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All Journal BIOCHEPHY: Journal of Science Education Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Teknologi Pembelajaran Al-Alam : Islamic Natural Science Education Journal RADIKULA: Jurnal Ilmu Pertanian Global Education Trends Jurnal Armada Pendidikan EDUJAVARE: International Journal of Educational Research Journal of Teaching and Elementary Education Iqra: Jurnal Pendidikan, Sains, dan Humaniora
Meirita Sari
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Teachers in Implementing the Love-Based Curriculum (KBC) to Shape the Religious and Caring Character of Islamic Elementary School (MI) Students Meirita sari; Sarah Asysyifa; Anisa Widiani; Ananda Rahmawati; Try Ramadhan Oktiansyah; Putri Bella Rizqina
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

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Abstract

The implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Islamic Elementary Schools (Madrasah Ibtidaiyah/MI) requires teachers to move beyond knowledge transmission toward relational, ethical, and character-oriented pedagogy. This article examines the role of teachers in translating KBC principles into learning practices that nurture students’ religious and caring character. A qualitative library research design was employed through systematic reading and thematic synthesis of the 2025 KBC policy guidance and recent scholarly studies on KBC, character education, teacher–student relationships, caring pedagogy, and social-emotional learning. The synthesis indicates that teachers function as value models, curriculum interpreters, designers of compassionate learning, facilitators of reflective religious practice, managers of inclusive classroom relationships, and partners with families and school communities. Religious character is strengthened through consistent example, habituation, meaningful worship, moral dialogue, and reflection, while caring character grows through empathy, cooperation, respectful communication, service, and responsible action toward others and the environment. The literature also shows that teacher capacity, school culture, assessment alignment, parental expectations, and sustained professional development determine whether KBC becomes a lived educational culture rather than a symbolic curriculum label. The article concludes that teachers are the central mediating actors in KBC implementation and that successful implementation requires coherence between teacher modeling, classroom practice, assessment, school culture, and family engagement.
Hoaxes, Cyberbullying, the Digital Ethics Crisis, and the Urgency of Character Education Meirita sari; Alya Permata; Mutia Arini; Nurul Riski Mutmainah; Zakia Nur Baiti
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

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Digital communication has expanded educational opportunities while simultaneously intensifying exposure to hoaxes, cyberbullying, hate, manipulation, and other forms of unethical online conduct. This article examines the relationship between information disorder, cyberbullying, the digital ethics crisis, and the need to strengthen character education. Using a narrative literature review, twenty scholarly and authoritative sources were analyzed thematically to identify the mechanisms of digital harm and the educational responses most consistently supported in the literature. The synthesis shows that hoaxes and disinformation exploit rapid sharing, novelty, emotional reactions, and weak verification practices, while cyberbullying extends interpersonal aggression through persistent, networked, and often anonymous communication. Together, these phenomena reveal that technical digital skills are insufficient when they are not accompanied by ethical judgment, empathy, responsibility, respect, and truth-seeking habits. The article argues that character education should therefore be integrated with media and information literacy and digital citizenship rather than treated as a separate moral subject. Schools can operationalize this integration through verification routines, ethical discussion of real digital cases, restorative responses to online harm, reflective sharing practices, and explicit modeling by teachers. A character-centered digital education offers a preventive and developmental strategy for building safer, more truthful, and more responsible online participation.
Efektivitas Permainan Ludo Sains Terhadap Hasil Belajar Siswa SMP Materi Klasifikasi Makhluk Hidup Ekarina Aulia Putri; Leris Putri Utami Nginang; Tina Mai Nur Jannah; Mery Shafrina; Delva Marisa; Istikomah; Meirita Sari
Global Education Trends Vol. 4 No. 2 (2026): Global Education Trends
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v4i2.1390

Abstract

Klasifikasi makhluk hidup sering dianggap sulit karena menuntut siswa mengingat banyak istilah dan dasar pengelompokan, sehingga diperlukan media yang membuat siswa terlibat aktif. Permainan edukatif seperti ludo berpotensi menjawab kebutuhan tersebut. Penelitian ini bertujuan menguji efektivitas permainan Ludo Sains terhadap hasil belajar siswa SMP pada materi klasifikasi makhluk hidup. Penelitian menggunakan pendekatan kuantitatif dengan desain pra-eksperimen one-group pretest-posttest pada 16 siswa. Hasil belajar diukur melalui tes sebelum dan sesudah pembelajaran, kemudian dianalisis dengan uji-t sampel berpasangan dan N-gain ternormalisasi. Rerata nilai meningkat dari 75,81 pada pre-test menjadi 86,69 pada post-test. Uji-t menunjukkan perbedaan yang signifikan (t(15) = 15,94; p < 0,001) dengan ukuran efek yang besar (dav = 1,88). Rerata N-gain sebesar 0,47 berkategori sedang; satu siswa berkategori tinggi dan 15 siswa berkategori sedang. Temuan ini menunjukkan bahwa Ludo Sains berkontribusi pada peningkatan hasil belajar siswa. Namun, karena tidak ada kelompok kontrol dan sampel kecil, hasil ini perlu direplikasi dengan desain kuasi-eksperimen yang lebih kuat.
Co-Authors Alya Permata Ananda Rahmawati Anisa Widiani Delva Marisa Delvi Putriana Dendo Paratama Dendo Pratama Destian Destian Dian Ayu Rahmadhani Eka Kurnia Aprillia Ekarina Aulia Putri Elvida Sari Yunilarosi Hamzah Pansuri Hengki Satrisno Heny Friantary Istikomah Khairiah Kingkin Dia Pita Loka Leris Putri Utami Nginang Marta Marulina Putri Marta Marulina Putri Mely Septiarin Mery Shafrina Mutia Arini Nurul Riski Mutmainah Putri Bella Rizqina Qomariah Hasanah Rahmadhani Fattul Riskiyah Sarah Asysyifa Shintia Shintia Suprapti Suwarni Tina Mai Nur Jannah Tri Lestari Budi Asih Try Ramadhan Oktiansyah Wiga santri rohinia Yosita Cc Zakhi Restu Paratama Zakia Nur Baiti Zulkarnain Zulkarnain