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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) HEUTAGOGIA: Journal of Islamic Education Innovative: Journal Of Social Science Research
Sitorus, Adnan Syah
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Other

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Strategi, Implementasi dan Evaluasi Pendidikan Karakter di SD IT Anak Soleh Sitorus, Adnan Syah; Achadi, Muh. Wasith
Innovative: Journal Of Social Science Research Vol. 5 No. 3 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i3.19049

Abstract

Penelitian ini secara khusus bertujuan untuk mengeksplorasi strategi yang digunakan oleh SD IT Anak Soleh dalam merancang pendidikan karakter, mendeskripsikan bentuk implementasi program dalam kegiatan sehari-hari di sekolah, serta menganalisis sistem evaluasi yang diterapkan untuk menilai keberhasilan program tersebut. Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus. Penelitian ini berlokasi di SD IT Anak Soleh di Kabupaten Langkat, Provinsi Sumatera Utara. Teknik yang dilakukan dalam penelitian ini ialah pusposive sampling. Teknik pengumpulan datanya menggunakan observasi partisipatif, wawancara dan juga dokumentasi. Data yang didapatkan kemudian dianalisis dan diuji keabsahannya. Hasil penelitian menunjukkan bahwa dengan strategi, implementasi dan evaluasi yang baik maka SD IT Anak Soleh mampu membentuk dan menanamkan karakter serta moral yang baik pada siswa. Strategi pendidikan karakter di SD IT Anak Soleh dirancang secara komprehensif melalui pendekatan integratif yang menempatkan nilai-nilai karakter sebagai inti dari seluruh aktivitas pendidikan. Implementasi pendidikan karakter di sekolah ini tidak hanya berbasis program, tetapi telah menjadi bagian dari budaya sekolah (school culture). Evaluasi pendidikan karakter yang digunakan bersifat formatif, reflektif, dan partisipatif.
Implementation of the International Primary Curriculum (IPC): Strengthening 21st-Century Skills and Contributing to Sustainable Development Goals in Indonesia Adzillah, Salasabila Nur Imatul; Sitorus, Adnan Syah; Alifia, Larasati Husna
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-02

Abstract

This study aims to analyze the implementation of the International Primary Curriculum (IPC) in supporting 21st century education through strengthening critical thinking, creativity, communication, and collaboration (4C) skills, as well as evaluating its contribution to the achievement of the Sustainable Development Goals (SDGs), especially Goal 4: Quality Education. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching the literature on the Scopus database, Google Scholar, and the Publish or Perish tool for the period 2020–2025. The results show that IPC significantly improves 4C skills through thematic, cross-disciplinary, and project-based learning that encourages student engagement, knowledge transfer, and an in-depth understanding of global and local issues. IPC's contribution is also seen in strengthening the principles of inclusivity, integrating sustainability values, and adapting learning that is relevant to the cultural context, so that it is in line with the SDGs agenda. However, the main challenges in its implementation in Indonesia include disparities in educational infrastructure, limited teacher capacity, and resource gaps between regions. The implications of this study underscore the importance of policy strategies that emphasize improving teacher competence, adapting the curriculum to local contexts, and collaboration between stakeholders to ensure sustainable implementation. Follow-up studies are recommended to explore the effectiveness of IPC implementation through field studies, longitudinal analysis of student learning outcomes, and evaluation of teacher training programs to strengthen the relevance and competitiveness of basic education in Indonesia.
Implementation of the International Primary Curriculum (IPC): Strengthening 21st-Century Skills and Contributing to Sustainable Development Goals in Indonesia Adzillah, Salasabila Nur Imatul; Sitorus, Adnan Syah; Alifia, Larasati Husna
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-02

Abstract

This study aims to analyze the implementation of the International Primary Curriculum (IPC) in supporting 21st century education through strengthening critical thinking, creativity, communication, and collaboration (4C) skills, as well as evaluating its contribution to the achievement of the Sustainable Development Goals (SDGs), especially Goal 4: Quality Education. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching the literature on the Scopus database, Google Scholar, and the Publish or Perish tool for the period 2020–2025. The results show that IPC significantly improves 4C skills through thematic, cross-disciplinary, and project-based learning that encourages student engagement, knowledge transfer, and an in-depth understanding of global and local issues. IPC's contribution is also seen in strengthening the principles of inclusivity, integrating sustainability values, and adapting learning that is relevant to the cultural context, so that it is in line with the SDGs agenda. However, the main challenges in its implementation in Indonesia include disparities in educational infrastructure, limited teacher capacity, and resource gaps between regions. The implications of this study underscore the importance of policy strategies that emphasize improving teacher competence, adapting the curriculum to local contexts, and collaboration between stakeholders to ensure sustainable implementation. Follow-up studies are recommended to explore the effectiveness of IPC implementation through field studies, longitudinal analysis of student learning outcomes, and evaluation of teacher training programs to strengthen the relevance and competitiveness of basic education in Indonesia.
Rethinking Ideal Education from Prospective Teachers' Perspectives: Systemic Challenges and Educational Policy Implications in Indonesia Sitorus, Adnan Syah; Ratnasari, Dwi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 2 (2026): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i2.1179

Abstract

Contemporary educational reform in Indonesia has largely emphasized policy design and teacher implementation, yet limited attention has been given to how prospective teachers conceptualize ideal education and interpret systemic challenges. Addressing this gap, this study explores how pre-service teachers articulate their vision of ideal education and critically assess current educational conditions. Employing a qualitative case study design, data were collected from 33 fifth-semester students in an Islamic Education program through open reflective essays and analyzed using inductive thematic analysis. The findings reveal five interrelated dimensions shaping prospective teachers' conceptualization of ideal education: (1) learner-centered and meaningful pedagogy, (2) critique of assessment-oriented culture, (3) recognition of structural educational inequality, (4) awareness of professional pressures on teachers, and (5) integration of character education with 21st-century competencies. These themes demonstrate that prospective teachers' perspectives extend beyond classroom technique and reflect an emerging structural and professional consciousness. The study proposes an Ideal Education Framework that integrates pedagogical commitment, structural awareness, and systemic support as interconnected dimensions of educational transformation. This study contributes to the discourse on Indonesian educational reform by repositioning prospective teachers as reflective epistemic actors whose perspectives bridge pedagogical ideals and policy realities. The findings offer policy-relevant insights for strengthening teacher education, promoting equitable resource distribution, and balancing accountability with professional autonomy in national education reform.
Co-Authors Achadi, Muh. Wasith Adzillah, Salasabila Nur Imatul Alifia, Larasati Husna Dwi Ratnasari