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All Journal Journal on Education Journal of Innovation and Research in Primary Education
Indriyani, Ismi Safitri
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Upaya Pencegahan Kekerasan Seksual dan Intoleransi Melalui Kegiatan Sosialisasi di SD Negeri 1 Astana Dianasari, Dianasari; Indriyani, Ismi Safitri; Kusila, Kusila; Sunari, Nunung; Jannah, Syifaul; Noviyanti, Indah

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8285

Abstract

The three cardinal sins of education are serious issues that include bullying, sexual violence and intolerance. These three things are a big challenge in the world of education in Indonesia, because they can damage morale, integrity, and the comfort of the learning environment. Bullying often occurs without the perpetrators or victims realising it, sexual violence can destroy the mentality of students, while intolerance fosters hatred and destroys social harmony. Based on observations made at SDN 1 Astana, it was found that one of the main problems was the practice of bullying among students. Many students unconsciously commit acts of bullying, both verbally and physically, against their own friends. This phenomenon shows that awareness of the negative impact of bullying is still low among students. To raise students' awareness of the three cardinal sins of education. One of the proposed solutions is the implementation of the “Mini Cinema” programme, which is an educational short film screening activity that specifically highlights the adverse effects of bullying, sexual violence and intolerance. The programme is designed to be an engaging and educational socialisation medium, while building empathy among students. With this approach, it is hoped that students at SDN 1 Astana can understand the importance of respecting and supporting one another, creating a safer, more inclusive school environment free from the threat of violence.
Building Character Through Scout Activities: A Study of Discipline, Responsibility, and Cooperation Development in Elementary Students Indriyani, Ismi Safitri; Nurul Iman, Bagus; Faiz, Aiman
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2337

Abstract

Character development in elementary education requires comprehensive approaches that extend beyond classroom instruction to include structured extracurricular activities. This study examines the effectiveness of scout extracurricular activities in developing student character, specifically investigating improvements in discipline, responsibility, and cooperation among elementary school students. A qualitative descriptive study was conducted at SDN 1 Astana from May to July 2025. Twenty students from grades IV and V who actively participated in scout activities were purposively selected as primary participants, along with three scout coaches, five classroom teachers, and the school principal as key informants. Data collection involved structured observations during scout meetings and school activities, semi-structured interviews with all participant categories, and document analysis of attendance records and student reflections. Thematic analysis was employed to identify patterns related to character development across the three target dimensions. The study documented significant improvements across all character dimensions following three months of regular scout participation. Discipline indicators showed substantial gains: punctuality increased by 25% (from 60% to 85%), uniform compliance improved by 33% (from 45% to 78%), and rule adherence increased by 27% (from 55% to 82%). Responsibility development was evidenced by task completion rates progressing from 50% to 83%, while cooperation skills demonstrated the most dramatic improvement with group participation rates increasing from 52% to 87%. Additionally, school disciplinary incidents decreased by 40% among scout participants, and character-related classroom behaviors improved by 30%. The findings support positive youth development frameworks, demonstrating that structured activities with sustained adult-youth relationships, clear expectations, and authentic leadership opportunities create effective contexts for comprehensive character development.
Co-Authors Dianasari Dianasari, Dianasari Faiz, Aiman Jannah, Syifaul Kusila, Kusila Noviyanti, Indah Nurul Iman, Bagus Sunari, Nunung