Garuda - Garba Rujukan Digital

MILITARY ACADEMY CADET EDUCATIONAL MODEL IN FIELD LEADERSHIP CHARACTER BUILDING Wijanarko, Heri; Sudijono, Sudijono; Sugiharto, D.Y.P.
The Journal of Educational Development Vol 5 No 2 (2017): June 2017
Publisher : The Journal of Educational Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v5i2.14408

Previous researchers have found that leadership directly influences character building. Teaching factors, training, and educational counseling become mediation in character building and organizational culture influence. This research aims at evaluating and developing Military Academy Cadet educational model in field leadership character building by proposing seventeen hypotheses to analyze and describe direct and indirect influence of educational leadership independence variable and organizational culture through learning intervening variable, training, and educational counseling toward field leadership independence variable. This research method used qualitative approach.    The sample was taken by random sampling technique with 249 cadets as the population. Based on Slovin calculation, with Î± = 0,05the sample was 153 cadets. Data collection used behavior scale instrument with proven validity and reliability. Data analysis was performed by using IBM SPSS 22and SmartPLS 2.0 software. Estimation result on theoretical model showed that model was not fit.  Theoretical model development in alternative model C showed that the fit model fulfilled the goodness of fit with convergent validity>0,5, discriminant validity>0,7, average variance extracted (AVE) > 0,5, composite reability>0,7, cronbahs Alpha>0,6, communality > 0,5,dan R-square. The result of hypothesis test in general has T-statistics score >1,96. This finding model evaluates educational counseling theory by the empiric fact that educational counseling mediates educational leadership and organizational culture toward learning process. Thus, it recommends to develop educational counseling to increase its contribution toward learning and training in building field leadership character of Military Academy Cadet.

Tolerance in Inquiry-Based Learning: Building Harmony and Solidarity in Students Wahid, Abdul; Sugiharto, D.Y.P.; Samsudi, S; Haryono, H
Walisongo: Jurnal Penelitian Sosial Keagamaan Vol 26, No 1 (2018)
Publisher : LP2M - Universitas Islam Negeri (UIN) Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/ws.26.1.2728

This study aims to reveal how inquiry-based learning can be used as a strategy in building harmony and solidarity which, in turn, can instill tolerance values in students. It is a qualitative research involving Sekolah Alam Ungaran in Semarang Regency as its subject of study. The study employs in-depth interview, observation, and documentation. It uses triangulation of resources and methods to ensure data validity. Meanwhile, data analysis refers to the Miles and Huberman technique. The study finds that the tolerance values in inquiry-based learning in Sekolah Alam Ungaran are built through three types of activities: (1) self-development through routine activities, spontaneous activities, exemplary and conditioning; (2) integration into materials or courses, and (3) formation of school culture. Later, these findings are designed to be a model of inquiry-based learning to build harmony and solidarity in students.

MILITARY ACADEMY CADET EDUCATIONAL MODEL IN FIELD LEADERSHIP CHARACTER BUILDING Wijanarko, Heri; Sudijono, Sudijono; Sugiharto, D.Y.P.
The Journal of Educational Development Vol 5 No 2 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v5i2.14408

Previous researchers have found that leadership directly influences character building. Teaching factors, training, and educational counseling become mediation in character building and organizational culture influence. This research aims at evaluating and developing Military Academy Cadet educational model in field leadership character building by proposing seventeen hypotheses to analyze and describe direct and indirect influence of educational leadership independence variable and organizational culture through learning intervening variable, training, and educational counseling toward field leadership independence variable. This research method used qualitative approach. The sample was taken by random sampling technique with 249 cadets as the population. Based on Slovin calculation, with Î± = 0,05the sample was 153 cadets. Data collection used behavior scale instrument with proven validity and reliability. Data analysis was performed by using IBM SPSS 22and SmartPLS 2.0 software. Estimation result on theoretical model showed that model was not fit. Theoretical model development in alternative model C showed that the fit model fulfilled the goodness of fit with convergent validity>0,5, discriminant validity>0,7, average variance extracted (AVE) > 0,5, composite reability>0,7, cronbahs Alpha>0,6, communality > 0,5,dan R-square. The result of hypothesis test in general has T-statistics score >1,96. This finding model evaluates educational counseling theory by the empiric fact that educational counseling mediates educational leadership and organizational culture toward learning process. Thus, it recommends to develop educational counseling to increase its contribution toward learning and training in building field leadership character of Military Academy Cadet.

Empathy-Based Character Education in Religious Education Contexts: A Systematic Review of the Literature Susilawati, Heny; Sugiharto, D.Y.P.; Sunawan, Sunawan; Mugiarso, Heru
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.8026

The purpose of this study is to conduct a systematic review of the literature for the last 5 years (2019–2024) related to the use of empathy-based approaches for character education in faith-based organizations. The method used is a Systematic Literature Review (SLR) approach, following the PRISMA 2020 guidelines, consisting of four primary stages: identification, screening, eligibility screening, and synthesis of the final 14 selected studies per the inclusion criteria. The review concludes by identifying four main themes: (1) models and practices of empathy-driven character education; (2) spiritual and affective values’ incorporation; (3) challenges and barriers to implementation; and (4) an empirical understanding of whether empathy contributes to forming holistic religious character. The results suggest that empathy can be enhanced through pedagogical techniques including religious telling, interfaith dialogue, service learning, and spiritual reflection. However, barriers such as lack of teacher training, resistance from the system and inconsistency of values still present major challenges. The study suggests a shift in pedagogic and policy focus to the nurturing of empathy in religious education systems. Its theoretical and practical contributions should further inform thinking about 21st-century character education as more human centred, reflective and situated. Introduction Character education is now perhaps more vital than ever before to schools but its definition and implementation is still open to interpretation and debate

Title

Found 4 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 4 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 4 Documents
Search