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All Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) El Midad: Jurnal Jurusan PGMI
Ichsan Anshory
Universitas Muhammadiyah Malang
Religion Humanities Education Environmental Science Social Sciences Other

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DEVELOPING THE CHARACTER PROFILE OF PANCASILA-BASED STUDENTS THROUGH PARENTING ACTIVITIES AT EARLY CHILDHOOD EDUCATION Sholehah Yuliati; Ichsan Anshory; Erna Yayuk
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14254

Abstract

Character education is a crucial foundation for developing a competitive and integrated generation. The Pancasila Student Profile (P3) offers an alternative approach to instilling character values from an early age, encompassing six main dimensions (Kadir, 2023). Ki Hadjar Dewantara (1962) emphasised that family, school, and community, as the three centres of education, play a strategic role in shaping children's character, including through parenting activities. This study examines: (1) designing parenting activities to foster the character of the Pancasila Student Profile, (2) creative ideas in parenting programs to strengthen character values, and (3) internal and external obstacles in their implementation. The method used was a descriptive qualitative approach, involving informants from the principal, teachers, and parents. Data were obtained through observation, interviews, and documentation, then analysed using the Miles & Huberman model. The results show that the parenting program at KB Al Hidayah Pacul Permai incorporates structured planning, positive habit formation methods, role models, and parental involvement, along with creative initiatives such as Family Gatherings, Market Days, and Home Activities. Despite these obstacles, collaboration between schools and parents is key to the program's success.
PROBLEM-BASED LEARNING AS AN INSTRUCTIONAL STRATEGY FOR STRENGTHENING STUDENTS’ LITERACY AND NUMERACY SKILLS: A SYSTEMATIC LITERATURE REVIEW: Pembelajaran Berbasis Masalah sebagai Strategi untuk Memperkuat Kemampuan Literasi dan Numerasi Siswa: Tinjauan Literatur Sistematis Iid Maulidiyah Subhi; Riris Widiyanti Putri; Siti Mahmudah; Ichsan Anshory; Arina Restiani
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 2 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i2.6908

Abstract

The rapid advancement of technology and globalization requires educational systems to equip students with strong literacy and numeracy competencies as foundational skills for critical thinking and problem-solving. However, international assessments such as PISA indicate that Indonesian students’ literacy and numeracy performance remains relatively low. This study aims to examine the role of Problem-Based Learning (PBL) as an instructional approach for enhancing students’ literacy and numeracy skills. This research employs a literature review method by systematically analyzing relevant national and international journal articles obtained from databases such as Google Scholar, SINTA, and indexed international publishers. The analysis focuses on the conceptual framework of literacy and numeracy, the characteristics and syntax of the PBL model, and key factors influencing its implementation in classroom practice. The findings indicate that Problem-Based Learning effectively promotes literacy and numeracy development through student-centered, collaborative, and contextual learning processes. PBL engages students in interpreting textual and numerical information, analyzing real-world problems, processing data, and communicating solutions logically. Teachers function as facilitators who guide inquiry, encourage critical reflection, and support meaningful learning experiences. This study concludes that Problem-Based Learning represents a sustainable instructional strategy for strengthening literacy and numeracy competencies and fostering a culture of critical thinking in contemporary education.
Co-Authors Arina Restiani Erna Yayuk Iid Maulidiyah Subhi Riris Widiyanti Putri Sholehah Yuliati Siti Mahmudah