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Imron Fauzi
UIN KHAS Jember
Education

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Analisis Kompetensi Sosial Guru terhadap Pembentukan Karakter Siswa di SD/MI: Kajian Literatur Kualitatif Hofsawati Nengseh; Imron Fauzi
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8670

Abstract

Character education is a fundamental aspect of shaping students’ personality and morality from an early age. In this context, teachers’ social competence plays a crucial role, as it directly influences their ability to create meaningful and value-based educational interactions. This study aims to describe the role of teachers’ social competence in shaping students’ character at elementary schools and Islamic elementary schools (SD/MI). The research employs a qualitative method with a library research approach, analyzing 35 scientific sources published between 2020 and 2025, including accredited national journals, reference books, and relevant research reports. The findings indicate that teachers’ social competence, particularly communication skills, empathy, cooperation, and exemplary behavior has a significant impact on the development of students’ character, especially in the aspects of responsibility, discipline, and honesty. Teachers with strong social competence are able to create a positive learning environment, internalize moral values, and serve as role models for their students. The implication of this study emphasizes the importance of strengthening teachers’ social competence through professional development and training programs to support the effective and sustainable implementation of character education in elementary and Islamic elementary schools.
Rekonstruksi Etika Keguruan dalam Ekosistem Literasi Digital: Studi Fenomenologis tentang Praktik Profesional Guru Indonesia Ahmad Muflihul Fakih; Imron Fauzi
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8751

Abstract

This study examines how teachers reinterpret teaching ethics in the context of digital literacy-based education, addressing the gaps in previous studies that primarily viewed digital literacy as a technical skill. Using a qualitative phenomenological design, the study involved 80 purposively selected teachers who participated in digital learning practices. Data were collected through in-depth interviews, observations, and documentation, then analyzed using thematic coding, with stages of data reduction, data presentation, and conclusion drawing. The results show that digital literacy is understood not only as a technological skill but also as an ethical foundation inherent in teachers' professional judgment. Five main themes emerged: ethical awareness shaped by digital literacy, critical reflection on technology use, the construction of contextual ethical norms, the role of teachers as role models of digital ethics, and the need for institutional strengthening. Challenges faced include limited access to digital resources and a lack of digital ethics training. This study offers a novel theoretical contribution by integrating digital literacy as a contextual variable within the framework of teacher professional ethics, while also providing practical implications for policy development and teacher training in responding to ethical demands in the digital education era.
Co-Authors Ahmad Muflihul Fakih Hofsawati Nengseh