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All Journal Jurnal Pendidikan Karakter Cakrawala Pendidikan Jurnal Pendidikan Kewarganegaraan Undiksha Jurnal Pendidikan Sosiologi dan Humaniora Historia: Jurnal Pendidik dan Peneliti Sejarah KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE INTEGRALISTIK JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Harmoni Sosial: Jurnal Pendidikan IPS Mimbar Sekolah Dasar Jurnal Pendidikan Ilmu Sosial Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini EDUHUMANIORA: Jurnal Pendidikan Dasar Emerging Science Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Moral Kemasyarakatan Jurnal Analisa Sosiologi Jurnal PAJAR (Pendidikan dan Pengajaran) Al-Hayat: Journal of Islamic Education IRJE (Indonesian Research Journal in Education) Atthulab: Islamic Religion Teaching and Learning Journal Jurnal Basicedu AT-TA`DIB Journal of Education Action Research JTP - Jurnal Teknologi Pendidikan Satwika : Kajian Ilmu Budaya dan Perubahan Sosial PrimaryEdu - Journal of Primary Education Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Education and Human Development Journal J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Journal Civics and Social Studies Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Edukasi IPS Attadib: Journal of Elementary Education Dinasti International Journal of Digital Business Management Jurnal Kolaborasi Resolusi Konflik UTAMAX : Journal of Ultimate Research and Trends in Education Studies in Learning and Teaching Jurnal Ilmiah Publika Muqoddima: Jurnal Pemikiran dan Riset Sosiologi Jurnal Evaluasi dan Pembelajaran Jurnal DinamikA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan IJORER : International Journal of Recent Educational Research Sosietas: Jurnal Pendidikan Sosiologi Indonesian Journal of Innovation Studies Jurnal Locus Penelitian dan Pengabdian Indonesian Journal Of Educational Research and Review Journal of Educational Sciences Jurnal Pendidikan Transformatif Jurnal Basicedu Journal of Innovation and Research in Primary Education International Journal of Religion Education and Law Sosio Religi: Jurnal Kajian Pendidikan Umum Jurnal Motivasi Pendidikan dan Bahasa Council: Education Journal of Social Studies Hudan Linnaas: Jurnal Ilmu Sosial dan Humaniora Jurnal Elementaria Edukasia Martabat: Jurnal Perempuan dan Anak
Bunyamin Maftuh
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Religion Aerospace Engineering Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Social Sciences Other

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The Existence of Sarimukti TPA and Its Influence on the Social Environment in Elementary Schools Rohartati, Sri; Maftuh, Bunyamin; Sopandi, Wahyu; Subekti, Eri; Zuhro, Putri Fatimatuz
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.657

Abstract

This study aims to examine the impact of the Sarimukti Final Disposal Site (TPA) on the social environment in three elementary schools located around the site, as well as the perceptions of students, teachers, and parents regarding its impact. The Sarimukti TPA raises concerns about air, soil, and water pollution that can affect the health and well-being of the surrounding community, especially elementary school students. The research uses a qualitative descriptive method with a case study design, involving three school principals, six teachers, twenty students, and three parents as research subjects. Data was collected through interviews, observations, and documentation. The results of the study show that the existence of the Sarimukti landfill has the potential to cause negative impacts on children's health and the social environment of the school and the surrounding community. These impacts affect not only physical conditions but also the social aspects and welfare of students, teachers, and parents. In addition to interactions in the teaching and learning process at school, students' interactions with the surrounding social environment, including physical environmental conditions, also determine the quality of education in primary schools. Thus, the existence of the landfill has a significant impact on the social environment and education in the area.
Development of a Social Studies Learning Model Based on Local Wisdom to Improve Cultural Literacy of Elementary School Students Unimuda, Mursalim; Maftuh, Bunyamin; Supriatna, Mamat; Anakotta, Raisa
IJORER : International Journal of Recent Educational Research Vol. 6 No. 3 (2025): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i3.867

Abstract

The objective of this research is to develop a learning model based on local wisdom to enhance cultural literacy among elementary school students. This study employs a Research and Development (R&D) method, adapted from Borg & Gall into five stages, namely: (1) initial information gathering (literature review and field needs analysis); (2) planning (drafting the model); (3) initial product validation (expert validation); (4) preliminary testing (small group); and (5) field testing (large group). The research subjects consisted of 6 experts and practitioners for validation, 13 teachers, and fifth-grade students comprising 90 for the instrument trial and 125 students for the limited and broader tests to assess the effectiveness of the developed learning model. Data were collected through validation sheets, interview guidelines, and student assessment sheets. The model’s validity was analyzed qualitatively, while its effectiveness was analyzed quantitatively using a paired sample t-test and N-Gain. The results showed that the social studies learning model based on local wisdom, rooted in the maataa tradition, was deemed feasible for use, with an average validator score of 3,52, falling within the range of 3,2–4,0, categorized as highly feasible. The t-test result showed a significance value of 0.000, which is less than 0,05, indicating that the maataa tradition-based local wisdom model is effective in enhancing students’ cultural literacy skills. This is evidenced by a significant improvement in students’ cultural literacy, with an average pretest score of 73,44 rising to 94.5 in the posttest. The N-Gain calculation of 0,78 places this improvement in the "high" category, with learning effectiveness reaching 78%, meaning it is considered “effective.” In conclusion, the social studies learning model based on the maataa tradition of local wisdom is effective in improving students’ cultural literacy skills. This model provides a more contextual and meaningful learning experience while strengthening students’ connection to local cultural values.
Rasch Model Validation of Critical Thinking Assessment in Elementary Education: Validasi Instrumen Penilaian Berpikir Kritis Siswa Sekolah Dasar Berbasis Rasch Purnamasari, Rika; Maftuh, Bunyamin; Hidayat, Mupid; Warlim, Warlim; Dahliyana, Asep; Ruyadi, Yadi; Nurdin, Encep Syarief; Fauziah, Nurul
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1842

Abstract

General Background: The digital era requires elementary school students to possess critical thinking as a foundational character to evaluate information and make reasoned decisions within learning processes. Specific Background: Project-based learning integrated with STEAM has been positioned as a relevant pedagogical context for fostering critical thinking, yet systematic assessment remains challenging at the elementary level. Knowledge Gap: Existing assessment instruments are predominantly conventional and lack robust psychometric validation to comprehensively measure critical thinking characteristics in STEAM-oriented project learning. Aims: This study aims to validate a critical thinking character assessment instrument for elementary school students using Rasch Model analysis within project-based STEAM learning in the digital era. Results: From 29 developed items, 20 items met Rasch validity criteria, with person reliability of 0.82, item reliability of 0.98, and a Cronbach’s Alpha value of 0.81, indicating strong internal consistency and effective differentiation of student ability levels. Novelty: This study presents a psychometrically validated instrument specifically designed to assess critical thinking character in elementary school students through STEAM-based project learning using Rasch Model analysis. Implications: The validated instrument provides teachers with an objective and systematic assessment tool to monitor and develop students’ critical thinking character in alignment with the demands of digital-era elementary education. Highlights • The instrument demonstrated high person and item reliability through Rasch analysis• Valid items represented five dimensions of critical thinking character• Assessment results supported objective differentiation of student ability levels Keywords Critical Thinking; Rasch Model; Project Based Learning; STEAM Education; Elementary School
Strengthening Student Well-Being in the Digital Era Through Character Strengths: A Systematic Review Anbiya, Bakti Fatwa; Budimansyah, Dasim; Maftuh, Bunyamin; Komalasari, Kokom
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.8789

Abstract

This study aims to synthesize empirical evidence on the role of character strengths in strengthening student well-being in the digital era and to examine its implications for character education policy. Using a systematic literature review guided by the PRISMA framework, this study conducted identification, screening, and eligibility assessment processes, resulting in the inclusion of 26 peer-reviewed international articles published between 2011 and 2024 from Scopus, Web of Science, and ERIC databases. Data were analyzed through thematic synthesis to identify dominant digital risks, character strengths associated with well-being, and their functional roles. The findings indicate that digital risks do not exert deterministic effects on student well-being; rather, their impact is conditional and shaped by students’ character strengths. Self-regulation, hope, gratitude, perseverance, and critical thinking consistently emerged as key strengths that function as direct predictors, moderators, and mediators of student well-being. These findings highlight the importance of reframing character education from a moral–normative orientation toward a strength-based and evidence-informed approach. The study concludes that strengthening student well-being in the digital era requires sustained educational investment in character strengths as preventive psychological capacities that support adaptive digital engagement and flourishing.
Efektivitas Pendekatan Case based learning dalam Pembelajaran IPS Pratama, Iqbal; Maftuh, Bunyamin; Atauupah, Winda Verawati; Alexander, Loxsi; Dwitarachmi, Fania Hafidza
Edukasi IPS Vol. 9 No. 2 (2025): EDUKASI IPS
Publisher : Program Studi Pendidikan IPS Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/EIPS.009.2.03

Abstract

This study aims to determine the effectiveness of using the case-based learning approach in Social Studies instruction. The sample was obtained using a simple random sampling technique. The study was conducted in 2025. The research population consisted of 30 seventh-grade students at SMPN 98 Jakarta in the 2025/2026 academic year, located in South Jakarta, Indonesia. The sampling technique used the Slovin formula to obtain a sample size of 30 seventh-grade students. This research employed an experimental method with a one-group pretest-posttest design. In addition, the researcher used a paired-sample t-test to test the hypothesis and the Shapiro–Wilk test to examine data normality. The results of the independent sample test showed that the two-tailed significance value was 0.000 < 0.05; therefore, based on the decision criteria for the paired-sample t-test, it can be concluded that H0 is rejected and Ha is accepted. The findings indicate that the case-based learning approach in Social Studies instruction has a positive effect on students’ learning outcomes. Moreover, beyond improving achievement, case-based learning also trains critical thinking and enhances student collaboration, as it provides learning experiences that strengthen conceptual understanding, make learning more contextual and participatory, and motivate students to be more engaged and active in the learning process.
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 Elmy, Muhammad; Maftuh, Bunyamin; Kiptiah, Mariatul; Hakam, Kama Abdul
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.
Teachers’ Perspectives On Developing Collaborative Skills In Indonesian Elementary Students: A Qualitative Study Setiawan, Dadan; Maftuh, Bunyamin; Syaodih, Ernawulan; Riyadi, Arie Rakhmat
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores elementary students’ collaborative skills from both student and teacher perspectives, with a focus on group interaction dynamics and pedagogical strategies that promote effective collaboration. The qualitative study was conducted in four elementary schools in Cirebon Regency, involving 24 students and four teachers. Data were collected through classroom observations,semi-structured interviews, and learning document analysis. Findings indicate that students perceive collaboration as task-sharing, mutual support, and joint decision-making in classroom projects. Key challenges include differences in abilities, individual dominance, and uneven group coordination. Teachers emphasized the importance of strategic planning, facilitation of interactions, establishment of group norms, and continuous feedback to optimize collaboration. The results highlight that collaborative skills develop through active pedagogy, consistent teacher monitoring, and the habituation ofcollaborative practices in daily learning activities. This study provides significant insights for designing systematic and measurable learning strategies aimed at enhancing elementary students’ collaborative competencies, offering practical implications for teachers and educational policymakers.
Analysis of Global Competence of Elementary School Teacher Education Students Fadillah, Nur; Maftuh, Bunyamin; Syaodih, Ernawulan; Somantri, Mubarok
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Increasingly integrated global developments require every individual to possess global competencies, including prospective elementary school teachers who must be able to educate students to become knowledgeable, tolerant, and responsible global citizens who are able to adapt to globalization. However, various studies indicate that the global competency of university students in Indonesia is still relatively low. This study aims to describe the actual condition of global competencyamong elementary school teacher education students. This study uses a descriptive quantitative approach with elementary school teacher education students as respondents. The research instrument includes three main components of global competency: knowledge, skills, and attitudes/values, which are developed based on four dimensions of global competence. However, in this article, the focus is only on discussing the knowledge component of the global competency of elementary school teacher education students. The results of the study indicate that the knowledge component of the global competency of students still tends to be low. These findings indicate the need for learning innovation, whether in the form of developing learning models or using media and other things that can improve the knowledge component, among elementary school teacher education students in facing global challenges
Transformation of High School or Vocational School Teacher Competencies in the Era of Society 5.0 Mattiro, Syahlan; Mastur; Mansur, Hamsi; Maftuh, Bunyamin; Nurdin, Encep Syarief
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.66124

Abstract

The era of Society 5.0 requires education systems to integrate digital technology and artificial intelligence (AI), positioning teachers as key actors in adaptive and innovative learning. This study aims to describe the performance and competencies of senior high school and vocational school teachers in South Kalimantan Province. A descriptive quantitative design was employed involving 279 teachers and 2,280 students from 30 purposively selected schools representing diverse geographical areas. The main variables measured include teachers’ competence in (1) planning learning (formulating objectives, developing teaching materials, selecting methods and media), (2) implementing learning, (3) evaluating learning outcomes, and (4) utilizing ICT-based learning media. Data were collected using structured questionnaires, observations, and documentation, and analyzed through descriptive statistics (percentage, frequency distribution, mean, median, and mode). The findings show that teacher competence is generally in the “adequate” category. Specifically, 39.4% of teachers are categorized as adequate in formulating learning objectives, 38.4% in selecting learning methods and strategies, and 41.2% in aligning methods with students’ cognitive, affective, and psychomotor development. These results indicate that although teachers have met basic competency standards, their ability to integrate digital technology into pedagogy remains suboptimal. Therefore, systematic and continuous efforts such as applied ICT-based training, mentoring, and strategic collaboration with universities and industry are essential to strengthen teachers’ pedagogical and technological competencies in supporting sustainable educational transformation.
Digital Media-Based Conflict Resolution Education Trends as Peace School Programs in Primary Schools Wahyuningsih, Yona; Maftuh, Bunyamin; Sapriya, Sapriya; Darmawan, Deni
Mimbar Sekolah Dasar Vol 11, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.66122

Abstract

This research aims to analyze the publication of Digital Media-Based Conflict Resolution Education Trends as a Peaceful School Program in Elementary Schools using VOSviewer with the Publish or Perish application. This research has been published for ten years (2018 to 2023), finding 996 articles relevant to the research. The results of this research found five areas pertinent to the study that were explored, namely the terms conflict resolution skills, digital media, programs, peacebuilding, and schools, with details of publications from 2013 to 2014 experiencing an increase. Publications from 2014 to 2015 had the same number of publications, namely 119, and increased in 2016. However, the number of articles from 2017 to 2022 continued to decline until only 15 articles were published. However, there will be an increase in 2023, reaching 29 articles. Data shows that the trend of digital media-based conflict resolution education as a peace school program in elementary schools is decreasing. Through VOSviewer, this research analyzes many published articles related to this topic. The impact of this review will be a reference for conducting further research on this topic in the future.
Co-Authors - Sapriya Abdul Azis Wahab Abdul Basit Abdul Hakam Abdul Karim, Aim Adawiah, Elis Robiatul Ahmad Gunawan Aim Abdul Karim, Aim Abdul Aim Abdulkarim Al Hidayah, Riama Alexander, Loxsi Amanisa, Hanun Zata Amriani Amriani, Amriani Anakotta, Raisa Anbiya, Bakti Fatwa Anissa Noviani Arie Rakhmat Riyadi As'ary, Yasin Asep Dahliyana Asep Saefudin Atauupah, Winda Verawati Atep Sujana Aulia, Vina Avvyat Anantya Azmy, M. Noor Budi, Intan Budi Komara Burhanudin Burhanudin Christina Wulandari, Christina Cut Siti Balqis Dadang Sunendar Damayanti, Vismaia Sabariah Dania Dwia Sulystianeu Danial AR, Endang Darta Putra, Elpri Dasim Budimansyah Delia Nurul Fauziah Deni Darmawan Dewi, Dinie Anggraeni Dewi, Sinta Maria Dina Siti Logayah Dwiputra, Dimas Febriansyah Krisna Dwitarachmi, Fania Hafidza Edwin Nurdiansyah, Edwin Eldi Mulyana Elly Malihah Encep Syarief Nurdin, Encep Syarief Enok Maryani Erlin Rintan Erlina Wiyanarti Erlina Wiyanarti Ernawulan Syaodih Esa El Hawa Fani Julia, Fani Fawzi, Mochamad Ikbal Febriyanti Utami, Febriyanti Galih Dani Septiyan Rahayu Ganeswara, Ganjar M. Ganeswara, Ganjar Muhammad Gumelar, Abih Gunawan Santoso Hamdan Hamsi Mansur Hanum, Citra Bahadur Hartono, Tio Budi Hery Widijanto Huda, Mochammad Miftachul Imas Kurniawaty Inayah, Annisa Nur Istianti, Tuti Janah, Widia Nur Karim Suryadi Karmila P Lamadang Kembara, Maulia Kembara, Maulia Depriya Khairunniza, Liza Dwi Eftiza Kintani, Nenden Kokom Komalasari Komariah, Mia Kurniati, Hera Kurniawati Sumantri, Yeni Laila Habibah Nurfalah Lugina, Tiana Dara Ma'mun Murod Mariatul Kiptiah Mastur Mastur Mastur Mattiro, Syahlan Maulia Depriya Kembara Mila Noviana, Mila Mubarok Somantri Mubiar Agustin Muhammad Elmy Muhammad Fadhil Al Mubarok Muhammad Najib Mukhamad Murdiono Mupid Hidayat Murod , Ma'mun Murod, Ma'mun Murod, Ma'mun Murod Mursalim Mursalim Mursalim Nanda William Nanola, Nouval Nastiti Mufidah Nur Fadillah, Nur Nuraeni, Ayu Nurdin, Encep Syarif Nurgiansah, T Heru Nurgiansah, T. Heru Nurkholiq, Agus Nurul Fauziah Nurul Fauziah, Fitri Opik, Opik Pitriyani Pitriyani Pratama, Iqbal Puji Siswanto Purnomo, Budi S. Retnasari, Lisa Retnasari Rifanto, Dayu Rika Purnamasari Rika Sartika Rika Sartika Rizki Amalia Rizki Ramadhan Rohartati, Sri Rohartati, Sri Roni Rodiyana Rosihon Anwar, Rosihon Rosmiati, Sely Rozak, Rama Wijaya Abdul Rudianto, Apip Safe'i, Makhmud Safei, Makhmud Sapriya Sarbaini Septiani, Devianeu Wisdiasusi Setiadi, Elly Malihah Setiawan, Dadan Silvi Vina Apriani Sina Wardani Siregar Siti Emira Khodati Siti Fathimah Siti Nurbayani Sjamsuddin, Helius Somad, Momod Abdul Subekti, Eri Sumantri, Zulkifli Suprapto, Wasis Supriatna, Mamat Supriyono Supriyono Susanti Susanti Syamsijuliant, Tri syarief, Encep Tesya Cahyani Kusuma Ulmi, Tiara Fahmiyatul Unimuda, Mursalim Usmaedi Utama, Agus Hadi Utami, Lingga Vini Agustiani Hadian Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wahyuni, Tanti Sri Warlim, Warlim Wilodati Wulan, Erna Wulandah, Safirah Wulida, Yawma Wuri Wuryandani Yadi Ruyadi Yanto, Ari Yona Wahyuningsih, Yona Yulifar, Leli Yumahendra, Zefly Zidan Jamaudin Zuhro, Putri Fatimatuz