources came from scientific articles obtained through the Scopus and Semantic Scholar databases with a publication range of 2022-2026. Of the 602 identified, 7 articles met the inclusion criteria for analysis. Data analysis was conducted descriptively-thematically and supported by bibliometric analysis using VOSviewer software. The results showed that curriculum integration was carried out through curriculum mapping, alignment of learning outcomes, material integration, bilingual learning, and adjustments to the assessment system. The implementation of this integration contributes to improving students' critical thinking skills, literacy, numeracy, English language proficiency, and global competency without neglecting national values. However, its implementation still faces challenges in the form of limited teacher competency, learning suggestions, dual curriculum management, and learning time allocation. This study contributes in the form of a comprehensive synthesis of the forms, benefits, challenges, and recommendations for implementing the Cambridge International Examinations (CIE) Curriculum Integration with the National Curriculum as a reference for schools, educators, researchers, and policymakers in developing curriculum in elementary school.
Co-Authors Agus Faisal Asyha Ahmad Ilham Fadli Dimas Raba Pramodana Dwi Suci Rahma Putri ERLINA Eti Hadiati Muhammad Muchsin Afriyadi Muhammad Naufal Zaki Zaki Raden Roro Atmim Nurona Rima Kasturi Shelvia Loviana Umi Hijriyah Yeni Astuti