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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Journal of English Language and Education
Rohmah, Rissana Aprilia
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Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Eight Graduate Profiles: Strategies for Developing Student Character in the Digital Era Rohmah, Rissana Aprilia; Yuanita, Pita; Winarni, Dian
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1683

Abstract

In today's digital era, educational transformation requires strengthening the character that is integrated in technology-based learning. In modern character learning strategies, the eight dimensions of graduate profiles (DPL) are the basis for character education. The 8 DPL include faith and piety to God Almighty, citizenship, critical reasoning, creativity, collaboration, independence, health, and communication. In digital era learning, the integration of 8 DPLs can be achieved through the use of information and communication technology, hybrid learning, project-based learning, collaborative learning, and digital literacy. These methods can be used to shape and train students' character in a contextual, reflective, and sustainable manner. In online activities, students engage in online discussions, create digital works, create innovative presentations, think through blogs, and create digital character portfolios. By utilizing digital media, teachers act as facilitators, role models, and mentors. Teachers help students learn to collaborate across subjects, think critically, and communicate well through digital platforms. In addition, digital citizenship and digital health are also very important to maintain the safety, ethics, and well-being of students in the virtual environment. Schools, families, and digital communities work together to maintain character formation both in the real and virtual worlds. By implementing an 8-DPL-based learning strategy that is adaptive to technology, graduates are expected to become unique individuals, proficient in technology, and ready to compete and contribute in the era of globalization and digitalization.
Enhancing Elementary Students’ Critical Thinking and Problem-Solving Skills Through the Implementation of Problem-Based Learning at Muhammadiyah 4 Batu Elementary School Rohmah, Rissana Aprilia; Budiono, B.; Husamah, H.
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sancnb22

Abstract

In the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities have become essential competencies for 21st-century learners. However, few studies in the Indonesian elementary context have triangulated data from classroom observations, teacher interviews, and questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these skills. This study examined the association between PBL and students’ behavioral indicators of critical thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87 students) and three teachers, spanning six PBL sessions over one semester. Data were collected through classroom observations, teacher and student interviews, and questionnaire surveys to capture the holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and problem-solving competence. The results reveal that PBL is associated with higher levels of engagement, curiosity, and analytical reasoning through structured problem scenarios that require collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher perspectives, and classroom artifacts within a single descriptive framework.
Co-Authors B. Budiono Husamah Husamah Winarni, Dian Yuanita, Pita