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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Edumaspul: Jurnal Pendidikan
Fiena Saadatul Ummah
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Democratic Attitudes in Elementary Students: The Effectiveness of the Value Clarification Technique Hendrik Pandu Paksi; Putri Rachmadyanti; Roni Rodiyana; Fiena Saadatul Ummah
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8289

Abstract

This study aims to examine the effectiveness of the application of Value Clarification Technique (VCT) on the democratic attitudes of fourth grade students at SDN Kertajaya IV Surabaya. The method used in this research is Quasi Experimental with Nonequivalent Control Group Design. This study involved two groups of students, namely the experimental group treated using VCT and the control group treated using conventional learning. The research instrument used was a questionnaire to measure students' democratic attitudes before and after treatment. The validity of the instrument was tested through expert judgment and empirical tests, while data analysis was carried out using an independent t test after normality and homogeneity tests were met. The results showed that there was a significant difference in democratic attitudes between the experimental and control groups. The experimental group using VCT showed greater improvement in democratic attitudes than the control group. The average pre-test score of the experimental group was 66.06, which increased to 73.72 in the post-test. While in the control group the average pre-test score was 67.00 and increased slightly to 68.25 in the post-test. Data analysis using the t test showed that the t value was 2.166 with a significance of 0.035 (<0.05), indicating that the use of VCT was significantly more effective in improving students' democratic attitudes than conventional methods. This study concludes that the use of VCT in Civics learning is effective in improving the democratic attitudes of elementary school students. The implementation of VCT can help students understand and internalize democratic values better than conventional learning. Research recommendations include wider application of VCT in Civics education, training for teachers, as well as further research to examine the effectiveness of VCT in various educational contexts.
Character Strengthening through Routine School Practices: Design Models from a Systematic Review Lusi Andri Pujiastuti; Hitta Alfi Muhimmah Hitta; Fiena Saadatul Ummah
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19590

Abstract

This study aims to identify effective models, implementation strategies, and instructional design principles for routine-based character strengthening programs in elementary schools. A qualitative systematic literature review was conducted following PRISMA guidelines. A total of 24 peer-reviewed articles published between 2022 and 2025 were collected primarily from the Scopus database. Data were analyzed using thematic synthesis through a structured extraction matrix encompassing intervention design, routine practices, targeted character values, implementation strategies, and outcomes. The findings reveal that effective character education models integrate four core components: value-based learning through daily routines, teacher exemplarity and collaboration, a conducive school environment and culture, and holistic curriculum integration. Prominent models identified include Lickona’s comprehensive approach, the R2SC technique (Routine, Role Model, Spontaneity, Conditioning), the TRECB model (Transformative Reflexive Empowering Character Building), and ethnopedagogical frameworks incorporating local wisdom. Routine activities such as morning prayers, flag ceremonies, classroom duties, 5S culture (Smile, Greet, Polite, Courteous, Honest), and honesty journals were found to be effective in instilling core character values. Challenges remain in teacher training, character assessment systems, model standardization, and cross-cultural adaptation. The review recommends strengthening the educational ecosystem through comprehensive teacher professional development, innovative learning modules, continuous evaluation mechanisms, and school-family-community collaboration. These findings provide practical guidance for educators, policymakers, and researchers in designing sustainable, routine-based character education programs in elementary schools. This review advances the field by synthesizing a framework that supports the transition of character education from isolated classroom instruction to embedded, school-wide cultural practices.
DESIGNING CULTURALLY INTEGRATED PROJECT-BASED LEARNING TO ENHANCE FINANCIAL LITERACY: A STUDY OF THE JIMPITAN TRADITION IN INDONESIAN ELEMENTARY SCHOOLS Ita Kurniawati; Fiena Saadatul Ummah; Ari Metalin Ika Puspita
SOSIOEDUKASI Vol 14 No 4 (2025): 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.v14i4.6746

Abstract

Financial literacy is a crucial 21st-century competency that must be developed from an early age to prepare students for real-world financial decision-making. However, learning in many Indonesian elementary schools remains conventional and has not yet integrated meaningful, contextual, and culturally relevant learning experiences. This study aims to design and analyze project-based learning (PjBL) activities integrated with the local Jimpitan tradition to enhance fifth-grade students’ financial literacy at SDN 2 Kloposepuluh, Sukodono District. Using a design-research approach with a qualitative descriptive method, data were collected through observations, interviews, and document analysis involving students, teachers, and school leaders. The learning design guided students to engage in projects related to the Jimpitan practice, including reporting on fundraising processes, management mechanisms, and their financial implications. The findings show that culturally contextualized PjBL activities effectively improved students’ financial literacy, particularly in understanding needs versus wants, money management, and simple economic concepts. Students also demonstrated increased engagement, creativity, and collaboration compared to conventional learning. Challenges such as limited time and resources indicate the need for stronger collaboration between schools, teachers, and researchers. This study contributes to the development of innovative, practical learning models that integrate local cultural wisdom into elementary economics education.
Co-Authors Ari Metalin Ika Puspita Hendrik Pandu Paksi Hitta Alfi Muhimmah Hitta Ita Kurniawati Lusi Andri Pujiastuti Putri Rachmadyanti Roni Rodiyana