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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan dan Pengajaran Pendas : Jurnah Ilmiah Pendidikan Dasar Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Feri Dwi Jayanti
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Arts Humanities Decision Sciences, Operations Research & Management Education Public Health Social Sciences Other

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Implementasi Pendidikan Karakter Berbasis Kearifan Lokal Hasthalaku di SMA N 1 Surakarta Feri Dwi Jayanti; Taat Wulandari
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.66260

Abstract

The increase in corruption cases, the increasing number of cases involved in drugs and various forms of juvenile delinquency are the impact of the erosion of the character that is owned and held firmly by the Indonesian people. One solution that schools can implement is to implement character education based on local Hasthalaku wisdom. This research aims to analyze the implementation of character education based on local wisdom in high schools. The research subjects consisted of the deputy principal, Hasthalaku teacher, several subject teachers, and several students at the school. The research was conducted using naturalistic qualitative methods. Data collection used passive participant observation techniques, semi-structured interviews, and documentation. The analysis technique uses technical triangulation and triangulation of research data sources. Data analysis uses an interactive model developed by Miles and Huberman, including three procedures: data condensation, data presentation, and conclusion drawing. The research results show that character education based on local Hasthalaku wisdom has been implemented consistently and sustainably through several school programs/activities. The school's efforts to implement character education based on local Hasthalaku wisdom can shape students' character by the character of Javanese society. The implications of this research can have a positive impact on students' lives now and in the future.
Character education with live-in activities (Case study at De Britto College High School Yogyakarta) Wulandari, Taat; Jayanti, Feri Dwi; Yacoob, Norazlan Hadi
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol 8, No 2 (2024)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v8i2.74143

Abstract

The research aims to explain character education at De Britto College High School Yogyakarta. This school has unique characteristics in shaping the character of students. The unique thing about character education at this school is through live-in activities. This type of research is qualitative research. The research approach chosen is naturalistic. The research subjects were: principals, teachers and students at De Britto College High School Yogyakarta. Data collection techniques include: observation, interviews, and documentation. Data validity uses triangulation of data collection techniques. Data analysis uses the Miles and Huberman interactive model. The results of the research show that to shape the character of students, live-in activities are carried out in daily life. The character formation of students is carried out through educational excursions, live ins, and retreats or spiritual retreats. The organization of character education at De Britto College High School goes through 3 main stages, namely: educational excursion for class X, live-in for class XI, and retreat or spiritual practice for class XII. Implementing live-in activities sometimes has problems, including the limited number of teachers, the condition of students, such as the health of students when carrying out live-in activities.
The Role of Teachers in Fostering Digital Literacy and Citizenship among Elementary School Students Damanik, Prince Clinton Immanuel Christian; Chaled, Mohammad Idham; Jayanti, Feri Dwi; Husaeni, Rizki Achmad; Uli, Anastasia Arta
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.166

Abstract

The rapid growth of digital technology over the past decade has transformed both social and educational life, especially among elementary school students who are increasingly exposed to digital devices and social media. While these technologies offer opportunities for creativity, communication, and information access, they also present risks such as misinformation, cyberbullying, and digital addiction. This study explores the role of teachers in fostering digital literacy and citizenship among elementary school students. Using a qualitative descriptive approach, data were gathered through in-depth interviews and classroom observations involving elementary school teachers in Jakarta. Thematic analysis was employed to identify teachers’ strategies, roles, and challenges in nurturing students’ digital literacy and civic responsibility. The findings reveal that teachers serve as educators, facilitators, and role models who promote responsible and ethical digital behavior through project-based learning, digital storytelling, moral modeling, and the creative use of interactive media. However, challenges such as limited teacher competence, insufficient contextual teaching materials, and low parental engagement remain. The study highlights the need to strengthen teacher training in digital ethics and pedagogy and offers practical implications for policymakers to enhance digital education aligned with Indonesia’s Pancasila Student Profile.
RECONCEPTUALIZING PANCASILA-BASED CITIZENSHIP EDUCATION IN THE DIGITAL AGE: INTEGRATING ARTIFICIAL INTELLIGENCE, DIGITAL ETHICS, AND PROJECT-BASED LEARNING Damanik, Prince Clinton Immanuel Christian; Mohammad Idham Chaled; Rizki Achmad Husaeni; Anastasia Arta Uli; Feri Dwi Jayanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42780

Abstract

The rapid expansion of artificial intelligence (AI) and digital media is reshaping contemporary civic identity and challenging existing models of citizenship education. Although global citizenship education frameworks increasingly emphasize technological competence, they often lack grounding in local ethical and cultural values, particularly within elementary education where civic identity is first formed. Addressing this gap, this study synthesizes global citizenship theories and digital innovation research to propose an integrated pedagogical framework for Indonesian elementary schools grounded in Pancasila. Following PRISMA 2020 guidelines, this systematic literature review analyzed peer-reviewed studies published between 2017 and 2025 in the Scopus and Web of Science databases. The analysis focused on AI integration in education, digital literacy inequalities, and the role of Pancasila-based ethics in civic learning. The findings indicate that liberal and global citizenship models, when detached from shared moral foundations, risk weakening civic engagement. In Indonesia, structural disparities in AI adoption further highlight the need for an ethical and equitable approach to digital citizenship education. The review identifies Pancasila as a normative ethical framework capable of guiding responsible digital behavior and supporting Sustainable Development Goals 4, 10, and 16. To operationalize these values in elementary classrooms, Project-Based Learning supported by interactive digital modules emerges as an effective strategy for translating abstract civic principles into meaningful digital action. Developing ethically grounded digital citizens therefore requires sustained teacher capacity-building and the systematic integration of Pancasila-oriented, project-based pedagogies.
Co-Authors Anastasia Arta Uli Chaled, Mohammad Idham Husaeni, Rizki Achmad Mohammad Idham Chaled Prince Clinton Immanuel Christian Damanik Rizki Achmad Husaeni Saliman Saliman Uli, Anastasia Arta Yacoob, Norazlan Hadi