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All Journal Dinasti International Journal of Management Science Jurnal Ilmu Multidisplin
Ganjar Muhammad Ganeswara
Universitas Pendidikan Indonesia, Bandung, Indonesia
Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Tantangan dan Peluang Pendidikan Karakter Disiplin di Sekolah Dasar untuk Siswa dari Keluarga Broken Home: Tinjauan Akademik Artikel Via Nurafiati Astuti; Bunyamin Maftuh; Yadi Ruyadi; Ganjar Muhammad Ganeswara; Abih Gumelar
Jurnal Ilmu Multidisiplin Vol. 4 No. 5 (2025): Jurnal Ilmu Multidisplin (Desember 2025 - Januari 2026)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jim.v4i5.1509

Abstract

Pendidikan karakter disiplin menjadi fondasi penting dalam pembentukan kepribadian siswa sekolah dasar, terutama bagi mereka yang tumbuh dalam lingkungan keluarga broken home yang cenderung kurang memberikan kontrol dan teladan moral. Artikel ini merupakan review sistematis terhadap penelitian-penelitian terindeks SINTA-2 yang membahas pendidikan karakter disiplin pada konteks sekolah dasar selama periode 2018–2025. Penelusuran dilakukan melalui database SINTA, Garuda, dan Google Scholar dengan kata kunci “pendidikan karakter”, “disiplin”, “broken home”, dan “sekolah dasar”. Dari 22 artikel yang teridentifikasi, tujuh artikel memenuhi kriteria inklusi dan dianalisis secara tematik. Hasil tinjauan menunjukkan dua tema utama, yaitu (1) tantangan penerapan pendidikan karakter disiplin yang meliputi lemahnya dukungan keluarga, rendahnya stabilitas emosi siswa, dan keterbatasan strategi pedagogis guru, serta (2) peluang penguatan karakter melalui pembelajaran berbasis nilai, keteladanan guru, dan konseling empatik di sekolah. Kajian ini menegaskan pentingnya kolaborasi antara sekolah, keluarga, dan masyarakat dalam membangun ekosistem pendidikan karakter yang berkelanjutan bagi siswa dari keluarga broken home. Temuan ini berimplikasi pada perlunya model pendidikan karakter yang lebih kontekstual, adaptif, dan humanistik di tingkat sekolah dasar.
Analysis of the Academic Ability Test (TKA) Program in Elementary Schools in Rongga District, West Bandung Regency from the Perspective of Government Regulations Via Nurafiati Astuti; Encep Syarief Nurdin; Ganjar Muhammad Ganeswara; Edi Suresman
Dinasti International Journal of Management Science Vol. 7 No. 5 (2026): Dinasti International Journal of Management Science (May - June 2026)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijms.v7i5.6916

Abstract

The implementation of the Academic Ability Test (TKA) Program in elementary schools is an important part of the national education evaluation policy to ensure the quality of learning and accountability of educational units; however, its implementation at the target elementary school level still faces challenges related to technical readiness, understanding of regulations, availability of facilities, and consistency of implementation according to government guidelines. This study aims to analyze the effectiveness of the TKA Program in Elementary Schools in Rongga District, West Bandung Regency from the perspective of government regulations. The study used a qualitative approach with a multi-site evaluative case study design in 10 target elementary schools in Rongga District, with participants consisting of principals, teachers, operators, and supervisors, through analysis of policy documents, surveys, observations, and interviews. The results of the study indicate that the effectiveness of the TKA implementation is generally in the fairly effective category, characterized by administrative compliance with regulations, implementation of socialization, and institutional support, but still found obstacles in the readiness of digital infrastructure, equal distribution of technical competencies of implementers, and optimization of monitoring and follow-up of evaluation results. The conclusion of this study confirms that the effectiveness of the TKA requires strengthening the integration between regulations, human resource capacity, and support facilities for better quality and sustainable implementation. Originally, this research contributes to the development of an evaluation model for the implementation of basic assessment policies that support SDG 4/Sustainable Development Goals (Quality Education) by strengthening the governance of inclusive, effective, and quality basic education assessments.
Co-Authors Abih Gumelar Bunyamin Maftuh Edi Suresman Encep Syarief Nurdin Via Nurafiati Astuti Yadi Ruyadi