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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Journal of English Language and Education
Yuanita, Pita
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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 Learning Independence Through Project-Based Learning: A Qualitative Study of Integrated Science Instruction in Indonesian Elementary Schools Yuanita, Pita; Budiono, B.; Husamah, H.; Lambensa, Hawaree
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.3689

Abstract

This descriptive study explored how Project-Based Learning (PjBL) was associated with indicators of learning independence among fifth-grade students in Integrated Science (IPAS) at Muhammadiyah 4 Batu Elementary School, Indonesia. Existing elementary PjBL research rarely examines behavioral indicators of learning independence or triangulates teacher, student, and observational data in IPAS contexts, creating a gap that this study seeks to address. A qualitative descriptive approach was employed, involving 87 students (three Grade 5 classes) and three teachers. Data were collected through interviews, questionnaires, classroom observations, and document analysis, then analyzed using the Miles and Huberman interactive model, complemented with descriptive proportions from 3-point Likert scales. High scores were defined as ratings ≥3 (“always/consistent”) on a three-level rubric; thresholds were established through expert validation. The percentages reported in this study represent the proportion of students categorized as “High” according to these validated thresholds. Inter-rater agreement for observations reached κ = 0.86, indicating substantial consistency. Findings reveal that PjBL was associated with higher observed levels of responsibility, confidence, initiative, and discipline through hands-on projects, collaborative discussions, and reflective presentations. Quantitative descriptive data showed that 83.9% of students demonstrated high responsibility, 87.4% high confidence, and 86.2% high discipline. Teacher interviews confirmed that PjBL enhances student engagement, though time management remains a challenge. The study concludes that PjBL-based instruction corresponded with behavioral indicators of learning independence and 21st-century competencies. However, as a single-site, descriptive investigation, no causal inferences can be drawn. Future research should apply validated independence scales and multi-site designs.
Co-Authors B. Budiono Husamah Husamah Lambensa, Hawaree Rohmah, Rissana Aprilia Winarni, Dian