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All Journal Global Education Journal Jurnal Pendidikan Dasar
Subhan, Alwan
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Education Social Sciences Other

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Student Development Aspects Based on Learner Characteristics in Primary Learning Contexts Darnanengsih; Yuspiani, Yuspiani; Subhan, Alwan
MISOOL: Jurnal Pendidikan Dasar Vol. 7 No. 2 (2025): Desember 2025
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v7i2.2356

Abstract

Understanding learner characteristics is a crucial foundation for implementing effective and equitable education. Each learner possesses unique differences in potential, learning styles, interests, and socio-cultural backgrounds that influence learning processes and outcomes. This article aims to analyze a characteristic-based approach to developing three major educational aspects: cognitive, affective, and psychomotor domains. Using a qualitative descriptive approach through library research, the study synthesizes relevant literature on learner development. The results indicate that instructional approaches considering learner characteristics enhance learning effectiveness and holistic personal growth. The cognitive aspect relates to thinking and reasoning abilities; the affective aspect involves attitudes, values, and motivation; while the psychomotor aspect pertains to physical and motor coordination skills. These three domains should be developed harmoniously by considering learning styles (visual, auditory, kinesthetic) and individual differences such as talents, interests, and multiple intelligences. The findings imply that teachers and curriculum developers should adapt learning strategies and content to accommodate diverse learner characteristics, particularly in the implementation of the Merdeka Curriculum, to promote inclusive and meaningful learning experiences.
Exploring the Nature of Students as Pedagogical Beings: A Humanistic Approach in Education Rosdiana, Rosdiana; Yuspiani, Yuspiani; Subhan, Alwan
MISOOL: Jurnal Pendidikan Dasar Vol. 7 No. 2 (2025): Desember 2025
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v7i2.2361

Abstract

The humanistic approach in education emphasizes the holistic development of learners, encompassing emotional, social, and academic aspects. The library research method was chosen because the study focuses on exploring concepts and theories regarding the humanistic approach in education as well as the nature of students as pedagogical beings. This study examines the benefits, challenges, and implementation strategies of the humanistic approach within the context of modern education. Findings reveal that this approach enhances learners’ motivation, creativity, and confidence, while fostering self-awareness and social responsibility. However, successful implementation requires adequate resources and proper teacher training. This study recommends strengthening teacher training, providing sufficient resources, and fostering collaboration among stakeholders to support the sustainability of the humanistic approach in education. Thus, the humanistic approach can contribute to producing learners who excel not only intellectually but also emotionally and socially.
Teacher Professionalism in the National Education System: Analysis of Position, Duties, Rights, Obligations, and Competencies Budihartono, Budihartono; Rosdiana, Rosdiana; Yuspiani, Yuspiani; Subhan, Alwan
Global Education Journal Vol. 3 No. 1 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i1.1207

Abstract

Teacher professionalism is a key factor in improving the quality of national education. Teachers play a role not only as implementers of learning but also as strategic actors in character formation, student potential development, and the achievement of national education goals. This article aims to comprehensively analyze teacher professionalism in the national education system, emphasizing the position of teachers, their duties and responsibilities, their rights and obligations, and their competencies as professional educators. This research method uses a qualitative approach with a library research approach. Data analysis was conducted using content analysis techniques by critically examining the substance of regulations and literature to identify the relationship between the normative framework and the practice of teacher professionalism in the context of national education. The results of the study indicate that teachers have been normatively recognized as professionals with a strategic position in the national education system. Teacher professionalism is reflected in the implementation of pedagogical duties, moral and social responsibilities, the proportional fulfillment of rights and obligations, and the mastery of four main competencies: pedagogical, professional, personality, and social. However, the implementation of teacher professionalism still faces various challenges, such as unequal working conditions, high administrative burdens, limited ongoing professional development, and educational policy dynamics that do not fully support strengthening the role of teachers. This article concludes that teacher professionalism is not only determined by the quality of individual teachers but is also greatly influenced by support from the education system as a whole.
Co-Authors Budihartono, Budihartono Darnanengsih Rosdiana Rosdiana Yuspiani, Yuspiani