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All Journal JURNAL PENDIDIKAN TAMBUSAI Journal of Multidisciplinary Science: MIKAILALSYS
Aprilia, Tania
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Environmental Science Physics Social Sciences Other

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Peran Pendidikan Pancasila dalam Pembentukan Karakter Siswa Sekolah Dasar Aprilia, Tania; Adrias, Adrias; Putri Zulkarnaini, Aissy
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i1.26189

Abstract

Pendidikan Pancasila mempunyai peranan krusial untuk membentuk karakter siswa sekolah dasar. Penanaman nilai-nilai Pancasila sejak dini diharapkan dapat melahirkan generasi yang berkarakter kuat, berintegritas, dan memiliki rasa bangga yang tinggi. Studi ini bertujuan untuk menganalisis peran pendidikan Pancasila dalam membentuk karakter siswa SD. Metode yang diterapkan pada ini ialah studi pustaka dengan pendekatan deskriptif dan pengumpulan data dari berbagai literatur terkait. Temuan studi menjabarkan bahwa pendidikan Pancasila berperan signifikan dalam membentuk karakter siswa melalui penanaman nilai-nilai agama, kemanusiaan, persatuan, demokrasi, dan keadilan sosial. Pelaksanaan pendidikan Pancasila dapat dilakukan melalui pembelajaran terpadu, kegiatan ekstrakurikuler, dan proyek penguatan profil siswa Pancasila. Namun demikian, ada berbagai permasalahan seperti keterbatasan sumber daya lahan, kompetensi guru, dan pengaruh lingkungan sosial. Oleh karena itu, diperlukan pelatihan bagi guru, pengembangan bahan ajar yang relevan, dan kolaborasi antara sekolah dengan keluarga dan masyarakat untuk mengatasi tantangan tersebut. Maka, pendidikan Pancasila mempunyai fungsi krusial dalam membentuk karakter siswa sekolah dasar yang memiliki integritas dan rasa kebangsaan yang tinggi.
The Effect of Using Canva Media on the Eighth-Grade Students’ Learning Motivation and Writing Skills in Recount Text Aprilia, Tania; Ardiasih, Lidwina Sri; Puspitasari, Maya
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12174

Abstract

Although Canva is increasingly used in English language instruction, limited research has simultaneously examined the effects of teacher-designed Canva instructional media on eighth-grade students’ learning motivation and recount-text writing skills. This study investigated the effects of Canva-based instructional media on these two learning outcomes. A quantitative approach with a quasi-experimental pretest–posttest nonequivalent control group design was employed. Forty-four students selected through purposive sampling were assigned to experimental and control groups, with 22 students in each group. Data were collected using a learning motivation questionnaire, a writing test, and classroom observation and analyzed through descriptive statistics and independent-samples t-tests. The experimental group demonstrated significantly higher learning motivation than the control group, t(42) = 6.799, p < .001. A significant between-group difference was also identified in posttest writing performance, t(42) = 10.047, p < .001. These findings indicate that purposefully designed Canva-based instruction can support both learning motivation and recount-text writing skills. This study contributes empirical evidence regarding Canva’s simultaneous benefits for affective and academic learning outcomes in English language instruction. Teachers should therefore integrate Canva with relevant visual resources, interactive activities, guided writing practice, and meaningful feedback to optimize its instructional value.
Co-Authors Adrias Adrias Ardiasih, Lidwina Sri Maya Puspitasari, Maya Putri Zulkarnaini, Aissy