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All Journal ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Pedagogia: Jurnal Pendidikan Jurnal Dinamika Pendidikan International Journal of Science and Applied Science: Conference Series Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran EDUHUMANIORA: Jurnal Pendidikan Dasar DWIJA CENDEKIA: Jurnal Riset Pedagogik INKUIRI : Jurnal Pendidikan IPA PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Educatio JURNAL TARBIYAH Atthulab: Islamic Religion Teaching and Learning Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Aulad : Journal on Early Childhood Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN KOLOKIUM: Jurnal Pendidikan Luar Sekolah Genta Mulia : Jurnal Ilmiah Pendidikan Al-Kharaj: Journal of Islamic Economic and Business Jurnal Kajian Gender dan Anak SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Paedagogy PAKAR Pendidikan Jurnal Wahana Pendidikan Ideguru: Jurnal Karya Ilmiah Guru Didaktika: Jurnal Kependidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indo-MathEdu Intellectuals Journal Jurnal Pedagogik Pendidikan Dasar Jurnal Abdi Panca Marga Jurnal Cakrawala Pendas Jurnal Basicedu Journal of Innovation and Research in Primary Education Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Journal of Law, Education and Business Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial MULTIPLE: Journal of Global and Multidisciplinary Cendikia: Jurnal Pendidikan dan Pengajaran Cendikia Pendidikan Daya Nasional: Jurnal Pendidikan Ilmu-Ilmu Sosial dan Humaniora UPGRADE: Jurnal Pendidikan Teknologi Informasi Jurnal Elementaria Edukasia International Journal of Educational Qualitative Quantitative Research Jurnal Pendidikan Indonesia Jurnal Multidisiplin Indonesia Lensa Pendas Jurnal Pendidikan dan Sosial Humaniora
Yusuf Tri Herlambang, Yusuf Tri
Universitas Pendidikan Indonesia
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INTERPRETATION AND MANIFESTATION OF VALUES OF SUNDAN PHILOSOPHY "CAGEUR, BAGEUR, SINGER" Riska Novianty; Yusuf Tri Herlambang
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18501608

Abstract

Background: The philosophy of "Cageur, Bageur, Singer" represents Sundanese local wisdom containing character education values and personality formation. In the context of modernization, these values need systematic examination to understand their relevance to national character development. Objective: This study aims to analyze the interpretation and manifestation of Sundanese philosophical values "Cageur, Bageur, Singer" through a systematic literature review. Methods: This research employs Systematic Literature Review (SLR) methodology with PRISMA protocol. Literature search was conducted in Scopus, Google Scholar, and Portal Garuda databases for the period 2014-2024 using keywords "Cageur Bageur Singer", "Sunda philosophy", "local wisdom", and "character education". From 247 identified articles, 58 articles met inclusion criteria and were thematically analyzed. Results: Analysis reveals three main dimensions: (1) "Cageur" is interpreted as physical, mental, and spiritual health manifested in healthy lifestyle patterns and psychological resilience; (2) "Bageur" reflects moral goodness manifested in prosocial behavior, empathy, and social ethics; (3) "Singer" depicts holistic intelligence manifested in intellectual competence, practical skills, and wisdom. Implementation of these values is found in educational practices, organizations, and contemporary Sundanese community life. Conclusion: The philosophy of "Cageur, Bageur, Singer" has contemporary relevance as an integrative character education framework, combining health, morality, and intellectuality dimensions in holistic human development.
THE EFFECTIVENESS OF INTEGRATING GASING AND DEEP LEARNING IN IMPROVING MATHEMATICS LEARNING OUTCOMES FOR ELEMENTARY SCHOOL STUDENTS Kadek Ashadi Putra; Yusuf Tri Herlambang; Yunus Abidin
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 2 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v6i2.5018

Abstract

This study aims to systematically examine the application of the Gasing method integrated with a Deep Learning approach in elementary school mathematics education, focusing on its impact on students’ learning achievement. The Gasing method emphasizes deep conceptual understanding, strengthens connections among mathematical concepts, and promotes students’ critical and reflective thinking skills. Beyond improving academic performance, this approach supports meaningful learning and cognitive development throughout the instructional process. This research employs a Systematic Literature Review (SLR) methodology by analyzing 14 relevant academic articles published between 2020 and 2025, sourced from reputable databases, including Google Scholar. The SLR approach was selected for its ability to provide a comprehensive, objective, and evidence-based synthesis of existing research findings. The results indicate that the implementation of the Gasing method in elementary mathematics learning consistently has a positive effect on students’ achievement, encompassing both cognitive and affective domains. These findings highlight the significance of integrating the Gasing method with a Deep Learning approach to create engaging, reflective, and meaningful learning experiences. Therefore, this instructional approach demonstrates strong potential for wider application in primary education to enhance the quality of mathematics learning.
ETHICS OF GADGET USE AMONG ELEMENTARY SCHOOL STUDENTS: A REVIEW FROM THE PERSPECTIVE OF MORAL PHILOSOPHY karlina, yayang; Yusuf Tri Herlambang; Dede Margo Irianto
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7120

Abstract

The increase in gadget use among elementary school students is a phenomenon that is not only pedagogical and psychological in nature, but also has complex ethical implications. This article aims to examine the use of gadgets among elementary school children through a critical synthesis of various moral philosophy perspectives within the framework of technoethics, so that technology is not understood merely as a learning tool, but as an agent that shapes children's habits, social relationships, and value orientations. This study uses the Systematic Literature Review (SLR) method based on PRISMA standards on 22 scientific articles published in the last five years and sourced from Google Scholar, ScienceDirect, and SpringerLink databases. The analysis was conducted using a thematic approach to integrate empirical findings with the perspectives of deontological ethics, utilitarianism, virtue ethics, care ethics, discourse ethics, responsibility ethics, and family ethics. The results showed that unethical gadget use has the potential to reduce empathy, weaken social interaction, disrupt cognitive function, and hinder the formation of children's moral character. From a technological ethics perspective, these findings confirm that the effectiveness of educational technology cannot be separated from the moral responsibility of adults as technology controllers. This article concludes that the use of gadgets by elementary school students should be viewed as a moral practice that requires a normative and conceptual framework, not merely technical regulations, so that technology can contribute positively to the human and moral development of children.
Transformasi Paradigma Pengajaran di SD lewat Pembelajaran Kontekstual: Kajian Mixed Methods tentang Kesiapan Guru dan Dukungan Ekosistem Sekolah Falasifah, Farah; Abidin, Yunus; Herlambang, Yusuf Tri
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.23082

Abstract

Implementasi pembelajaran kontekstual dalam pengajaran ilmu pengetahuan di Sekolah Dasar (SD) dinilai krusial untuk menciptakan pembelajaran yang bermakna. Penelitian ini bertujuan untuk menganalisis secara komprehensif proses, tantangan, dan faktor pendukung implementasi paradigma tersebut di tingkat kelas. Dengan menggunakan pendekatan metode campuran (mixed methods) model eksploratori sekuensial, data dikumpulkan melalui wawancara mendalam dengan guru, kepala sekolah, dan pengawas; observasi partisipatif di dalam kelas; serta kajian dokumen berupa Rencana Pelaksanaan Pembelajaran (RPP), bahan ajar, dan hasil karya siswa. Temuan penelitian mengungkap tiga hal utama: (1) Kesenjangan antara pemahaman konseptual guru dan kemampuan operasional dalam merancang serta menilai pembelajaran kontekstual; (2) Spektrum strategi adaptasi sumber daya oleh guru, mulai dari penggunaan sumber jadi hingga pengembangan bahan berbasis kearifan lokal; (3) Faktor pendukung sistemik yang determinatif, khususnya peran kepemimpinan instruksional kepala sekolah dan kebijakan alokasi sumber daya. Hasil penelitian menunjukkan bahwa meskipun efektif meningkatkan keterlibatan dan pemahaman siswa, keberhasilan pembelajaran kontekstual sangat bergantung pada kapasitas guru dalam mendesain pembelajaran dan adanya dukungan ekosistem sekolah yang memadai. Implikasi dari studi ini menekankan pentingnya pendampingan yang berfokus pada aspek perancangan pembelajaran dan pengembangan instrumen asesmen yang autentik, di samping penguatan kolaborasi seluruh pemangku kepentingan di tingkat satuan pendidikan.
Progressivism Philosophy Synthesis for Character Education Reconstruction in Indonesian Curriculum: Sintesis Filsafat Progresivisme untuk Rekonstruksi Pendidikan Karakter dalam Kurikulum Indonesia Nurfauziah, Astri; Herlambang, Yusuf Tri; Mulyati, Tita
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2195

Abstract

General Background: Moral degradation among elementary school students in the era of globalization has raised concerns about the alignment between character education goals and curriculum practices. Specific Background: In Indonesia, character education has been formally integrated into the 2013 Curriculum and the Independent Curriculum as part of national educational reform. Knowledge Gap: However, the implementation of character education often remains administrative and symbolic, while classroom practices still emphasize cognitive assessment rather than experiential moral development. Aims: This study examines the philosophy of progressivism as an analytical framework for reconstructing character education within Indonesian curriculum policy. Results: Through qualitative literature analysis and comparative philosophical examination of Dewey, Neill, Lickona, and Freire, the study finds that progressive principles such as reflective learning, dialogical interaction, and experiential participation are partially reflected in national curriculum design. The Independent Curriculum shows a stronger progressive orientation than the 2013 Curriculum, yet its implementation remains constrained by teacher preparedness, institutional culture, and assessment systems. Novelty: This study proposes a synthesis of classical progressivism and critical pedagogy to construct a holistic–reflective model of character education. Implications: The proposed framework supports the development of reflective, experience-based, and socially aware character education within Indonesian curriculum reform. Highlights • Progressive principles appear in Indonesian curriculum policy but rarely shape classroom practice• Independent Curriculum introduces experiential and participatory moral learning structures• Dewey–Freire theoretical synthesis frames reflective and socially aware character formation Keywords Progressivism Philosophy; Character Education; Indonesian Curriculum Policy; Critical Pedagogy; Moral Education
Philosophy-Based Learning as The Foundation for Developing Critical Thinking Skills In Elementary Schools Islami, Raya Amanda Nur; Herlambang, Yusuf Tri
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Philosophy is often viewed as a subject for adults, yet the acts of thinking and questioning are natural instincts in children. In primary education, philosophy especially through the Philosophy for Children approach has great potential to build critical, reflective, and ethical thinking from an early age. This study explores the application of philosophy in elementary education and its relevance to character development and critical thinking skills. A qualitative literature review method was used by examining various national and international studies on philosophy for children. Thematic analysis was applied to identify patterns, main concepts, and practical implications of philosophy in schools. The findings show that philosophy-based learning through dialogic discussion and the Socratic method improves students’ critical thinking, empathy, communication, and moral awareness. Teachers serve as philosophical facilitators who guide students to ask questions, reason, and reflect logically. However, implementing philosophy for children still faces challenges such as limited teacher training, lack of time, and the need for cultural adaptation of topics. In conclusion, philosophy education in primary schools develops not only intellectual capacity but also moral wisdom and reflective character. Thus, integrating philosophy for children into curricula and teacher training is a strategic step toward humanistic and context-based education.
Pendidikan Karakrter Berbasis Nilai Profetik dalam Membangun Karakter Generasi Alpha: Sebuah Tinjauan Filsafat Fitri Sholihah; Yusuf Tri Herlambang; Yeni Yuniarti
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3807

Abstract

Perkembangan teknologi digital membawa dampak signifikan terhadap pola pikir, perilaku, dan karakter generasi alpha. Kemudahan akses informasi di satu sisi memberikan peluang pengembangan potensi intelektual, namun disisi lain menimbulkan tantangan serius berupa degradasi nilai moral dan spiritual. Penelitian ini bertujuan untuk menganalisis urgensi pendidikan karakter berbasis nilai profetik dalam membangun karakter generasi alpha melalui perspektif filsafat ilmu. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan pendekatan PRISMA terhadap sepuluh artikel ilmiah nasional dan internasional yang terbit rentang tahun 2022–2025 dengan bantuan perangkat lunak Publish or Perish. Kerangka analisis menggunakan pendekatan PICOS untuk menjaga konsistensi pemetaan literatur. Hasil kajian menunjukkan bahwa pendidikan karakter berbasis nilai profetik yang berlandaskan nilai kenabian, yaitu shiddiq, amanah, tabligh, dan fathonah, serta prinsip humanisasi, liberasi, dan transendensi, memiliki relevansi yang kuat dalam membentuk karakter Generasi Alpha secara holistik. Implementasi nilai profetik melalui keteladanan, pembiasaan, dan dialog terbukti mampu mengintegrasikan dimensi moral, spiritual, dan intelektual peserta didik. Penelitian ini menegaskan bahwa pendidikan karakter bebasis nilai profetik merupakan pendekatan strategis dan kontekstual dalam menghadapi tantangan pendidikan karakter di era digital.
SILIH ASAH, SILIH ASIH, AND SILIH ASUH VALUES IN DEVELOPING ELEMENTARY SCHOOL STUDENTS’ SOCIAL ETHICS: A SYSTEMATIC LITERATURE REVIEW: English handarini, sri; Yusuf Tri Herlambang
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7064

Abstract

This systematic literature review examines the implementation of Sundanese philosophical values "Silih Asah, Silih Asih, Silih Asuh" in developing social ethics in elementary schools. The study analyzes 40 relevant articles from Sinta 2 and Scopus-indexed journals published between 2022-2025. Using the PRISMA framework, this review identifies key themes, implementation strategies, and outcomes of integrating local wisdom into elementary education. Results show that these values significantly enhance students' social competence, empathy, and collaborative skills. The findings suggest that incorporating indigenous philosophical values into school curricula can effectively bridge cultural preservation with modern educational goals.
A Humanistic Approach in Thematic Learning of The Merdeka Curriculum Nursya'bani, Kinkin Karimah; Herlambang, Yusuf Tri
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the implementation and theoretical foundation of the humanistic approach in thematic learning under the Curriculum Merdeka at Mutiara Bunda Elementary School in Bandung. A qualitative case study method was employed, gathering in-depth data through participatory observation, interviews, and documentation (Creswell, 2016; Yin, 2019). The findings indicate that the implementation is comprehensive and consistently grounded in Carl Rogers' Three Facilitative Conditions (Empathy, Congruence, and Unconditional Positive Regard), effectively creating a psychologically safe classroom environment necessary for student growth (Rogers, 1969; Maslow, 1970). Teachers prioritize open and authentic interactions, transforming their role into that of an empathetic facilitator (Dinata, 2020; Holisah, 2022). Learning evaluation is performed holistically and formatively through personal reflection and learning journals, placing emphasis on the student's internal frame of reference and self-concept development (Rogers, 1969). The main challenge is the systemic conflict between the personalized demands of humanistic pedagogy and the heavy administrative and time pressures within the current educational structure. This study provides a significant empirical contribution by positioning the humanistic approach as the essential philosophical foundation required for achieving the holistic goals and character development outlined in the Profil Pelajar Pancasila (Mulyanto, Arfanti, & Damiati, 2024).
Co-Authors Adriansyah, Muhammad Irfan Agustiani, Wati Ahmad Solihin Ahyati, Auli Ihza Ai Sutini Ajeng Tri Agustini Al-Kansa, Bunga Bhagasasih Amaliyah, Sania Amelia Putri W Andriani Safitri Ani Hendrayani Ani Hendriyani Anti Mutmainnah Arif Sarifudin Ariyanti Ariyanti Asep Herry Hernawan Auli Ihza Ahyati Aulia, Erlinda Risa Nur Awailiyah, Chica Awalia Marwah Suhandi Azizah, Silsi Nur Belva Saskia Permana Belva Saskia Permana Cahyani, Karina Chaiirunissa Chica Awailiyah Dadan Setiawan Dede Margo Irianto, Dede Margo Dede Trie Kurniawan Deti Rostika, Deti Dewi, Dinie Anggraeni Dewi, Maharani Sartika Dinarti, Novi Suci Dinda Oktaviana Dipta Afrilia Putri Dwi Wulandari Dwi Wulandari Dwinita, Gina Garnika Dwiputri, Fira Ayu Efendi, Pitri Maharani Ekaprasetya, Sahma Nada Afifah Elly Rizeqia Fadilah Elza Amalia Salsya Bani Endang, Resi Eri Yusron Ernalis Ernalis Ervina Anatasya Etty Rohayati, Etty Fajar, Rizka Putri Ayuning Lestari Fakhrudin, Alifia Mutsla Falasifah, Farah Fauziah, Isna Nadifah Nur Fauziyah, Syifa Hasna Fazrul Prasetya Nur Fahrozy Febriyanti, Natasya Fitri Oktafiyana Fitri Sholihah Fitria Rayani Rahman Gantina, Gantina Hakim, Aulia Nur Haliza, Vesha Nuriefer Hamdani, Annisa Dwi Hana Yunansah handarini, sri Hani Risdiany Harahap, Annisa Adinda Putri Hardiani, Lia Herawan, Denisha Oktaviane Hermanto, Lambok Heryanti, Yan Yan Hidapenta, Detania Hikmah, Shofi Nurul Humaeroh, Siti imam catur pratomo Indah Dwi Lestari Intan Oktaviani Agustina Islami, Raya Amanda Nur Istiqomah, Yunita Yasmin Iswanda, Mila Lisnadiani Kadek Ashadi Putra Karai Handak, Indira Syifa karlina, yayang Kiranti, Nandia Lara Sati Lara Sati, Lara leli patimah Linda Cibya Rahmawati Listiana, Yhesa Rooselia Lucky Taufik Sutrisno Lutvia Ainun Hazizah Lutvia Ainun Hazizah M Nizan Solehudin Maola, Putri Sofiatul Marlina, Yayu Asih Mei Nur Rusmiati Mila Andriani Nurcahya Mira Juliya Mira Juliya Moch Lucky Winandar MUH. HUSEN ARIFIN Muliasari, Desiani Natalina Mulyati, Sri Entang Munandar, Agam Aris Mutmainnah, Anti Nana Supriatna Nayla Rizqiyah Ni Putu Laksmi Resti Putri Ningsih, Minarti Sulistia Noviani Arum Sari Nur Hidayat Nur Annisyah Nur Hidayat, Noviani Arum Sari Nur Insani, Galuh Nurazizah, Tsani Shofiah Nurfauziah, Astri Nursya'bani, Kinkin Karimah Nurul Kamilah Nurwanci, Silvia Oktaviana, Dinda Permatasari, Nikie Ailsa Pitri Maharani Efendi Pratiwi, Intan Aprilianti Pupun Nuryani Putri Pratama, Nabella Yaniariza Putri, Fani Widia Putri, Frysca Amanda Rachmi Nursifa Yahya Rafiki, Riyadi Rahman Wahid Raisa Ayu Luthfia Ratih Novi Septian Raya Amanda Nur Islami Regiani, Ega Rendiyawati, Rindi Riska Novianty Riswati Ashifa Rizqiyah, Nayla rohaetul Rohayati, Rina Rohmah, Hana Nurur Rosalina, Bunga Rostika, Raden Deti S, Annisa Anastasia Sabilla, Annisa Safitri, Andriani Salsabila, Shalwa Rizkya Salwa Cantika Khoirunnisa Saputri, Selly Ade Saripah, Nati Savitri, Aini Shifana Septian, Ratih Novi septiana munggarani Setianingsih, Evi Setiawan, Dadan Sholih, Jamilla Agustin Ummu Silsi Nur Azizah Sindi Ladya Baharizqi Suhandi, Awalia Marwah Sukaesih Sukaesih, Sukaesih Sukawan, Intan Afiyah Supriyanto, Dede Susilo, Sigit Vebrianto Tatang Muhtar Tatang Muhtar Tatang Muhtar, Tatang Thesalonika, Nathasya Tin Rustini, Tin Tita Mulyati, Tita Ulfiah, Zakiah Wahdini Rohmah Jaelani Waryanti Waryanti, Waryanti Winangsih, Santi Yadi, Nofri Yahya, Rachmi Nursifa Yeni Yuniarti, Yeni Yulia, Leni Yunita, Septi Yunus Abidin