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All Journal Jurnal Visi Ilmu Pendidikan Jurnal Ilmu Sosial dan Humaniora Jurnal Penelitian Pendidikan Jaqfi : Jurnal Aqidah dan Filsafat Islam Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Moral Kemasyarakatan Edukasi Islami: Jurnal Pendidikan Islam Jurnal Basicedu Ta'dib: Jurnal Pendidikan Islam CERMIN: Jurnal Penelitian Jurnal Paedagogy Jurnal Penelitian Agama Hindu Proceedings Series on Social Sciences & Humanities Journal of Innovation and Research in Primary Education Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Action Research Journal Indonesia (ARJI) Al-Tarbawi Al-Haditsah
Encep Syarief Nurdin
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Institutionalizing a Culture of Student Mentoring within a Whole-School Approach: An Integrative Literature Review with a Systematic Search Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Juntika; Momod Abdul Samad
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 2 (2026): June
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i2.3561

Abstract

Schools are increasingly required to focus not only on academic achievement but also on supporting student development, character building, and psychological well-being. In this context, student mentoring needs to be understood as both a relational and institutional practice that takes place within the school ecosystem. This article aims to synthesize the literature on the institutionalization of a student mentoring culture within a holistic school approach, by examining relational mechanisms, school conditions, and implementation factors that support the sustainability of mentoring practices. This study employs an integrative literature review approach using systematic searches and thematic synthesis. The literature is analyzed through three dimensions. First, relational mechanisms include teacher–student relationships, mentoring, school connectedness, school belonging, and student engagement. Second, school conditions include school climate, school culture, character education, student well-being, and the whole-school approach. Third, institutional factors include implementation quality, sustainability, leadership, ownership, the balance between fidelity and adaptation, and organizational routines. The synthesis indicates that student mentoring is best understood as a relational, ecological, and institutional process that has the potential to support character and psychological well-being when supported by adequate school conditions and implementation. This article is not an evaluation of the effectiveness of a specific program, but rather a literature synthesis that examines the contextual relevance of Indonesian policies.
Multicultural Class Program as a Means of Strengthening Pancasila Character at Bakti Karya Vocational High School Galuh Ibrahim; Encep Syarief Nurdin; Mupid Mupid; Yadi Ruyadi
Jurnal Moral Kemasyarakatan Vol 10 No 2 (2025): Volume 10, Nomor 2 - Desember 2025
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jmk.v10i1.11457

Abstract

Multicultural education and the cultivation of Pancasila values are important elements in building an inclusive and tolerant national character in Indonesia. This study analyzes the implementation of Pancasila values in the multicultural class program at the Bakti Karya Parigi Vocational High School (SMK). This article aims to explore the cultivation of Pancasila values at SMK Bakti Karya Parigi through a multicultural class program. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The study's results show that the multicultural classroom program has successfully incorporated Pancasila values into students' daily lives. This has led to positive changes in how they behave toward cultural diversity, such as becoming more independent, working together, and tolerant. The study concludes that multicultural classroom programs have proven to be effective in introducing and practicing Pancasila values in students' lives, both in the school environment and in their social interactions. It's clear from this study that there needs to be a curriculum document to make sure that the multicultural classroom program works with the national goals of building character through Pancasila values in secondary schools.
Ethno-Learning and Character Formation: Values and Morals through Culture-Based Education in Cirebon Ade Cahyaningsih; Encep Syarief Nurdin; Dasim Budimansyah; Yadi Ruyadi; Jagad Aditya Dewantara
Jurnal Moral Kemasyarakatan Vol 10 No 2 (2025): Volume 10, Nomor 2 - Desember 2025
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jmk.v10i1.11999

Abstract

This study explores how formal education preserves local culture through an ethno-learning approach in government-based schools in Cirebon, Indonesia. Using a multisite ethnographic method, the research was conducted over one year in four secondary schools known for integrating Cirebonese cultural values into teaching. The integration of local culture such as tari topeng (mask dance), gamelan, the Cirebonese language, and the Jelajah Budaya (Cultural Exploration) program helps strengthen students’ cultural identity, develop moral character, and foster positive social dispositions. Teachers act as cultural mediators, connecting tradition with contemporary education. Student engagement varies depending on family background and cultural exposure outside school. Challenges include limited resources, inconsistent student interest, and the need for more adaptive, student-centered pedagogies. The study highlights that culture-based education is not merely supplementary but foundational in forming character, reinforcing identity, and promoting cultural sustainability. It argues for a more contextual, humanistic model of education that aligns with local realities while addressing global educational demands.
Co-Authors Ace Suryadi Aceng Kosasih, Aceng Ade Cahyaningsih Ahmad Khomaini Syafeie Ahmad Syamsu Rizal Alek Andika Asep Dahliyana Aulia Ajizah Bagja Waluya Bunyamin Maftuh Chairil Faif Pasani Darsiharjo Dasiharjo Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Dasim Budimasyah Deni Supardi Hambali Dewantara, Jagad Aditya Dipa Suharto Edi Suresman Eni Supriati Evi Abdurohmat Fajar Nugraha Fitriya Wulansari Galuh Ibrahim Gumelar, Abih I Putu Suyasa Ariputra Imas Kurniawaty Intan Indah Permatasari Juntika Kadek Aria Prima Dewi PF Kama Abdulhakam Lalu Parhanuddin Momod Abdul Samad Mupid Mupid Mustafizul Ichsan Mustolikh Mustolikh N. Euis Kartini Nadri Taja Nahadi Naniek Krishnawati Nurihsan, Achmad Juntika Putra Asga Elevri Rakhmat, Cece Sofyan Sauri Syihabuddin Syihabuddin Tri Suhartati Via Nurafiati Astuti Warlim Warlim Yadi Ruyadi Yuli Apriati