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All Journal Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Jurnal Pendidikan UNIGA Muallimuna : Jurnal Madrasah Ibtidaiyah Jurnal Ilmu Pendidikan Dasar Indonesia JURNAL TUNAS PENDIDIKAN Sinergi International Journal of Islamic Studies Jurnal Pengabdian Masyarakat Al Ibtida: Jurnal Pendidikan Guru MI Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Ani Siti Anisah
Universitas Garut
Religion Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perkembangan Sosial, Emosi, Moral Anak dan Implikasinya Terhadap Pembentukan Sikap Sosial SIswa Sekolah Dasar Ani Siti Anisah; Sapriya; Kama Abdul Hakam; Ernawulan Syaodih
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 1 No 1 (2021): DESEMBER
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v1i1.262

Abstract

This study aims to determine (1) the characteristics of social, emotional, and moral development in elementary school children, and (2) the implications of children's social, emotional, and moral development on the formation of social attitudes in elementary school children. The research method used in this study is literature. The results showed that the characteristics of social, emotional, and moral development of elementary school children were aware of the social roles, religion, race, and socioeconomic status of their peers, accepted cultural stereotypes, and adult attitudes towards their status, thus creating group awareness in their social environment. These characteristics will persist until late childhood and will continue until they are adults if educators provide a stimulus in continuing their mature developmental tasks. The stimulus is in the form of guidance, direction, and providing a good and healthy socio-cultural environment in social, emotional, and moral development so that it has implications for the formation of good social attitudes. For children's socialization skills to improve, the task of educators is to guide and direct them to learn to accept and carry out responsibilities, learn to compete with others, learn good social behavior, learn to work together, learn from adults, and learn with peers, learn to adapt themselves with group standards, learn to play to develop physical, learn to share, and learn sportsmanship. The most important thing is good parenting from parents as the first madrasa for children informing children with noble character as a form of good social attitude in society.
Exploring Religious Leaders' Perspectives on Peacebuilding Across Different Faith Traditions: A Comparative Qualitative Study in Post-Conflict Indonesia Masripah; Ani Siti Anisah
Sinergi International Journal of Islamic Studies Vol. 3 No. 4 (2025): November 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i4.1132

Abstract

Religious diversity presents both opportunities for social cohesion and challenges for sustainable peace in multicultural societies. Religious leaders often play influential roles in shaping ethical values, promoting dialogue, and facilitating reconciliation following communal conflict. However, comparative qualitative evidence on how religious leaders from different faith traditions conceptualize peacebuilding within the same post-conflict setting remains limited. This study explores the perspectives of religious leaders from multiple faith traditions on peacebuilding in Ambon City, Indonesia, and identifies shared ethical principles contributing to peaceful coexistence. A qualitative multiple case study examined twelve participants representing Islam, Protestant Christianity, Catholicism, Buddhism, Hinduism, Confucianism, customary leadership, interfaith organizations, civil society, and academia, selected through purposive sampling based on their leadership roles in interfaith relations. Data were collected through semi-structured interviews, supported by field observations and document analysis, and analyzed using thematic analysis, with trustworthiness strengthened through triangulation and member checking. The analysis identified six themes: peace as positive coexistence rather than mere absence of violence; shared ethical values such as compassion and forgiveness; compassion through practical cooperation; justice as a prerequisite for trust; reconciliation as a gradual dialogic process; and tolerance without doctrinal assimilation. Findings also highlight the local tradition of Pela Gandong, reinforcing kinship across communities. The study concludes that sustainable peace depends on ethical leadership, social justice, and culturally grounded reconciliation, offering insights for policymakers and civil society.
Building Critical Thinking Skills of Elementary School Students through Contextual Social Studies Learning Ida Siti Faridah; Bunyamin Maftuh; Ernawulan Syaodih; Ani Siti Anisah
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 8 No. 3 (2025)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v8i3.7

Abstract

The aims of this study is to investigate students critical thinking skills thorugh contextual social studies learning. Critical thinking is an essential skill that students need to develop from an early age, especially at the elementary school level. One subject with significant potential to foster critical thinking skills is Social Studies. Contextual Social Studies learning, which connects the lesson material to real-life situations around students, can increase student engagement and encourage them to think more critically and analytically. The research method used is a Systematic Literature Review (SLR), encompassing article relevant and recent references from national and international journals published since 2020 until 2025, focusing on the development of critical thinking skills in elementary school students through contextual social studies learning. Based on the review results of recent literature, this article identifies various strategies that can be applied in the classroom, such as problem-based learning, project-based learning, and the use of discussions and debates. Furthermore, this article also discusses the challenges that may arise in implementing this approach, including limited resources and teacher readiness. The research concluded are expected to find connections between theory and recent practices in social studies education, demonstrating how contextual learning can contribute to improving students' critical thinking skills.
Co-Authors - Sapriya Ade Holis Bunyamin Maftuh Dadan Hermawan Dini Rusmiati Ernawulan Syaodih Fathan Miftah Shururi Gina Mubarokah Ginanjar, Ani Yanti Ida Siti Faridah Iis Komariah Iis Salwa Maulidah Isti Istiqomah Kama Abdulhakam Laelasari Laelasari Masripah Mila Maratusholihah Nordin Bin Mamat Nurdin Muhamad Ratna Widiyastuti Sapriya