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Pancasila Philosophy as the Basis of Education and National Character Utaminingsih, Esty Setyo; Ihsandi, Aldi; Mutiarawati, Intan Shih
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 4 (2023): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i4.1752

Pancasila philosophy is a guideline for life that underlies all aspects of national life, including in the line of education in Indonesia. This study aims to examine more about Pancasila philosophy as the basis of education and national character. The method in this study uses the method of literature review. The results of the literature review show that the philosophy of Pancasila plays a vital role in formulating the curriculum to strengthen the values of national character that is tolerant, solidarity, cares for social justice, and has good morals and can prevent moral degradation in massive technological development. The philosophy of Pancasila plays an essential role in education and cultivating Pancasila values to prevent moral degradation.

The Pivotal Impact of Technology Integration in Primary Education Salama, Mahi Sultan; Kristiyuana, Kristiyuana; Utaminingsih, Esty Setyo
The Journal of Educational Development Vol. 13 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/

The research investigates technology integration in elementary education, focusing on teachers' experiences, challenges, and strategies in Semarang City and Blora Regency, Indonesia. As technology rapidly evolves, its application in education becomes increasingly vital, yet the effective integration of digital tools remains a challenge in many primary schools. Teachers' perspectives and practices are critical in shaping how technology impacts learning outcomes. The primary objective of this study is to explore the various strategies teachers employ in integrating technology into the classroom, identify the challenges they encounter, and assess the overall impact of technology on students' learning experiences. A qualitative research method was used, employing in-depth interviews and classroom observations with elementary school teachers from selected schools in Semarang and Blora. The findings reveal that while teachers recognize the potential of technology in enhancing learning, they face several challenges, such as limited resources, insufficient training, and resistance from students or parents. However, many teachers have developed innovative strategies to overcome these obstacles, incorporating various digital tools to foster interactive and engaging learning environments. In conclusion, the research highlights the need for more comprehensive support, professional development, and resource allocation to integrate technology into elementary education effectively. This study provides valuable insights for policymakers and educators to enhance technology adoption and improve primary school educational practices.

Empowering Sustainable Education Through Differentiated Learning: A Systematic Review in Primary School Utaminingsih, Esty Setyo; Wuriningsih, FR.; Intania, Belita Yoan; Idammatussilmi, Idammatussilmi
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3077

Differentiated learning has significant potential to address diverse learner needs and promote sustainable education, particularly in primary schools. Implementation in Indonesia, however, faces challenges such as limited teacher training, rigid curricula, and logistical constraints. The study aimed to explore the role of differentiated learning in fostering sustainable education within the Indonesian context. A systematic literature review was conducted, analyzing 97 peer-reviewed articles published between 2018 and 2024. Data were sourced from Scopus, Publish or Perish, Google Scholar, SAGE Journals, Emerald Insight, and ERIC, with findings synthesized through thematic analysis. Results showed that differentiated strategies, supported by educational technology, community-based projects, and alternative assessments, enhanced critical thinking, problem-solving, and ecological literacy. Challenges included insufficient resources and professional development, while opportunities emerged through curriculum reforms and technology integration. The study concluded that differentiated learning when effectively supported, has the potential to align primary education with sustainability principles.

Optimizing STEAM-Based Differentiated Instruction to Enhance the Effectiveness of Surah At-Tin Memorization among Fourth-Grade Students at Elementary School Murtyaningsih, Rina; Utaminingsih, Esty Setyo; Munawar, Mohamad; Qomar, Mohamad Nurul; Ridwan, Muhammad K.
QiST: Journal of Quran and Tafseer Studies Vol. 4 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/qist.v4i1.10209

This study investigated the effectiveness of a differentiated instructional model grounded in STEAM principles, augmented by an interactive PILAR media, on the memorization of Surah At-Tin among fourth-grade elementary students. A true experimental pretest–posttest control-group design was employed, involving an experimental cohort (n=6) and a control cohort (n=9). Both groups completed a baseline assessment of Qur'anic memorization before undergoing four instructional sessions; the experimental group received STEAM-based differentiated activities and digital media support, whereas the control group experienced conventional lecture-based instruction. Posttest results revealed that the experimental group achieved a mean score of 91.67 (SD=8.54), compared to 69.44 (SD=15.32) in the control group. Normalized gain analysis indicated a high gain (g=0.90) for the experimental cohort and a moderate gain (g=0.64) for the control cohort. These findings demonstrated that aligning pedagogical strategies with individual learning preferences, integrating multimodal STEAM tasks, and leveraging interactive technology significantly enhanced both the quantity and accuracy of Qur'anic memorization. The study concluded that a differentiated STEAM-based approach, supported by PILAR media, constituted a superior method for optimizing primary-level Qur'anic memorization and recommended its broader application and longitudinal evaluation.

PENGEMBANGAN ARGUMENTED REALITY INSTRUMENT BERBANTUAN POWERPOINT TOPIK ANYAMAN BAMBU DI KELAS V Anggraini, Tya; Utaminingsih, Esty Setyo
Research and Development Journal of Education Vol 11, No 1 (2025)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v11i1.23637

Instrumen penilaian merupakan alat untuk mengetahui keberhasilan proses pembelajaran. Namun, guru belum melakukan inovasi dalam mengembangkan instrumen penilaian belajar. Akibatnya hasil belajar siswa tentang aneka anyaman belum baik.Tujuan dari penelitian ini untuk mengembangkan soal topik aneka anyaman yang dikombinasikan dengan Game Puzzle, Pilihan Ganda ClassPoint dan Pilihan Ganda Argumented reality. Diharapkan instrument penelitian ini dapat meningkatkan hasil belajar siswa tentang aneka anyaman. Metode penelitian ini adalah R&D dengan menggunakan model 4D yang meliputi Define, Design, Develop dan Disseminate. Data yang dianalisis adalah hasil dari data validasi materi dan validasi media atau desain. Pengembangan media berbasis game argumented reality dalam powerpoint menghasilkan validasi ahli media memperoleh presentase sebesar 90% dengan kelayakan kulifikasi yang menyatakan sangat baik Validasi materi oleh validator satu memperoleh nilai 95%, oleh validator 2 memperoleh nilai 95%. Rata-rata keseluruhan aspek baik dari validator media, dan validator materi 1 dan 2 memperoleh nilai rata-rata 93%. Berdasarkan hasil penelitian pengembangan media instrumen game aneka ragam anyaman bambu argumented reality berbasis powerpoint ini dinyatakan layak digunakan dalam menjalankan keefektifan dalam pembelajaran sekolah dasar.

An Interactive Qur’anic Values-Based Affective-Learning Approach to Mitigating School Bullying Utaminingsih, Esty Setyo; Idammatussilmi, I; Intania , Belita Yoan; Kristiyuana , K
Suhuf: International Journal of Islamic Studies Vol. 37 No. 1 (2025): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/suhuf.v37i1.10637

Persistent peer bullying in Indonesian primary schools warranted culturally attuned solutions; consequently, a systematic review was conducted to evaluate how interactive programmes embedding Qurʾānic values mitigated bullying. Guided by a pre-registered PRISMA-2020 protocol, seven databases (Scopus, Web of Science, Frontiers, Taylor & Francis, MDPI, Springer, and Google Scholar) were searched for studies published between 2019 and 2025, yielding 330 records, of which 11 empirical studies met the eligibility criteria. The evidence converged into three intervention archetypes digital Qurʾānic storytelling, prophetic-narrative role-play/project learning, and Qurʾān-infused school-climate initiatives that collectively reduced bullying incidents by 30–57 % over 4–12 weeks and increased pupil empathy (Cohen’s d = 0.42–0.88). Although methodological heterogeneity prevailed, all studies reported improvements in peer relations and school climate, suggesting that affective learning grounded in the Qurʾān’s principles of raḥmah, ʿadl, and ukhuwwah fostered prosocial behaviour; however, the paucity of cluster-randomised controlled trials and short follow-ups constrained causal inference. The review concluded that a Qurʾānic pedagogical framework constitutes a culturally congruent complement to secular anti-bullying models, provided that future research incorporates rigorous longitudinal designs. National policy-makers and teacher-education programmes are therefore encouraged to integrate Qurʾānic affective-learning components into anti-bullying guidelines to enhance cultural relevance and long-term sustainability.

Classroom Management and Student Behavior in Primary Schools: A Systematic Review of Strategies and Practices Salama, Mahi Sultan; Utaminingsih, Esty Setyo; Ramadhani, Muhammad Habib; Intania, Belita Yoan
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3383

This study aimed to explore effective classroom management strategies and their impact on student behavior in primary schools. A systematic review of literature published between 2020 and 2025 focused on classroom management techniques such as positive reinforcement, restorative practices, and classroom environment organization. The findings revealed positive reinforcement significantly reduced disruptive behaviors and enhanced student engagement in learning activities. Restorative practices, prioritizing relationship-building over punitive measures, were found to improve student-teacher relationships and reduce aggression. Additionally, the physical arrangement of the classroom played a crucial role in minimizing disruptions and supporting student focus. The study also highlighted the importance of teacher training in classroom management, which improved teachers' confidence and effectiveness. Based on these findings, practical recommendations for teachers and policymakers were provided, emphasizing the need for ongoing professional development, integrating restorative practices, and creating conducive learning environments. Future research should further explore the implementation of these strategies in diverse educational contexts, considering cultural and social factors that may influence their success.

Empowering Sustainable Education Through Differentiated Learning: A Systematic Review in Primary School Esty Setyo Utaminingsih; FR. Wuriningsih; Belita Yoan Intania; Idammatussilmi Idammatussilmi
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3077

Differentiated learning has significant potential to address diverse learner needs and promote sustainable education, particularly in primary schools. Implementation in Indonesia, however, faces challenges such as limited teacher training, rigid curricula, and logistical constraints. The study aimed to explore the role of differentiated learning in fostering sustainable education within the Indonesian context. A systematic literature review was conducted, analyzing 97 peer-reviewed articles published between 2018 and 2024. Data were sourced from Scopus, Publish or Perish, Google Scholar, SAGE Journals, Emerald Insight, and ERIC, with findings synthesized through thematic analysis. Results showed that differentiated strategies, supported by educational technology, community-based projects, and alternative assessments, enhanced critical thinking, problem-solving, and ecological literacy. Challenges included insufficient resources and professional development, while opportunities emerged through curriculum reforms and technology integration. The study concluded that differentiated learning when effectively supported, has the potential to align primary education with sustainability principles.

Classroom Management and Student Behavior in Primary Schools: A Systematic Review of Strategies and Practices Mahi Sultan Salama; Esty Setyo Utaminingsih; Muhammad Habib Ramadhani; Belita Yoan Intania
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3383

This study aimed to explore effective classroom management strategies and their impact on student behavior in primary schools. A systematic review of literature published between 2020 and 2025 focused on classroom management techniques such as positive reinforcement, restorative practices, and classroom environment organization. The findings revealed positive reinforcement significantly reduced disruptive behaviors and enhanced student engagement in learning activities. Restorative practices, prioritizing relationship-building over punitive measures, were found to improve student-teacher relationships and reduce aggression. Additionally, the physical arrangement of the classroom played a crucial role in minimizing disruptions and supporting student focus. The study also highlighted the importance of teacher training in classroom management, which improved teachers' confidence and effectiveness. Based on these findings, practical recommendations for teachers and policymakers were provided, emphasizing the need for ongoing professional development, integrating restorative practices, and creating conducive learning environments. Future research should further explore the implementation of these strategies in diverse educational contexts, considering cultural and social factors that may influence their success.

Strengthening Environmental Awareness through Project-Based Learning: A Global and National Review, and Implications for Indonesian Primary Schools Esty Setyo Utaminingsih; FR. Wuriningsih; Idammatussilmi Idammatussilmi
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4736

Escalating environmental challenges have underscored the need to cultivate environmental awareness from primary schooling, yet classroom instruction often offers limited authentic engagement with local ecological problems. This systematic review synthesizes recent empirical evidence (2020-2025) on the effectiveness of Project-Based Learning (PBL) in strengthening primary students' environmental knowledge, attitudes, and pro-environmental behaviors, and identifies enabling and constraining conditions for its implementation. Searches of Scopus, Web of Science, ScienceDirect, and SAGE returned more than 200 records, which were screened to identify 7 empirical studies for synthesis. Across these studies, PBL consistently improved environmental outcomes in cognitive, affective, and behavioral domains, with several reports showing statistically significant pre-post or group differences and moderate-to-very-strong positive associations between PBL participation and indicators of environmental awareness (r = 0.52-0.96). Successful implementation was supported by school leadership and an enabling culture, teacher preparedness and collaboration, and curricular flexibility, whereas limited instructional time, resource constraints, and insufficient teacher readiness were recurring barriers. Overall, PBL is an effective approach to strengthening environmental awareness in primary education when it is institutionally supported and adapted to local contexts.

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