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All Journal TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) JOSAR (Journal of Students Academic Research) International Journal of Educational Narratives
Desy Anindia Rosyida
Universitas Islam Balitar
Arts Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences

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Narrative Approaches in Character Education: Stories as a Medium of Moral and Ethical Learning Desy Anindia Rosyida; Jamil Khan; Ida Wahyu Wijayati; Feby Arief Nugroho; Khalil Zaman
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2561

Abstract

Background. Character education has increasingly emphasized the need for approaches that move beyond prescriptive moral instruction toward more experiential and reflective forms of ethical learning. Purpose. This study investigates how narrative approaches particularly storytelling and personal narratives can serve as effective mediums for developing moral reasoning, empathy, and ethical awareness among students. Method. The research aims to explore the pedagogical role of stories in fostering internalized moral values and to analyze how narrative engagement influences students’ ethical reflection and behavioral choices. Employing a qualitative case study design, data were collected through classroom observations, teacher interviews, and analysis of students’ reflective writings across three secondary schools implementing story-based character education programs. Results. The findings indicate that narrative pedagogy enables students to connect moral principles with lived experience, encourages perspective-taking, and stimulates dialogical moral reasoning. Stories functioned as ethical mirrors, allowing students to examine moral dilemmas within familiar contexts while developing emotional resonance with diverse human experiences.   Conclusion. The study concludes that storytelling is not only a didactic tool but also a transformative medium that cultivates ethical imagination, empathy, and critical reflection, making it essential to holistic character education.
Internalization of Pancasila Values ​​Through an Ethnographic Approach in Civics Education (PPKn) in Elementary Schools Desy Anindia Rosyida; Sinda Dewita Sari
JOSAR (Journal of Students Academic Research) Vol 11 No 2 (2026): September
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/xm32ry72

Abstract

The internalization of Pancasila values is crucial for shaping elementary students' character. However, because instruction remains heavily cognitive, this internalization is often suboptimal. This study aims to describe: (1) the process of internalizing Pancasila values in Pancasila and Civic Education (PPKn), (2) the implementation of an ethnographic approach, (3) supporting school culture, (4) facilitating and inhibiting factors, and (5) the impact on students' behaviors. Employing a qualitative ethnographic design, data were collected through participant observation, in-depth interviews, and document analysis from purposively selected subjects, including the principal, teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, and validity was ensured through triangulation and member checking. The findings reveal that internalization occurs through habituation, role modeling, reflection, discussion, and problem-solving integrated into instruction. The ethnographic approach leverages local culture, traditions, and social environments as contextual learning resources. A positive school culture featuring religious practices, mutual cooperation, and discipline further reinforces these values. Supporting factors include leadership commitment and community participation, while digital media influence and limited time act as barriers. Ultimately, this approach successfully fosters religious attitudes, responsibility, tolerance, discipline, mutual cooperation, and patriotism among students.
INTEGRATING AI IN LANGUAGE LEARNING: A CASE STUDY ON THE USE OF VIRTUAL ASSISTANTS FOR MANDARIN CHINESE INSTRUCTION Dessy Astutiningtyas; Desy Anindia Rosyida
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i2.1357

Abstract

This paper discusses artificial intelligence-powered virtual assistants in the teaching of Mandarin as a second language at elementary level; they are analyzed with respect to their influence on learners’ linguistic knack, and cultural appreciation. The study adopts a qualitative research design using methods such as observation, interview and survey that will help examine how these AI tools facilitate learning processes and enhance interest through an ongoing form of learning that seeks to achieve thorough context-based cultural understanding. Results instructed us about major improvements realized in both language acquisition and cultural awareness; this research also raised a concern regarding the potential dangers resulting from excessive reliance on AI technologies in educational spheres. Therefore, this research advocates for use of artificial intelligence based devices that complement conventional teaching techniques so as to offer language instruction comprehensively without leaving out any aspect of the target culture.
Co-Authors Dessy Astutiningtyas Jamil Khan Khalil Zaman Sinda Dewita Sari Wijayati, Ida Wahyu