Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Innovation in Teaching and Instructional Media Journal of Social Work and Science Education
Isurmin, Isurmin
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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Systematic Literature Review Metode Ilmiah Isurmin, Isurmin
Journal of Innovation in Teaching and Instructional Media Vol 5 No 2 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v5i2.1028

Abstract

This study examines various learning methods and scientific approaches in education, and their impact on improving student and college student competencies. The various studies discussed in this article include variations in the use of learning media, the application of experimental methods, and the application of scientific methods in higher education. The results of the study indicate that the selection of appropriate methods and media plays a major role in increasing student interest and understanding, as well as helping them improve scientific writing skills and scientific attitudes. In addition, the application of systematic and structured methods such as in quantitative and qualitative approaches has a positive impact on the quality of learning and scientific research. This study is expected to provide insight into the importance of innovation in education, both through learning technology and scientific approaches based on valid and reliable research.
Classroom Management as a Pedagogy of Character: Integrating Pancasila Values in Indonesian Civic Education Isurmin, Isurmin; Connie, Connie; Kristiawan, Muhammad
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1478

Abstract

While classroom management is often perceived as a disciplinary mechanism, its potential as a deliberate pedagogy for values internalization remains under-explored, particularly in non-Western educational contexts such as Indonesia. This study examines how classroom management practices implemented by Civic Education (PPKn) teachers function as a pedagogical instrument for fostering Pancasila character among senior high school students. Employing a qualitative instrumental case study design at SMA Negeri 9 Kota Bengkulu, data were gathered through 36 hours of systematic classroom observation across 24 lessons, three in-depth teacher interviews, two student focus group discussions, and document analysis of lesson plans, policy documents, and behavioral logs. Preliminary field data revealed that unexplained student absences averaged 7.6%, and democratic classroom practices remained inconsistently implemented indicating a persistent gap between national character education policy and classroom reality. Data analysis followed the interactive model of Miles, Huberman, and Saldaña with trustworthiness established through methodological triangulation and member checking. Findings reveal that teachers employ a tripartite framework planning, implementation, and evaluation through which Pancasila values are deliberately embedded in classroom structures and routines. During planning, teachers integrate character objectives into lesson design and collaboratively establish classroom norms. During implementation, role modeling, democratic facilitation, cooperative learning, and positive reinforcement create a participatory learning environment. Evaluation employs attitude rubrics, peer and self-assessment, and behavioral documentation to support continuous character growth. Together, these dimensions cultivate five Pancasila character outcomes: religiosity, nationalism, unity, deliberation, and social justice. The study reconceptualizes classroom management as a core pedagogical strategy for citizenship education in culturally specific contexts.
Co-Authors Connie, Connie Muhammad Kristiawan