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All Journal Arus Jurnal Pendidikan Journal of Information System and Education Development Education Management: Jurnal Manajemen Pendidikan Islam (Edium) JHUSE JAKAP E-MAS JAMPI
Saqjuddin Saqjuddin
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Strengthening the Pancasila Student Profile through Social Studies Learning in Elementary Schools Saqjuddin Saqjuddin
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 2 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i2.32

Abstract

The Pancasila Student Profile represents the ideal characteristics of Indonesian learners who possess global competencies and behave in accordance with the values of Pancasila. In the context of Elementary Schools (SD), Social Studies (IPS) learning plays a strategic role in instilling values of nationalism, social responsibility, and culture that contribute to the formation of the Pancasila Student Profile. This study aims to theoretically examine how Social Studies learning in elementary schools can effectively strengthen the six dimensions of the Pancasila Student Profile, namely faith and devotion to God Almighty, global diversity, mutual cooperation, independence, critical reasoning, and creativity. This research employs a literature review method by analyzing various national and international journals, books, and relevant curriculum documents, particularly those related to the Merdeka Curriculum. The findings suggest that contextual Social Studies learning, project-based learning, and the integration of local and global values can effectively serve as a medium for cultivating the character and competencies of the Pancasila Student Profile. Teachers play a crucial role in designing learning experiences that encourage students to think critically, collaborate, and reflect on the values of Pancasila in real-life situations. Ongoing training and support for teachers are necessary to develop transformative and humanistic learning practices. Therefore, strengthening the Pancasila Student Profile through Social Studies learning is not only possible but also essential in preparing Indonesia's Golden Generation of 2045.
Pendidikan Pancasila Inklusif di SD: Menyemai Toleransi dan Keberagaman melalui Kurikulum Merdeka Saqjuddin Saqjuddin
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 2 (2025): Edisi Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i2.36

Abstract

Pancasila education plays a strategic role in shaping the character of Indonesia’s younger generation, particularly in fostering values of tolerance and diversity. Within the context of the Merdeka Curriculum, which offers broader opportunities for character development, inclusive Pancasila education emerges as a relevant and transformative approach, especially at the elementary school level. This study aims to describe the implementation of inclusive Pancasila education in elementary schools and evaluate its impact on students’ attitudes toward diversity. Employing a descriptive qualitative approach, data were collected through observations, interviews, and document analysis in several elementary schools implementing the Merdeka Curriculum. The findings reveal that the integration of Pancasila values such as mutual cooperation (gotong royong), social justice, and humanity is reflected in contextual and participatory learning practices. Schools that adopt an inclusive approach have successfully created a learning environment that encourages respect for differences, including those related to religion, culture, and socioeconomic background. The study concludes that inclusive Pancasila education not only strengthens students’ national identity but also lays the foundation for building a pluralistic and democratic society from an early age. The study recommends enhancing teacher training, developing localized learning materials, and conducting continuous evaluation to ensure the sustainability of inclusive Pancasila education.
Pembelajaran IPS di Era Digital: Pemanfaatan Platform E-Learning di Sekolah Dasar Saqjuddin Saqjuddin
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 1 (2025): Edisi Februari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i1.49

Abstract

Pancasila education plays The transformation of education in the digital era has significantly shifted learning paradigms, including in the context of Social Studies (IPS) instruction at the elementary school level. The implementation of e-learning platforms has emerged as a strategic alternative to enhance the quality, effectiveness, and relevance of Social Studies learning in line with 21st-century educational demands. This article aims to analyze the utilization of e-learning platforms in elementary Social Studies education by highlighting the opportunities, challenges, and impacts on both the learning process and student outcomes. A descriptive qualitative approach was employed, drawing on recent literature from national and international journals, educational policy documents, and relevant research findings. The results indicate that e-learning fosters greater student participation, motivation, and engagement through interactive, visual, and collaborative approaches. Digital platforms such as Google Classroom, Moodle, and Edmodo provide features that support project-based learning, online discussions, and authentic assessment practices. However, several challenges persist, including limited infrastructure, low digital literacy among teachers and students, and unequal access to technology. Therefore, integrative strategies are required, including teacher training, the development of contextual digital teaching modules, and strong collaboration among schools, parents, and government stakeholders. The findings underscore the importance of e-learning not merely as an alternative medium but as an integral component of an inclusive and sustainable transformation in Social Studies education. This study is expected to serve as a reference for policymakers and educational practitioners in designing adaptive and future-ready Social Studies learning models in the digital age.
Reconstructing National Leadership: Strategies for Integrating Digital Technology and Local Wisdom in Elementary Schools Aba, Akbar; Muhammad Yusuf; Fajrul Khaer; Ilmiawan; Saqjuddin; Ilham Samudra Sanur
Education Management: Jurnal Manajemen Pendidikan Islam (Edium) Vol 3 No 1 (2025): Education Managament : Jurnal Manajemen Pendidikan Islam (Edium)
Publisher : IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/edium.v3i1.13317

Abstract

Abstract: This research aims to explore the strategic role of educational leadership in maintaining national identity through the integration of technology and local wisdom in Indonesian primary schools. The study also highlights the gap in technology access between urban and rural areas and the challenges in curriculum development that can harmonize local cultural values with digital advancements. Using the literature review method, this study analyzes various literatures to understand the contribution of educational leadership to integrative policies that favor the preservation of national identity in the digital era. The findings show that educational leadership plays a central role in designing policies that not only encourage the use of technology, but also instill noble values of national culture. However, there are still significant barriers such as limited digital infrastructure, lack of locality-based teacher training, and lack of community involvement in curriculum formulation. Therefore, this study recommends strengthening inclusive policies, equitable technology investment, contextual teacher training and close collaboration with local communities to realize basic education that is firmly rooted in the nation's culture while being adaptive to the times.
Pengaruh Integrasi Nilai Multikultural dalam Materi IPS terhadap Sikap Kebhinekaan Siswa Sekolah Dasar Saqjuddin; Parisu, Chairan Zibar L.; Saputra, Erwin Eka
Arus Jurnal Pendidikan Vol 5 No 1: April (2025)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v5i1.1143

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh integrasi nilai-nilai multikultural dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) terhadap sikap kebhinekaan siswa sekolah dasar. Latar belakang penelitian ini adalah pentingnya pendidikan yang menanamkan nilai toleransi, empati, dan penghargaan terhadap keberagaman sejak dini sebagai fondasi kehidupan masyarakat yang inklusif. Penelitian menggunakan metode kuantitatif dengan desain quasi eksperimen, melibatkan dua kelas sebagai kelompok eksperimen dan kontrol. Instrumen pengumpulan data berupa tes pre-test dan post-test serta dokumentasi proses pembelajaran. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan pada sikap kebhinekaan siswa kelompok eksperimen setelah menerima pembelajaran yang mengintegrasikan nilai multikultural, dengan rata-rata kenaikan skor sebesar 15,25 poin, dibandingkan dengan kelompok kontrol yang hanya meningkat sebesar 5,35 poin. Uji-t menunjukkan nilai signifikansi < 0,05, yang berarti terdapat perbedaan signifikan antara kedua kelompok. Keberhasilan pendekatan ini juga didukung oleh implementasi Kurikulum Merdeka yang memungkinkan guru mengadaptasi pembelajaran dengan konteks lokal. Temuan ini menegaskan bahwa pendidikan multikultural memiliki dampak positif dalam membentuk karakter siswa dan mendorong kehidupan sosial yang harmonis. Penelitian ini memberikan implikasi bahwa pengembangan strategi pembelajaran berbasis nilai-nilai multikultural perlu terus dikembangkan dan diterapkan secara luas di sekolah dasar untuk memperkuat nilai kebhinekaan sebagai bagian integral dari pendidikan karakter.
Inovasi Manajemen Pembelajaran Coding dan AI untuk Meningkatkan Literasi Digital Siswa Sekolah Dasar Saqjuddin, Saqjuddin; Aba, Akbar; Aopmonaim, Nur Haizah
Journal of Information System and Education Development Vol. 3 No. 2 (2025): Journal of Information System and Education Development
Publisher : Manna wa Salwa Foundation (Yayasan Manna wa Salwa)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62386/jised.v3i2.134

Abstract

The transformation of education in the digital era has driven the integration of technology into the learning process, including the introduction of coding and artificial intelligence (AI) at the elementary school level. Digital literacy is now an essential skill that students must acquire early on to face the challenges of the Fourth Industrial Revolution and the society 5.0 era. This study aims to explore innovative management practices in the implementation of coding and AI learning and their impact on improving digital literacy among elementary school students. A qualitative approach with a case study design was used, involving several elementary schools in Indonesia. Data were collected through direct observation of classroom activities, interviews with teachers and school principals, and analysis of documents related to educational policies and curriculum. The findings indicate that integrating coding and AI learning can effectively enhance students' critical thinking, creativity, and problem-solving skills. However, several obstacles hinder implementation, including limited infrastructure, teachers’ lack of technological competence, and resistance to change. Therefore, innovative and collaborative learning management, as well as supportive policies, are essential to ensure the sustainability of this program in improving digital literacy among elementary school students.
Gender Equality In Early Childhood Education: A Literature Review Of Global Practices and Challenges Andi Al Muhammad Ardiansyah; Saqjuddin Saqjuddin
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025): Edisi Juli 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.240

Abstract

Gender equality in Early Childhood Education (ECE) is a fundamental aspect of building an inclusive and just society from the earliest stages of life. This literature review aims to examine global practices and challenges related to gender equality in ECE, with a particular focus on how gender stereotypes are formed and reinforced in early learning environments. Using a systematic literature review (SLR) approach, this study analyzes 25 recent peer-reviewed articles and policy documents published between 2019 and 2024, sourced from reputable academic databases and institutional reports. The findings reveal that gender bias is often reproduced in teaching materials, classroom interactions, and role modeling, largely due to a lack of teacher awareness and insufficient gender-sensitive pedagogy. Moreover, the dominance of female educators and the underrepresentation of male teachers in ECE contribute to limited gender role diversity for children. Cultural and social norms, particularly in traditional societies, further hinder the promotion of gender equality in early education. In contrast, several countries, particularly in Scandinavia and Canada, have successfully implemented inclusive gender pedagogies supported by policy and teacher training. This study emphasizes the urgent need for integrating gender equality into ECE curricula, enhancing teacher competence, and developing national policies that support equitable and inclusive early learning. The implications highlight the importance of transforming early childhood settings into spaces that actively deconstruct gender stereotypes and promote fairness and diversity from the outset of a child's educational journey.
Program Restoratif untuk Meningkatkan Keterampilan Sosial Anak Usia Dini di Daerah Tertinggal Istnain Alfajri Husain; Saputra, Erwin Eka; Chairan Zibar L. Parisu; La Sisi; Saqjuddin Saqjuddin
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 1 No 2 (2025): Edisi Juni 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v1i2.212

Abstract

Early childhood social skills are an important foundation for children's success in socializing, learning, and building relationships in the future. In underdeveloped areas such as Mata Usu District, Bombana Regency, children experience limitations in developing social skills due to low access to quality education, lack of PAUD teacher training, and minimal parental participation. This community service aims to implement a restorative program as an educational approach to improving early childhood social skills. The implementation method includes identifying problems, training teachers and parents on the restorative approach, implementing role-playing and children's dialogue activities, and evaluating the results. The activity was carried out in one of the underdeveloped villages in Mata Usu District for two months. The results of the service showed a significant increase in children's social skills such as empathy, communication, and peaceful conflict resolution. Teachers and parents also showed increased understanding and involvement in guiding children with a restorative approach. This program shows that an empathy and communication-based approach is effective in areas with limited resources. Policy support and further training are needed so that this approach can be implemented sustainably in all PAUDs in Mata Usu District.
Sinergi Pembelajaran Sosial-Emosional dan Teknologi AR dalam Penguatan Nilai Kewarganegaraan Erwin Eka Saputra; Saqjuddin Saqjuddin
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 8 (2025): Edisi Oktober 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i8.327

Abstract

The development of digital technology has presented new opportunities in education, including in strengthening civic values ​​in elementary schools. One relevant approach is social-emotional learning (SEL), which focuses on developing empathy, responsibility, and social awareness. The integration of Augmented Reality (AR) technology into this learning model is believed to increase student emotional and cognitive engagement through immersive and contextual learning experiences. This article is a literature review that aims to examine the synergistic role of social-emotional learning and AR technology in strengthening civic values ​​in elementary school students. Analysis was conducted on various national and international studies that highlight the effectiveness of AR in stimulating social interaction, value reflection, and active student participation in character-based learning. The study results indicate that the integration of AR and SEL can enrich the PPKn learning experience through visualization of social situations, empathy simulations, and collaborative activities that instill national values. In addition, AR technology also increases motivation and a sense of ownership of moral and social values. Thus, the synergy between social-emotional learning and AR has the potential to become a strategic innovation in civics (PPKn) education, helping to shape a young generation with character, empathy, and a strong sense of national awareness.
Co-Authors Aba, Akbar Andi Al Muhammad Ardiansyah Aopmonaim, Nur Haizah Chairan Zibar L. Parisu Erwin Eka Saputra Erwin Eka Saputra Fajrul Khaer Ilham Samudra Sanur Ilmiawan Istnain Alfajri Husain La Sisi MUHAMMAD YUSUF Parisu, Chairan Zibar L. Saputra, Erwin Eka