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All Journal Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Pendekar : Jurnal Pendidikan Berkarakter PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JURNAL MANAJEMEN PENDIDIKAN IJECA (International Journal of Education and Curriculum Application) JPAP (Jurnal Praktisi Administrasi Pendidikan) INTERACTION: Jurnal Pendidikan Bahasa
Delsy Arma Putri
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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IMPLEMENTASI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN BAHASA INDONESIA PADA SISWA KELAS VIII SMP NEGERI 1 KECAMATAN AKABILURU KABUPATEN LIMA PULUH KOTA Zahratul Ummami; Zulfikarni; Nursaid; Delsy Arma Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43559

Abstract

The purpose of this research is to explain how eighth-grade students at SMP Negeri 1 Akabiluru, Limapuluh Kota Regency, are studying Indonesian while receiving character education. The planning, execution, assessment, and enabling and impeding elements of character education integration are the four main areas of attention for the study. The qualitative descriptive approach was used in this study. Documentation, interviews, and observations were used to gather data. Data reduction, data presentation, and conclusion drawing were all done in accordance with Miles and Huberman's interactive model. The results show that throughout the planning phase, character values ​​were methodically included into the lesson plans. During the implementation phase, classroom activities were used to apply the six Pancasila Student Profile aspects. Evaluation was carried out to continuously improve character development in addition to evaluating academic performance. While time constraints, student motivation, and environmental issues are hindering factors, school facilities and principal assistance are supporting elements. The study comes to the conclusion that while character education has been successfully included into Indonesian language instruction, ongoing enhancement is required to maximize its benefits.
The Integration of Andragogy, Pedagogy, and Inclusive Technology in Language Education: A Systematic Literature Review of 21st Century Online Learning Putri, Delsy Arma; R., Syahrul; Agustina, Agustina; Indriyani, Vivi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.36770

Abstract

The rapid growth of digital technologies has transformed online language learning, yet the integration of pedagogical structure and andragogic autonomy remains insufficiently synthesized. This study aims to systematically review how digital learning technologies are integrated with pedagogical and andragogical principles in online language learning and to develop an integrative conceptual framework. A PRISMA-guided systematic literature review was conducted on 15 peer-reviewed articles published between 2015 and 2025, selected using the PICOS framework. The analysis employed thematic synthesis to identify patterns of technology use, pedagogical approaches, and andragogic principles. The findings show that technologies such as learning management systems, mobile learning, artificial intelligence, and immersive environments function as mediating tools linking structured pedagogical scaffolding with learner autonomy. However, their effectiveness is highly context-dependent and constrained by instructional design and learner readiness. Based on the synthesis, this study proposes the Integrated Pedagogical–Andragogical (IPA) Model, which conceptualizes technology as an epistemic mediator facilitating a gradual transition from guided instruction to self-directed learning. This review offers an integrative theoretical contribution to digital language education without making generalized causal claims. 
Co-Authors Abdurahman . Agustina Amril Amir Anisa Nurjanah Anisa Nurjanah, Anisa Damayanti, Elfa Dewi Anggraini Emidar Emidar Emidar Eni, Rosmi Ermawati Arief Hanafi Saputra Herlin Triana Mita Domi Fella Henanggil Nofrahadi, Nofrahadi Nopita, Yanti Novelly, Justitiayu Nursaid Putri, Isya Parmai Rahmayani, Rizka Dwi Sukma, Melati Syahrul R, Syahrul Syahrul R. Vivi Indriyani Zahratul Ummami Zulfikarni