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All Journal Cakrawala Pendidikan Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Visi Ilmu Pendidikan Jurnal Konseling dan Pendidikan International Journal of Education Mimbar Sekolah Dasar Jurnal Pendidikan Ilmu Sosial Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Moral Kemasyarakatan Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Tawazun: Jurnal Pendidikan Islam Dinasti International Journal of Management Science Jurnal Eduscience (JES) Journal La Edusci Indonesian Journal of Innovation Studies Berkala Ilmiah Pendidikan Jurnal Locus Penelitian dan Pengabdian Jurnal Cakrawala Pendas Journal of General Education and Humanities Jurnal Basicedu Journal of Pedagogy and Education Science Eduvest - Journal of Universal Studies Sosio Religi: Jurnal Kajian Pendidikan Umum Jurnal Pendidikan Progresif Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Edueksos: Journal Pendidikan Sosial dan Ekonomi Inovasi Kurikulum
Mupid Hidayat
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Mupid Hidayat; Momod Abdul Somad; Warlim Isya
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002024

Abstract

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.
The Learning of Pancasila Values Construction Through Moral Inquiry: A Phenomenological Study of Prosocial Character of Health Vocational Students Silmi Kapatan Inda Robby; Kama Abdul Hakam; Mupid Hidayat; Warlim Warlim
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.2857

Abstract

The pedagogical challenge in health vocational education lies in preventing the reduction of Civic Education to a mere formalistic exercise that fails to influence professional behavior. This study investigates the construction of Pancasila values through the implementation of Moral Inquiry as a deliberative instructional strategy designed to foster prosocial character among health vocational students. We explored the lived experiences of eight participants from Speech Therapy, Radiodiagnostic and Radiotherapy, and Hospital Administration programs who engaged in a systematic value internalisation process. By utilizing professional ethical dilemmas as the primary stimulus for cognitive disequilibrium, the research sought to move students beyond conventional rule-following toward a post-conventional civic disposition. Adopting a transcendental descriptive phenomenological approach, we focused on the structural and textural descriptions of the students' moral development. Our findings indicate that the construction of prosocial character is achieved through a rigorous process of ego reduction where the students’ self-oriented professional motives are surrendered to the civic imperatives of humanity and social justice. We identified a critical transition from theoretical value recognition to a habitual "moral automation" where prosociality becomes a core component of the students' vocational identity. This study demonstrates that the integration of civic values into specialized vocational training creates a "moral-technical synthesis" that empowers students to act as moral agents within the healthcare system. We conclude that this deliberative pedagogy is essential for developing a workforce that embodies the ethical spirit of the state philosophy while maintaining technical excellence in their respective health fields.
CONCEPTUALIZING PERCEIVED FORM OVER SUBSTANCE (PFOS): A THEORETICAL EMPIRICAL FRAMEWORK FOR UNDERSTANDING EDUCATIONAL PERFORMATIVITY AMONG INDONESIAN PRE-SERVICE TEACHERS Anita Deka; Dasim Budimansyah; Mupid Hidayat; Momod Abdul Somad
JURNAL EDUSCIENCE Vol 13, No 4 (2026): Jurnal Eduscience (JES), (Authors from South Africa, Philippines, and Indonesia
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9319

Abstract

Purpose – This study aims to conceptualize and examine Perceived Form Over Substance (PFOS) as a theoretical-empirical framework for explaining why Indonesian pre-service teachers may prioritize administrative form, academic image, and measurable outcomes over substantive pedagogical learning.Methodology – This study employed an exploratory quantitative design. The instrument was developed through preliminary observations, focus group discussions, literature review, and two rounds of pilot testing to refine the theoretical domains. The main survey was administered to 347 pre-service teachers in Indonesia. The final instrument consisted of the PFOS scale, Personal Traits (PTRAIT), and Systemic Pressure (PSIST). Quantitative data were analyzed using Principal Component Analysis (PCA) with Promax rotation, reliability analysis, descriptive statistics, and multiple linear regression.Findings – The results indicate that PFOS comprises three dimensions: Academic Formalism, Image Management, and Outcome Orientation. The factor structure was empirically supported by KMO = 0.86, Bartlett’s test p < 0.001, and total variance explained of 45.47%. The PFOS scales demonstrated satisfactory reliability, with Cronbach’s alpha ranging from 0.71 to 0.76. Regression results indicate that systemic pressure, particularly procedural certainty and task structure, is the strongest and most consistent predictor of all PFOS dimensions. Thus, PFOS is better understood as an adaptive response to academic systemic pressures rather than a deficit in individual character.Contribution – This study contributes to educational performativity literature by proposing PFOS as a multidimensional construct in Indonesian teacher education. It offers practical insights for evaluation systems that support autonomy, pedagogical meaning, and substantive learning.
MATA KULIAH PANCASILA DALAM MEMBANGUN SIKAP MODERASI BERAGAMA MAHASISWA DI ERA DIGITAL: STUDI KASUS PADA DI STAI DR KHEZ MUTTAQIEN PURWAKARTA Purnamasari, Rika; Maftuh, Bunyamin; Hidayat, Mupid; Isya, Warlim; Nurdin, Encep Syarief; Widiniani, Santy
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.101848

Abstract

Pancasila education plays a strategic role in shaping national character and instilling the values of religious moderation in students, particularly at Islamic religious universities. This study aims to examine the implementation of Pancasila courses in developing religious moderation among students at STAI DR. KHEZ Muttaqien Purwakarta and assess its contribution to the formation of moderate, inclusive, and nationally-minded religious character. The research method used a qualitative approach with a case study design. The research informants consisted of four Pancasila lecturers and eight students selected through purposive sampling. Data collection was conducted through observation, in-depth interviews, and documentation. Data analysis included data reduction, data presentation, and conclusion drawing. The results show that Pancasila learning is systematically integrated with the concept of religious moderation through curriculum planning, CPMK development, collaborative methods, digital case study analysis, and an inclusive campus culture.
Digital literacy curriculum transformation to overcome filter bubble in Pancasila character understanding Achdyat Achdyat; Dasim Budimansyah; Encep Syarif Nurdin; Mupid Hidayat
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.80046

Abstract

The rapid development of technology and social media has created a filter bubble phenomenon that limits the diversity of information and threatens national values including the character of Pancasila in the younger generation. This research aims to examine the influence of the filter bubble phenomenon on social media in the context of Pancasila values, as well as formulate effective strategies and transformation of the education curriculum to strengthen awareness of diversity, unity, and mutual cooperation. This research uses a qualitative approach with phenomenological methods to explore participants' subjective experiences and meanings, which are analyzed descriptively through the concept of epoche. The data collection techniques used were observation, interviews, documentation, and questionnaires, then analyzed through data reduction, data presentation, and conclusion drawing. The results show that the bubble filter phenomenon on social media affects the way individuals access and understand information, mainly because algorithms tend to present content that matches personal preferences, thus limiting exposure to alternative perspectives. The impact is seen in the homogenization of information, strengthening of confirmation bias, and polarization of understanding, which has the potential to cause distortion of Pancasila values, so digital literacy, algorithm transparency, and transformation of the education curriculum are needed to overcome it.    Abstrak Pesatnya perkembangan teknologi dan media sosial memunculkan fenomena filter bubble yang membatasi keberagaman informasi dan mengancam nilai-nilai kebangsaan termasuk karakter Pancasila pada generasi muda. Penelitian ini bertujuan untuk mengkaji pengaruh fenomena filter bubble di media sosial dalam konteks nilai-nilai Pancasila, serta merumuskan strategi efektif dan transformasi kurikulum pendidikan guna memperkuat kesadaran akan kebhinekaan, persatuan, dan gotong royong. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi untuk mengeksplorasi pengalaman dan makna subjektif partisipan, yang dianalisis secara deskriptif melalui konsep epoche. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dokumentasi, dan kuesioner, lalu dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa fenomena filter bubble pada media sosial memengaruhi cara individu mengakses dan memahami informasi, terutama karena algoritma cenderung menyajikan konten yang sesuai dengan preferensi pribadi, sehingga membatasi paparan terhadap perspektif alternatif. Dampaknya terlihat pada homogenisasi informasi, penguatan bias konfirmasi, dan polarisasi pemahaman, yang berpotensi menyebabkan distorsi nilai-nilai Pancasila, sehingga diperlukan literasi digital, transparansi algoritma, serta transformasi kurikulum pendidikan untuk mengatasinya. Kata Kunci: filter bubble; karakter; literasi digital; Pancasila
Ethnomathematics-Based Deep Learning Model in Enhancing Numeracy Literacy and Integrity Character among Prospective Elementary School Teacher Education Students Santi Widiani; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Mupid Hidayat; Bunyamin Maftuh
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2040

Abstract

Preparing prospective elementary teachers requires mathematics learning that develops conceptual understanding alongside numeracy literacy and professional integrity. Although ethnomathematics and deep learning have been widely investigated independently, limited empirical evidence explains the pedagogical mechanisms through which culturally grounded learning integrates these dimensions within mathematics teacher education. This study explored how ethnomathematics-based deep learning functioned as a culturally situated pedagogical process in an Elementary School Teacher Education Program. A qualitative interpretive single-case study was conducted in one Elementary Mathematics Education course at Universitas Mandiri Subang, Indonesia. Fourteen participants, comprising one lecturer, twelve prospective elementary teachers, and one head of programme, were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and analysed using an interactive hybrid deductive–inductive coding approach. The findings revealed an interconnected pedagogical mechanism in which cultural contextualisation initiated mathematical meaning construction through reflection, inquiry, mathematical representation, and collaborative dialogue. Within this process, cultural experiences served as epistemic resources for interpreting quantitative relationships before formal mathematical abstraction. Simultaneously, numeracy literacy and professional integrity developed through contextual reasoning, evidence-based justification, critical evaluation, and collaborative learning. The study contributes an empirically grounded explanation of the pedagogical mechanism linking cultural contextualisation, mathematical meaning construction, numeracy literacy, and professional integrity, extending current understandings of ethnomathematics-based deep learning in mathematics teacher education.
Co-Authors Abdul Hakam Ace Suryadi Ace Suryadi Aceng Kosasih, Aceng Achdyat Achdyat Achdyat, Achdyat Andika, Alek Anita Deka Asep Dahliyana Asep Dahliyana Atiek Winarti Billy Idan Setiadi Bunyamin Maftuh Bunyamin Maftuh Bunyamin Maftuh Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Edi Suresman Encep Syarief Nurdin Encep Syarief Nurdin Encep Syarief Nurdin, Encep Syarief Encep Syarif Nurdin Erliyandi, Rizky Fuadin, Ahmad Ganeswara, Ganjar M. Ganeswara, Ganjar Muhammad Ganjar Muhammad Ganeswara Hadi Suhandi Saja Hafsah Nugraha Iin Nur&#039;aeni Ilvira Khoerunnisa Imas Kurniawaty Imas Kurniawaty Isya, Warlim Isye Iswari Arbie Juni Ratnasari Kama Abdulhakam Kembara, Maulia Depria Kembara, Maulia Depriya Maulia Depriya Kembara Milah, Saepul Muhamad Parhan Muhammad Vidia Adhiyaksa Muhsinah Annisa Mulyadi Mulyadi Mulyadi Mulyadi Nuri Novianti Afidah Nurul Fauziah Putra Asga Elevri Rachmat Ichwan Nurdin Rama Wijaya Abdul Rozak Ratnasari, Juni Rika Purnamasari Rima Rachmawati Risda, Dianni Rizza Lestari Romi Samsuhardo Rozak, Rama Wijaya Abdul Saepul Milah Salma Almira Hamdani Santi Widiani Silmi Kapatan Inda Robby sirait, asnita Soepudin, Usep Sofyan Sauri Sofyan Sauri, Sofyan Somad , Momod Abdul Somad, Momod Abdul Sumantri, Zulkifli Syihabuddin Syihabuddin Syihabuddin Teguh Prasetio Tina Aprilia Via Nurafiati Astuti Vini Agustiani Hadian Warlim Warlim Widiniani, Santy Yadi Ruyadi Yadi Ruyadi Yusuf Siswantara Yusuf Siswantara Zulkifli Sumantri